Axon Trapping: Constructing the Visual System One Layer at a Time

The molecular mechanisms that instruct the formation of synaptic layers are only incompletely understood. In this issue of Neuron, Timofeev et al. (2012) describe an instructive role for the guidance molecule Netrin and its receptor Frazzled in mediating layer-specific targeting of one photoreceptor cell type in the Drosophila visual system

At the Intersections of Narrative Inquiry and Professional Education (Invited)

In this paper, we explore the intersections of narrative inquiry and professional education by making visible four common tensions we experience across the disciplines of education and nursing. The tensions are woven, inseparable, and deeply embedded in complex landscapes of self, others, time, and institutional structures. We highlight the elements of narrative inquiry that reverberate into the ways we understand professional education. In this way, we explore pedagogical spaces shaped by world travelling, calling forth experience, and the significance of relationships as we think with experiences lived, told, retold, and relived

Using parent metaphors for learning about the neonatal care experience: an interpretive perspective

© 2019 The Author(s). The final, definitive version of this paper has been published in Journal of Child Health Care by Sage Publications Ltd. All rights reserved. It is available at: https://doi.org/10.1177/1367493519875853.This study focuses on how metaphors are used by parents who have had a premature baby to describe their neonatal care experience and how these can contribute to empathic learning of health professionals. In health, metaphors are commonly used to communicate and explain difficult topics. When patients tell their story, metaphor can be a means of expression from which we can learn about their experience of illness or hospitalisation. Limited research exits on how metaphor can improve our understanding of parent’s emotional experience in neonatal care and subsequently inform education in this field. Employing narrative inquiry within an interpretive, constructivist paradigm, 20 narrative interviews with 23 parents of premature babies were analysed using a process of metaphor identification. Findings revealed common metaphors used to describe experience. Metaphor clusters used by parents in order of frequency were journeying, altered reality, darkness, breaking, connections, fighting, salvation and being on the edge. Parents widely used compelling and emotive metaphors to describe and express both difficult and challenging times as well as progression forward. Metaphors serve as a powerful way for health professionals to learn about the emotional experiences of parents and potentially enhance their empathic understanding.Peer reviewe

Assessment and reflexivity in family therapy training.

Educational contexts can be both enriched and impoverished by our relationship with learning and our 'identity stories' as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a 'transient bridging concept' between the individual and society which is constructed through 'reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition'. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University

Systematic review of fatty acid composition of human milk from mothers of preterm compared to full-term infants

Background: Fatty acid composition of human milk serves as guidance for the composition of infant formulae. The aim of the study was to systematically review data on the fatty acid composition of human milk of mothers of preterm compared to full-term infants. Methods: An electronic literature search was performed in English (Medline and Medscape) and German (SpringerLink) databases and via the Google utility. Fatty acid compositional data for preterm and fullterm human milk were converted to differences between means and 95% confidence intervals. Results: We identified five relevant studies publishing direct comparison of fatty acid composition of preterm versus full-term human milk. There were no significant differences between the values of the principal saturated and monounsaturated fatty acids. In three independent studies covering three different time points of lactation, however, docosahexaenoic acid (DHA) values were significantly higher in milk of mothers of preterm as compared to those of full-term infants, with an extent of difference considered nutritionally relevant. Conclusion: Higher DHA values in preterm than in full-term human milk underlines the importance of using own mother's milk for feeding preterm babies and raises the question whether DHA contents in preterm formulae should be higher than in formulae for full-term infants. Copyright (c) 2008 S. Karger AG, Basel

