Effect of epidermal growth factor on follicle-stimulating hormone-induced proliferation of granulosa cells from chicken prehierarchical follicles

The development of ovarian follicular cells is controlled by multiple circulating and local hormones and factors, including follicle-stimulating hormone (FSH) and epidermal growth factor (EGF). In this study, the stage-specific effect of EGF on FSH-induced proliferation of granulosa cells was evaluated in the ovarian follicles of egg-laying chickens. Results showed that EGF and its receptor (EGFR) mRNAs displayed a high expression in granulosa cells from the prehierarchical follicles, including the large white follicle (LWF) and small yellow follicle (SYF), and thereafter the expression decreased markedly to the stage of the largest preovulatory follicle. SYF represents a turning point of EGF/EGFR mRNA expression during follicle selection. Subsequently the granulosa cells from SYF were cultured to reveal the mediation of EGF in FSH action. Cell proliferation was remarkably increased by treatment with either EGF or FSH (0.1–100 ng/ml). This result was confirmed by elevated proliferating cell nuclear antigen (PCNA) expression and decreased cell apoptosis. Furthermore, EGF-induced cell proliferation was accompanied by increased mRNA expressions of EGFR, FSH receptor, and the cell cycle-regulating genes (cyclins D1 and E1, cyclin-dependent kinases 2 and 6) as well as decreased expression of luteinizing hormone receptor mRNA. However, the EGF or FSH-elicited effect was reversed by simultaneous treatment with an EGFR inhibitor AG1478. In conclusion, EGF and EGFR expressions manifested stage-specific changes during follicular development and EGF mediated FSH-induced cell proliferation and retarded cell differentiation in the prehierarchical follicles. These expressions thus stimulated follicular growth before selection in the egg-laying chicken.     

Lumped parameter model for resonant frequency estimation of a thermoacoustic engine with gas-liquid coupling oscillation

Gas-liquid coupling oscillation is a novel approach to reducing the resonant frequency and to elevating the pressure amplitude of a thermoacoustic engine. If a thermoacoustic engine is used to drive low-frequency pulse tube refrigerators, the frequency matching between the thermoacoustic engine and the refrigerator plays an important role. Based on an acoustic-electric analogy, a lumped parameter model is proposed to estimate the resonant frequency of a standing-wave thermoacoustic engine with gas-liquid coupling oscillation. Furthermore, a simplified lumped parameter model is also developed to reduce the computation complexity. The resonant frequency dependence on the mean pressure, the gas space volume, and the water column length is computed and analyzed. The impact of different working gases on the resonant frequency is also discussed. The effectiveness of the models is validated by comparing the computed results with the experimental data of the gas-liquid coupling oscillation system. An increase in the mean working pressure can lead to a rise in the resonant frequency, and a lower resonant frequency can be achieved by elongating the liquid column. In comparison with nitrogen and argon, carbon dioxide can realize a lower frequency due to a smaller specific heat ratio.     

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.     

Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools

The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities.     

Developing,expressing and contesting opinions of science: encouraging the student voice

In a typical science degree, little emphasis is placed on the need for scientists to make judgements about evidence and little value is placed on the development of students' opinions about science, with the focus largely on assessment of declarative knowledge. Yet it is the ability to evaluate evidence that is crucial to the development of the student as a scientist. This study assesses the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science. Analysis of written reflective assignments from the three years the course has been run shows that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty. It appears that a critical factor enabling this development is the way the course activities are designed to explicitly value students' opinions and to provide a supportive environment in which they can be expressed and contested.