Establishment and preliminary outcomes of a palliative care research network

Objective: The difficulties in conducting palliative care research have been widely acknowledged. In order to generate the evidence needed to underpin palliative care provision, collaborative research is considered essential. Prior to formalizing the development of a research network for the state of Victoria, Australia, a preliminary study was undertaken to ascertain interest and recommendations for the design of such a collaboration. Method:: Three data-collection strategies were used: a cross-sectional questionnaire, interviews, and workshops. The questionnaire was completed by multidisciplinary palliative care specialists from across the state (n = 61); interviews were conducted with senior clinicians and academics (n = 21) followed by two stakeholder workshops (n = 29). The questionnaire was constructed specifically for this study, measuring involvement of and perceptions of palliative care research. Results:: Both the interview and the questionnaire data demonstrated strong support for a palliative care research network and aided in establishing a research agenda. The stakeholder workshops assisted with strategies for the formation of the Palliative Care Research Network Victoria (PCRNV) and guided the development of the mission and strategic plan. Significance of results:: The research and efforts to date to establish the PCRNV are encouraging and provide optimism for the evolution of palliative care research in Australia. The international implications are highlighted.

Loss of Apc heterozygosity and abnormal tissue building in nascent intestinal polyps in mice carrying a truncated Apc gene.

Mutations in the APC (adenomatous polyposis coli) gene appear to be responsible for not only familial adenomatous polyposis but also many sporadic cases of gastrointestinal cancers. Using homologous recombination in mouse embryonic stem cells, we constructed mice that contained a mutant gene encoding a product truncated at a 716 (Apc delta 716). Mendelian transmission of the gene caused most homozygous mice to die in utero before day 8 of gestation. The heterozygotes developed multiple polyps throughout the intestinal tract, mostly in the small intestine. The earliest polyps arose multifocally during the third week after birth, and new polyps continued to appear thereafter. Surprisingly, every nascent polyp consisted of a microadenoma covered with a layer of the normal villous epithelium. These microadenomas originated from single crypts by forming abnormal outpockets into the inner (lacteal) side of the neighboring villi. We carefully dissected such microadenomas from nascent polyps by peeling off the normal epithelium and determined their genotype by PCR: all microadenomas had already lost the wild-type Apc allele, whereas the mutant allele remained unchanged. These results indicate that loss of heterozygosity followed by formation of intravillous microadenomas is responsible for polyposis in Apc delta 716 intestinal mucosa. It is therefore unlikely that the truncated product interacts directly with the wild-type protein and causes the microadenomas by a dominant negative mechanism.

Isolation and characterization of a Cotesia rubecula bracovirus gene expressed in the lepidopteran Pieris rapae

Polydnaviruses are endogenous particles that are crucial for the survival of endoparasitoid wasps, providing active suppression of the immune function of the lepidopteran host in which wasp larvae develop. The Cotesia rubecula bracovirus (CrBV) is unique in that only four gene products are detected in larval host (Pieris rapae) tissues and expression of CrBV genes is transient, occurring between 4 and 12 h post-parasitization. Two of the four genes, CrV1 and CrV3, have been characterized. CrV1 is a secreted glycoprotein that has been implicated in depolymerization of the actin cytoskeleton of host haemocytes, leading to haemocyte inactivation; CrV3 is a multimeric C-type lectin that shares homology with insect immune lectins. Here, a third CrBV-specific gene is described, CrV2, which is expressed in larval P. rapae tissues. CrV2, which is transcribed in haemocytes and fat body cells, has an ORF of 963 bp that produces a glycoprotein of approximately 40 kDa. CrV2 is secreted into haemolymph and appears to be internalized by host haemocytes. CrV2 has a coiled-coil region predicted at its C-terminus, which may be involved in the formation of putative CrV2 trimers that are detected in haemolymph of parasitized host larvae.

