In its 8000-year history, wheat continues to be the major food grain crop consumed by humans. World wheat production, now averaging nearly 600 million tons annually, is currently maintaining pace with population growth. Production gain for the last half century has been about 1 percent per year, due to the technological advances of more productive cultivars and adoption of improved cultural practices. Future projection is that the annual gain will need to reach near 2. 5 percent by the year 2050 to keep abreast of population growth....

Misti est une nouvelle de Guy de Maupassant. Sur le mode de la narration à la première personne, cette nouvelle rapporte le souvenir d’un jeune homme qui fait part d’une histoire étrange qu’il a vécue dans une relation amoureuse. Les deux éléments constitutifs de départ sont les questions d’amour et de superstition. Des éléments textuels comme la description et la mise en abyme d’une part et, d’autre part la présence d’un animal qui occupe le premier plan, sont problématiques: Quel est le sens du texte et comment ces éléments peuvent en être révélateurs? Compte tenu du thème central d’amour, et de l’apport psychanalytique - d’optique freudienne - cette nouvelle s’avère être l’expression d’un fait psychique fondamental. Cette approche (psychanalytique et textuelle) montre que non seulement il n’y a rien d’étrange dans cet amour, mais encore elle permet de découvrir, de comprendre le sens profond du texte au-delà de l’anecdote raconté.

Background: Different studies have shown the inability of traditional LECTURE method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback LECTURE method and conventional LECTURE method on learning and quality of teaching.Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback LECTURE” and “teaching by conventional LECTURE”. Desired topic was presented by one teacher as a 90-minute LECTURE in control group and as two 35-minute LECTUREs with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short term and long term learning and quality of teaching form.Results: Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups (p=0.011). Also, total and domain scores of post test after a month were not different in both groups.Conclusion: Results indicated that learning by feedback LECTURE can be more effective than conventional LECTURE method in application and analysis domain.

A major opportunity for future development rests on making more use of the available signal emitted from the whole of the human body following the administration of a PET tracer. This is illustrated by the fact that with current PET scanners, less than 3% of the annihilation radiation emitted from the body is detected. Hence if a PET scanner could cover the total length of the body, 40 times more signal could be recorded making more efficient use of the cost of producing the tracer and the radiation dose incurred by the subject being scanned. Such an increase in efficiency would result in being able to reduce considerably the amount of radioactivity administered and hence radiation dose to the subject being scanned. This would allow more frequent scans to be undertaken in the same subject and the scanning of patients currently excluded for radiation dose reasons such as young children and pregnant women, see Jones and Budinger. Increased efficiency would make possible the measurement of low density disease such as micro‐metastases see Price et al as well as infection and inflammation. The performance of such a total body PET scanner has been simulated as a 2metre long devise now referred to as the Ultra PET. Simultaneously recording of data from the whole body offers an opportunity to undertake a “systems biology” range of studies which examine interactions and activations between organs such as brain‐body as well as measuring the total body profile of the pharmacokinetics of a labelled drug to support drug development. There will be many challenges in implementing the Ultra‐ PET scanner including cost which although high would become affordable with volume production and further innovation in detector technology. One exciting challenge lies in undertaking data analysis of total body kinetic PET data. Even more exciting is the prospect of engaging clinician scientists across the spectrum of internal medicine which promises to realize the full potential of PET in clinical research and healthcare.

Background: Even though there are diverse varieties of teaching methods to motivate and educate students, not many are used in dental institutions, where most rely only on traditional LECTUREs. Hence, the objective of this study was to compare traditional LECTUREs with newer teaching methods, specifically the flipped classroom and spaced learning method. Materials and Methods: In this prospective cohort study Students were randomized to one of the teaching methods, and their short‑ term (immediately after teaching) and long‑ term (i. e., 6 months later) knowledge retention was assessed through multiple choice questions, followed by students feedback which was obtained using Trierer Inventar zur Lehrevaluation questionnaire. P ≤ 0. 05 was considered statistically significant. Results: For short‑ term learning gains, spaced learning group (165. 85) showed highest mean scores, followed by the traditional LECTURE group (163. 70) and flipped classroom group (153. 25). P value acquired through the Kruskal– Wallis ANOVA was statistically significant (0. 003). For long‑ term knowledge retention, traditional LECTURE group has highest mean scores (147. 50), followed by spaced learning group (146. 90) and flipped classroom group (145. 05) with no significant difference (P = 0. 657). Conclusion: Spaced learning methodology was better than the traditional LECTURE method and the flipped classroom concerning knowledge gains when measured immediately after the application of learning method. For long‑ term knowledge retention, both the flipped classroom and spaced learning teaching methods were comparable to the traditional LECTURE method.