The Effects of Computerized Inquiry-Stage-Dependent Argumentation Assistance on Elementary Students' Science Process and Argument Construction Skills

ERIC Educational Resources Information Center

Lin, C.-H.; Chiu, C.-H.; Hsu, C.-C.; Wang, T.-I.; Chen, C.-H.

2018-01-01

This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a…

The Nature of Pre-Service Science Teachers' Argumentation in Inquiry-Oriented Laboratory Context

ERIC Educational Resources Information Center

Ozdem, Yasemin; Ertepinar, Hamide; Cakiroglu, Jale; Erduran, Sibel

2013-01-01

The aim of this study was to investigate the kinds of argumentation schemes generated by pre-service elementary science teachers (PSTs) as they perform inquiry-oriented laboratory tasks, and to explore how argumentation schemes vary by task as well as by experimentation and discussion sessions. The model of argumentative and scientific inquiry was…

Perceptions of Prospective Biology Teachers on Scientific Argumentation in Microbiology Inquiry Lab Activities

NASA Astrophysics Data System (ADS)

Roviati, E.; Widodo, A.; Purwianingsih, W.; Riandi, R.

2017-09-01

Inquiry laboratory activity and scientific argumentation in science education should be promoted and explicitly experienced by prospective biology teacher students in classes, including in microbiology courses. The goal of this study is to get information about perceptions of prospective biology teachers on scientific argumentation in microbiology inquiry lab activities. This study reported the result of a survey research to prospective biology teachers about how their perception about microbiology lab classes and their perception about inquiry and argumentation in microbiology lab activities should be. The participants of this study were 100 students of biology education department from an institute in Cirebon, West Java taking microbiology lecture during the fifth semester. The data were collected using questionnaire to explore the perceptions and knowledge of prospective biology teachers about microbiology, inquiry lab activities and argumentation. The result showed that students thought that the difficulties of microbiology as a subject were the lack of references and the way lecturer teaching. The students’ perception was that argumentation and inquiry should be implemented in microbiology courses and lab activities. Based on the data from questionnaire, It showed that prospective biology teacher students had very little knowledge about scientific argumentation and its implementation in science education. When the participants made arguments based on the problems given, they showed low quality of arguments.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

NASA Astrophysics Data System (ADS)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

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Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.

Success, Difficulty, and Instructional Strategy to Enact an Argument-Based Inquiry Approach: Experiences of Elementary Teachers

ERIC Educational Resources Information Center

Choi, Aeran; Klein, Vanessa; Hershberger, Susan

2015-01-01

This study aimed to investigate the successes and difficulties that teachers perceived as they enacted an argument-based inquiry approach; and instructional strategies that teachers used within an argument-based inquiry approach. Nineteen elementary teachers from 14 Midwestern elementary schools were enrolled in an intensive 2-week professional…

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

ERIC Educational Resources Information Center

Choi, Aeran; Notebaert, Andrew; Diaz, Juan; Hand, Brian

2010-01-01

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing…

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

Argument-Driven Inquiry: Using the Laboratory to Improve Undergraduates' Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate…

The Nature of Pre-service Science Teachers' Argumentation in Inquiry-oriented Laboratory Context

NASA Astrophysics Data System (ADS)

Ozdem, Yasemin; Ertepinar, Hamide; Cakiroglu, Jale; Erduran, Sibel

2013-10-01

The aim of this study was to investigate the kinds of argumentation schemes generated by pre-service elementary science teachers (PSTs) as they perform inquiry-oriented laboratory tasks, and to explore how argumentation schemes vary by task as well as by experimentation and discussion sessions. The model of argumentative and scientific inquiry was used as a design framework in the present study. According to the model, the inquiry of scientific topics was employed by groups of participants through experimentation and critical discussion sessions. The participants of the study were 35 PSTs, who teach middle school science to sixth through eighth grade students after graduation. The data were collected through video- and audio-recordings of the discussions made by PSTs in six inquiry-oriented laboratory sessions. For the analysis of data, pre-determined argumentation schemes by Walton were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources to ground their claims or to argue for a case or an action. It is also worthy of notice that the construction and evaluation of scientific knowledge claims resulted in different numbers and kinds of arguments. Results of this study suggest that designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Moreover, PSTs can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.

Teacher Argumentation in the Secondary Science Classroom: Images of Two Modes of Scientific Inquiry

ERIC Educational Resources Information Center

Gray, Ron E.

2009-01-01

The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed by teachers differed based on the mode of inquiry underlying the topic. Specifically, how did the structure and content of arguments differ between experimentally…

Examining Elementary Students' Development of Oral and Written Argumentation Practices through Argument-Based Inquiry

ERIC Educational Resources Information Center

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-01-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral…

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

ERIC Educational Resources Information Center

Kulatunga, Ushiri Kumarihamy

2013-01-01

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, "Argumentation and participation patterns in general chemistry peer-led sessions," is focused on examining arguments and participation patterns in…

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings within an Argument-Based Inquiry Approach

ERIC Educational Resources Information Center

Jang, Jeong-yoon; Hand, Brian

2017-01-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing--argumentative writing and explanatory writing--with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade…

Seeking the Trace of Argumentation in Turkish Science Curriculum

ERIC Educational Resources Information Center

Cetin, Pinar Seda; Metin, Duygu; Capkinoglu, Esra; Leblebicioglu, Gulsen

2016-01-01

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…

Design Research on Inquiry-Based Multivariable Calculus: Focusing on Students' Argumentation and Instructional Design

ERIC Educational Resources Information Center

Kwon, Oh Nam; Bae, Younggon; Oh, Kuk Hwan

2015-01-01

In this study, researchers design and implement an inquiry based multivariable calculus course in a university which aims at enhancing students' argumentation in rich mathematical discussions. This research aims to understand the characteristics of students' argumentation in activities involving proof constructions through mathematical…

Argumentation-Based Collaborative Inquiry in Science through Representational Work: Impact on Primary Students' Representational Fluency

ERIC Educational Resources Information Center

Nichols, Kim; Gillies, Robyn; Hedberg, John

2016-01-01

This study explored the impact of argumentation-promoting collaborative inquiry and representational work in science on primary students' representational fluency. Two hundred sixty-six year 6 students received instruction on natural disasters with a focus on collaborative inquiry. Students in the Comparison condition received only this…

Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2015-01-01

Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This…

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

NASA Astrophysics Data System (ADS)

Choi, Aeran; Notebaert, Andrew; Diaz, Juan; Hand, Brian

2010-03-01

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.

Grade 5 Students' Online Argumentation about Their In-Class Inquiry Investigations

ERIC Educational Resources Information Center

Choi, Aeran; Hand, Brian; Norton-Meier, Lori

2014-01-01

This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public…

An Examination of Preservice Primary Teachers' Written Arguments in an Open Inquiry Laboratory Task

ERIC Educational Resources Information Center

McDonald, Christine V.

