Kerri-Lee Harris

Morphological Characterization of the Entire Interneuron Population Reveals Principles of Neuromere Organization in the Ventral Nerve Cord of Drosophila

Decisive contributions to our understanding of the mechanisms underlying the development of the nervous system have been made by studies performed at the level of single, identified cells in the fruit fly Drosophila. While all the motor neurons and glial cells in thoracic and abdominal segments of the Drosophila embryo have been individually identified, few of the interneurons, which comprise the vast majority of cells in the CNS, have been characterized at this level. We have applied a single cell labeling technique to carry out a detailed morphological characterization of the entire population of interneurons in abdominal segments A1–A7. Based on the definition of a set of spatial parameters specifying axonal projection patterns and cell body positions, we have identified 270 individual cell types as the complete hemisegmental set of interneurons and placed these in an interactive database. As well as facilitating analyses of developmental processes, this comprehensive set of data sheds light on the principles underlying the formation and organization of an entire segmental unit of the CNS.

The Science Shortfall: An analysis of the shortage of suitably qualified science teachers in Australian schools and the policy implications for universities

Declining enrolment in the physical sciences at university is causing concern among higher education institutions, governments and industry. In response, renewed attention is being paid to the tertiary science background of school teachers, given their key role in both preparing and enthusing students for tertiary science study. A recent study, Whos teaching science?, has provided the first national picture of both the supply and tertiary qualifications of Australias secondary school science teachers. While there is no shortage of teachers with strong grounding in the life sciences, schools are struggling to adequately staff senior science classes in Physics and Chemistry. This is a growing problem: large numbers of science teachers are set to retire, and many younger and early career teachers are expressing dissatisfaction with their careers. This paper highlights the findings most relevant for the university sector, and examines the policy implications, including those for the curriculum design of both science and teacher education programs.

Dynamic expression of alternate splice forms of D-cbl during embryogenesis.

The Cbl family of proteins act as E3 ubiquitin-protein ligases and have been associated with the down regulation of a variety of receptor tyrosine kinases. Cbl proteins associate with many different cell signalling molecules suggesting that they may have functions outside of the RING finger-mediated ubiquitin ligase activity. The Drosophila melanogaster cbl gene (D-cbl) encodes two splice forms (Oncogene 19 (2000) 3299). Here we report on the differential expression of these isoforms during Drosophila embryogenesis. Both isoforms are maternally expressed but the long isoform of D-cbl is also transiently expressed in the invaginating mesoderm and later is specifically expressed in neurons of the central nervous system (CNS). Cbl protein is shown to be localised to axons of the longitudinal connectives and commissures in the central nervous system.

The Course Experience Questionnaire, Graduate Destination Survey, and Learning and Teaching Performance Fund in Australia

The Course Experience Questionnaire (CEQ) and Graduate Destinations Survey (GDS) are instruments jointly administered as part of an annual national population survey of the graduates of all Australian universities. The survey instruments are designed to measure and quantify some of the important outcomes of Australian higher education, such as graduate satisfaction with courses, employment rates and commencing salaries. The data are analysed by an independent agency and reported by institution and by field of study. The surveys findings, in particular the comparative potential across institutions, are of interest to government policy-makers, institutional management and prospective students and are used for, among other things, quality assurance, information for prospective students and, most recently, performance-based incentive funding. During 2005, data from the CEQ and GDS were used for the first time as performance indicators for a strategic national Learning and Teaching Performance Fund (LTPF) administered by the federal Department of Education, Science and Training. This paper examines the background to the implementation of the CEQ and GDS, the goals, the uses for the data, including the LTPF and some of the criticism of this development, and the apparent influence on policy and practice within a higher education system that has developed a stronger market orientation and increasingly sought quantitative performance indicators.

Labeling of Single Cells in the Central Nervous System of Drosophila melanogaster

In this article we describe how to individually label neurons in the embryonic CNS of Drosophila melanogaster by juxtacellular injection of the lipophilic fluorescent membrane marker DiI. This method allows the visualization of neuronal cell morphology in great detail. It is possible to label any cell in the CNS: cell bodies of target neurons are visualized under DIC optics or by expression of a fluorescent genetic marker such as GFP. After labeling, the DiI can be transformed into a permanent brown stain by photoconversion to allow visualization of cell morphology with transmitted light and DIC optics. Alternatively, the DiI-labeled cells can be observed directly with confocal microscopy, enabling genetically introduced fluorescent reporter proteins to be colocalised. The technique can be used in any animal, irrespective of genotype, making it possible to analyze mutant phenotypes at single cell resolution.