Extractions: Top Reference Teaching and learning resources Bioethics.Net Bioethics.Net is a comprehensive and very well-produced bioethics resource and news service. The site offers extensive coverage of daily and weekly news stories in bioethics and provides links to the original source of the stories where these are available. The content of the news tends to be largely US focused but some stories from other countries are also included. The site is associated with the American Journal of Bioethics and provides abstracts of the Journal's target articles in bioethics. It is also possible to subscribe to the American Journal of Bioethics free weekly bioethics email bulletin through this website. The site has a particularly strong and varied educational content including introductory resources on bioethics, introductions to key hot topics in bioethics and a section analysing the ethical issues arising in episodes of the television series ER. In addition to its educational content the site provides listings of events and bioethics jobs. Stem Cells Research Reproductive Techniques, Assisted
Master Of Science In Science Education The Yellowstone Hotspot provides a setting for teaching plate tectonics in general, Whether students are more aware of genetic conditions from print of http://www.montana.edu/msse/2000 Capstone Projects.htm
Extractions: The Use of Graphical Analysis Technology in Teaching International Baccalaureate (IB Higher Level Chemistry Kinetics and Reaction Order Determination A small class of higher level IB students used graphical analysis software to determine reaction order from concentration and time data. Teacher observation, student surveys, laboratory report analyses and objective test analyses were used to determine if this experience helped the students become better able to determine reaction order from raw data, both with and without the use of graphical analysis software. Steven S. Lockyer
U-M Department Of Pediatrics Patient care activities in Medical Genetics are divided among the Departments of Teaching and Research Faculty of the Medical Genetics Residency Program http://www.med.umich.edu/pediatrics/divisions/genetics/education/residency.htm
Extractions: Rheumatology EDUCATION: Residency Program Goals The University of Michigan has a long and distinguished tradition in research, education and medical care in human genetics. Outstanding research opportunities and broad clinical genetics training are strengths of this program. The Medical Genetics Residency Program, which is based in the Department of Pediatrics, is a RRC-accredited, two-year program. The primary goals of the program are Board Certification in Medical Genetics and preparation for a career in academic genetics. Training for certification in Clinical Cytogenetics or Clinical Molecular Genetics is also available. Patient care activities in Medical Genetics are divided among the Departments of Pediatrics Internal Medicine Neurology , and Obstetrics and Gynecology . Cytogenetics and Molecular DNA Diagnostic laboratories and training sites are located in the Department of Pathology. Research activities are performed in those departments in addition to the Departments of Human Genetics and Pathology back to top Program Strengths The University of Michigan has an outstanding history of research investigation and basic science/clinical training in Human Genetics. The
NewsHour Extra: Genetics Lesson Plan This lesson uses multiple activities, which engage students in learning about TEACHING STRATEGIES Part 1 Engage 1. On the overhead, show the young http://www.pbs.org/newshour/extra/teachers/lessonplans/health/genome/genetics.ht
DSM Projects Educational activities, Academic Programs, Research and Training, People Teaching Genetics to Medical Students. The study of human genetics is one http://www.hms.harvard.edu/dsm/WorkFiles/html/projects/current/Genetics.html
Extractions: The study of human genetics is one of the most productive fields of current scientific research. The findings of the Human Genome Project will play an ever significant role in the diagnosis, treatment and management of disease. Primary care physicians, no less than specialists, must understand gene/environment interactions in order to address everyday health problems. In consequence, all medical schools will have to expand coverage of human genetics in the curriculum. The power of the genetic paradigm carries risks as well as benefits, and genetics must be taught with full realization of the social as well as medical outcomes. Societal and ethical concerns must be addressed. This presents an opportunity for schools to experiment in transforming medical education. How to hasten the needed change and entice schools to become the "pioneers" is the challenge to educators. In June 2003, Dr. Eisenberg organized a second Harvard Conference, this time focusing on "Teaching the Genetics of Complex Diseases in Clinical Clerkships." The participants, recruited from 30 medical schools, included geneticists and leaders of clinical clerkships in pediatrics, medicine and neurology. The specialist groups outlined the principal goals of the appropriate methods for teaching the genetics of common diseases in the clinical years.
