Home About us Contact
|
Home About us Contact | ||
|
|
||
Postgraduate Students (postgraduate + student)
Selected AbstractsResearch Note: Fieldwork, supervision and trustASIA PACIFIC VIEWPOINT, Issue 2 2010Jean Michaud Abstract In this research note I reflect upon my different experiences as a researcher with ethnic minorities in Southeast Asia, from my years as a postgraduate student to my current work as a professor. From being a graduate student, to supervising them, I have learned many lessons about graduate fieldwork. Nowadays, I pass these on to supervisees as best I can. I consider it my professional and personal duty to actively warn, inform and prepare young anthropologists about to leave for their masters' and doctoral field research in China, Vietnam and Laos about the field locations to which they are travelling, the political negotiations that they will need to undertake, and the cultural, economic and political differences they will encounter. I also stress that the anthropology that is played out in the field in socialist settings is not necessarily that which we read about in textbooks. [source] Undergraduate and postgraduate dental students',reflection on learning': a qualitative studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2006F. A. Ashley Abstract, The aim of this study was to explore undergraduate and postgraduate dental students' understanding of a good learning experience by using ,reflection on learning' as described by Schon. Four groups of Year 4 BDS students and one group of postgraduate students in dental public health took part in a series of focus group discussions. The responses were grouped into four broad themes (a) active, practical and positive learning; (b) interactive/together learning; (c) personal learning; (d) theory into practice. Six educational models of good learning proposed by the students are described. [source] Teaching and Learning Guide for: Memoryscape: How Audio Walks Can Deepen Our Sense of Place by Integrating Art, Oral History and Cultural GeographyGEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008Toby Butler Author's Introduction This article is concerned with the history and practice of creating sound walks or ,memoryscapes': outdoor trails that use recorded sound and spoken memory played on a personal stereo or mobile media to experience places in new ways. It is now possible to cheaply and easily create this and other kinds of located media experience. The development of multi-sensory-located media (,locedia') presents some exciting opportunities for those concerned with place, local history, cultural geography and oral history. This article uses work from several different disciplines (music, sound art, oral history and cultural geography) as a starting point to exploring some early and recent examples of locedia practice. It also suggests how it might give us a more sophisticated, real, embodied and nuanced experience of places that the written word just can not deliver. Yet, there are considerable challenges in producing and experiencing such work. Academics used to writing must learn to work in sound and view or image; they must navigate difficult issues of privacy, consider the power relations of the outsider's ,gaze' and make decisions about the representation of places in work that local people may try and have strong feelings about. Creating such work is an active, multi-sensory and profoundly challenging experience that can offer students the chance to master multi-media skills as well as apply theoretical understandings of the histories and geographies of place. Author Recommends 1.,Perks, R., and Thomson, A. (2006). The oral history reader, 2nd ed. London: Routledge. This is a wonderful collection of significant writing concerned with oral history. Part IV, Making Histories features much of interest, including a thought-provoking paper on the challenges of authoring in sound rather than print by Charles Hardy III, and a moving interview with Graeme Miller, the artist who created the Linked walk mentioned in the memoryscape article. These only feature in the second edition. 2.,Cresswell, T. (2004). Place: a short introduction. Oxford, UK: Blackwell. A refreshingly clear and well-written guide to the different theoretical takes on what makes places , a good starting point for further reading. 3.,Carlyle, A. (ed.). (2008). Autumn leaves: sound and the environment in artistic practice. Paris, France: Double Entendre. This is a collection of short essays and examples of located sonic media art; it includes interviews with practitioners and includes Hildegard Westekamp's Soundwalking, a practical guide to leading students on a mute walk. Lots of thought provoking, applied reading material for students here. 4.,Blunt, A., et al. (eds) (2003). Cultural geography in practice. London: Arnold. A great book for undergraduate and postgraduate students , concepts explained and lots of examples of actually doing cultural geography. The chapter on mapping worlds by David Pinder is particularly useful in this context. 