Effect of nutritional supplements and protease inhibitor on the yield of es antigens ofBrugia malayi microfilariaein vitro

Brugia malayi microfilarial excretory-secretory (mf ES) antigens obtained byin vitro maintenance of mf are important tools in the immunodiagnosis of bancroftian filariasis. To increase the yield of mf ES products, the effect of nutritional supplements on the culture medium (RPMI 1640) and the maintenance temperature were studied. Supplementation of RPMI 1640 medium with organic acids and sugars of Grace's insect culture medium forin vitro maintenance of 10 lakhs of mf in 40 ml medium increased the yield of mf ES antigen from 152 μg to 364 μg of mean protein, content and the mean antigen titre from 200 to 400. Supplementation with phenyl methyl sulphonyl fluoride (PMSF) and shift in the culture temperature resulted in a further increase in the yield of mf ES antigen to 502 μg of mean total protein with an antigen titre of 800. The modification resulted in a net increase of 3 fold in the protein content and 4 fold in the antigen titre of ES products. The above modifications in thein vitro maintenance of mf did not affect the diagnostic quality of mf ES antigen, which gave a sensitivity and specificity of 80% and 90% respectively in detection of filarial IgG antibodies inWuchereria bancrofti infected cases.     

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens.     

Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation

The present study investigated the concurrent validity of the Classroom Strategies Scale–Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom quality. A sample of 126 kindergarten through 5th-grade general education teachers self-reported on their usage of empirically supported instructional and behavioral management strategies as measured by the CSS-T while a certified independent observer completed the CLASS. Correlational analyses were used to compare CSS-T frequency and discrepancy scores and the CLASS scores. As hypothesized, results demonstrated significant positive (CSS-T frequency scale scores) and negative (CSS-T discrepancy scale scores) correlations between specific CLASS domains and dimensions, thus providing initial evidence for the concurrent and discriminant validity of the CSS-T. Implications of findings are discussed.     

Effect of some antitubercular drugs on the calmodulin content ofMycobacterium tuberculosis

The effect of the antitubercular drugs isoniazid (10 μg/ml), ethambutol (10 μg/ml), rifampicin (0.5 μg/ml) and streptomycin (1 μg/ml) on the calmodulin like protein (CAMLP) content ofMycobacterium tuberculosis H₃₇R_v andM. tuberculosis H₃₇R_a was investigated. The drugs were added to actively growing cells at their mid log phase of growth (14 days) and after 12 more hours of incubation, CAMLP was estimated. In both the mycobacteria, all the four antitubercular drugs CAMLP.     

Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in Educational Assessment, 21(2), 120–134, 2016). TEES is a multi-informant assessment designed to measure teachers’ and school administrators’ experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators’ experiences with teacher evaluation are more favorable than teachers’ experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented.     

A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder

School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.     

Environmental education scholarship in a 'marketised' setting: A case study in a university environmental education programme

For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been linked to global, social and economic trends and a general decrease in revenue for universities from state sources (Jansen, 2001; Mora & Villarreal, 2001). This has forced universities into an entrepreneurial culture which has had far reaching implications for the work of academics. This has led to conflict between intrinsic work motivation and working towards extrinsic reward systems. In this paper we describe a university-based case study which demonstrates how a practice of scholarship in environmental education can be in conflict with conventions related to the construct of scholarship at institutional and broader academic levels in a 'marketised' environment. In terms of our experience we argue for a broader view of scholarship which focuses on more than 'brownie points' and 'bean counts' and includes service rendered to various academic communities as indicators for scholarly practice and scholarship in environmental education.     

Academic achievement and personality traits of faculty members of Indian agricultural universities: their effect on teaching and research performance

Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities’ faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to elicit information on academic, teaching and research achievements. Teaching aptitude and attitude of faculty towards research were measured through standard psychometric tests. Correlation and regression analysis was carried out to establish the relationship among selected variables. Findings: Combination of academic achievement and teaching aptitude was a superior predictor for the teaching achievement compared to either of them alone. Similarly, research achievement of faculty was predicted better by the combination of academic achievement and research attitude. Practical Implications: The study showed the need for training faculty members in interpersonal relationships for effective teaching, and in research methodology and research processes for improving research attitude of faculty. Theoretical Implications: The expectancy-value model provides a useful framework to understand the role of attitude/aptitude in better prediction of research and teaching behavior. Originality/Value: The present study showed that teaching aptitude and research attitude be considered along with academic achievements for promoting quality teaching and research and hence the educational programmes.     

Role of oxidative stress and antioxidants in aetiopathogenesis and management of oral submucous fibrosis

Lipid peroxidation product, malonaldehyde (MDA) and antioxidants were estimated in plasma and erythrocytes of 34 cases of oral submucous fibrosis (OSMF) of different grades with equal number of healthy controls to evaluate the association of reactive oxygen species (ROS) and OSMF. While plasma MDA was found to be significantly higher in patients (3.3±0.4 nmole/ml, P<0.001) as compared to controls (2.4±0.5 nmole/ml), plasma beta carotene and vitamin E levels were found to be decreased significantly in patients (81.7±14.3 μg/100 ml, P<0.001; 9.3±0.9 mg/L, P<0.01 respectively) with respect to healthy controls (110±20.8 μg/100 ml and 10.1±1.2 mg/L). The decrease in beta-carotene and vitamin E was found to be more significant in OSMF grade II and III than in grade I. After 6 weeks of oral administration of beta-carotene and vitamin E, patients showed increase in plasma level of these two antioxidants along with decrease in MDA level associated with clinical improvement.