Search

While most studies concerning how Universities respond to crises are based on simulations, we describe how the University of Canterbury responded to a real crisis, a series of major seismic events that caused significant disruption in 2010/2011. We focus on a single, first-year undergraduate biology course in which we modified our teaching strategies at short notice, introduced tutorials in tents, recorded podcasts, and set online quizzes. The University's policy on special consideration applications for performance impairment (aegrotats) required us to develop new ways of estimating student grades. Course surveys indicate few changes in student appreciation of the course for earthquake-affected students, and there were no measurable changes in outcomes for these students in the remainder of their studies. We learned many lessons including the advantages of a good working relationship with learning resource providers, having progressive assessment through the term and also having online course delivery. The positive attitude and availability of staff is also important, along with quick decision-making that reduces uncertainty. We suggest that these lessons are pertinent for any crisis situation where weather, health or political incidents prevent a class and its teachers gathering over an extended period of time.

Universities have a long-established tradition of granting students special consideration when circumstances beyond their control negatively affect performance in assessments. Typically, such situations affect only one student (e.g. medical emergencies) but we consider the impact of a natural disaster that led to all students being eligible for special consideration on a single assessment. Students did not have to get applications for special consideration endorsed by a qualified professional but were able to rate their own level of impairment. Our findings indicated that students were impaired in their performance and accordingly application for special consideration was warranted. Those few students who did not submit an application were disadvantaged relative to their peers. There was little relationship between the students' self-reported levels of impairment and their performance, but those who considered themselves seriously impaired were disproportionately unlikely to complete the assessment. Those with poorer grades leading into the final assessment were no more likely to request special consideration. Although our observations were with an unusual example, our overall findings support the need for a special consideration policy, and indicate that students can treat such a policy appropriately and not exploit the opportunity to obtain unmerited advantage.

This article describes an undergraduate lab exercise that demonstrates the importance of students thinking critically about what they see through a microscope. The students are given growth data from tip-growing organisms that suggest the cells grow in a pulsatile manner. The students then critique this data in several exercises that incorporate aspects of a problem-based learning approach, envisaging growth not just in two dimensions, but in three dimensions. For some cells, what appears to be pulsatile growth could also be explained by growth at a constant rate up and down in the z-axis. Depending on the diffraction pattern generated by the tip of the cell, this movement in the z-axis could go undetected. This raises the possibility that pulsatile growth seen in some species may be an artifact generated by the limitations of the light microscope. Students were subsequently asked to rate their awareness of the need to think critically about what they see through a microscope, using a scale of 1 (unaware) to 5 (very much aware). Prior to doing the lab exercise, the mean rating was 2.7; this increased to 4.4 after the lab. The students also indicated a likelihood of being more critical in their thinking in other aspects of their biology curriculum. (Contains 5 figures.)

Clear verbal communication is a key skill for the modern scientist. In this article we describe two model science courses, one given to a small class and the other to a large class, in which verbal communication is emphasized as a key learning objective. Both courses use a form of problem-based learning (PBL) with an end point that involves students communicating their results and ideas verbally. Hence, assessment of verbal communication is necessary. We describe several different approaches to this challenge and highlight their applicability to small and large class sizes. We then show that, with careful application of these methods, a good relationship can be obtained between scores on verbal assessment exercises and scores on written examinations. On this basis, we argue that the verbal assessment can give an accurate reflection of the student's ability and can therefore be used as a method of formative evaluation in addition to being a component of the overall grade. (Contains 1 table and 2 figures.)

Variability in bioactivity and chemical composition of Eucalyptus bosistoana F. Muell. heartwood extracts between individual trees from two different sites were investigated. Combining the results of fungal assays and quantitative gas chromatography (GC) of the extracts allowed the investigation of bioactive compounds. The bioactivity of extracts was assessed against white rot (Trametes versicolor [L.] Lloyd) and brown rot (Coniophora cerebella Pers.). Ethanol extracts from E. bosistoana heartwood were less effective on the white rot than against the brown rot. Variability in the bioactivity of extracts against the two fungi was observed between the trees. A site effect in the bioactivity was found for the white rot but not the brown rot. Bioactivity of the extracts against the white rot was not correlated to that against the brown rot. The absence of a relationship between of effects of the extracts on the relative growth rates of the white rot and the brown rot indicated that the two fungi were affected by different compounds. Thirty two compounds were quantified in E. bosistoana ethanol extracts by GC, of which six (benzoic acid, hexadecanoic acid, 1,5-dihdroxy-12-methoxy-3,3-dimethyl-3,4-dihydro-1H-anthra[2, 3-c]pyran-6,11-dione, octadecanoic acid, polyphenol and beta-sitosterol) were identified. Significant variability in eight compounds was found between the two sites. Multivariate (PLSR) analysis identified compounds at the retention times 10.2 and 11.5 min (hexadecanoic acid) to be most related to the bioactivity of the E. bosistoana heartwood extracts against white rot and brown rot. [ABSTRACT FROM AUTHOR]

Vulvovaginal candidiasis (VVC) and recurrent vulvovaginal candidiasis (RVVC) affect millions of women and are typically treated with azoles. We know little about azole susceptibility of Candida species from VVC versus RVVC patients, and nothing about African isolates. We have investigated the susceptibility of Candida isolates from Ghana to fluconazole, itraconazole and/or voriconazole. The percentage of Candida albicans isolates showing susceptibilitywas significantly lower in RVVC than VVC patients. Isolates of Candida parapsilosis and Candida tropicalis showed a similar trend. For Candida glabrata there was no observed difference. The data indicate a decreased susceptibility in selected Candida species from RVVC patients. [ABSTRACT FROM AUTHOR]

Aquatic organisms are often exposed to dramatic changes in salinity in the environment. Despite decades of research, many questions related to molecular and physiological mechanisms mediating sensing and adaptation to salinity stress remain unanswered. Here, responses of V aucheria erythrospora, a turgor-regulating xanthophycean alga from an estuarine habitat, have been investigated. The role of ion uptake in turgor regulation was studied using a single cell pressure probe, microelectrode ion flux estimation ( MIFE) technique and membrane potential ( Em) measurements. Turgor recovery was inhibited by Gd3+, tetraethylammonium chloride (TEA), verapamil and orthovanadate. A Na Cl-induced shock rapidly depolarized the plasma membrane while an isotonic sorbitol treatment hyperpolarized it. Turgor recovery was critically dependent on the presence of Na+ but not K+ and Cl− in the incubation media. Na+ uptake was strongly decreased by amiloride and changes in net Na+ and H+ fluxes were oppositely directed. This suggests active uptake of Na+ in V . erythrospora mediated by an antiport Na+/ H+ system, functioning in the direction opposite to that of the SOS1 exchanger in higher plants. The alga also retains K+ efficiently when exposed to high Na Cl concentrations. Overall, this study provides insights into mechanisms enabling V . erythrospora to regulate turgor via ion movements during hyperosmotic stress. [ABSTRACT FROM AUTHOR]