5.,Pinder, D. (2001). Ghostly footsteps: voices, memories and walks in the city. Ecumene 8 (1), pp. 1,19. This article is a thoughtful analysis of a Janet Cardiff sound walk in Whitechapel, East London. Online Materials http://www.memoryscape.org.uk This is my project website, which features two online trails, Dockers which explores Greenwich and the memories of the London Docks that are archived in the Museum of London, and Drifting which is a rather strange experiment-combining physical geography and oral history along the Thames at Hampton Court, but still makes for an interesting trail. Audio, maps and trails can be downloaded for free, so students with phones or iPods can try the trails if you are within reach of Surrey or London. The site features an online version, with sound-accompanying photographs of the location. http://www.portsofcall.org.uk This website has three more trails here, this time of the communities surrounding the Royal Docks in East London. The scenery here is very dramatic and anyone interested in the regeneration of East London and its impact on local communities will find these trails interesting. Like Dockers, the walks feature a lot of rare archive interviews. This project involved a great deal of community interaction and participation as I experimented with trying to get people involved with the trail-making process. The site uses Google maps for online delivery. http://www.soundwalk.com This New York-based firm creates exceptionally high-quality soundwalks, and they are well worth the money. They started by producing trails for different districts of New York (I recommend the Bronx Graffiti trail) and have recently made trails for other cities, like Paris and Varanassi in India. http://www.mscapers.com This website is run by Hewlett Packard, which has a long history of research and development in located media applications. They currently give free licence to use their mscape software which is a relatively easy to learn way of creating global positioning system-triggered content. The big problem is that you have to have a pricey phone or personal digital assistant to run the software, which makes group work prohibitively expensive. But equipment prices are coming down and with the new generations of mobile phones developers believe that the time when the player technology is ubiquitous might be near. And if you ask nicely HP will lend out sets of equipment for teaching or events , fantastic if you are working within reach of Bristol. See also http://www.createascape.org.uk/ which has advice and examples of how mscape software has been used for teaching children. Sample Syllabus public geography: making memoryscapes This course unit could be adapted to different disciplines, or offered as a multidisciplinary unit to students from different disciplines. It gives students a grounding in several multi-media techniques and may require support/tuition from technical staff. 1.,Introduction What is a located mediascape, now and in the future? Use examples from resources above. 2.,Cultural geographies of site-specific art and sound Theories of place; experiments in mapping and site-specific performance. 3.,Walk activity: Westergard Hildekamp , sound walk, or one of the trails mentioned above The best way , and perhaps the only way , to really appreciate located media is to try one in the location they have been designed to be experienced. I would strongly advise any teaching in this field to include outdoor, on-site experiences. Even if you are out of reach of a mediascape experience, taking students on a sound walk can happen anywhere. See Autumn Leaves reference above. 4.,Researching local history An introduction to discovering historical information about places could be held at a local archive and a talk given by the archivist. 5.,Creating located multimedia using Google maps/Google earth A practical exercise-based session going through the basics of navigating Google maps, creating points and routes, and how to link pictures and sound files. 6.,Recording sound and oral history interviews A practical introduction to the techniques of qualitative interviewing and sound recording. There are lots of useful online guides to oral history recording, for example, an online oral history primer http://www.nebraskahistory.org/lib-arch/research/audiovis/oral_history/index.htm; a more in depth guide to various aspects of oral history http://www.baylor.edu/oral%5fhistory/index.php?id=23566 or this simple oral history toolkit, with useful links to project in the North of England http://www.oralhistorynortheast.info/toolkit/chapter1.htm 7.,Sound editing skills Practical editing techniques including working with clips, editing sound and creating multi-track recordings. The freeware software Audacity is simple to use and there are a lot of online tutorials that cover the basics, for example, http://www.wikieducator.org/user:brentsimpson/collections/audacity_workshop 8.,Web page design and Google maps How to create a basic web page (placing pictures, text, hyperlinks, buttons) using design software (e.g. Dreamweaver). How to embed a Google map and add information points and routes. There is a great deal of online tutorials for web design, specific to the software you wish to use and Google maps can be used and embedded on websites free for non-profit use. http://maps.google.com/ 9,and 10. Individual or group project work (staff available for technical support) 11.,Presentations/reflection on practice Focus Questions 1What can sound tell us about the geographies of places? 