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Biomedical subjects

C G Bell

Publications and source records attributed to C G Bell.

12 recordsLinked to original sources
PubMed1983

Fine-specificity of the lambda and chi L chains associated with antibodies directed to alpha (1 leads to 3) glucosyls in dextran.

The function of BALB/c primary B precursors, responding to dextran (dex) B-1355, and the fine-specificity of the B-1355-binding, lambda and chi, monofocal antibody (Ab) generated by the precursors have been examined. In splenic fragments from Limulus polyphemus haemocyanin (LPH)-primed, lethally irradiated, euthymic or nu/nu BALB/c mice cultured with thymus-independent (TI) dex B-1355, B-1355-lipopolysaccharide (LPS), B-1355-LPS-LPH, or thymus-dependent (TD) dex B-1355-LPH, the lambda 1 precursors responded with B-1355-binding Ab substantially equally with respect to precursor frequency, rate of Ab production, and range of fine-specificity, but not with respect to frequency of the IdX and IdI isotypes related to the VH and DH associated with the lambda 1. The lambda 2 contributed minimally to the repertoire. The chi precursors responded with B-1355-binding Ab at a rate nearly equal to the lambda 1 only under TD stimulus in euthymic fragments. A comparison of the lambda 1 and chi Ab fine-specificity, by inhibition of binding with dex differing in epitope contents and configurations, showed marked restriction in the chi relative to the lambda 1. Only approximately 10% of the relatively more abundant chi TD response showed fine alpha (1 leads to 3) specificity similar to that of the lambda 1. The lambda 1 fine-specificity diversity resided mainly in the IdI fraction.

Animals↗
PubMed1976

Role vs. entry-level competencies in competency-based education.

The real strength of the competency-based education effort lies in its emphasis on the total program. No longer can we, as educators, ask ourselves merely: "What do I want students to learn in my course?" The studies and learning opportunities of students must meet specific objectives developed on assessed needs in the profession. The resulting output can then be evaluated against standards or a set of criteria. Since implementation of a competency-based education program requires "adaptation rather than adoption," both the role-competency and entry-level approaches are valuable. Few professionals are willing to accept totally a program or syllabus developed by someone else. However, effective adaptation requires understanding of the total concept of competency-based education. In fact, the search for totality is the heart of the competency-based movement. By viewing the framework of competency-based education and thoroughly understanding all of the components of the program, professionals should be able to utilize the ideas of others, even though they are presented in varying formats with constantly changing semantics.

Behavior↗