2013-01-01

This study assessed the quality of preservice primary teachers' written arguments in an open inquiry laboratory task. An analysis of the features of the laboratory task was also undertaken to ascertain the characteristics of the task that facilitated or constrained the development of participants' written arguments. Australian preservice primary…

The Features of Peer Argumentation in Middle School Students' Scientific Inquiry

ERIC Educational Resources Information Center

Kim, Heekyong; Song, Jinwoong

2006-01-01

This study examined the features of peer argumentation in middle school students' scientific inquiry. Participants were two boys and six girls in grade 8 of a middle school in Seoul, Korea. Students engaged in open inquiry activities in small groups. Each group prepared the report for peer review and then, during the peer discussion, presented…

"Mathematics Is Just 1 + 1 = 2, What Is There to Argue About?": Developing a Framework for Argument-Based Mathematical Inquiry

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2016-01-01

One potential means to develop students' contextual and conceptual understanding of mathematics is through Inquiry Learning. However, introducing a problem context can distract from mathematical content. Incorporating argumentation practices into Inquiry may address this through providing a stronger reliance on mathematical evidence and reasoning.…

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity

ERIC Educational Resources Information Center

Nam, Younkyeong; Chen, Ying-Chih

2017-01-01

This study examines how the use of a science inquiry activity in an environmental socio-scientific issue (SSI) impacts pre-service teachers' argumentative practice in two ways: social negotiation and epistemic understanding of arguments. Twenty pre-service science teachers participated in this study as a part of their science methods class. Small…

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of Experimental and Historical Science Topics

ERIC Educational Resources Information Center

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during…

Inquiry, Argumentation, and the Phases of the Moon: Helping Students Learn Important Concepts and Practices

ERIC Educational Resources Information Center

Hall, Cady B.; Sampson, Victor

2009-01-01

An important goal of the current reform movement in science education is to promote scientific literacy in the United States, and scientific inquiry is at its heart. However, the National Science Education Standards clearly indicate that to promote inquiry, more emphasis should be placed on "science as argument and explanation" rather than on…

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

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Pinney, Brian Robert John

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach. The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.

Enhancing and Evaluating Scientific Argumentation in the Inquiry-Oriented College Chemistry Classroom

ERIC Educational Resources Information Center

D'Souza, Annabel Nica

2017-01-01

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom.…

Inquiry Based-Computational Experiment, Acquisition of Threshold Concepts and Argumentation in Science and Mathematics Education

ERIC Educational Resources Information Center

Psycharis, Sarantos

2016-01-01

Computational experiment approach considers models as the fundamental instructional units of Inquiry Based Science and Mathematics Education (IBSE) and STEM Education, where the model take the place of the "classical" experimental set-up and simulation replaces the experiment. Argumentation in IBSE and STEM education is related to the…

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

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Sampson, Victor; Phelps Walker, Joi

2012-07-01

This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large two-year community college located in the southeast USA. The intervention took place over a 15-week semester and consisted of six laboratory activities. During each laboratory activity, the undergraduates wrote investigation reports, participated in a double-blind group peer review of the reports, and revised their reports based on the reviews. The reports written during each laboratory activity were used to examine changes in the students' writing skills over time and to identify aspects of scientific writing that were the most difficult for the undergraduates in this context. The reviews produced by the students during each report were used to evaluate how well undergraduates engage in the peer-review process. The results of a quantitative and qualitative analysis of the reports and reviews indicate that the participants made significant improvements in their ability to write in science and were able to evaluate the quality of their peers' writing with a relatively high degree of accuracy, but they also struggled with several aspects of scientific writing. The conclusions and implications of the study include recommendations for helping undergraduate students learn to write by writing to learn in science and new directions for future research.

The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

ERIC Educational Resources Information Center

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-01-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

Teachers' Use of Curriculum to Support Students in Writing Scientific Arguments to Explain Phenomena

ERIC Educational Resources Information Center

McNeill, Katherine L.

2009-01-01

The role of the teacher is essential for students' successful engagement in scientific inquiry practices. This study focuses on teachers' use of an 8-week chemistry curriculum that explicitly supports students in one particular inquiry practice, the construction of scientific arguments to explain phenomena in which students justify their claims…

Arginine deiminase expressed in vivo, driven by human telomerase reverse transcriptase promoter, displays high hepatoma targeting and oncolytic efficiency.

PubMed

Jiang, Hui; Guo, Song; Xiao, Dan; Bian, Xuzhao; Wang, Jie; Wang, Ying; Zhou, Huiting; Cai, Jun; Zheng, Zhongliang

2017-06-06

Arginine starvation has the potential to selectively treat both primary tumor and (micro) metastatic tissue with very low side effects. Arginine deiminase (ADI; EC 3.5.3.6), an arginine-degrading enzyme, has been studied as a potential anti-tumor drug for the treatment of arginine-auxotrophic tumors. Though ADI-PEG20 (pegylated ADI by PEG 20,000) already passed the phase I/II clinical trials [1], it is just used as adjuvant therapy because of its low efficiency and less targeting. Then, this paper discussed the efficiency of arginine starvation mediated by ADI expressed in cytoplasm for liver cancers. In order to guarantee the tumor targeting, human telomerase reverse transcriptase (hTERT) promoter was used to drive the expression of ADI in vivo. To access the anti-tumor efficiency of ADI, p53 gene was used as the positive control. Thus, ADI displayed obvious cytotoxicity to BEL7402 and HUH7 cell lines in cytoplasm. The apoptosis rates rose from 15% to nearly 60% after changing the expression vectors from pcDNA4 plasmid to adenovirus. Compared with p53-adenovirus, ADI-adenovirus showed the higher oncolytic activity in the intratumoral injection model of mice. Tumor disappeared after the treatment of ADI-adenovirus for two weeks, and the mice pulled through all. Therefore, ADI is an ideal anti-tumor gene for caner targeting therapy with the help of hTERT promoter.

Examination of Learning Equity among Prospective Science Teachers Who Are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

ERIC Educational Resources Information Center

Acar, Ömer; Patton, Bruce R.

2016-01-01

This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction.…

Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry

NASA Astrophysics Data System (ADS)

Gray, Ron E.

The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed by teachers differed based on the mode of inquiry underlying the topic. Specifically, how did the structure and content of arguments differ between experimentally and historically based topics? In addition, what factors mediate these differences? Four highly experienced high school science teachers were observed daily during instructional units for both experimental and historical science topics. Data sources include classroom observations, field notes, reflective memos, classroom artifacts, a nature of science survey, and teacher interviews. The arguments were analyzed for structure and content using Toulmin's argumentation pattern and Walton's schemes for presumptive reasoning revealing specific patterns of use between the two modes of inquiry. Interview data was analyzed to determine possible factors mediating these patterns. The results of this study reveal that highly experienced teachers present arguments to their students that, while simple in structure, reveal authentic images of science based on experimental and historical modes of inquiry. Structural analysis of the data revealed a common trend toward a greater amount of scientific data used to evidence knowledge claims in the historical science units. The presumptive reasoning analysis revealed that, while some presumptive reasoning schemes remained stable across the two units (e.g. 'causal inferences' and 'sign' schemes), others revealed different patterns of use including the 'analogy', 'evidence to hypothesis', 'example', and 'expert opinion' schemes. Finally, examination of the interview and survey data revealed five specific factors mediating the arguments constructed by the teachers: view of the nature of science, nature of the topic, teacher personal factors, view of students, and pedagogical decisions. These factors influenced both the structure and use of presumptive reasoning in the arguments. The results have implications for classroom practice, teacher education, and further research.

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry , is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.