2When you walk through a landscape, what traces of the past can be sensed? Now think about which elements of the past have been obliterated? Whose past has been silenced? Why? How could it be put back? 3Think of a personal or family story that is significant to you. In your imagination, locate the memory at a specific place. Tell a fellow student that story, and describe that place. Does it matter where it happened? How has thinking about that place made you feel? 4What happens when you present a memory of the past or a located vision of the future in a present landscape? How is this different to, say, writing about it in a book? 5Consider the area of this campus, or the streets immediately surrounding this building. Imagine this place in one of the following periods (each group picks one): ,,10,000 years ago ,,500 years ago ,,100 years ago ,,40 years ago ,,last Thursday ,,50 years time What sounds, voices, stories or images could help convey your interpretation of this place at that time? What would the visitor hear or see today at different points on a trail? Sketch out an outline map of a located media trail, and annotate with what you hear/see/sense at different places. Project Idea small group project: creating a located mediascape Each small group must create a located media experience, reflecting an aspect of the history/geography/culture of an area of their choosing, using the knowledge that they have acquired over the course of the semester. The experience may be as creative and imaginative as you wish, and may explore the past, present or future , or elements of each. Each group must: ,,identify an area of interest ,,research an aspect of the area of the groups choosing; this may involve visiting local archives, libraries, discussing the idea with local people, physically exploring the area ,,take photographs, video or decide on imagery (if necessary) ,,record sound, conduct interviews or script and record narration ,,design a route or matrix of media points The final project must be presented on a website, may embed Google maps, and a presentation created to allow the class to experience the mediascape (either in the classroom or on location, if convenient). The website should include a brief theoretical and methodological explanation of the basis of their interpretation. If the group cannot be supported with tuition and support in basic website design or using Google mapping with sound and imagery, a paper map with locations and a CD containing sound files/images might be submitted instead. For examples of web projects created by masters degree students of cultural geography at Royal Holloway (not all sound based) see http://www.gg.rhul.ac.uk/MA/web-projects.html [source] Chinese Students in a UK Business School: Hearing the Student Voice in Reflective Teaching and Learning PracticeHIGHER EDUCATION QUARTERLY, Issue 1 2006Yvonne TurnerArticle first published online: 7 FEB 200 This paper presents the outcomes of a study carried out in 2001,2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students' orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants' underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence. [source] Australian Universities 1939-1999: How Different Now?HIGHER EDUCATION QUARTERLY, Issue 2 2000Bruce Williams Between 1939 and 1999, when the Australian population increased from 7 to 19 million, university enrolments rose from 14,236 to 681,870. Until 1974 the most notable changes were the increases in the size of universities and of departments (which encouraged greater specialization), continued increases in research expenditures, in the percentage of postgraduate students, and a gradual decline in collegiality. In 1974 the Commonwealth Government assumed full responsibility for government grants to universities and abolished fees at just that time when growth rates in the economy fell sharply. Government influence on the universities increased, and there were some departures from the no-fees policy for international and postgraduate course-work masters and diploma students. Then in 1988 the Government decided to abolish the distinction between universities and colleges of advanced education, to create through amalgamations a smaller number of much larger universities and to set a specific mission for each university in the interest