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Suspicious minds
A mysterious lab. A sinister scientist. A secret history. If you think you know the truth behind Eleven's mother, prepare to have your mind turned Upside Down in this thrilling prequel to the hit show Stranger Things. It's the summer of 1969, and the shock of conflict reverberates through the youth of America, both at home and abroad. As a student at a quiet college campus in the heartland of Indiana, Terry Ives couldn't be farther from the front lines of Vietnam or the incendiary protests in Washington. But the world is changing, and Terry isn't content to watch from the sidelines. When word gets around about an important government experiment in the small town of Hawkins, she signs on as a test subject for the project, code named MKULTRA. Unmarked vans, a remote lab deep in the woods, mind-altering substances administered by tight lipped researchers . . . and a mystery the young and restless Terry is determined to uncover. But behind the walls of Hawkins National Laboratory--and the piercing gaze of its director, Dr. Martin Brenner--lurks a conspiracy greater than Terry could have ever imagined. To face it, she'll need the help of her fellow test subjects, including one so mysterious the world doesn't know she exists--a young girl with unexplainable, superhuman powers and a number instead of a name: 008. Amid the rising tensions of the new decade, Terry Ives and Martin Brenner have begun a different kind of war--one where the human mind is the battlefield.
Clinical metagenomics
Clinical metagenomic next-generation sequencing (mNGS), the comprehensive analysis of microbial and host genetic material (DNA and RNA) in samples from patients, is rapidly moving from research to clinical laboratories. This emerging approach is changing how physicians diagnose and treat infectious disease, with applications spanning a wide range of areas, including antimicrobial resistance, the microbiome, human host gene expression (transcriptomics) and oncology. Here, we focus on the challenges of implementing mNGS in the clinical laboratory and address potential solutions for maximizing its impact on patient care and public health.Clinical metagenomic next-generation sequencing (mNGS) is rapidly moving from bench to bedside. This Review discusses the clinical applications of mNGS, including infectious disease diagnostics, microbiome analyses, host response analyses and oncology applications. Moreover, the authors review the challenges that need to be overcome for mNGS to be successfully implemented in the clinical laboratory and propose solutions to maximize the benefits of clinical mNGS for patients.
Journal Article
New and developing diagnostic technologies for urinary tract infections
Key Points
UTIs are increasingly caused by multidrug-resistant organisms as a result of the overuse of empirical, broad-spectrum antibiotic therapy
Antimicrobial susceptibility, determined by the phenotypic response to antibiotic exposure, is key for clinical decision making for treating the wide variety of uropathogens and identifying resistance markers
Existing technologies (such as PCR, fluorescence
in situ
hybridization, and mass spectrometry) and new technologies (such as droplet microfluidic and biosensor platforms) need to focus on direct urine testing to expedite objective diagnoses
Integrated biosensor–microfluidic platforms have the most potential for point-of-care testing, as they facilitate direct urine analysis and can encompass all assay steps in a compact device
New technologies are a key step towards improved antimicrobial stewardship
Timely and accurate identification and determination of the antimicrobial susceptibility of uropathogens is central to the management of UTIs and antimicrobial stewardship. In this Review, Davenport and colleagues discuss emerging technologies including biosensors, microfluidics, and other integrated platforms that could improve UTI diagnosis and treatment choice.
Timely and accurate identification and determination of the antimicrobial susceptibility of uropathogens is central to the management of UTIs. Urine dipsticks are fast and amenable to point-of-care testing, but do not have adequate diagnostic accuracy or provide microbiological diagnosis. Urine culture with antimicrobial susceptibility testing takes 2–3 days and requires a clinical laboratory. The common use of empirical antibiotics has contributed to the rise of multidrug-resistant organisms, reducing treatment options and increasing costs. In addition to improved antimicrobial stewardship and the development of new antimicrobials, novel diagnostics are needed for timely microbial identification and determination of antimicrobial susceptibilities. New diagnostic platforms, including nucleic acid tests and mass spectrometry, have been approved for clinical use and have improved the speed and accuracy of pathogen identification from primary cultures. Optimization for direct urine testing would reduce the time to diagnosis, yet these technologies do not provide comprehensive information on antimicrobial susceptibility. Emerging technologies including biosensors, microfluidics, and other integrated platforms could improve UTI diagnosis via direct pathogen detection from urine samples, rapid antimicrobial susceptibility testing, and point-of-care testing. Successful development and implementation of these technologies has the potential to usher in an era of precision medicine to improve patient care and public health.
