Ex vivo expansions and transplantations of mouse bone marrow-derived hematopoietic stem/progenitor cells

To examine the effects of co-culture with bone marrow mesenchymal stem cells on expansion of hematopoietic stem/progenitor cells and the capacities of rapid neutrophil engraftment and hematopoietic reconstitution of the expanded cells, we expanded mononuclear cells (MNCs) and CD34⁺/c-kit⁺ cells from mouse bone marrow and transplanted the expanded cells into the irradiated mice. MNCs were isolated from mouse bone marrow and CD34⁺/c-kit⁺ cells were selected from MNCs by using MoFlo Cell Sorter. MNCs and CD34⁺/c-kit⁺ cells were co-cultured with mouse bone marrow-derived mesenchymal stem cells (MSCs) under a two-step expansion. The expanded cells were then transplanted into sublethally irradiated BDF1 mice. Results showed that the co-culture with MSCs resulted in expansions of median total nucleated cells, CD34⁺ cells, GM-CFC and HPP-CFC respectively by 10.8-, 4.8-, 65.9- and 38.8-fold for the mononuclear cell culture, and respectively by 76.1-, 2.9-, 71.7- and 51.8-fold for the CD34⁺/c-kit⁺ cell culture. The expanded cells could rapidly engraft in the sublethally irradiated mice and reconstitute their hematopoiesis. Co-cultures with MSCs in conjunction with two-step expansion increased expansions of total nucleated cells, GM-CFC and HPP-CFC, which led us to conclude MSCs may create favorable environment for expansions of hematopoietic stem/progenitor cells. The availability of increased numbers of expanded cells by the co-culture with MSCs may result in more rapid engraftment of neutrophils following infusion to transplant recipients. Project supported by NIH-Blood, Heart & Lung (National Institute of Health, USA, IR 01 4L70593-01) and Zhejiang Provincial Science Foundation (No. 011103397), China     

College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases

This paper is a report of the Australian segment of an international multi-campus project centred on improving understanding of the Moon’s phases for preservice teachers. Instructional strategies adopted for a science education subject enabled Australian participants to make extended observations of the Moon’s phases and keep observational data records which were shared in asynchronous on-line discussion with fellow preservice teachers in the USA. An adaptation of an online inventory of lunar phases was completed by participants before and after the observation cycle. The analysis of inventory data showed that although there was statistically significant overall improvement in mean scores for the inventory this could be accounted for by statistically significant increases in only some conceptual domains related to the lunar phases. In addition, the findings indicate that some concepts involved in having a deep understanding of lunar phases can be improved by instruction however, misunderstandings of other concepts involved in lunar phases are difficult to change and may require increased attention to developing students’ visual-spatial capabilities.     

Compliance through care and commitment: why young people do as adults ask

Although the behaviour of young people is often a focus for concern, most young people do as they are asked. This paper presents findings from a qualitative study across four educational settings that set out to explore reasons for this compliance. Forty-four young people (aged 12–21) participated in interactive focus groups and 21 practitioners were interviewed. A critical exploration of the authority relationships between the young people and the participating adults was undertaken. The research was designed to explore the relevance of the typology of authority relationships proposed by Dennis Wrong for educational settings. The findings confirmed the applicability of his work; however, the paper argues that an additional basis for authority relationships characterised by ‘care and commitment’ should be included. The results suggest the potential for long-term caring relationships, authenticity and professional competence as key factors in enhancing compliance in educational settings.     

Embedded Game Design as a Method for Addressing Social Determinants of Health

ABSTRACT

This paper, describes the design, development, and evaluation of The Test, a theory-based mobile game prototype designed to promote HIV testing by providing information and influencing motivations, and behavioral intentions among YMSM. The Test was designed using embedded design, first described by Kaufman & Flanagan (2015), which diverges from traditional “educational game” design strategies by mixing on-message content with nonfocal content, in an attempt to make the overall experience more approachable and engaging. One challenge of embedded design is that it targets attitudes and actions that are not always proximate to a particular behavior. Games with embedded content forgo explicit takeaways, and their possible distal effects present a challenge to traditional tests of efficacy. The benefit of embedded design, however, is that its holistic or ecological design approach (which considers feelings, emotions, affects, social relations, and connections to broader communities) stands in close alignment with the social-ecological model.     

Measuring the Expertise of Paediatric Rehabilitation Therapists

This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy‐five therapists from five disciplines (physical, occupational, speech‐language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with disabilities. A cluster analysis of 10 indicators of expertise (derived from a battery of self‐completed, peer‐completed, and parent‐completed measures) indicated three levels of therapist expertise—novice, intermediate, and expert. Expertise level was related to various aspects of experience but not to therapy discipline. The classification system will be useful for the education and professional development of paediatric therapists, and for research on expertise in paediatric rehabilitation.     

Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education

This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later, a new map was created and the interview focused on change in thinking and practice. Multiple models of assessment were evident in the participants’ understandings at the same time and change was characterised by subtle evolution in thinking. Development in practice was more significant and often associated with the foregrounding of assessment for learning. Vignettes are used to illustrate the variation in nature and scale of development. Interplay between this development of practice and understanding was multidirectional and external context played an important role. The approach offers detailed insight into the relationship between assessment thinking and practice and demonstrates that both research and academic development need to go beyond conventional approaches to conceptualising the development of academics and take account of the finer grained complexities of assessment thinking and practices.