of economic growth. The Tertiary Education Commission was abolished and the universities dealt directly with the Minister and his Department. The Universities became distinctly more managerial, less collegial, and the range of courses and degrees was greatly expanded. There are now legitimate doubts about the quality of some degrees. Student fees came back, but in a way that reduced the financial burden on the government without giving the universities greater freedom. The government sponsored collective bargaining for university staff but as universities were not given the capacity to earn much additional income, increases in salaries increased student/staff ratios and induced a decline in morale. [source] Outcome of secondary root canal treatment: a systematic review of the literatureINTERNATIONAL ENDODONTIC JOURNAL, Issue 12 2008Y.-L. Ng Abstract Aims, (i) To investigate the effects of study characteristics on the reported success rates of secondary root canal treatment (2°RCT or root canal retreatment); and (ii) to investigate the effects of clinical factors on the success of 2°RCT. Methodology, Longitudinal human clinical studies investigating outcome of 2°RCT which were published upto the end of 2006 were identified electronically (MEDLINE and Cochrane database 1966,2006 Dec, week 4). Four journals (Dental Traumatology, International Endodontic Journal, Journal of Endodontics, Oral Surgery Oral Medicine Oral Pathology Endodontics Radiology), bibliographies of all relevant papers and review articles were hand-searched. Two reviewers (Y-LN, KG) independently assessed and selected the studies based on specified inclusion criteria and extracted the data onto a pre-designed proforma, independently. The criteria were: (i) Clinical studies on 2°RCT; (ii) Stratified analyses available for 2°RCT where 1°RCT data included; (iii) Sample size given and larger than 10; (iv) At least 6-month post-operative review; (v) Success based on clinical and/or radiographic criteria (strict = absence of apical radiolucency; loose = reduction in size of radiolucency); and (vi) Overall success rate given or could be calculated from the raw data. Three strands of evidence or analyses were used to triangulate a consensus view. The reported findings from individual studies, including those excluded for quantitative analysis, were utilized for the intuitive synthesis which constituted the first strand of evidence. Secondly, the pooled weighted success rates by each study characteristic and potential prognostic factor were estimated using the random effect model. Thirdly, the effects of study characteristics and prognostic factors (expressed as odds ratios) on success rates were estimated using fixed and random effects meta-analysis with DerSimonean and Laird's methods. Meta-regression models were used to explore potential sources of statistical heterogeneity. Study characteristics considered in the meta-regression analyses were: decade of publication, study-specific criteria for success (radiographic, combined radiographic & clinical), unit of outcome measure (tooth, root), duration after treatment when assessing success (,at least 4 years' or ,<4 years'), geographic location of the study (North American, Scandinavian, other countries), and qualification of the operator (undergraduate students, postgraduate students, general dental practitioners, specialist or mixed group). Results, Of the 40 papers identified, 17 studies published between 1961 and 2005 were included; none were published in 2006. The majority of studies were retrospective (n = 12) and only five prospective. The pooled weighted success rate of 2°RCT judged by complete healing was 76.7% (95% CI 73.6%, 89.6%) and by incomplete healing, 77.2% (95% CI 61.1%, 88.1%). The success rates by ,decade of publication' and ,geographic location of study' were not significantly different at the 5% level. Eighteen clinical factors had been investigated in various combinations in previous studies. The most frequently and thoroughly investigated were ,periapical status' (n = 13), ,size of lesion' (n = 7), and ,apical extent of RF' (n = 5) which were found to be significant prognostic factors. The effect of different aspects of primary treatment history and re-treatment procedures has been poorly tested. Conclusions, The pooled estimated success rate of secondary root canal treatment was 77%. The presence of pre-operative periapical lesion, apical extent of root filling and quality of coronal restoration proved significant prognostic factors with concurrence between all three strands of evidence whilst the effects of 1°RCT history and 2°RCT protocol have been poorly investigated. [source] Outcome of secondary root canal treatment , Systematic review of the literatureINTERNATIONAL ENDODONTIC JOURNAL, Issue 5 2007Y.