Haemoglobin electrophoresis in diagnosing a case of sickle cell anaemia associated with β-thalassemia

Alkaline haemoglobin electrophoresis is a useful tool in diagnosing β-thalassemia and sickle-cell anaemia. In this report, using this simple technique, β-thalassemia associated with sickle-cell anaemia is diagnosed. This is the first case we have diagnosed in our laboratory using agarose gel electrophoresis.     

Fetal lead exposure: Encephalopathy in a child

It is well known that lead exposure in the early period of pre pregnancy and antenatal life leads to serious health complications. In this case report, a five month old child who was suffering from encephalopathy was finally confirmed a victim of lead exposure, the source being the environment and the family. We report this case with complete clinical investigation including blood lead analysis. This case report highlights the various ways in which lead may accumulate in the body. It is also aimed at increasing awareness regarding the pathogenesis and clinical manifestations of lead toxicity. The literature survey done reveals that this is the youngest age at which lead toxicity has been documented in India.     

Methodological considerations regarding the evaluation of maintenance of gains due to token programs

The issue of maintenance of changes in behavior produced by token programs is unquestionably important. The present paper raises methodological considerations relating to the evaluation of such maintenance and offers suggestions for appropriate methodology.     

The complexity of tool use in computer-based learning environments

Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental design was used to address these research questions with one control group and two experimental groups, one with advice and one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group. With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use. Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less they use tools.     

How Can the University Library Better Meet the Information Needs of Research Students? Experiences From Ulster University

This article investigates academic library needs of doctoral students. The study identifies PhD students' information literacy training needs and explores current levels of library engagement, barriers to use, and gaps in existing services. First-year PhD students at Ulster University (UU) were surveyed and interviews were undertaken with three students. Findings show that just over half the respondents start their research from the Library's e-journal interface or library databases and these resources are also their main research tools. Minimal use was made of social media or apps. Students' ability to correctly identify different source types within a reference did not match the confidence they expressed in their own abilities, and two thirds were not aware of basic e-book capabilities. However, over 90% of the respondents strongly agreed that the university library service was essential for their research. The article concludes with a number of recommendations on improving library services for PhD students.     

Tool use in open learning environments: In search of learner-related determinants

Open learning environments (OLEs) assume that learners are good self-regulators. In such environments, learners have a large amount of control and decide on the use of different support devices (i.e. tools). However, research clearly suggests that, because students often do not possess the necessary regulation skills, they cannot decide what tool might be beneficial for their learning. This contribution deals with the impact of three metacognitive variables on tool use in OLEs: students’ regulation activities; help-seeking behaviour; and instructional conceptions. Results reveal that these student characteristics affect tool use and that their impact is moderated by environmental factors, especially advice.     

Teacher Design Teams (TDTs)—building capacity for innovation,learning and curriculum implementation in the continuing professional development of in-career teachers

From October to December 2005, six biology associates were employed to progress the connection between curriculum implementation and the continuing professional development of teachers at regional level. The associates worked with one hundred biology teachers in Teacher Design Teams (TDTs) and together they produced eighteen innovative classroom resources, which have now been made available for the teaching of biology nationally. This article considers the merits of the TDT approach as a form of curriculum implementation and continuing professional development with reference to international literature in the area and the reported experiences of biology associates in working with biology teachers in one region. Findings indicate the benefits which accrue, when teachers are actively engaged in the process of curriculum implementation through TDTs, as well as the challenges they face when inadequate curriculum support is provided.     

Seeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum

Problem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an ‘Education Theories’ module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula.