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5. Striga parasitizes transgenic hairy roots of zea Mays and provides a tool for studying plant-plant interactions

Author

Runo, Steven, Macharia, Sarah, Alakonya, Amos, Machuka, Jesse, Sinha, Neelima, and Scholes, Julie

Abstract

AbstractBackgroundStriga species are noxious root hemi-parasitic weeds that debilitate cereal production in sub-Saharan Africa (SSA). Control options for Striga are limited and developing Striga resistant crop germplasm is regarded as the best and most sustainable control measure. Efforts to improve germplasm for Striga resistance by a non-Genetic Modification (GM) approach, for example by exploiting natural resistance, or by a GM approach are constrained by limited information on the biological processes underpinning host-parasite associations. Additionaly, a GM approach is stymied by lack of availability of candidate resistance genes for introduction into hosts and robust transformation methods to validate gene functions. Indeed, a majority of Striga hosts, the world’s most cultivated cereals, are recalcitrant to genetic transformation. In maize, the existing protocols for transformation and regeneration are tedious, lengthy, and highly genotype-specific with low efficiency of transformation.ResultsWe used Agrobacterium rhizogenes strain K599 carrying a reporter gene construct, Green Fluorescent Protein (GFP), to generate transgenic composite maize plants that were challenged with the parasitic plant Striga hermonthica. Eighty five percent of maize plants produced transgenic hairy roots expressing GFP. Consistent with most hairy roots produced in other species, transformed maize roots exhibited a hairy root phenotype, the hallmark of A. rhizogenes mediated transformation. Transgenic hairy roots resulting from A. rhizogenes transformation were readily infected by S. hermonthica. There were no significant differences in the number and size of S. hermonthica individuals recovered from either transgenic or wild type roots.ConclusionsThis rapid, high throughput, transformation technique will advance our understanding of gene function in parasitic plant-host interactions.

Published
2012

24. Evaluating Portfolio Assessment Systems: What Are the Appropriate Criteria?

Author

Webb, Christine, Endacott, Ruth, Gray, Morag A., Jasper, Melanie A., McMullan, Mirjam, and Scholes, Julie

Abstract

Case study data from four higher education institutions on the use of portfolio assessment in nursing were mapped against criteria for rigor in qualitative research. Monitoring rigor was determined to be best done by students, teachers, and placement mentors. Discrepancies appeared between internal teacher monitoring and external examiners. (Contains 18 references.) (SK)

Published
2003

27. Development of competencies for advanced nursing practice in intensive care units across Europe:A modified e-Delphi study

Author

Endacott, Ruth, Scholes, Julie, Jones, Christina, Boulanger, Carole, Egerod, Ingrid, Blot, Stijn, Iliopoulou, Katerina, Francois, Guy, Latour, Jos, Endacott, Ruth, Scholes, Julie, Jones, Christina, Boulanger, Carole, Egerod, Ingrid, Blot, Stijn, Iliopoulou, Katerina, Francois, Guy, and Latour, Jos

Abstract

Purpose: The aim of this study was to identify and define core competencies for advanced nursing roles in adult intensive care units across Europe. Methods: Three round electronic Delphi conducted between September 2018 and November 2019, with an expert panel of 184 nurses from 20 countries, supplemented by consensus meetings with 16 participants from 10 countries before each round. Results: In Round 1, participants generated 275 statements across 4 domains (knowledge skills and clinical performance; clinical leadership, teaching and supervision; personal effectiveness; safety and systems management). These were re-worded as competency statements and refined at a consensus meeting resulting in 230 statements in 30 sub-domains. The expert panel rated the ‘importance’ of each statement in Round 2; further refinement at the consensus meeting and the addition of descriptors for sub-domains resulted in 95 competency statements presented to the panel in Round 3. These were all retained in the final set of competency statements. Conclusion: We have used consensus techniques to generate competencies for advanced practice in intensive care nursing that are relevant across European countries and available in eight languages. These have provided the basis for an outline curriculum from which education programmes can be developed within countries.

Published
2022

33. Diversity and Complexity: A Documentary Analysis of Critical Care Nursing Education. Researching Professional Education Research Report Series.

Author

English National Board for Nursing, Midwifery and Health Visiting, London., Scholes, Julie, Endacott, Ruth, and Chellel, Annie

Abstract

The knowledge and skills needed by critical care nurses and the content and strategies of England's existing critical care nursing education programs were examined to identify core competencies that could provide a central foundation for and promote national comparability of critical care nursing programs throughout England. The study included a comprehensive literature review, an analysis of curriculum documents from 105 English National Board-approved critical care nursing courses offered at 30 institutions, telephone interviews with 84 program leaders, and a telephone survey of 81 clinical managers. The analysis was complicated by the fact that each curriculum document was written differently. Neither was any consistent pattern in the configuration and weighting of core, specialist, or cluster modules identifiable. A general drift away from formal curriculum models to modular frameworks was observed. Two distinct approaches to the generation of practice outcomes were evident, predetermined outcomes set by the curriculum development team and student-determined outcomes. Ensuring that programs are responsive to local needs emerged as a key factor in the changing provision of critical care courses; however, a tension between being responsive to local needs and trying to establishing a "gold standard" or comparability of courses was sometimes evident. (Contains 46 tables/figures and 313 references.) (MN)

Published
1999

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