scholarly journals Perceptions of Play

2017 ◽  
Vol 7 (3) ◽  
pp. 26-37
Author(s):  
Gemma Lace-Costigan
Keyword(s):  
Epithelial Cell ◽  
Student Perceptions ◽  
Learning Environments ◽  
Cell Types ◽  
Early Years ◽  
Learning Approaches ◽  
Alternative Teaching ◽  
Before And After ◽  
Stem Teaching ◽  
Kinaesthetic Learning

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

Perceptions of Play

2020 ◽  
pp. 1283-1296
Author(s):  
Gemma Lace-Costigan
Keyword(s):  
Epithelial Cell ◽  
Student Perceptions ◽  
Learning Environments ◽  
Cell Types ◽  
Early Years ◽  
Learning Approaches ◽  
Alternative Teaching ◽  
Before And After ◽  
Stem Teaching ◽  
Kinaesthetic Learning

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

scholarly journals ASSOCIATION BETWEEN PERCEPTION OF CLINICAL LEARNING ENVIRONMENTS AND LEARNING APPROACH ON CLERKSHIP STUDENTS OF MEDICAL FACULTY

2019 ◽  
Vol 8 (1) ◽  
pp. 25
Author(s):  
Bulan Kakanita Hermasari ◽  
Erinda Kusuma Wardani ◽  
Agus Jati Sunggoro
Keyword(s):  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Medical Faculty ◽  
Cluster Sampling ◽  
Learning Approach ◽  
Learning Approaches ◽  
Clinical Learning ◽  
Clinical Rotations ◽  
Contingency Coefficient

Background: Learning environment is one parameter to evaluate the quality of learning. The learning approach reflects how a student learns in various situations that affect learning. This study aims to know the relationship between the perceptions of the learning environment and the learning approaches in the clerkship students of Medical Faculty.Methods: This research used an analytical observational method with cross-sectional technique. The sample selection technique used cluster sampling. Respondents consisted of 178 students from all clinical rotations. Each respondent was given two questionnaires to assess perceptions of the learning environment and learning approaches. Data were analyzed using contingency coefficient test.Results: Student perceptions of the learning environment show similar results between the number of clinical rotations that have the category of 'good but need improvement' (9 clinical rotations) and the 'many problems' category (9 clinical rotations). Most of the students (84.27%) used the in-depth learning approach, the remaining 10.67% used the strategic approach, and 5.06% used the surface approach. There was relationship between learning environment perception and learning approach with contingency coefficient value C = 0.312, and value p = 0,001 (p <0.05).Conclusion: There is a weak relationship between perception of clinical learning environments and learning approach on clerkship students of the medical faculty, University Sebelas Maret..   

scholarly journals "We would never go back" Stories of early years teachers transitioning to play-based learning environments

2021 ◽  
Author(s):  
◽  
Teresa Maguire
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Early Years ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Learning And Development ◽  
Curriculum Assessment ◽  
Fellow Teacher ◽  
Made In

<p>International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher. School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool primary transitions.</p>

scholarly journals "We would never go back" Stories of early years teachers transitioning to play-based learning environments

2021 ◽  
Author(s):  
◽  
Teresa Maguire
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Early Years ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Learning And Development ◽  
Curriculum Assessment ◽  
Fellow Teacher ◽  
Made In

<p>International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher. School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool primary transitions.</p>

Ca++-ATPase activity in the hepatopancreas cells of Oniscus asellus

1992 ◽  
Vol 50 (1) ◽  
pp. 820-821
Author(s):  
G.M. Vernon ◽  
A. Surace ◽  
R. Witkus
Keyword(s):  
B Cells ◽  
Epithelial Cell ◽  
Atpase Activity ◽  
Calcium Transport ◽  
Carcinus Maenas ◽  
Cell Types ◽  
Molt Cycle ◽  
Copper And Zinc

The hepatopancreas consists of a pair of bilobed tubules comprised of two epithelial cell types. S cells are absorptive and accumulate metals such as copper and zinc. Ca++ concentrations vary between the S and B cells and during the molt cycle. Roer and Dillaman implicated Ca++-ATPase in calcium transport during molting in Carcinus maenas. This study was undertaken to compare the localization of Ca++-ATPase activity in the S and B cells during intermolt.