Journal Article
LabOratory : speaking of science and its architecture
The laboratory building is as significant to the 21st century as the cathedral was to the 13th and 14th centuries. The contemporary science laboratory is built at the grand scales of cathedrals and constitutes as significant an architectural statement. The laboratory is a serious investment in architectural expression in an attempt to persuade us of the value of the science that goes on inside. In this illustrated book, Sandra Kaji-O'Grady and Chris L. Smith explore the architecture of modern life science laboratories, and the work that it does to engage the public, recruit scientists, and attract funding. Looking at the varied designs of 11 important laboratories in North America, Europe, and Australia, all built between 2005 and 2019, Kaji-O'Grady and Smith examine the relationship between the design of contemporary laboratory buildings and the ideas and ideologies of science.
Book
Sex and frequency of practical work as determinants of middle-school science students’ learning environment perceptions and attitudes
In this study of 431 Grade 9 and 10 students, we investigated gender and frequency of practical work as determinants of science students’ perceptions of their learning environment and attitudes. We assessed classroom environment with the Science Laboratory Environment Inventory (SLEI) and attitudes with the Students’ Adaptive Learning Engagement in Science (SALES) questionnaire and a scale involving students’ future intentions to study science. The surveys exhibited sound factorial validity and reliability. Interesting differences were found in the learning environment and student attitudes according to student gender and three different frequencies of practical work (namely, at least once a week, once every 2 weeks, or once every 3 weeks or more). More-frequent practical work was more effective than less-frequent practical work in terms of perceived open-endedness, integration and material environment in the laboratory environment and more-positive task value and self-regulation attitudes (with modest effect sizes exceeding one-third of a standard deviation). Although small gender differences existed for some scales, increasing the frequency of practical work was not differentially effective for male and female students.
Journal Article
Death sentence
After his failed attempt to escape from Furnace Penitentiary, Alex struggles to survive the bloodstained laboratories beneath where monsters are manufactured, with a death sentence, or worse, hanging over his head.
Book
High School Students’ Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning
In the field of science education, laboratory learning environment has gained renewed interest in the recent decade. This study aimed to investigate the relationships among students’ conceptions of science laboratory learning, perceptions of the science laboratory learning environment, and their academic self-efficacy in science learning by adopting the structural equation modeling (SEM) technique. A total of 513 senior high school students (262 females) in Taiwan were invited to participate in this survey study. Three instruments were adapted and implemented to investigate the aim of the study (i.e. the conceptions of science laboratory learning questionnaire, the science laboratory environment inventory, and the academic self-efficacy in science learning questionnaire). The results indicated that the students’ conceptions of science laboratory learning made a significant contribution to their perceptions of the science laboratory environment, which consequently fostered their science learning self-efficacy. More specifically, students with conceptions of science laboratory learning as reviewing their prior learning profiles tended to highlight the “student cohesiveness,” “integration,” and “material environment” aspects of the laboratory environment. Moreover, students who held personal ideas of science laboratory learning as acquiring manipulative skills tended to perceive actual science laboratory environments as much more open-ended and to attain advanced academic science learning self-efficacy. In addition, those students who viewed laboratory learning as achieving in-depth understanding, and who perceived that laboratory activities are guided by clear rules, were prone to express a stronger sense of academic self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.
Journal Article
Labwork to leadership : a concise guide to thriving in the science job you weren't trained for
\"After years of running a cutting-edge chemistry lab, Jen Heemstra shares hard-won advice for scientific leadership. Showing how effective management enables discovery and innovation, Labwork to leadership teaches how to set goals; handle the pressures of grants, publishing, and mentorship; foster inclusivity; and motivate a research team.\"-- Provided by publisher.
BOOK
Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students
Background
Traditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. In recent years, budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning.
Methods
Blended learning histology lessons were implemented in a face-to-face and e-Learning format in a medical laboratory science program to teach tissue morphology and technical procedures outside of the traditional laboratory classroom. Participating students were randomly allocated to either the ‘video’ group (
n
= 14) or the ‘control’ group (
n
= 14). After all students attempted the e-Learning lessons and viewed expert-led video recordings online, students demonstrated their hands-on practical skills in the laboratory. Technical skills, demonstration of safety awareness, and use of histology equipment was captured by video through first person ‘point of view’ recordings for the ‘video’ group only. The ‘control’ group performed the same activities but were not recorded. Prior to summative assessment, the ‘video’ group students had a digital resource portfolio that enabled them to review their skills, receive captured feedback and retain a visual copy of their recorded procedure.
Results
Results showed that students who participated in the online video format had statistically better practical examination scores and final grades compared to the control group.
Conclusion
Findings from this study suggest that students are engaged and motivated when being taught in a blended learning format and respond positively to the use of video recordings with expert feedback for the initial learning of hands-on techniques. For the academic, developing a blended learning medical laboratory science program, which includes annotated virtual microscopy, video demonstrations, and online interactive e-Learning activities, provides an effective and economic approach to learning and teaching.
Journal Article