Exploring students' interactions, arguments, and reflections in general chemistry laboratories with different levels of inquiry

NASA Astrophysics Data System (ADS)

Xu, Haozhi

Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments with different levels of inquiry on students' interactions in the laboratory setting, as well as on students' written arguments and reflections. Our results are based on direct observations of group work in college general chemistry laboratories and analysis of associated written lab reports. The analysis of students' interactions in the laboratory was approached from three major analytic dimensions: Functional analysis, cognitive processing, and social processing. According to our results, higher levels of inquiry were associated with an increase in the relative frequency of episodes where students were engaged in proposing ideas versus asking and answering each others' questions. Higher levels of inquiry also favored episodes in which experimental work was approached in a more exploratory (versus procedural) manner. However, no major changes were observed in the extent to which students were engaged in either interpretive discussions of central scientific concepts and ideas. As part of our study we were also interested in characterizing the effects of experiments involving different levels of inquiry on the structure and adequacy of university general chemistry students' written arguments, as well as on the nature of their reflections about laboratory work. Our findings indicate that the level of inquiry of the observed experiments had no significant impact on the structure or adequacy of arguments generated by students. However, the level of inquiry of the experiments seemed to have a major impact on several areas of students' written reflections about laboratory work. In general, our results elicit trends and highlight issues that can help instructors and curriculum developers identify strategies to better support and scaffold productive engagement in the laboratory. Our results suggest that careful design and implementation of instructional interventions may be needed to maximize the learning effects of the more open-ended inquiry activities at the college level.

Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach

ERIC Educational Resources Information Center

Promyod, Nattida

2013-01-01

The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the…

Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation

ERIC Educational Resources Information Center

Cousins, J. Bradley; Whitmore, Elizabeth; Shulha, Lyn

2013-01-01

In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation--using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres--as a basis for considering future direction for the field. We argue that collaborative inquiry in…

Recognizing Mechanistic Reasoning in Student Scientific Inquiry: A Framework for Discourse Analysis Developed from Philosophy of Science

ERIC Educational Resources Information Center

Russ, Rosemary S.; Scherr, Rachel E.; Hammer, David; Mikeska, Jamie

2008-01-01

Science education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namely "mechanistic reasoning." Scientific inquiry focuses largely on understanding causal…

The Effects of an Argument-Based Inquiry Approach on Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers

ERIC Educational Resources Information Center

Memis, Esra Kabatas

2016-01-01

The aim of this study was to investigate the effect of the university-level application of an Argument-Based Inquiry Approach, as compared to the traditional laboratory teaching method, on the ability of students to learn about optics and to demonstrate critical thinking. In this quasi-experimental study, pretest-posttest scores and CCDTI were…

The Teacher's Role in the Establishment of Whole-Class Dialogue in a Fifth Grade Science Classroom Using Argument-Based Inquiry

ERIC Educational Resources Information Center

Benus, Matthew J.

2011-01-01

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most…

Prospective Secondary Science Teachers' Argumentation Skills and the Interaction of These Skills with Their Conceptual Knowledge

ERIC Educational Resources Information Center

Acar, Ömer; Patton, Bruce R.; White, Arthur L.

2015-01-01

This study investigated if prospective secondary science teachers enhance their argumentation skills and the interaction of the change in their argumentation skills with their conceptual knowledge during an argumentation-based guided inquiry course. 37 prospective secondary science teachers constituted the study sample. They were grouped according…

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

ERIC Educational Resources Information Center

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-01-01

One of the goals of science education is to provide students with the ability to construct arguments--reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research…

Argumentation and Participation Patterns in General Chemistry Peer-Led Sessions

ERIC Educational Resources Information Center

Kulatunga, Ushiri; Moog, Richard S.; Lewis, Jennifer E.

2013-01-01

This article focuses on the use of Toulmin's argumentation scheme to investigate the characteristics of student group argumentation in Peer-Led Guided Inquiry sessions for a General Chemistry I course. A coding scheme based on Toulmin's [Toulmin [1958] "The uses of argument." Cambridge: Cambridge University Press] argumentation…

Warrant Officer Examinations. PR-4018

DTIC Science & Technology

1944-10-10

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Setting up Conditions for Negotiation in Science

ERIC Educational Resources Information Center

Yoon, Sae Yeol; Bennett, William; Mendez, Claudia Aguirre; Hand, Brian

2010-01-01

When using an argument based inquiry approach like the Science Writing Heuristic (SWH) approach, argumentation between peers and with a teacher will provide great opportunities for students to experience negotiation of meaning in relation to science content. However, students do not automatically engage in dialogue and argumentation with…

ETheory's Spell-On Qualitative Inquiry and Educational Research.

ERIC Educational Resources Information Center

Thomas, Gary

2002-01-01

Challenges theory's secure place in qualitative inquiry on three counts. Argues (1) the search for theory in such inquiry originates in a crypto-functionalism; (2) theory's supposed importance for policy formulation cannot in itself justify it; and (3) arguments about its successful use are belied by examining discussion about theory in those…

Exploring Students' Interactions, Arguments, and Reflections in General Chemistry Laboratories with Different Levels of Inquiry

ERIC Educational Resources Information Center

Xu, Haozhi

2012-01-01

Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments…

Analysis of Inquiry Materials to Explain Complexity of Chemical Reasoning in Physical Chemistry Students' Argumentation

ERIC Educational Resources Information Center

Moon, Alena; Stanford, Courtney; Cole, Renee; Towns, Marcy

2017-01-01

One aim of inquiry activities in science education is to promote students' participation in the practices used to build scientific knowledge by providing opportunities to engage in scientific discourse. However, many factors influence the actual outcomes and effect on students' learning when using inquiry materials. In this study, discourse from…

A Rights-Based Approach to Science Literacy Using Local Languages: Contextualising Inquiry-Based Learning in Africa

ERIC Educational Resources Information Center

Babaci-Wilhite, Zehlia

2017-01-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space

ERIC Educational Resources Information Center

Litman, Cindy; Greenleaf, Cynthia

2018-01-01

This study drew on observations of 40 secondary English language arts, history, and science lessons to describe variation in opportunities for students to engage in argumentation and possible implications for student engagement and learning. The authors focused their analysis on two broad dimensions of argumentation tasks: (1) "Instructional…

Understanding the Alternative Conceptions of Pre-Service Secondary Science Teachers about Tidal Phenomena Based on Toulmin's Argumentation

ERIC Educational Resources Information Center

Oh, Jun-Young

2014-01-01

Constructing explanations and participating in argumentative discourse are seen as essential practices of scientific inquiry. The objective of this study was to explore the elements and origins of pre-service secondary science teachers' alternative conceptions of tidal phenomena based on the elements used in Toulmin's Argument Model through…

An Attention-Grabbing Approach to Introducing Students to Argumentation in Science

ERIC Educational Resources Information Center

Wojdak, Jeremy M.

2010-01-01

Argumentation and basic logic are foundations of scientific inquiry, and thus should be foundations of science education. Students often are uninterested in formal logic, and do not understand the connection to science or society. I describe a way to engage students in the study of argumentation and to help develop student's ability to critically…

Pre-Service Physics Teachers' Argumentation in a Model Rocketry Physics Experience

ERIC Educational Resources Information Center

Gürel, Cem; Süzük, Erol

2017-01-01

This study investigates the quality of argumentation developed by a group of pre-service physics teachers' (PSPT) as an indicator of subject matter knowledge on model rocketry physics. The structure of arguments and scientific credibility model was used as a design framework in the study. The inquiry of model rocketry physics was employed in…

The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning, and Argumentation

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2010-01-01

We conducted a laboratory-based randomized control study to examine the effectiveness of inquiry-based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty-eight students aged 14-16 years old were randomly assigned to one of two groups. Both groups of…

The Relative Effects of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning and Argumentation about Sleep Concepts: A Randomized Control Trial

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2009-01-01

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only…

Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments around Socioscientific Issues

ERIC Educational Resources Information Center

Grooms, Jonathon; Sampson, Victor; Golden, Barry

2014-01-01

This quasi-experimental study uses a pre-/post-intervention approach to investigate the quality of undergraduate students' arguments in the context of socioscientific issues (SSI) based on experiencing a semester of traditional "cookbook" instruction (N?=?79) or a semester of argument-based instruction (N?=?73) in the context of an…

Research and Teaching: Use of Toulmin's Argumentation Scheme for Student Discourse to Gain Insight about Guided Inquiry Activities in College Chemistry

ERIC Educational Resources Information Center

Kulatunga, Ushiri; Moog, Richard S.; Lewis, Jennifer E.

2014-01-01

Although student production of arguments in group learning environments has been shown to promote scientific reasoning and understanding of science concepts, little previous work has examined the relationship of the structure of curricular materials to the production of argumentation. In this study, we examined this relationship for a collection…

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

NASA Astrophysics Data System (ADS)

Millstone, Rachel Diana

The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three dimensions also affected the quality of student argumentation, as measured on a five-point rubric developed for analysis. Of the four pathways, one in particular is identified as a model of "best practice," leading to the highest levels of argumentation resulting from opportunities for student resemiotization mediated by teacher "talk moves."

Inquiry-Based Civil Discourse Education

ERIC Educational Resources Information Center

Linvill, Darren L.; Pyle, Andrew S.

2017-01-01

Course: Civil discourse, argumentation, debate, persuasion, political communication. Objectives: This unit activity will help students build an understanding of civil discourse and its function in society. Students will: (1) increase their capacity to examine arguments critically, (2) enhance their own ability to self-reflect critically, and (3)…

Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom

ERIC Educational Resources Information Center

Stanford, Courtney; Moon, Alena; Towns, Marcy; Cole, Renee

2016-01-01

Encouraging students to participate in collaborative discourse allows students to constructively engage one another, share ideas, develop joint understanding of the course content, and practice making scientific arguments. Argumentation is an important skill for students to learn, but students need to be given the opportunity in class to engage in…

Results Speak for Themselves

ERIC Educational Resources Information Center

Bannister, Peter

2013-01-01

The author has undertaken a narrative inquiry that explores the political and cultural positioning of drama education in the English secondary school. The inquiry also serves as both an experiment in and an argument for the relevance of a storying methodology in educational research. The reader is encouraged through the employment of particular…

The Most Reasonable Answer: Helping Students Build Better Arguments Together

ERIC Educational Resources Information Center

Reznitskaya, Alina; Wilkinson, Ian A. G.

2017-01-01

"The Most Reasonable Answer" is an innovative and comprehensive guide to engaging students in inquiry dialogue--a type of talk used in text-based classroom discussions. During inquiry dialogue, students collectively search for the most reasonable answers to big, controversial questions, and, as a result, enhance their argumentation…

Classroom Communities' Adaptations of the Practice of Scientific Argumentation

ERIC Educational Resources Information Center

Berland, Leema K.; Reiser, Brian J.

2011-01-01

Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants "articulate their understandings" and work to "persuade others of those understandings" in order to "make sense of the…

Construction of technological artifacts and teaching strategies to promote flexible scientific understanding

NASA Astrophysics Data System (ADS)

Spitulnik, Michele Wisnudel

Science education reforms advocate inquiry as a way to build explanations and make informed decisions. Based on this call this dissertation (1) defines flexible scientific understanding by elaborating on content, inquiry and epistemic understandings; (2) describes an inquiry based unit that integrates dynamic modeling software; (3) examines students' understandings as they construct models; and (4) identifies instructional strategies that support inquiry and model building. A curriculum unit was designed to engage students in inquiry by identifying problems and constructing models to represent, explain and predict phenomena. Ninth grade students in a public mid-western high school worked in teams of 2-3 to ask questions, find information and reflect on the purposes of models. Data sources including classroom video, observations, interviews, student models and handouts were used to formulate cases that examine how two groups construct understanding. A teacher case study identifies the teaching strategies that support understanding. Categories within content, inquiry and epistemic understandings were used to analyze student understandings and teaching supports. The findings demonstrate that students can build flexible understanding by constructing models. Students built: (1) content understanding by identifying key ideas and building relationships and explanations of phenomena; (2) inquiry understanding by defining problems, constructing models and developing positions; and (3) epistemic understanding by describing the purposes of models as generalizing phenomena, testing hypotheses and making predictions. However, students demonstrated difficulty in using evidence to defend scientific arguments. Strategies that support flexible understanding were also identified. Content supports include: setting expectations for explanations; using examples to illustrate explanations; modeling questions; and providing feedback that prompts detailed explanations. Supports for inquiry are setting expectations for data gathering; using examples that illustrate model building; modeling the development of an argument; and providing feedback to promote coherent models. Epistemic supports include: using examples to illustrate purposes and assumptions within models, and providing feedback as students evaluate their models. The dissertation demonstrates that teaching strategies impact student understanding but are challenging to implement. When strategies are not used, students do not necessarily construct desired outcomes such as, using evidence to support arguments.

Performance Evaluation of an Online Argumentation Learning Assistance Agent

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Wang, Yu-Wu; Huang, Tz-Hau; Chen, Ying-Chen; Chen, Heng-Ming; Chang, Shun-Chih

2011-01-01

Recent research indicated that students' ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the…

Determining a Core Curriculum: The Limitations of Transcendental Deductions.

ERIC Educational Resources Information Center

Wellington, J.J.

1981-01-01

Suggests that educational philosphers have adopted Immanuel Kant's argument that 12 categories are necessary for a complete understanding of the natural and moral worlds. Concludes that using Kantian arguments to determine curriculum is logically invalid. The key to educational philosophy lies in inquiry into the nature of thought and…

Students' Written Arguments in General Chemistry Laboratory Investigations

ERIC Educational Resources Information Center

Choi, Aeran; Hand, Brian; Greenbowe, Thomas

2013-01-01

This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students' achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19…

Complexity of Secondary Scientific Data Sources and Students' Argumentative Discourse

ERIC Educational Resources Information Center

Kerlin, Steven C.; McDonald, Scott P.; Kelly, Gregory J.

2010-01-01

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these…

Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

This study seeks to obtain argumentation models, which represent argumentative processes and an assessment structure in secondary school debatable issues in the social sciences. The argumentation model was developed based on mixed methods, a combination of both theory-driven and data-driven methods. The coding system provided a combing point by…

Rethinking the Representation Problem in Curriculum Inquiry

ERIC Educational Resources Information Center

Green, Bill

2010-01-01

The consolidation of reconceptualism as a distinctive tradition in curriculum inquiry is commonly understood to go hand-in-hand with the decline and even eclipse of an explicit political orientation in such work. This paper offers an alternative argument, focusing on a re-assessment of what has been called the representation problem, and exploring…

Teachers' Remarks about Their Salaries in 1800 in the Helvetic Republic

ERIC Educational Resources Information Center

Brühwiler, Ingrid

2015-01-01

For centuries, teachers have complained about their salaries. In the Stapfer inquiry of 1799, some teachers made remarks about financial issues, particularly their low incomes. This inquiry is the main source for the arguments presented here regarding teachers' low salary during this period of the Helvetic Republic. The disparity between the…

Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning

ERIC Educational Resources Information Center

Norwood, Kathryn J.

