Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies

High-resolution interrogation of functional elements in the noncoding genome

The noncoding genome affects gene regulation and disease, yet we lack tools for rapid identification and manipulation of noncoding elements. We developed a CRISPR screen using ∼18,000 single guide RNAs targeting > 700 kilobases surrounding the genes NF1, NF2, and CUL3, which are involved in BRAF inhibitor resistance in melanoma. We find that noncoding locations that modulate drug resistance also harbor predictive hallmarks of noncoding function. With a subset of regions at the CUL3 locus, we demonstrate that engineered mutations alter transcription factor occupancy and long-range and local epigenetic environments, implicating these sites in gene regulation and chemotherapeutic resistance. Through our expansion of the potential of pooled CRISPR screens, we provide tools for genomic discovery and for elucidating biologically relevant mechanisms of gene regulation.National Institutes of Health (U.S.) (Award F32-DK096822)National Institute of Mental Health (U.S.) (Grant 5DP1-MH100706)National Institute of Mental Health (U.S.) (Grant 1R01-MH110049

Effects of feeding low fishmeal diets with increasing soybean meal levels on growth, gut histology and plasma biochemistry of sea bass

The aquaculture industry depends upon the development of sustainable protein sources to replace fishmeal (FM) in aquafeeds and the products derived from soybeans are some of the most studied plant feedstuffs. A key area of investigation for continuing to improve modern aquafeeds includes the evaluation of varying proportions and combinations of plant ingredients to identify mixtures that are more efficiently utilized by the fish. This study investigated the effects of increasing soybean meal (SBM) by replacing a mix of plant ingredients in low FM (20%) diets on growth, blood biochemistry profile and gut histology on European sea bass. Five isonitrogenous and isolipidic experimental diets were formulated: four diets containing increasing SBM levels (0, 10, 20 and 30%; 0SBM, 10SBM, 20SBM and 30SBM, respectively) with a low content of FM (20%) and one control diet (0% SBM; 35% FM). Diets containing SBM brought to comparable performance and protein utilization, while 0SBM had negative impact on feed conversion rate and protein utilization. Blood parameters suggested an optimal nutritional status under all feeding treatments, even though slightly decreased values were reported at increasing dietary SBM. Histology examination did not show any changes indicative of soy-induced enteritis. We can conclude that for European sea bass: (i) different blends of plant protein did not affect feed intake despite the 20% FM dietary level; (ii) the inclusion of SBM maintains optimal growth and feed utilization in low FM diets; (iii) blood biochemistry profile showed a good nutritional status under all feeding regimes; (iv) no evidence of soy-induced enteritis was reported in any group fed low FM diets. For formulation of practical diets in on-growing of European sea bass, SBM up to 30% can be successfully incorporated into feeds containing low FM inclusion

A quantitative analysis of gilthead seabream (Sparus aurata) juvenile dentition as a tool to assess the effect of diet

Gilthead seabream (Sparus aurata Linnaeus, 1758 (Perciformes, Sparidae)) is an important aquaculture species in the Mediterranean Sea basin. Yet, quantitative data on its dentition under standard farming conditions are currently lacking. Furthermore, it is unknown if the dentition can adapt to food of different sizes. Here, we describe the lower jaw dentition of juvenile S. aurata fed a standard pellet size (4 mm) and present a detailed analysis of 11 representative teeth. Overall, the number of teeth showed large individual variation, but it was not significantly related to fish length. Considerable left–right differences were observed, without clear side dominance. We also assessed the influence of feeding S. aurata a smaller (2 mm) or larger (6 mm) pellet size. Four months of feeding with different pellet sizes did not cause detectable differences in total tooth number on the dentaries at the time of harvest, nor in size of the teeth assumed to be most relevant in food processing. If and how different pellet sizes may nevertheless affect digestion, and eventually fish health, is subject for further studies

Sex in Cheese: Evidence for Sexuality in the Fungus Penicillium roqueforti

Abstract Although most eukaryotes reproduce sexually at some moment of their life cycle, as much as a fifth of fungal species were thought to reproduce exclusively asexually. Nevertheless, recent studies have revealed the occurrence of sex in some of these supposedly asexual species. For industrially relevant fungi, for which inoculums are produced by clonal-subcultures since decades, the potentiality for sex is of great interest for strain improvement strategies. Here, we investigated the sexual capability of the fungus Penicillium roqueforti, used as starter for blue cheese production. We present indirect evidence suggesting that recombination could be occurring in this species. The screening of a large sample of strains isolated from diverse substrates throughout the world revealed the existence of individuals of both mating types, even in the very same cheese. The MAT genes, involved in fungal sexual compatibility, appeared to evolve under purifying selection, suggesting that they are still functional. The examination of the recently sequenced genome of the FM 164 cheese strain enabled the identification of the most important genes known to be involved in meiosis, which were found to be highly conserved. Linkage disequilibria were not significant among three of the six marker pairs and 11 out of the 16 possible allelic combinations were found in the dataset. Finally, the detection of signatures of repeat induced point mutations (RIP) in repeated sequences and transposable elements reinforces the conclusion that P. roqueforti underwent more or less recent sex events. In this species of high industrial importance, the induction of a sexual cycle would open the possibility of generating new genotypes that would be extremely useful to diversify cheese products

Prótesis anular regulable para anuloplastia Mitral

Uno de los factores anatómicos más importantes en la insuficiencia mitral es la dilatación del anillo valvular. Esta dilatación puede ser primitiva, como factor causal o secundaria. Una insuficiencia mitral de cualquier etiología, evoluciona dando lugar a una distensión de la aurícula que ocasiona un aumento de longitud del anillo mitral, en la que también colabora la dilatación ventricular consecutiva a la regurgitación. ..