Developing Inclusive Curricula

This paper aims to address some of the concerns of teaching staff in their support for disabled students and, as such, is intended to constitute a good practice guide. It provides information on models of disability and explains the UK legal context, addressing major elements of the Disability Discrimination Act, UK (2005), within the broader international legislative framework. Key questions are included that academic staff may find useful to consider in developing and/or implementing a more inclusive curriculum. Having interpreted curriculum in the widest sense of the word, fifteen aspects have been identified, and each set of questions relating to each aspect is preceded by a mini case study that exemplifies particular dilemmas relating specifically to that particular element of the curriculum. Further support for teaching staff is offered through the inclusion of web references to key online support materials specific to each aspect

Appreciative Inquiry – a Research Tool for Institutional Change

Appreciative Inquiry (AI) emanated from the PhD work of David Cooperrider at Case Western Reserve University in the 1980s. Founded upon social constructionist theories (Berger & Luckmann,1966, Gergen, 2009), it is an approach to organizational change that eschews former Organization Development (OD) deficit models in favour of a positive approach to change that builds a vision for the future based upon what already works well within an existing system. It also provides a framework for researching or evaluating different forms of professional practice, including learning, teaching and the student experience. Its self-empowering philosophy, effected through the ‘4-D’ process (Discover, Dream, Design and Destiny), is realized through the collaborative working of all stakeholders within an institution; through systematic participation in a jointly constructed vision of an organization’s future, they become an integral part of its success. At its core is the unconditional positive question, which seeks out the best of ‘what is’ in order to prompt the collective imagination to envision ‘what might be’. The use of AI within higher education in the UK is not yet well-developed and existing studies of the application of AI to this context have tended to focus principally on the areas of teaching and institutional change. It is suggested that through the publication of recent books such as ‘Appreciative Inquiry in Higher Education: A Transformative Force’ (Cockell, McArthur-Blair & Schiller, 2013), it will perhaps become more widely adopted in this context

'Usemyability’ (UMA). An Investigation Into Whether an Online Employability Skills Audit Can Enhance Students Understanding of the Term Employability

This project was completed as part of the students as academic partners (SAPs) initiative. The project aimed to ascertain the current level of understanding surrounding students’ employability skills and how they may be improved. It was expected that through the use of an online self-audit tool ‘usemyability’ (UMA 1) students would be able to establish a benchmark from which to track their development across a range of 16 benchmarked employability skills. A baseline questionnaire was completed by 31 University of Worcester (UW) students to investigate their existing knowledge surrounding the concept of employability. Results suggested that students had a limited understanding of the term employability. Notably, students regarded employability as simply ‘getting a job’ (9 students suggested this) or ‘having skills’ (12 students noted this). Skills listed focussed around personal attributes (including reliability and confidence) illustrating discrepancies in what students think employers look for (attributes) and what employers actually look for (skills, literacy, being ICT efficient for example) (Archer & Davison, 2008). The UMA audit allowed students to document their skills and work experiences to date, as well as further educate students on employability skills. Students stated benefits associated with completing the UMA audit and provided relevant examples in support of this. A number of limitations to the project, including timing and length of the audit were identified by students. Further limitations identified by the researchers included the timing of the study within the academic year, low participation rates and attendance of participants on the day of the presentation of employability skills. A greater response sample is required to generalise the impact of the UMA audit on a wider scale

Developing Inclusive Curricula

This paper aims to address some of the concerns of teaching staff in their support for disabled students and, as such, is intended to constitute a good practice guide. It provides information on models of disability and explains the UK legal context, addressing major elements of the Disability Discrimination Act, UK (2005), within the broader international legislative framework. Key questions are included that academic staff may find useful to consider in developing and/or implementing a more inclusive curriculum. Having interpreted curriculum in the widest sense of the word, fifteen aspects have been identified, and each set of questions relating to each aspect is preceded by a mini case study that exemplifies particular dilemmas relating specifically to that particular element of the curriculum. Further support for teaching staff is offered through the inclusion of web references to key online support materials specific to each aspect

Stable conditional expression and effect of C/EBPβ-LIP in adipocytes using the pSLIK system

Murine 3T3-L1 adipocytes are widely used as a cellular model of obesity. However, whereas transfection of 3T3-L1 preadipocytes is straightforward, ectopic gene expression in mature 3T3-L1 adipocytes has proved challenging. Here, we used the pSLIK vector system to generate stable doxycycline-inducible expression of the liver-enriched inhibitor protein isoform of CCAAT/enhancer binding protein (C/EBP) {beta} (C/EBP{beta}-LIP) in fully differentiated 3T3-L1 adipocytes. Because overexpression of C/EBP{beta}-LIP impairs adipocyte differentiation, the C/EBP{beta}-LIP construct was first integrated in 3T3-L1 preadipocytes but expression was induced only when adipocytes were fully differentiated. Increased C/EBP{beta}-LIP in mature adipocytes down-regulated C/EBP{beta} target genes including 11{beta}-hydroxysteroid dehydrogenase type 1, phosphoenolpyruvate carboxykinase and fatty acid binding protein 4, but had no effect on asparagine synthetase, demonstrating that transcriptional down-regulation by C/EBP{beta}-LIP in 3T3-L1 adipocytes is not a general effect. Importantly, these genes were modulated in a similar manner in adipose tissue of mice with genetically increased C/EBP{beta}-LIP levels. The use of the pSLIK system to conditionally express transgenes in 3T3-L1 cells could be a valuable tool to dissect adipocyte physiology

