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AbstractLarge class sizes and often few instructors in anatomy courses make it challenging for student laboratory groups to have their questions addressed in a timely manner. Instructors are often unaware of the number of requests for assistance, as well as the order in which assistance is requested, and students often spend a long time waiting for an instructor to become available. As a result of brainstorming with some of our students, a call button system of sorts was suggested. Instructors in consultation with the college’s IT department came up with the idea of using Zoom Meetings question and answer (Q&A) feature to manage student questions. Zoom allows one to broadcast a Zoom Meeting to up to 50,000 participant attendees, and instructors, logged in as panelists (on a mobile device, e.g., iPad), can interact with the student attendees via the Q&A feature. The students join the webinar using their dissection table number as their ID and request assistance in the Q&A. These requests show up with a time stamp and are automatically queued on the panelist’s Q&A window. Instructors employ the type answer feature to acknowledge the question by typing in their respective initials, which can be seen live by the other instructors (panelists). This allows student questions to be queued so that the instructors can address them in a timely, first-in/first-out order. Student feedback regarding the use of this system for the Small Animal Anatomy course was positive.

AbstractTo adapt to an interactive generation of learners, video resources can provide information necessary for lab preparation, describe clinical correlations, and maximize dissection time. In this study, dissection summary videos with embedded quizzes were to be viewed by K-State first-year veterinary students prior to their canine anatomy lab sessions. Videos were created using an iPhone, edited via Camtasia editing software, and uploaded to the course Canvas page. Following the conclusion of the Fall 2022 semester, final course grade, practical exam scores (exam), pre-lab video (video) time interaction, pre-lab quiz (quiz) scores, and student perception data were analyzed. Positive, statistically significant correlations were found between number of videos viewed and certain exam scores, with the strongest correlation being for the lower quartile specifically. Significant correlations were also found between average exam score and total number of videos viewed throughout the semester, and final course grade and total time spent viewing all videos. Positive, statistically significant correlations were found between average quiz score and exam score. A thematic analysis of student comments revealed videos appeared to have been a beneficial part of the course, providing students with a valuable resource for preparation, study, and increased understanding and confidence. These findings indicate that providing videos as a supplemental resource is beneficial to veterinary student learning and well perceived. This study also suggests that video views can predict lower quartile student exam score. The correlations in this study are weak, but the statistical significance depicts a positive impact on student practical exam scores.

Covid-19 was a major pandemic of the 21st century that flinched away every individual worldwide. The extensive impact of this rapidly spreading deadly virus doomed the health care systems with the unexpected wave wreaked havoc leading to a global health crisis. It has been a high burden on the functioning existing medical system, overloads health professionals, disruption of the medical supply chain. The economy of the nations has been at losses with a significant slowing down in revenue growth over the past 2 years. After taking its toll, drawing away other diseases including cholera. The three developing nations; India, Bangladesh and Nepal, are now at the verge of facing an outbreak of Cholera. It is not surprising to hear cholera in this nation but the fact that its negligence due to Covid-19 pandemic and monkeypox along with a crumbled health system due to the pandemic has made these nations vulnerable for health crisis. Along with this three nations, cholera has made its way to different parts of this globe and it is high time that attention must be drawn towards it as mismanagement could even cause life.

This paper provides theoretical insights into Aboriginal educational and social transformation in Canada from an historical perspective. For almost a century, “decolonization” has been the most effective, and yet most commonly deployed conceptual tool in the writings on Aboriginal education. As an alternative to the decolonization paradigms, this paper suggests that postcolonial theory provides a more comprehensive, yet flexible conceptual framework to the understanding of historical and genealogical intricacies of Aboriginal education in Canada. In the process, theoretical underpinnings, questions, and situations inspired by the experiences of comparative colonialisms (such as the non-settler colonialisms) are discussed in conjunction with Canada's Aboriginal education.

(R)‐Tolterodine is a competitive muscarine receptor antagonist and is widely used for the treatment of bladder disorders.

Epithelial cells lining the vas deferens modify the luminal contents to which sperm are exposed in response to neuroendocrine, autocrine and lumicrine transmitters. A constellation of ion transport proteins has been proposed to account for anion secretion and for sodium absorption. However, the role and identity of vas deferens epithelial potassium channels that provide the correct luminal environment for sperm maturation and delivery are yet to be determined. Cultures of vas deferens epithelial cells isolated from adult pigs were employed to investigate contributions of selected ion channels to net flux. A two-pore potassium channel, TASK-2, was identified on the apical membrane of cultured primary porcine vas deferens epithelial cells (1°PVD). Bupivacaine, a known inhibitor of TASK-2, when added to the apical bathing solution, inhibited forskolin-stimulated short circuit current, Isc, in a concentration dependent manner with a maximum inhibition of 72 ± 6% and an IC50of 7.4 ± 2.2 µM. Apical exposure of 1°PVD cells to quinidine, lidocaine, and clofilium (other known TASK-2 blockers), like bupivacaine, inhibited forskolin-stimulated Iscin a concentration dependent manner. Fitting a modified Michalis-Menten function to the data revealed an IC50of 270 µM, 530 µM, and 12.8 mM for quinidine, lidocaine, and clofilium, respectively. Riluzole, a two-pore potassium channel activator, stimulated Isc, and this effect was reduced by bupivacaine, further confirming the contribution of TASK-2 to net ion flux. Western blotting demonstrated the presence of TASK-2 immunoreactivity in 1°PVD cell lysates, while immunocytochemistry demonstrated apical localization of the targeted epitope in virtually all cells lining native porcine vas deferens. These results show that a two pore potassium channel, TASK-2, likely plays a role in vas deferens epithelial ion transport that may account for the reportedly high concentration of potassium in the male reproductive duct lumen. TASK-2 likely contributes to male fertility as an integral member of the regulated transport processes that account for the luminal environment to which sperm are exposed. (Supported by NIH HD058398 and RR017686)(platform)