-L. Ng Aims, To assess the success rates of secondary root canal treatment (2oRCT) and identify factors influencing outcome. Methodology, Longitudinal clinical studies investigating outcome of 2oRCT were identified by electronic (medline) and hand searches. Inclusion criteria were data on: number of samples, those successful and definition of success. Two reviewers independently assessed the studies and extracted the data onto a proforma. The pooled weighted success rates by each potential prognostic factor were estimated using the binomial random effect model (MLwiN version 2.02) whilst their pooled effects (expressed as odds ratio) on success rates were estimated using fixed and random effects meta-analysis with DerSimonean and Laird's methods (Stata version 9.2). Meta-regression models were used to explore potential sources of statistical heterogeneity. Study characteristics considered in the meta-regression analyses were: decade of publication, study-specific criteria for success (radiographic, combined radiographic & clinical), unit of outcome measure (tooth and root), duration after treatment when assessing success (at least 4 years or shorter), geographic location of the study (North American, Scandinavian and other countries), and qualification of the operator (undergraduate students, postgraduate students, general dental practitioners, specialist or mixed group). Results, Of the 41 studies identified, 18 studies published between 1921 and 2005 were included. The majority of studies were retrospective (n = 13) and only five prospective. The pooled weighted success rate of 2oRCT judged by complete healing was 77.6% (95% CI 73.2%, 81.4%) and by incomplete healing, 77.4% (95% CI 64.1%, 86.7%). The success rates were similar by ,year of publication' and ,country of study'. Eighteen clinical factors were investigated in various combinations in previous studies. The most frequently investigated were ,periapical status' (n = 13), ,size of lesion' (n = 7), ,culture results prior to RF' (n = 5), and ,apical extent of root filling (RF)' (n = 4). The effect of different aspects of previous treatment and re-treatment technique has been poorly tested. Conclusions, The pooled weighted estimated success rate of 2oRCT was 77%, which was significantly (P , 0.001) influenced by the presence and size of pre-operative periapical lesion. The effects of existing canal content, procedural error and re-treatment technique were poorly investigated. [source] Questionnaire survey on the use of rotary nickel,titanium endodontic instruments by Australian dentistsINTERNATIONAL ENDODONTIC JOURNAL, Issue 4 2004P. Parashos Abstract Aim, To ascertain the extent of the adoption and use of rotary nickel,titanium (NiTi) instruments and techniques in general dental practice and specialist endodontic practice in Australia in 2001. Methodology, A questionnaire survey comprising 43 questions was developed by first creating questions, then pilot testing with 10 postgraduate students in endodontics, followed by a final revision. The final series of questions covered demographics, patterns of rotary NiTi usage, issues associated with NiTi usage and training in NiTi use. The sampling frame was 908, comprising 64 endodontists and 844 general dentists. Results, The overall response rate was 87%. Rotary NiTi instruments were used by 22% of general dentists and 64% of endodontists. The two main reasons for not using rotary NiTi were ,no perceived advantage' and ,too fragile'. Instrument fracture had been experienced by 74% of respondents, and 72% of these had fractured one to five files for the two main perceived reasons of ,excessive pressure on the file' and ,over-usage'. The next two most common problems encountered were ,binding' (53%) and ,ledging' (45%). Very high proportions of positive experiences were noted. Most respondents (73%) had attended one or more continuing education courses, most of which were provided by dental supply companies (64%). Conclusions, The results indicate a sensible and responsible approach to the incorporation of rotary NiTi instruments and techniques into root canal treatment. Dentists were aware of the limitations of the new technology, but were taking steps to become familiar with the properties and behaviour of the instruments. Instrument fracture was common, but it was of low frequency and did not deter dentists from using the technology. [source] Kisspeptin: A Novel Regulator of Reproductive FunctionJOURNAL OF NEUROENDOCRINOLOGY, Issue 8 2008W. S. Dhillo Young Neuroendocrinologists Prize Reviews Michael Harbuz Young Investigator Prize Lecture The UK and international neuroendocrine community was deeply shocked and saddened the unbelievably premature death of Michael Harbuz in Bristol in 2006. Mick was a superb friend and colleague, and played a huge part in the development and activities of the British Neuroendocrine Group/British Society for Neuroendocrinology (BSN), serving as both Membership Secretary and Treasurer between 1999 and 2004. Mick was a leader in the field of neuroendocrine,immune interactions, and brought a great deal of charisma, humour and ability to meetings and conferences. He