Pathogenic Mechanisms Underlying Idiopathic Pulmonary Fibrosis

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Benjamin J. Moss ◽  
Stefan W. Ryter ◽  
Ivan O. Rosas
Keyword(s):  
Epithelial Cell ◽  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Cell Activation ◽  
Alveolar Epithelial Cell ◽  
Cell Types ◽  
Annual Review ◽  
Publication Date ◽  
Metabolic Dysfunction ◽  
Epithelial Repair

The pathogenesis of idiopathic pulmonary fibrosis (IPF) involves a complex interplay of cell types and signaling pathways. Recurrent alveolar epithelial cell (AEC) injury may occur in the context of predisposing factors (e.g., genetic, environmental, epigenetic, immunologic, and gerontologic), leading to metabolic dysfunction, senescence, aberrant epithelial cell activation, and dysregulated epithelial repair. The dysregulated epithelial cell interacts with mesenchymal, immune, and endothelial cells via multiple signaling mechanisms to trigger fibroblast and myofibroblast activation. Recent single-cell RNA sequencing studies of IPF lungs support the epithelial injury model. These studies have uncovered a novel type of AEC with characteristics of an aberrant basal cell, which may disrupt normal epithelial repair and propagate a profibrotic phenotype. Here, we review the pathogenesis of IPF in the context of novel bioinformatics tools as strategies to discover pathways of disease, cell-specific mechanisms, and cell-cell interactions that propagate the profibrotic niche. Expected final online publication date for the Annual Review of Pathology: Mechanisms of Disease, Volume 17 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Deficiency in intercellular communication in two established renal epithelial cell lines (LLC-PK1 and MDCK)

1984 ◽  
Vol 66 (1) ◽  
pp. 81-93
Author(s):  
F.V. Sepulveda ◽  
J.D. Pearson
Keyword(s):  
Epithelial Cell ◽  
Cell Lines ◽  
Mdck Cells ◽  
Cell Communication ◽  
Intercellular Junctions ◽  
Cell Types ◽  
Renal Epithelial Cell ◽  
Aortic Endothelial Cells ◽  
Epithelial Cell Lines ◽  
Autoradiographic Analysis

We have studied the cell-to-cell passage of uridine nucleotides in two renal epithelial cell lines (LLC-PK1 and MDCK) and in porcine aortic endothelial cells (PAE). All three cell types incorporated tritiated uridine. After a 3 h incubation the radioactivity was predominantly in the form of acid-soluble compounds, mainly UTP. Prelabelled LLC-PK1 or MDCK cells were unable to transfer radioactivity to added adjacent, non-labelled cells, whereas PAE cells readily formed communicating intercellular junctions, as judged by autoradiographic analysis after a 3 h co-culture period. Cell-to-cell communication in either of the renal cell lines was not promoted by treatment with dibutyryl cyclic AMP and methylisobutylxanthine. Radioactivity incorporated into the acid-insoluble pool was not available for intercellular transfer, as assessed in experiments in which cells were prelabelled 24 h before co-culture.

scholarly journals RNA-Seq Data-Mining Allows the Discovery of Two Long Non-Coding RNA Biomarkers of Viral Infection in Humans

2020 ◽  
Vol 21 (8) ◽  
pp. 2748 ◽  
Author(s):  
Ruth Barral-Arca ◽  
Alberto Gómez-Carballa ◽  
Miriam Cebey-López ◽  
María José Currás-Tuala ◽  
Sara Pischedda ◽  
...  
Keyword(s):  
Gene Expression ◽  
Viral Infections ◽  
Umbilical Vein ◽  
Cell Types ◽  
Dermal Fibroblasts ◽  
Learning Approaches ◽  
Rna Seq ◽  
Wide Range ◽  
Healthy Control ◽  
Umbilical Vein Endothelial Cells

There is a growing interest in unraveling gene expression mechanisms leading to viral host invasion and infection progression. Current findings reveal that long non-coding RNAs (lncRNAs) are implicated in the regulation of the immune system by influencing gene expression through a wide range of mechanisms. By mining whole-transcriptome shotgun sequencing (RNA-seq) data using machine learning approaches, we detected two lncRNAs (ENSG00000254680 and ENSG00000273149) that are downregulated in a wide range of viral infections and different cell types, including blood monocluclear cells, umbilical vein endothelial cells, and dermal fibroblasts. The efficiency of these two lncRNAs was positively validated in different viral phenotypic scenarios. These two lncRNAs showed a strong downregulation in virus-infected patients when compared to healthy control transcriptomes, indicating that these biomarkers are promising targets for infection diagnosis. To the best of our knowledge, this is the very first study using host lncRNAs biomarkers for the diagnosis of human viral infections.

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