Extractions: Search the CGM site 303 E. Superior St. Lurie 7-125 Chicago, IL 60611 676 N. Saint Clair St. Suite 1260 Chicago, IL 60611 303 E. Chicago Ave. Ward 9-148 Chicago, IL 60611 Ph: 312.503.5600 Fax: 312.503.5603 Introduction Genetic counseling is defined by the American Society of Human Genetics (1975) as a communication process that deals with the human problems associated with the occurrence or risk of occurrence of a genetic disorder in a family. This process involves an attempt by one or more appropriately trained persons to help the individual or family to Genetic counseling is a key component of medical genetics services in which physicians and other professionals participate. Genetic counselors are professionals working as part of a medical genetics team who provide one-to-one and group counseling, public and professional education, and staff consultation. Genetic counselors may also be involved in clinic coordination and consultations with policy makers.
BaMBI - ANU Research interests immunology and genetics. Teaching activities BIOL1004, BIOL1007 E bambi.first.year.coordinator@anu.edu.au http://www.anu.edu.au/bambi/people/academics.html
Molecular Biology, Genetics, And Biochemistry Regular teaching of undergraduates is part of graduate student training in The temperate Mediterranean climate stimulates such activities yearround. http://www.bio.uci.edu/academic/grad/mbgb.html
Extractions: Peter J. Bryant , Director Kimberly McKinney , Administrator Applying to Graduate School at UCI Orientation presentation by the Program Director MBGB ) carries out recruitment and admissions and provides the first-year curriculum for graduate students who will subsequently enter specialized Ph.D. programs in any of the seven participating academic departments: (in the School of Biological Sciences), Biological Chemistry Pathology (in the College of Medicine). The MBGB program offers an integrated series of rigorous academic Core courses during the first year in order to establish a foundation of knowledge in the relevant disciplines, as well as a year-long Basic Training course that provides an intensive practical introduction to research methods, training in teaching methods, and in the responsible conduct of research. It also provides opportunities for research rotations in at least two of the laboratories run by more than 145 faculty members participating in the program. During the first two years, each student becomes associated with a specialized track and begins participating in research, elective courses and seminars in appropriate areas. The tracks presently available include
Profile Of Tumor Genes Shows Need For Individualized Chemotherapy A look at the activity of 24 genes in 52 patients as those genes respond to the Several research groups, including McLeod s, have studied single genetic http://news-info.wustl.edu/news/page/normal/5223.html
Extractions: A look at the activity of 24 genes in 52 patients as those genes respond to the chemotherapy drug 5-fluorourancil Oncologists aren't sure exactly why patients with the same cancer often respond very differently to the same treatment, but a growing body of evidence suggests the answer lies somewhere in the genes. Now researchers at Washington University School of Medicine in St. Louis have become the first to profile the activity of whole sets of genes involved in processing chemotherapeutic drugs. They found that the genes' activity varied widely among pathologically identical colorectal tumors from different patients. "These findings definitely indicate a need for individualized chemotherapy," says Howard L. McLeod, Pharm.D., director of the pharmacology core at the Siteman Cancer Center and associate professor of medicine, of genetics, and of molecular biology and pharmacology at the School of Medicine. "Ultimately, our goal is to use this technique to develop a quantitative tool for selecting each patient's therapy." The research is reported in two papers in the March 1 and April 1, 2005 issues of
TRANSMISSION OF GENETIC INFORMATION: To connect the teaching of molecular genetics to the Delaware Science Icebreaker Activity Mom Always Liked You Better In 317 Gore (Richard Donham) http://www.udel.edu/mserc/inqbiosci/syllabus.html
Extractions: COURSE INSTRUCTORS: Deborah Allen, Associate Professor, Department of Biological Sciences, University of Delaware Harry Dillner, Education Specialist, Science Van Project, Department of Education Kathy Melvin, Education Specialist, Science Van Project, Department of Education Florence Schmieg, Assistant Professor, Department of Biological Sciences, University of Delaware Gwyneth Sharp, Science Coalition Specialist, Department of Education
Genetics Education Center The Genetics Education Center, for educators interested in human genetics and the Suggestion Form (resources, suggestions, teaching materials, other) http://www.kumc.edu/gec/
Extractions: Genetics Education Center University of Kansas Medical Center For educators interested in human genetics and the human genome project Human Genome Project Resources (books, videos, curricula) Lesson Plans Networking Genetic Conditions Careers ... Search The Human Genome Project National Human Genome Research Institute (NHGRI), National Institutes of Health (NIH), Human Genome Project Glossary of Genetic Terms Educational Resources Genetic Variation ... Department of Energy Human Genome Program (DOE), Education Human Genome Research Molecular Genetics Primer Science Behind the Project ... The Human Genome Project: Exploring Our Molecular Selves , Multimedia Education Kit, NHGRI, DOE, Science, Nature, HHMI, Pharma, ASHG Genome Gateway , Nature Publishing Company Human Genome , National Center for Biotechnology Information (NCBI) of the National Library of Medicine (NLM) Human Genome Teacher Networking Project - Univ. Kansas Medical Center Human Genome Project Resources - background, goals, developments