2013-01-01

The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic…

Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2013-01-01

Argumentation in mathematics teaching has potential to move students beyond tacit understanding of mathematical concepts and procedures towards articulation and justification of their ideas; a practice in which evidence is central. Design-based research was used to examine the nature of evidence used by a class of primary students through levels…

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

NASA Astrophysics Data System (ADS)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

An Analysis of Teacher Question Types in Inquiry-Based Classroom and Traditional Classroom Settings

ERIC Educational Resources Information Center

Kim, Sungho

2015-01-01

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a…

Dewey's Logic as a Methodological Grounding Point for Practitioner-Based Inquiry

ERIC Educational Resources Information Center

Demetrion, George

2012-01-01

The purpose of this essay is to draw out key insights from Dewey's important text "Logic: The Theory of Inquiry" to provide theoretical and practical support for the emergent field of teacher research. The specific focal point is the argument in Cochran-Smith and Lytle's "Inside/Outside: Teacher Research and Knowledge" on the significance of…

"Anything You Can Do I Can Do Better": Dialectical Argument in Philosophy of Education

ERIC Educational Resources Information Center

Vokey, Daniel

2009-01-01

Drawing upon my critical appropriation of Alasdair MacIntyre's account of the rationality of traditions, I undertake to explain and demonstrate how the competing conceptual frameworks of distinct traditions of educational inquiry and practice can be assessed through dialectical argument. To illustrate the "method" of dialectic, I argue that the…

Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

ERIC Educational Resources Information Center

Prince, Annabel N.; Pitts, Wesley B.; Parkin, David W.

2018-01-01

In this exploratory case study, we consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle. Audio/video recordings of student groups during the mechanism discussion…

The Poet in the Warehouse. Creative Writing as Inquiry: Using Imaginative Writing To Explore Other Disciplines.

ERIC Educational Resources Information Center

McCue, Frances

This master's project contains two essays and a long poem, examining the possibilities of creative writing as a tool of inquiry in mathematics, history, science, film, art, and architecture. The project's first essay, "The Poet in the Warehouse," introduces a brief history of imaginative writing and an argument for its inclusion in…

Social argumentation in online synchronous communication

NASA Astrophysics Data System (ADS)

Angiono, Ivan

In education, argumentation has an increasing importance because it can be used to foster learning in various fields including philosophy, history, sciences, and mathematics. Argumentation is also at the heart of scientific inquiry. Many educational technology researchers have been interested in finding out how technologies can be employed to improve students' learning of argumentation. Therefore, many computer-based tools or argumentation systems have been developed to assist students in their acquisition of argumentation skills. While the argumentation systems incorporating online debating tools present a good resource in formal settings, there is limited research revealing what argumentative skills students are portraying in informal online settings without the presence of a moderator. This dissertation investigates the nature of argumentative practices in a massively multiplayer online game where the system successfully incorporates the authentic use of online synchronous communication tools and the patterns that emerge from the interplay between a number of contextual variables including synchronicity, interest, authenticity, and topical knowledge.

Elucidating the electron transport in semiconductors via Monte Carlo simulations: an inquiry-driven learning path for engineering undergraduates

NASA Astrophysics Data System (ADS)

Persano Adorno, Dominique; Pizzolato, Nicola; Fazio, Claudio

2015-09-01

Within the context of higher education for science or engineering undergraduates, we present an inquiry-driven learning path aimed at developing a more meaningful conceptual understanding of the electron dynamics in semiconductors in the presence of applied electric fields. The electron transport in a nondegenerate n-type indium phosphide bulk semiconductor is modelled using a multivalley Monte Carlo approach. The main characteristics of the electron dynamics are explored under different values of the driving electric field, lattice temperature and impurity density. Simulation results are presented by following a question-driven path of exploration, starting from the validation of the model and moving up to reasoned inquiries about the observed characteristics of electron dynamics. Our inquiry-driven learning path, based on numerical simulations, represents a viable example of how to integrate a traditional lecture-based teaching approach with effective learning strategies, providing science or engineering undergraduates with practical opportunities to enhance their comprehension of the physics governing the electron dynamics in semiconductors. Finally, we present a general discussion about the advantages and disadvantages of using an inquiry-based teaching approach within a learning environment based on semiconductor simulations.

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori

2017-04-01

The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students' conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers' classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning—dispenser, moderator, coach, and participant—in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers' use of questions and the relationships between teachers' question-asking and students' cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support.

The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

2012-01-01

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

Supporting Collaborative Inquiry during a Biology Field Trip with Mobile Peer-to-Peer Tools for Learning: A Case Study with K-12 Learners

ERIC Educational Resources Information Center

Laru, Jari; Jarvela, Sanna; Clariana, Roy B.

2012-01-01

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions…

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century

ERIC Educational Resources Information Center

Conrad, Clifton; Dunek, Laura

2012-01-01

Inquiry-driven learners anticipate, embrace, and adapt to disruptive change. Clifton Conrad and Laura Dunek advance a transformative purpose of a college education. They invite stakeholders from across higher education to engage in vigorous dialogue about the aims of a college education--and how to realize those aims. Increasingly influenced by…

Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

ERIC Educational Resources Information Center

Teplitski, Max; McMahon, Margaret J.

2006-01-01

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…

Reinstating the 'Queen': understanding philosophical inquiry in nursing.

PubMed

Pesut, Barbara; Johnson, Joy

2008-01-01

This paper is an introduction to the characteristics of philosophical inquiry. Despite over a century of philosophical thinking in nursing, philosophical inquiry has yet to be positioned as contributing substantially to the field of nursing's inquiry. There is a need to articulate the nature and characteristics of philosophical inquiry for researchers new to this perspective. We begin by addressing a common question that surfaces when one begins a work that is philosophical in nature, how does one differentiate between nursing philosophy and nursing theory? We then address the nature and characteristics of philosophical inquiry. We conclude by considering the question of whether philosophical inquiry might be considered a form of qualitative inquiry. Unlike science, which relies upon investigative methods, philosophical inquiry relies upon the capacities to think and reason. Problems characteristic of philosophical inquiry include conceptual clarification, analysis of arguments and problems related to the ontology, epistemology and ethics of nursing. Although methodological approaches to philosophical inquiry are diverse, common tools include assumptions and the intellectual processes of conceptualizing, judging and reasoning within a context of wonder. Some have argued that to neglect philosophy in nursing is to place the discipline at risk. However, there is little guidance available to researchers new to this method of inquiry. By providing a beginning roadmap, our hope is that philosophical inquiry will take its place alongside scientific methods of inquiry with the goal of constructing robust knowledge for the discipline of nursing.

TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

NASA Astrophysics Data System (ADS)

Erduran, Sibel; Simon, Shirley; Osborne, Jonathan

2004-11-01

This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle-school science teachers to develop models of instructional activities in an effort to make argumentation a component of instruction. We begin the paper with a brief theoretical justification for why we consider argumentation to be of significance to science education. We then contextualize the use of Toulmin's Argument Pattern in the study of argumentation discourse and provide a justification for the methodological outcomes our approach generates. We illustrate how our work refines and develops research methodologies in argumentation analysis. In particular, we present two methodological approaches to the analysis of argumentation resulting in whole-class as well as small-group student discussions. For each approach, we illustrate our coding scheme and some results as well as how our methodological approach has enabled our inquiry into the quality of argumentation in the classroom. We conclude with some implications for future research in argumentation in science education.

Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

NASA Astrophysics Data System (ADS)

Moon, Alena C.

