Cell polarity: Scaffold proteins par excellence

Par proteins are involved in determining cellular asymmetry. Recent studies have identified one of these proteins, Par6, as a key regulator of cell polarity and transformation via its interactions with small GTPases and atypical forms of protein kinase C.

Management of Hyperphosphataemia in Chronic Kidney Disease:Summary of National Institute for Health and Clinical Excellence (NICE) Guideline

Bone disease and ectopic calcification are the two main consequences of hyperphosphataemia of chronic kidney disease (CKD). Observational studies have demonstrated that hyperphosphataemia in CKD is associated with increased mortality. Furthermore, the use of phosphate binders in dialysis patients is associated with significantly lower mortality. The UK Renal Registry data show significant underachievement of phosphate targets in dialysis patients. It is believed to be due to wide variation in how management interventions are used. The National Institute for Health and Clinical Excellence (NICE) has developed a guideline on the management of hyperphosphataemia in CKD. This is based on the evidence currently available using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology. This review outlines the recommendations including research recommendations and discusses methodology, rationale and challenges faced in developing this guideline and the health economic model used to assess the cost-effectiveness of different phosphate binders. © 2013 S. Karger AG, Basel.

Instructional Methods For Optimal Learning For An Aerospace Assembly Task: digital animation v pictogram-based instructions

Previous studies on work instruction delivery for complex assembly tasks have shown that the mode and delivery method for the instructions in an engineering context can influence both build time and product quality. The benefits of digital, animated instructional formats when compared to static pictures and text only formats have already been demonstrated. Although pictograms have found applications for relatively straight forward operations and activities, their applicability to relatively complex assembly tasks has yet to be demonstrated. This study compares animated instructions and pictograms for the assembly of an aircraft panel. Based around a series of build experiments, the work records build time as well as the number of media references to measure and compare build efficiency. The number of build errors and the time required to correct them is also recorded. The experiments included five participants completing five builds over five consecutive days for each media type. Results showed that on average the total build time was 13.1% lower for the group using animated instructions. The benefit of animated instructions on build time was most prominent in the first three builds, by build four this benefit had disappeared. There were a similar number of instructional references for the two groups over the five builds but the pictogram users required a lot more references during build 1. There were more errors among the group using pictograms requiring more time for corrections during the build.

Scotland’s Curriculum for Excellence: a defence of autonomy and personhood.

Curriculum for Excellence, Scotland’s 3-18 curriculum, has been described as ‘the most significant curricular change in Scotland for a generation’ (McAra, Broadley and McLauchlan, 2013:223). The purpose of the curriculum is ‘encapsulated’ in four capacities in order that learners become i) successful learners, ii) confident individuals, iii) responsible citizens, and iv) effective contributors. With particular reference to these capacities, we explore the principle of autonomy as it pertains to both individual and collective flourishing seeking to disarm commonplace criticisms of autonomy by arguing that it might be put to work in CfE as a potentially multi-dimensional, context-sensitive concept that is relational as well as individual. We conclude that the four capacities lend themselves to re-consideration and re-mapping in pursuit of autonomy and flourishing premised on the principles of liberal personhood.

Designing and evaluating an instructional exercise as a supplement to the Fluids & Electrolytes lecture

First year nursing students repeatedly have difficulty recalling, understanding, and applying knowledge from the Fluids & Electrolytes (F&E) class. Although the traditional teaching method of lecturing is appropriate in a situation of knowledge acquisition, this situation refers to a broader context. An alternate teaching method is needed to increase students' understanding of the previously acquired knowledge and its application. This research concerns gaming as a tool for teaching with the focus on process as well as product. An instructional exercise, in the Jeopardy format, is designed to incorporate understanding (through problem-solving), group collaboration, and metacognition. Constructivist philosophy is combined with Instructional Design to construct an exercise that focuses not only on knowledge recall, but also emphasizes thinking, understanding, and the reflective nature of the exercise. The focus of this research is to design and evaluate an exercise as a supplemental teaching method to the lecture presentation of the F&E class.

Melhoria energética do sector de soda leve conforme a nova metodologia manufacturing excellence solvay Portugal

Dissertação para obtenção do Grau de Mestre em Engenharia Química e Bioquímica

Le professorat universitaire: une sélection genrée marquée par des critères d'excellence

Comme d'autres institutions académiques européennes, les universités suisses connaissent des changements importants et « l'excellence académique » est devenu un critère central lors de la sélection des dossiers pour les postes de rang professoral. Dans cet article, nous analyserons les critères d'excellence tels qu'ils apparaissent dans le programme Professeur.e.s boursiers.ières du FNS et les confronterons aux résultats d'une recherche sur les trajectoires de la relève académique que nous avons menée à l'Université de Lausanne. Nous montrerons comment la définition de l'excellence académique obéit à des logiques genrées qui rendent l'accession à un poste professoral plus difficile pour les femmes que pour les hommes. Nous verrons pourquoi les critères d'évaluation des sciences dures, qui sont peu à peu transférés vers les sciences humaines, renforcent les mécanismes d'exclusions des femmes des mondes académiques.