Extractions: New School University This case is based on the actual identification of 50 children who were displaced during Argentina's Dirty War of the 1970s, subjected to DNA and protein analysis, and subsequently reunited with their biological families ( ). The case demonstrates the relationship between society and science and the influences that each has on the other. In addition, the case serves to address the issues of genes in populations, ethnic diversity, statistical significance, bias in interpretation, and gene databanks. Students will learn that the identification of individuals using molecular markers can be a useful tool in certain situations but that each type of analysis has its limitations. With the completion of the Human Genome Project and the Human Diversity Project, an understanding of these concepts is necessary for students to make informed decisions on an individual and societal level. At the completion of the case, students can decide for themselves whether these tests should be used and in what context. This case study is fiction. The characters (excluding Mary-Claire King) are loosely based on actual people and are not meant in any way to parody any real individuals. Any errors should be attributed to the author, Katayoun Chamany, and not the original investigators.
National Science Education Standards She also has been learning about new approaches to teaching genetics. From her reading and from a workshop she attended for highschool teachers at the http://www.nap.edu/readingroom/books/nses/html/genetics4.html
Extractions: Genetics Ms. J. recently attended a workshop with other teachers at the university where she learned equally from the instructors and the other attendees. She also reads research regularly, reviews resources, and makes judgments about their value for her teaching. Ms. J. engages in an iterative planning process, moving from a broad semester plan to daily details. The students in her high-school class have opportunities to develop mental models, work with instructional technology, use multiple materials, teach one another, and consider the personal, social, and ethical aspects of science. She has the support of the school and district and has the resources she needs. She also relies on resources in the community. [This example highlights some elements from Teaching Standards A B D , and E Professional Development Standards A B , and C 9-12 Content Standards A C F , and G Program Standards C and D ; and System Standards D and G Ms. J. is eager to begin the school year, and is particularly looking forward to teaching a semester course on transmission geneticshow traits are inherited from one generation to the next. She taught the course before and read extensively about the difficulties students have with transmission genetics conceptually and as a means of developing problem-solving skills. She also has been learning about new approaches to teaching genetics. From her reading and from a workshop she attended for high-school teachers at the local university, she knows that many people have been experimenting with ways to improve genetics instruction. She also knows that several computer programs are available that simulate genetics events.
Genetics Teaching At UNE Armidale is a center for animal breeding research and industry activity. Genetics Teaching Unit Animal Science University of New England http://www-personal.une.edu.au/~jvanderw/pg_gen.htm
Extractions: Genetics for Animal Breeding Contents. The need for training in genetics for animal breeding. Breeding for genetic change plays a major role towards the increase in the range and efficiency of animal production. Skilled practitioners are required to both determine optimal directions of genetic change and to design and implement breeding programs which give fast and appropriate genetic change. These skills are largely based on the mathematics of population structures and genetic evaluation, but with the additional need for a sound knowledge of the prevailing farming systems and industry/market forces. The employment demand for persons skilled in genetics for animal breeding is strong from the technician level through to the post-doctoral level. Return to Contents
Genome.gov | Online Genetics Education Resources A list of online resources for genetics education, compiled by the National Human Genome DNA and genomerelated teaching guides and lesson builders, http://www.genome.gov/10000464
Extractions: Proper cellular growth and differentiation is determined by the regulated expression of the genetic material within the cell. Recently, it has become clear that the decay rates of mRNAs are regulated and play an important role in controlling gene expression. It has been my goal to define both cis- and trans-acting factors which regulate mRNA stability and I have chosen to do this in a system capable of high resolution biochemical and genetic analysis, i.e., the yeast Saccharomyces cerevisiae. Recently, it has become clear that the processes of translation and mRNA decay are intimately linked. Results suggesting this relationship include; a) inhibition of translational elongation can reduce mRNA decay rates; b) ribosome translocation up to or through the a previously identified instability element in the MAT[alpha]1 gene in the yeast Saccharomyces cerevisiae is required for its rapid decay; c) instability elements involved in the rapid decay of a variety of yeast and mammalian mRNAs have been localized to the coding regions of the respective mRNAs; d) instability elements may be rich in rare codons; e) experiments with mammalian cell-free systems indicate that a nuclease activity capable of degrading mammalian mRNAs is associated with polysomes; and e) premature translational termination can enhance mRNA decay rates.