The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

Supporting Inquiry in Science Classrooms with the Web

ERIC Educational Resources Information Center

Simons, Krista; Clark, Doug

2005-01-01

This paper focuses on Web-based science inquiry and five representative science learning environments. The discussion centers around features that sustain science inquiry, namely, data-driven investigation, modeling, collaboration, and scaffolding. From the perspective of these features five science learning environments are detailed: Whyville,…

Assessment Data-Driven Inquiry: A Review of How to Use Assessment Results to Inform Chemistry Teaching

ERIC Educational Resources Information Center

Harshman, Jordan; Yezierski, Ellen

2017-01-01

With abundant access to assessments of all kinds, many high school chemistry teachers have the opportunity to gather data from their students on a daily basis. This data can serve multiple purposes, such as informing teachers of students' content difficulties and guiding instruction in a process of data-driven inquiry. In this paper, 83 resources…

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice

NASA Astrophysics Data System (ADS)

Deneroff, Victoria Matzenauer

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

Constructing a Discourse of Inquiry: Findings from a Five-Year Ethnography at One Elementary School

ERIC Educational Resources Information Center

Jennings, Louise; Mills, Heidi

2009-01-01

Background/Context: In an age of test-driven accountability, many schools are returning to banking pedagogies in which students passively take in content. Inquiry-based instruction offers one approach for actively involving students in meaningful learning activity, however, research on inquiry pedagogies often focuses on academic accomplishments.…

Writing through Big Data: New Challenges and Possibilities for Data-Driven Arguments

ERIC Educational Resources Information Center

Beveridge, Aaron

2017-01-01

As multimodal writing continues to shift and expand in the era of Big Data, writing studies must confront the new challenges and possibilities emerging from data mining, data visualization, and data-driven arguments. Often collected under the broad banner of "data literacy," students' experiences of data visualization and data-driven…

Development and validation of an instrument for evaluating inquiry-based tasks in science textbooks

NASA Astrophysics Data System (ADS)

Yang, Wenyuan; Liu, Enshan

2016-12-01

This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about scientific concepts, (2) providing students opportunities to use inquiry process skills, (3) being conducive to establishing understandings about scientific inquiry, and (4) giving students opportunities to develop higher order thinking skills. An instrument - the Inquiry-Based Tasks Analysis Inventory (ITAI) - was developed to judge whether inquiry-based tasks perform these functions well. To test the reliability and validity of the ITAI, 4 faculty members were invited to use the ITAI to collect data from 53 inquiry-based tasks in the 3 most widely adopted senior secondary biology textbooks in Mainland China. The results indicate that (1) the inter-rater reliability reached 87.7%, (2) the grading criteria have high discriminant validity, (3) the items possess high convergent validity, and (4) the Cronbach's alpha reliability coefficient reached 0.792. The study concludes that the ITAI is valid and reliable. Because of its solid foundations in theoretical and empirical argumentation, the ITAI is trustworthy.

The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Crowell, Amanda; Schunn, Christian; Cannady, Mac; Dorph, Rena

2015-07-01

Engaging in science as an argumentative practice can promote students' critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students' ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students' willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed.

Using Inquiry to Learn about Soil: A Fourth Grade Experience

ERIC Educational Resources Information Center

Magee, Paula A.; Wingate, Elisha

2014-01-01

In this article, we describe a fourth-grade inquiry unit on soil. The unit was designed and taught by preservice elementary teachers as part of a university science methods course. Using a student-driven inquiry approach to designing curriculum, the unit engaged fourth graders in learning about the physical properties soil, erosion, worms, and…

Students concept understanding of fluid static based on the types of teaching

NASA Astrophysics Data System (ADS)

Rahmawati, I. D.; Suparmi; Sunarno, W.

2018-03-01

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

Minireview: The Intimate Link Between Calcium Sensing Receptor Trafficking and Signaling: Implications for Disorders of Calcium Homeostasis

PubMed Central

2012-01-01

The calcium-sensing receptor (CaSR) regulates organismal Ca2+ homeostasis. Dysregulation of CaSR expression or mutations in the CASR gene cause disorders of Ca2+ homeostasis and contribute to the progression or severity of cancers and cardiovascular disease. This brief review highlights recent findings that define the CaSR life cycle, which controls the cellular abundance of CaSR and CaSR signaling. A novel mechanism, termed agonist-driven insertional signaling (ADIS), contributes to the unique hallmarks of CaSR signaling, including the high degree of cooperativity and the lack of functional desensitization. Agonist-mediated activation of plasma membrane-localized CaSR increases the rate of insertion of CaSR at the plasma membrane without altering the constitutive endocytosis rate, thereby acutely increasing the maximum signaling response. Prolonged CaSR signaling requires a large intracellular ADIS-mobilizable pool of CaSR, which is maintained by signaling-mediated increases in biosynthesis. This model provides a rational framework for characterizing the defects caused by CaSR mutations and the altered functional expression of wild-type CaSR in disease states. Mechanistic dissection of ADIS of CaSR should lead to optimized pharmacological approaches to normalize CaSR signaling in disorders of Ca2+ homeostasis. PMID:22745192

The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum

NASA Astrophysics Data System (ADS)

McNeill, Katherine L.; Silva Pimentel, Diane; Strauss, Eric G.

2013-10-01

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum.

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

ERIC Educational Resources Information Center

Goldey, Ellen S.; Abercrombie, Clarence L.; Ivy, Tracie M.; Kusher, Dave I.; Moeller, John F.; Rayner, Doug A.; Smith, Charles F.; Spivey, Natalie W.

2012-01-01

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which greater than 50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in…

Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

ERIC Educational Resources Information Center

Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.

2012-01-01

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards…

Watershed Watch: The Importance of Mentors in Student-driven Full Inquiry Undergraduate Research Projects as the Foundation for an Introductory Course in Biogeoscience

NASA Astrophysics Data System (ADS)

Rock, B. N.; Hale, S. R.; Graham, K. J.; Hayden, L.; Barber, L.; Perry, C.; Schloss, J.; Sullivan, E.; Yuan, J.; Abebe, E.; Mitchell, L.; Abrams, E.; Gagnon, M.

2008-12-01

Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). A significant component of this program is an intensive two-week Summer course, in which undeclared freshmen research various aspects of a local watershed. Students develop their own research questions and study design, collect and analyze data, and produce a scientific or an oral poster presentation. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicated the most important factors explaining high-levels of student motivation and research excellence in the course are 1) working with committed, energetic, and enthusiastic faculty mentors; and 2) faculty mentors demonstrating high degrees of teamwork and coordination.

A Cool Controversy

ERIC Educational Resources Information Center

Biddy, Quentin

2015-01-01

As society becomes more technological, the need for scientific literacy grows . Part of scientific literacy is understanding the nature of science, which can be revealed, in part, by learning the historical context of current science concepts. History of science can be taught using scientific inquiry, scientific argumentation, and authentic…

Fostering Argumentation Skills: Doing What Real Scientists Really Do

ERIC Educational Resources Information Center

Llewellyn, Douglas; Rajesh, Hema

2011-01-01

Elementary and middle school teachers often provide students with hands-on activities or even inquiry-based investigations that emphasize science process skills such as observing, classifying, identifying and controlling variables, hypothesizing, experimenting, and collecting and analyzing data. These activities and investigations are frequently…

Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on "Real-Life" Contexts

ERIC Educational Resources Information Center

Guilherme, Elsa; Faria, Cláudia; Boaventura, Diana

2016-01-01

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

Fight the power: the limits of empiricism and the costs of positivistic rigor.