Enhancing the ratio of molecular ions to non-covalent compounds in the electrospray interface of LC-MS in quantitative analysis

A common problem encountered during the development of MS methods for the quantitation of small organic molecules by LGMS is the formation of non-covalently bound species or adducts in the electrospray interface. Often the population of the molecular ion is insignificant compared to those of all other forms of the analyte produced in the electrospray, making it difficult to obtain the sensitivity required for accurate quantitation. We have investigated the effects of the following variables: orifice potential, nebulizer gas flow, temperature, solvent composition and the sample pH on the relative distributions of ions of the types MH+, MNa+, MNH+, and 2MNa(+), where M represents a 4 small organic molecule: BAY 11-7082 ((E)-3-[4-methylphenylsulfonyl]-2-propenenitrile). Orifice potential, solvent composition and the sample pH had the greatest influence on the relative distributions of these ions, making these parameters the most useful for optimizing methods for the quantitation of small molecules.

Creating a parent workshop that encompasses and meets the educational desires for parents of children with hearing impairments being taught in an oral deaf education program

The purpose of this study was to create a parent workshop that was developed around the parents’ educational needs. The workshop demonstrated that the parents’ educational needs can be met through a workshop that is based on those needs and takes into consideration factors that will encourage parent involvement.

Research on theory of mind in deaf education

Prior research has shown that theory of mind (ToM) development is delayed in children who are deaf and hard of hearing. Although research has demonstrated a delay in ToM development in children who are deaf and hard of hearing there are not many suggestions for how ToM is or should be addressed in deaf education. The current research addressed this issue by compiling an extensive literature review and sending 113 surveys’ to OPTION schools for the deaf around the country.

Deaf education and underlying structures of power in communication

This article argues that claims of diversity in communication in deaf education are empty rhetoric when underlying structures of power are unexamined and remain unchanged. The field of deafness provides a powerful example of the way in which competing interests can be played out under the guise of choice of communication methods. Historically, teachers of the deaf have been divided about whether deaf children should be educated through speech or sign. However, recognition of the legitimacy of native sign languages has caused a shift in the debate to the linguistic basis of this communication and the way in which language policy privileges one cultural group and its method of communication over another.

Politics of language practices in deaf education

Argues that issues of power, control and legitimacy are central to language practices in deaf education. Documents the competing beliefs and attitudes about language practices held by teachers of the deaf, policy-makers and other stakeholders in deaf education. Barriers at the system, school, and staff level perpetuate instruction through English and restrict the introduction of Auslan, the language of the deaf community.

The High Education Teacher, an Agent of Moral Development

The article shows the classroom like an workplace to move moral development, from the relationship between students and professors in the university atmosphere. It proposes elements to take to the practice the ethics education a transverse curriculum line. It assumes the ethics, from a plural perspective, founded on the knowledge and the human action. It joins the integral formation with the conceptions of education, curriculum, pedagogical models and methodologies of education. It proposes actions to demonstrate the commitment of the professor with the integral formation. Finally, concludes that the professor is agent of moral development and that in the classroom is constructed: identity, autonomy and responsibility, from open and plural relation between professors and students and between these and the knowledge.

Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program

Students who are deaf or hard of hearing have typically had difficulty in mathematics; however, this problem often is overlooked because of difficulties in language and reading abilities. This study aims to identify the most appropriate mathematics curriculum for deaf or hard of hearing students in an oral deaf education program.

The social difficulties children encounter transitioning from a self-contained deaf education program into a general education program

This study examines the difficulties, particularly social, a child who is deaf/hard of hearing encounters transitioning from a self-contained program into the general education setting. The information gathered was used to create a children's story as a helpful tool.

A study of variables that may influence continued placement in schools for the deaf

This paper reviews variables that influence placement of a hearing impaired child into a special education program instead of being mainstreamed into a public school.

Evidence-based (or not!) practices used for reading instruction in oral deaf education schools

This descriptive study aims at determining the most widely used reading instructional practices that are used by teachers of the deaf in oral deaf education schools.

Applying social critical literacy theory to deaf education

This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.