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S Runciman

Publications and source records attributed to S Runciman.

4 recordsLinked to original sources

An allometric study of lung morphology during development in the Australian pelican, Pelicanus conspicillatus, from embryo to adult.

Pelicans produce altricial chicks that develop into some of the largest birds capable of sustained flight. We traced pulmonary morphological development in the Australian pelican, Pelicanus conspicillatus, from third trimester embryos to adults. We described growth and development with allometric relationships between lung components and body mass or lung volume, according to the equation y = ax(b). Pelican lung volume increased faster than body mass (b = 1.07). Relative to lung volume, the airways and vascular spaces increased allometrically (b > 1) in embryos, but isometrically (b approximately 1) after hatching. Parabronchial mantle volume decreased (b < 1) prior to hatching and increased isometrically thereafter. Surface area of air capillaries, blood capillaries and the blood-gas barrier increased relative to lung volume (b > 0.67) before and after hatching. Barrier thickness decreased before hatching, remained constant in juveniles and decreased by adulthood. The anatomical diffusing capacity significantly increased before hatching (b = 4.44) and after hatching (b = 1.26). Although altricial pelicans developed pulmonary complexity later than precocial turkeys, the volume-specific characteristics were similar. However, lungs of volant adult pelicans became significantly larger, with a greater capacity for gas exchange, than lungs of terrestrial turkeys. Exchange characteristics of growing pelican lungs were inferior to those of adult birds of 26 other species, but converged with them at maturity.

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Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience.

OBJECTIVES: To examine the contribution made to problem-based learning (PBL) by individual teachers and by departments in years 1 and 2 of a new graduate-entry medical programme (GEMP) with a PBL-based curriculum. METHODS: We compiled a database on all PBL tutoring undertaken in years 1 and 2 during the first 3 years in which the GEMP was delivered. This allowed us to quantify and analyse the contribution made by individuals and by departments. RESULTS: At 3 years following introduction of the GEMP, 136 (25.9%) of the school's 525 staff had trained as PBL tutors and 98 (18.7%) had tutored. Both individuals and departments differed greatly in the amount of time devoted to PBL tutoring. Staff who tutored once tended to tutor again in subsequent years. Compared with staff in clinical departments, those in non-clinical departments (who constituted 12% of the total) made a greater relative contribution though a smaller absolute contribution to tutoring. CONCLUSIONS: These findings prompted us to develop a formula that distributes the PBL tutoring load more evenly across departments. This was successfully introduced in 1999. It recognizes the fact that only a minority of staff will volunteer to become PBL tutors. Strategies that might encourage more staff to tutor are briefly discussed.

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Olfactory associative learning in Caenorhabditis elegans is impaired in lrn-1 and lrn-2 mutants.

The C. elegans mutants, lrn-1 and lrn-2, are impaired in associative learning using conditioned taste cues. Both mutants are defective in associative learning about appetitive and aversive events, indicating that lrn-1 and lrn-2 exert effects across motivational boundaries. In a new olfactory associative learning paradigm, in which wild type worms learn to avoid a previously attractive diacetyl odor after it has been paired with an aversive acetic acid solution, lrn-1 and lrn-2 are impaired. Although defective in associative learning using a conditioned olfactory cue, nonassociative learning (habituation and dishabituation) using this same olfactory cue is unaffected. The discovery that lrn-1 and lrn-2 are defective in associative learning with both taste and olfactory cues may suggest that associative learning in different sensory modalities converges on a common genetic pathway in C. elegans that is subserved by lrn-1 and lrn-2.

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Mutations that prevent associative learning in C. elegans.

The nematode Caenorhabditis elegans offers a promising system for the reductionist study of learning and memory. In this article, classical conditioning in C. elegans is demonstrated with a variety of associative learning assays. These assays allowed for the isolation and behavioral characterization of 2 mutant C. elegans lines impaired in associative learning. Both lines show no short-term or long-term associative conditioning; however, they appear relatively normal in tests of nonassociative learning and sensorimotor function. In combination with the well-described genetics and neuroanatomy of C. elegans, the isolation of mutants selectively, yet completely, blocked in associative learning provides the basis for an effective characterization of the cellular and molecular aspects of associative learning.

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