PubMed

Indick, William

2002-01-01

A summary of the influence of positivistic philosophy and empiricism on the field of psychology is followed by a critique of the empirical method. The dialectic process is advocated as an alternative method of inquiry. The main advantage of the dialectic method is that it is open to any logical argument, including empirical hypotheses, but unlike empiricism, it does not automatically reject arguments that are not based on observable data. Evolutionary and moral psychology are discussed as examples of important fields of study that could benefit from types of arguments that frequently do not conform to the empirical standards of systematic observation and falsifiability of hypotheses. A dialectic method is shown to be a suitable perspective for those fields of research, because it allows for logical arguments that are not empirical and because it fosters a functionalist perspective, which is indispensable for both evolutionary and moral theories. It is suggested that all psychologists may gain from adopting a dialectic approach, rather than restricting themselves to empirical arguments alone.

Taking on Inquiry in Iowa

ERIC Educational Resources Information Center

Carruthers, Cheryl; Lampe, Karen

2011-01-01

Over the last year, "School Library Monthly" ("SLM") has challenged school librarians to "nudge toward inquiry" through the "SLM" blog-driven submissions compiled by Kristin Fontichiaro. Iowa took up the challenge! This article describes how teacher librarians across Iowa teamed with classroom teachers to…

Philology, Education, Democracy

ERIC Educational Resources Information Center

Gould, Rebecca

2012-01-01

This essay examines recent arguments for a return to philology as the basis of humanistic inquiry and liberal-arts education. It considers how philology's disciplinary heritage is inflected by economic and racial privileges and explores avenues for the liberation of philology from these legacies. The past and present entanglements of philology and…

An Argument for Learning. Science Teachers and Students Build Literacy through Text-Based Investigations

ERIC Educational Resources Information Center

Greenleaf, Cynthia; Brown, Willard R.

2017-01-01

This article describes how participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.

Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

NASA Astrophysics Data System (ADS)

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-03-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyyed Ali; Safaee, Seyyed Esmail

2017-01-01

Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies…

The Evolution of Social and Semantic Networks in Epistemic Communities

ERIC Educational Resources Information Center

Margolin, Drew Berkley

2012-01-01

This study describes and tests a model of scientific inquiry as an evolving, organizational phenomenon. Arguments are derived from organizational ecology and evolutionary theory. The empirical subject of study is an "epistemic community" of scientists publishing on a research topic in physics: the string theoretic concept of…

Social Studies Misunderstood: A Reply to Kieran Egan.

ERIC Educational Resources Information Center

Thornton, Stephen J.

1984-01-01

In "Curriculum Inquiry" (Sum 1983), Egan argued that social studies should be allowed to die. To support his view he argued that social studies is based on incorrect theories of child learning and aims to socialize and that the idea of social studies is confusing. This article critiques these arguments. (RM)

Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy

ERIC Educational Resources Information Center

Conlin, Luke D.

2012-01-01

Collaborative inquiry learning environments, such as "The Tutorials in Physics Sensemaking," are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the…

If Not Consensus, at Least Coherence and Transparency.

ERIC Educational Resources Information Center

Phillips, June K.

1995-01-01

Suggests that consensus is the result of intellectual inquiry among scholars for some common purpose. External and internal forces impel the academic community to move beyond argumentation about what students should be able to achieve as they progress. Legislatures and boards of regents are exercising increasing oversight over public and private…

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

ERIC Educational Resources Information Center

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-01-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This…

Examining Transfer Effects from Dialogic Discussions to New Tasks and Contexts

ERIC Educational Resources Information Center

Reznitskaya, Alina; Glina, Monica; Carolan, Brian; Michaud, Olivier; Rogers, Jon; Sequeira, Lavina

2012-01-01

This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the…

Scientific method discourses in the construction of 'EMF' science: interests, resources and rhetoric in submissions to a public inquiry.

PubMed

Mercer, David

2002-04-01

Since the late 1970s, there has been considerable debate surrounding the question of whether or not exposures to non-ionizing radiation and electric and magnetic fields (EMF), produced by powerlines and electrical and telecommunications technologies, are harmful to health. Whilst there has been some recent evidence of regulatory fatigue, and attempts to enforce closure, the EMF debate nevertheless still continues. This paper will explore the rôle played by competing images of scientific method in the argumentative strategies used by two of the main protagonists in an Australian public inquiry (held in 1990-91) which investigated the EMF issue: 'Inquiry into Community Needs and High Voltage (132kv and above) Transmission Line Development', the so-called Gibbs Inquiry. Apart from documenting some of the epistemologically intricate features of the EMF controversy, the following discussion will also consider the way scientific method discourses can contribute to enhancing the durability of knowledge claims in legal and regulatory settings.

Good Student Questions in Inquiry Learning

ERIC Educational Resources Information Center

Lombard, François E.; Schneider, Daniel K.

2013-01-01

Acquisition of scientific reasoning is one of the big challenges in education. A popular educational strategy advocated for acquiring deep knowledge is inquiry-based learning, which is driven by emerging "good questions". This study will address the question: "Which design features allow learners to refine questions while preserving…

The role of philosophy in global bioethics: introducing four trends.

PubMed

Hellsten, Sirkku K

2015-04-01

This article examines the relationship between philosophy and culture in global bioethics. First, it studies what is meant by the term "global" in global bioethics. Second, the author introduces four different types, or recognizable trends, in philosophical inquiry in bioethics today. The main argument is that, in order to make better sense of the complexity of the ethical questions and challenges we face today across the globe, we need to embrace the universal nature of self-critical and analytical philosophical analysis and argumentation, rather than using seemingly philosophical approaches to give unjustified normative emphasis on different cultural approaches to bioethics.

Genetic modification and genetic determinism

PubMed Central

Resnik, David B; Vorhaus, Daniel B

2006-01-01

In this article we examine four objections to the genetic modification of human beings: the freedom argument, the giftedness argument, the authenticity argument, and the uniqueness argument. We then demonstrate that each of these arguments against genetic modification assumes a strong version of genetic determinism. Since these strong deterministic assumptions are false, the arguments against genetic modification, which assume and depend upon these assumptions, are therefore unsound. Serious discussion of the morality of genetic modification, and the development of sound science policy, should be driven by arguments that address the actual consequences of genetic modification for individuals and society, not by ones propped up by false or misleading biological assumptions. PMID:16800884

Middle school students' conceptual change in global climate change: Using argumentation to foster knowledge construction

NASA Astrophysics Data System (ADS)

Golden, Barry W.