Current Research: Science Teaching Science Teaching Current Research. Design of curriculum materials as a research based activity A. Arcavi, Dr. Sue Magidson http://www.weizmann.ac.il/acadaff/Current_Research/current/Science_Teaching.html
Extractions: R. Even Mathematics education research and practice issues Teacher learning, education and development (MANOR) Education and advancement of providers of professional development for teachers The development of research-, theory- and practice-based resource materials for use in teacher education Mathematics teacher knowledge and teaching practice B. Eylon High school curriculum development Translation and adaptation of selected units from the course "Visual Quantum Mechanics" developed by the Physics Education Research Group in Kansas State University. Preparing texts and materials for elective units for physics majors (lasers, chaos). Using computerized networks (internet and intranet) for distance learning of these courses.
Your Project Title Here: Summary Identify what students need to know about genetics and genomics by clearly showing Develop an authentic experiment or research activity involving the http://www-ed.fnal.gov/lincon/w01/projects/genethics/present.html
Extractions: Scenario Participant Pages Rubric Index of Projects Biology. Genetics, Genomics, and ethics. Biology teachers, grades 6-12 This project focuses on the social and ethical implications of genetic/genomic research and its applications. It will be implemented before and during the Woodrow Wilson National Fellowship Foundation Biology Institute in July, 2001. The main goal of the project is to help Institute participants form viable "working groups" in which they produce a poster, curricular unit, and journal article related to the Institute theme of Genetics, Genomics, and Genethics. The project is intended for a group of 45 biology teachers participating in a four week summer residential institute on Genetics, Genomics, and Genethics. The bulk of the institute involves laboratory work and scientific inquiry, culminating in a final "working group" projects that showcase participant learning, can be used in the classroom with students, and can share valuable insights with other teachers.. Prior to the institute, learners will communicate with each other and with institute faculty via email and bulletin board. There will be a publicly-accessible Woodrow Wilson Biology Institute website that faculty can use to post information and other resources. Participants will begin communicating online eight weeks prior to the institute. They will spend approximately two hours a week exploring resources and contributing to the online discussion. Once the institute begins on July 1, 2001, participants will have approximately eight hours per week to work on their working group projects.
Alternative Strategies For Science Teaching And Assessment Teaching and Learning Strategies from Science in Schools, SOFWeb, Department of Education, A Genetics Role-playing Activity - from AccessExcellence http://science.uniserve.edu.au/school/support/strategy.html
HMI World | Harvard Macy Institute Teaching medical genetics in the internal medicine course This activity complemented the clinical work, and the final conclusions of the cases were http://hmiworld.org/hmi/past_issues/July_Aug_2002/macy.html
Extractions: National University of Cuyo, Mendoza, Argentina Dr. Vargas is an alumnus of the 2000 physician-educator course at the Harvard Macy Institute. Alumni are encouraged to share examples of their education projects in HMI World Dr. Ana Vargas is pictured with Dr. Daniel Federman, senior dean for alumni relations and clinical teaching at Harvard Medical School Genetics in medicine is a basic science and also a clinical specialty. Physicians in this century need to understand the principles of genetics, their application in clinical problems, and also develop specific skills to communicate information about genetic diseases to patients and colleagues. A curriculum that includes general genetics in the preclinical courses is not enough to accomplish the specific required objectives in medical education at present time. This project was designed to acquaint the fourth-year students of our medical school with medical genetics in the clinical years. To accomplish this goal, a rotation of one work week at our Institute of Genetics was planned, to introduce groups of students to the usual clinical work performed by faculty. Since working with patients can be difficult to schedule, a set of twenty written cases concerning common genetic diseases was also prepared, to be solved by students alone or in small groups. This activity complemented the clinical work, and the final conclusions of the cases were presented as an oral report at the end of the week. The real patients were studied and analized by students as well and presented by them during the weekly clinical meeting, with all the faculty involved in the outpatient clinic work of our institute.