Hypoxic environments as refuge against predatory fish in the Amazonian floodplains

Several groups of Amazonian fishes exhibit behavioral, morphological and physiological characteristics that allow occupying hypoxic environments, despite the energetic costs of living in such harsh conditions. One of the supposed advantages of occupying hypoxic habitats would be a lower predation pressure resulting from a lower number of piscivorous fishes in those environments. We tested this hypothesis in an area of the Amazon River floodplain through gill net fishing in normoxic and hypoxic habitats. From the 103 species caught, 38 were classified as piscivores. We found no difference in the number of piscivorous species captured in hypoxic and normoxic habitats (χ2 = 0.23; p = 0.63; df = 1) but piscivorous individuals were more numerous in normoxic than in hypoxic sampling stations (χ2 = 104.4; p < 0.001; df = 1). This indicates that environments submitted to low oxygen conditions may in fact function as refuges against piscivorous fishes in the Amazonian floodplains

Regulation of 3β-Hydroxysteroid Dehydrogenase/∆5-∆4 Isomerase: A Review

This review focuses on the expression and regulation of 3β-hydroxysteroi ddehydrogenase/Δ5-Δ4 isomerase (3β-HSD), with emphasis on the porcine version. 3β-HSD is often associated with steroidogenesis, but its function in the metabolism of both steroids and xenobiotics is more obscure. Based on currently available literature covering humans,rodents and pigs, this review provides an overview of the present knowledge concerning the regulatory mechanisms for 3β-HSD at all omic levels. The HSD isoenzymes are essential in steroid hormone metabolism, both in the synthesis and degradation of steroids. They display tissue-specific expression and factors influencing their activity, which therefore indicates their tissue-specific responses. 3β-HSD is involved in the synthesis of a number of natural steroid hormones, including progesterone and testosterone, and the hepatic degradation of the pheromone androstenone. In general, a number of signaling and regulatory pathways have been demonstrated to influence 3β-HSD transcription and activity, e.g., JAK-STAT, LH/hCG, ERα, AR, SF-1 and PPARα. The expression and enzymic activity of 3β-HSD are also influenced by external factors, such as dietary composition. Much of the research conducted on porcine 3β-HSD is motivated by its importance for the occurrence of the boar taint phenomenon that results from high concentrations of steroids such as androstenone. This topic is also examined in this review

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

Regulation of Adipocyte 11β-Hydroxysteroid Dehydrogenase Type 1 (11β-HSD1) by CCAAT/Enhancer-Binding Protein (C/EBP) β Isoforms, LIP and LAP

11β-hydroxysteroid dehydrogenase type 1 (11β-HSD1) catalyses intracellular regeneration of active glucocorticoids, notably in liver and adipose tissue. 11β-HSD1 is increased selectively in adipose tissue in human obesity, a change implicated in the pathogenesis of metabolic syndrome. With high fat (HF)-feeding, adipose tissue 11β-HSD1 is down-regulated in mice, plausibly to counteract metabolic disease. Transcription of 11β-HSD1 is directly regulated by members of the CCAAT/enhancer binding protein (C/EBP) family. Here we show that while total C/EBPβ in adipose tissue is unaltered by HF diet, the ratio of the C/EBPβ isoforms liver-enriched inhibitor protein (LIP) and liver-enriched activator protein (LAP) (C/EBPβ-LIP:LAP) is increased in subcutaneous adipose. This may cause changes in 11β-HSD1 expression since genetically modified C/EBPβ(+/L) mice, with increased C/EBPβ-LIP:LAP ratio, have decreased subcutaneous adipose 11β-HSD1 mRNA levels, whereas C/EBPβΔuORF mice, with decreased C/EBPβ-LIP:LAP ratio, show increased subcutaneous adipose 11β-HSD1. C/EBPβ-LIP:LAP ratio is regulated by endoplasmic reticulum (ER) stress and mTOR signalling, both of which are altered in obesity. In 3T3-L1 adipocytes, 11β-HSD1 mRNA levels were down-regulated following induction of ER stress by tunicamycin but were up-regulated following inhibition of mTOR by rapamycin. These data point to a central role for C/EBPβ and its processing to LIP and LAP in transcriptional regulation of 11β-HSD1 in adipose tissue. Down-regulation of 11β-HSD1 by increased C/EBPβ-LIP:LAP in adipocytes may be part of a nutrient-sensing mechanism counteracting nutritional stress generated by HF diet