was also a passionate and committed supporter of the progress of young researchers and of their participation in neuroendocrine events. He recognised that today's postgraduate students and postdoctoral research fellows are tomorrow's neuroendocrine researchers, be it in academia, the health services or industry. To recognise Mick's great commitment to and enthusiasm for postgraduate education both in the University of Bristol and in the BSN, we decided to honour and remember him by instituting the ,Michael Harbuz Young Investigator Prize Lecture' to be delivered annually. Dr Waljit Dhillo from Imperial College London was the inaugural recipient of this award, and presented his lecture at the Annual Meeting of the BSN in Nottingham in September 2007, upon which this review is based. Recent evidence demonstrates that the neuropeptide kisspeptin and its receptor, GPR54, have a fundamental role in initiating the onset of puberty and are important in regulating reproductive function. This review discusses the evidence available from animals and humans demonstrating that kisspeptin potently stimulates the release of gonadotrophins by stimulating the release of gonadotrophin-releasing hormone and that a lack of kisspeptin or GPR54 results in reproductive failure. [source] Query expansion behavior within a thesaurus-enhanced search environment: A user-centered evaluationJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 4 2006Ali Shiri The study reported here investigated the query expansion behavior of end-users interacting with a thesaurus-enhanced search system on the Web. Two groups, namely academic staff and postgraduate students, were recruited into this study. Data were collected from 90 searches performed by 30 users using the OVID interface to the CAB abstracts database. Data-gathering techniques included questionnaires, screen capturing software, and interviews. The results presented here relate to issues of search-topic and search-term characteristics, number and types of expanded queries, usefulness of thesaurus terms, and behavioral differences between academic staff and postgraduate students in their interaction. The key conclusions drawn were that (a) academic staff chose more narrow and synonymous terms than did postgraduate students, who generally selected broader and related terms; (b) topic complexity affected users' interaction with the thesaurus in that complex topics required more query expansion and search term selection; (c) users' prior topic-search experience appeared to have a significant effect on their selection and evaluation of thesaurus terms; (d) in 50% of the searches where additional terms were suggested from the thesaurus, users stated that they had not been aware of the terms at the beginning of the search; this observation was particularly noticeable in the case of postgraduate students. [source] Stress, debt and undergraduate medical student performanceMEDICAL EDUCATION, Issue 6 2006Sarah Ross Introduction, Against the background of current debate over university funding and widening access, we aimed to examine the relationships between student debt, mental health and academic performance. Methods, We carried out an electronic survey of all medical undergraduate students at the University of Aberdeen during May,June 2004. The questionnaire contained items about demographics, debt, income and stress. Students were also asked for consent to access their examination results, which were correlated with their answers. Statistical analyses of the relationships between debt, performance and stress were performed. Results, The median total outstanding debt was £7300 (interquartile range 2000,14 762.50). Students from lower socioeconomic backgrounds and postgraduate students had higher debts. There was no direct correlation between debt, class ranking or General Health Questionnaire (GHQ) score; however, a subgroup of 125 students (37.7%), who said that worrying about money affected their studies, did have higher debt and were ranked lower in their classes. Some of these students were also cases on the GHQ-12. Overall, however, cases on the GHQ had lower levels of debt and lower class ranking, suggesting that financial worries are only 1 cause of mental health difficulties. Discussion, Students' perceptions of their own levels of debt rather than level of debt per se relates to performance. Students who worry about money have higher debts and perform less well than their peers in degree examinations. Some students in this subgroup were also identified by the GHQ and may have mental health problems. The relationships between debt, mental health and performance in undergraduate medical students are complex but need to be appreciated by medical education policy makers. [source] Clinicians choices of restorative materials for childrenAUSTRALIAN DENTAL JOURNAL, Issue 4 2003LA Tran Abstract Background: Recently, there has been an expansion in the range of tooth-coloured restorative materials