Questioning the Research on Early Career Teacher Attrition and Retention

In this paper, we consider scholarly work on early career teacher attrition, and retention, from 1999 to 2010. Much of the literature has framed attrition as either a problem associated with individual factors (e.g., burnout), or a problem associated with contextual factors (e.g., support and salary). Some recent conceptualizations consider early career teacher attrition as an identity- making process that involves a complex negotiation between individual and contextual factors. On the basis of our review, we suggest the need to shift the conversation from one focused only on retaining teachers, toward a conversation about sustaining teachers. This shift offers the possibility of new insights about teacher education and about the kinds of spaces needed on school landscapes to sustain and retain beginning teachers.Cet article porte sur les travaux académiques évoquant l'attrition et la rétention des enseignants en début de carrière entre 1999 et 2010. Une part importante de la littérature présente l'attrition comme un problème associé à des facteurs individuels (par ex. épuisement professionnel) ou bien à des facteurs contextuels (par ex. appui et salaire). Selon certaines conceptualisations récentes, l'attrition d'enseignants en début de carrière serait un processus de formation identitaire impliquant des négociations complexes entre l'individu et des facteurs contextuels. À partir de notre analyse, nous évoquons le besoin de s'éloigner des conversations portant exclusivement sur le besoin de retenir les enseignants pour discuter plutôt de soutien aux enseignants. D'un tel changement peuvent découler de nouvelles idées sur la formation des enseignants et le type de milieux scolaires nécessaires pour appuyer et retenir les enseignants en début de carrière

Enhancement of medical student performance through narrative reflective practice: a pilot project

Background: Narrative Reflective Practice (NRP) is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students’ performance on multiple choice question exams (MCQs), on objective structured clinical examinations (OSCEs), and on subjective clinical evaluations (SCEs). Methods: The MCQs, OSCEs and SCEs test scores from 139 third year University of Alberta medical students from the same class doing their Internal Medicine rotation were collected over a 12 month period. All preceptors followed the same one-hour clinical teaching format, except for the single preceptor who incorporated 2 weeks of NRP in the usual clinical teaching of 16 students. The testing was done at the end of each 8-week rotation, and all students within each cohort received the same MCQs, OSCE and SCEs Results: Independent t-tests were used to assess group differences in the mean MCQ, OSCE and SCE scores. The group receiving NRP training scored 4.7 % higher on the MCQ component than those who did not. The mean differences for OSCE and SCE scores were non-significant. Conclusions: Two weeks NRP exposure produced an absolute increase in students’ MCQ score. Longer periods of NRP exposure may also increase the OSCE and SCE scores. This promising pilot project needs to be confirmed using several trained preceptors and trainees at different levels of their clinical experience

Reflections on the Ethical Content of the IT Honours Program Project Module

Part 4: Syllabus DesignInternational audienceHonours programs in South African universities must include a research project module. There are external pressures from professional bodies and government that influences the nature of the project module. This paper presents a reflection on the process of managing the project module at a South African university taking into account internal and external demands. The focus for this paper is on the ethical content of the projects. Examples of projects are presented after which the ethical awareness of the students is discussed. Not all projects have ethical, legal or social issues, however ethical aspects need to be reflected upon and awareness of these issues is essential during the planning of the project. The awareness that students have on ethical, social and legal issues is investigated in this paper

The effect of a controlled manipulation of maternal dietary fat intake on medium and long chain fatty acids in human breast milk in Saskatoon, Canada

RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are.Abstract Background Few studies in recent years have demonstrated the effect of maternal diet on fatty acid composition of human milk. Methods Fourteen free-living lactating women participated in a cross-over dietary intervention study, consuming a low fat diet (17.6% of energy as fat, 14.4% of energy as protein, 68.0% of energy as carbohydrate) and a high fat diet (40.3% of energy as fat, 14.4% of energy as protein, 45.3% of energy as carbohydrate) each for periods of 4 days, in randomised order. Each mother was her own control. Mature milk samples were collected during each period and analysed for medium and long chain fatty acids. Results The concentration of medium chain fatty acids (MCFA), was 13.6% in breast milk for the low fat diet compared to 11.4% for the high fat (p < 0.05). Arachidonic acid (C20:4n-6) levels were significantly higher in breast milk when women consumed the low fat diet. Increased dietary intake of stearic acid (C18:0) and alpha-linolenic acid (C18:3n-3) on the high fat diet significantly increased proportions of these fatty acids in breast milk (p < 0.05) in 4 days. Conclusions Changing maternal dietary fat intake has a rapid response in terms of changes to fatty acids in breast milk.Published versio