available. In 1999, the National Health and Medical Research Council recommended clinicians use alternatives to amalgam in children ,where appropriate'. Methods: A three-part 29-item questionnaire was developed, tested in a focus group, and distributed to members of the Australasian Academy of Paediatric Dentistry (AA; paediatric dentists and paediatric dentistry postgraduate students; n=55), and the Australian and New Zealand Society of Paediatric Dentistry, Victorian Branch (SPD; general dentists and dental therapists; n=50). Participant information, material choices, and six hypothetical clinical scenarios were addressed. Results: The overall response rate was 74 per cent. For both groups, the first ranked factor influencing choice of restorative material for vital primary teeth was child age, and caries experience for vital first permanent molars. For moderate-sized Class I and II restorations in primary molars, a tooth-coloured material was chosen by 92 and 84 per cent respondents respectively. For restoring two separate proximal lesions in a primary molar, 65 per cent chose a tooth-coloured material followed by a stainless steel crown (27 per cent; all AA members), then amalgam (8 per cent). The SPD respondents were significantly more likely to choose glass ionomer cement for Class I and II restorations and for restoring two proximal lesions (all p=0.000) in primary molars than AA respondents, who were more likely to choose composite resins/compomers or amalgam/stainless steel crowns for these restorations. Younger respondents (21,40 years) were significantly more likely to choose composite resins/compomers or amalgam/stainless steel crowns (p=0.048) than older respondents (41,65 years), who were likely to choose glass ionomer cement. Conclusions: For Class I and II restorations in primary molars, glass ionomer cement was the material chosen most frequently (SPD respondents); preference for amalgam or stainless steel crowns was low (both SPD and AA groups). The wide range of materials chosen for the hypothetical clinical scenarios suggests the need for guidelines on selection of restorative materials, and the need for longitudinal studies to follow actual clinical outcomes of the materials chosen. [source] Surface plasmon resonance label-free monitoring of antibody antigen interactions in real timeBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2007Asta Kausaite Abstract Detection of biologically active compounds is one of the most important topics in molecular biology and biochemistry. One of the most promising detection methods is based on the application of surface plasmon resonance for label-free detection of biologically active compounds. This method allows one to monitor binding events in real time without labeling. The system can therefore be used to determine both affinity and rate constants for interactions between various types of molecules. Here, we describe the application of a surface plasmon resonance biosensor for label-free investigation of the interaction between an immobilized antigen bovine serum albumin (BSA) and antibody rabbit anti-cow albumin IgG1 (anti-BSA). The formation of a self-assembled monolayer (SAM) over a gold surface is introduced into this laboratory training protocol as an effective immobilization method, which is very promising in biosensing systems based on detection of affinity interactions. In the next step, covalent attachment via artificially formed amide bonds is applied for the immobilization of proteins on the formed SAM surface. These experiments provide suitable experience for postgraduate students to help them understand immobilization of biologically active materials via SAMs, fundamentals of surface plasmon resonance biosensor applications, and determination of non-covalent biomolecular interactions. The experiment is designed for master and/or Ph.D. students. In some particular cases, this protocol might be adoptable for bachelor students that already have completed an extended biochemistry program that included a background in immunology. [source] Matching/mismatching revisited: an empirical study of learning and teaching stylesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2001Nigel Ford This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research. [source] Setting the agenda: social inclusion, children and young peopleCHILDREN & SOCIETY, Issue 2 2004ESRC Seminar Series Participants This paper was prepared collectively by participants of the third seminar in a series with the title Challenging ,Social Inclusion': Perspectives for and from Children and Young People. Three 3-day seminars took place at the Universities of Edinburgh, Glasgow and Stirling in 2002,3 attended by academics, professionals from voluntary sector children's agencies, young people, representatives from central government and postgraduate students. Funding was provided by the Economic and Social Research Council (ESRC) and the Children's Society. [source] | ||||||||||||||||