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the framework theory of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct incorrect ideas with correct ones, but instead weigh incoming ideas against already existing explanatory frameworks, which have likely served the learner well to this point. The research questions were as follows: (1) What are the patterns of students' conceptual change in GCC? (a) What conceptions are invoked in student learning in this arena? (b) What conceptions are most influential? (c) What are the extra-rational factors influencing conceptual change in GCC? This research took place in an urban public school in a medium sized city in the southeastern United States. A sixth grade science teacher at Central Middle school, Ms. Octane, taught a course titled "Research Methods I., which was an elective science course that students took as part of a science magnet program. A unit was designed for 6th grade instruction that incorporated an Argument-Driven Inquiry (ADI) approach, centered on the subject matter of Global Climate change and Global Warming. Students were immersed in three separate lessons within the unit, each of which featured an emphasis upon creating scientific explanations based upon evidence. Additionally, each of the lessons placed a premium on students working towards the development of such explanations as a part of a group, with an emphasis on peer review of the robustness of the explanations proposed. The students were involved in approximately a two week unit emphasizing global climate change. This unit was based on an argumentation model that provided data to students and asked them to develop explanations that accounted for the data. The students then underwent a peer-review process to determine if their explanations could be modified to better account for the data as pointed out by peers. As the students experienced the three lessons comprising the unit, data were taken of various modes, including pre-unit, mid-unit, post-unit, and delayed-post unit interviews, observer notes from the classroom, and artifacts created by the students as individuals and as members of a group. At the end of the unit, a written post-assessment was administered, and post-interviews were conducted with the selected students. These varied data sources were analyzed in order to develop themes corresponding to their frameworks of climate change. Negative cases were sought in order to test developing themes. Themes that emerged from the data were triangulated across the various data sources in order to ensure quality and rigor. These themes were then used to construct understandings of various students' frameworks of the content. Several findings emerged from this research. The first finding is that each student underwent some conceptual change regarding GCC, although of varying natures. The students' synthetic frameworks of GCC were more complex than their initial, or naive frameworks. Some characteristics of the naive frameworks included that the students tended to conflate climate change with a broader, generic category of environmental things. Examples of this conflation include the idea that climate change entails general pollution, litter, and needless killing of dolphins while fishing for tuna. This research suggests that students might benefit from explicit attention to this concept in terms of an ontological category, with the ideal synthetic view realizing that GCC is itself an example of an emergent process. Another characteristic of their naive frameworks includes some surprisingly accurate notions of GCC, including a general sense that temperatures and sea levels are rising. At the same time, none of the students were able to adequately invoke data to support their understandings of GCC. Instead, when data were invoked, students tended to include anecdotal information. Students' synthetic frameworks showed great improvements in these and other aspects. Each student without exception made great strides in reference to data invoked to explain his or her position. The data analyzed show evidence of epistemic scaffolding in that the students' poor ability to invoke evidence was improved through the experience in the argumentation unit. This research also suggests that each student's learning was greatly impacted by his or her own affective tendencies and understandings. Darko provided an example of this called belief identification (Cederblom, 1989), in that he stated that his anti-global warming beliefs are the same as those of his family. Other affective factors of note included self-efficacy and fascination with animals. While each student's understanding of GCC grew substantially, an explanation of their growth was offered with reference to four major categories: Ontological, Epistemological, Analytical, and Affective. In order to understand any one student's conceptual change, a thorough accounting of each of these factors needs to be examined. This research described the interaction of these factors for these students.

Process of Argumentation in High School Biology Class: A Qualitative Analysis

NASA Astrophysics Data System (ADS)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach

ERIC Educational Resources Information Center

Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace

2012-01-01

This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the…

What Is in a Recommendation? A Perspective from Work-Based Doctorates

ERIC Educational Resources Information Center

Gibbs, Paul; Maguire, Kate

2012-01-01

This paper is about writing effective recommendations for action based on inquiries, evidence or arguments that have the purpose of effecting change. The importance of the topic for higher education is evident in the increasing accountability being asked of research from within institutions, in other words, research which provides evidenced-based…

Technology-Mediation and Tutoring: How Do They Shape Progressive Inquiry Discourse?

ERIC Educational Resources Information Center

Muukkonen, Hanni; Lakkala, Minna; Hakkarainen, Kai

2005-01-01

In higher education, there is a challenge to gain the full benefit of the potentials of learning technology for collaborative knowledge advancement and for scaffolding practices of academic literacy and scientific argumentation. The technology, ideally, would be used to provide support that enables students to deal with more demanding tasks than…

22 CFR 16.11 - Grievance Board consideration of grievances.

Code of Federal Regulations, 2010 CFR

2010-04-01

... officer may exclude an officer or employee from official premises or from the performance of specified... office to which the officer or employee is assigned. (d) Inquiry into grievances. The Board shall conduct... Board can best be resolved by a hearing or by presentation of oral argument. In those grievances in...

An Inquiry into the Structure of Situational Interests

ERIC Educational Resources Information Center

Azevedo, Flávio S.

2018-01-01

I advance theoretically and empirically grounded arguments for broadening how we frame and understand situational interests. A situational interest refers to the short-term spike in a person's attention and participation in an activity and it is triggered in the interactions between the person and environment features (e.g., novelty and surprise).…

Student use of Web 2.0 tools to support argumentation in a high school science classroom

NASA Astrophysics Data System (ADS)

Weible, Jennifer L.

This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Unspoken phenomena: using the photovoice method to enrich phenomenological inquiry.

PubMed

Plunkett, Robyn; Leipert, Beverly D; Ray, Susan L

2013-06-01

Photovoice is a powerful method that is gaining momentum in nursing research. As a relatively new method in nursing science, the situatedness of photovoice within or alongside various research methodologies in a single study remains in a stage of early development. The purpose of this paper is to discuss the photovoice method as a means to elicit phenomenological data when researching the lived experience. While the foundational bases of phenomenology and photovoice differ substantially, the argument presented in this paper suggests that the photovoice method can be successfully used in phenomenological inquiry provided that significant rigour checks are pursued. This includes reflecting upon the origins and understandings of both methodology and method to promote methodological congruency. Data collection and analysis approaches that contribute to phenomenological inquiry using the photovoice method in addition to rigour and ethical considerations are discussed. The use of data generated from photovoice in phenomenological inquiry may fill a void of understanding furnished by limitations of traditional phenomenological inquiry and of spoken language and can enhance understanding of the lived experience, which may not always be best understood by words alone. © 2012 John Wiley & Sons Ltd.

The pharmacist Aggregate Demand Index to explain changing pharmacist demand over a ten-year period.

PubMed

Knapp, Katherine K; Shah, Bijal M; Barnett, Mitchell J

2010-12-15

To describe Aggregate Demand Index (ADI) trends from 1999-2010; to compare ADI time trends to concurrent data for US unemployment levels, US entry-level pharmacy graduates, and US retail prescription growth rate; and to determine which variables were significant predictors of ADI. Annual ADI data (dependent variable) were analyzed against annual unemployment rates, annual number of pharmacy graduates, and annual prescription growth rate (independent variables). ADI data trended toward lower demand levels for pharmacists since late 2006, paralleling the US economic downturn. National ADI data were most highly correlated with unemployment (p < 0.001), then graduates (p < 0.006), then prescription growth rate (p < 0.093). A hierarchical model with the 3 variables was significant (p = 0.019), but only unemployment was a significant ADI predictor. Unemployment and ADI also were significantly related at the regional, division, and state levels. The ADI is strongly linked to US unemployment rates. The relationship suggests that an improving economy might coincide with increased pharmacist demand. Predictable increases in future graduates and other factors support revisiting the modeling process as new data accumulate.

Using Stems and Supported Inquiry to Help an Elementary Teacher Move toward Dialogic Reading Instruction

ERIC Educational Resources Information Center

McElhone, Dot

2015-01-01

Classroom talk patterns are notoriously resistant to change. This article examines changes in one fifth-grade teacher's discourse practices and beliefs as she and the author engaged in inquiry-driven professional development. Discourse analysis of class discussions and qualitative analysis of transcripts of professional development sessions…

Learning about Cells as Dynamic Entities: An Inquiry-Driven Cell Culture Project

ERIC Educational Resources Information Center

Palombi, Peggy Shadduck; Jagger, Kathleen Snell

2008-01-01

Using cultured fibroblast cells, undergraduate students explore cell division and the responses of cultured cells to a variety of environmental changes. The students learn new research techniques and carry out a self-designed experiment. Through this project, students enhance their creative approach to scientific inquiry, learn time-management and…

Research and Teaching: WikiED--Using Web 2.0 Tools to Teach Content and Critical Thinking

ERIC Educational Resources Information Center

Frisch, Jennifer K.; Jackson, Paula C.; Murray, Meg C.

2013-01-01

WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which the authors developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in…

A Predictive Model of Inquiry to Enrollment

ERIC Educational Resources Information Center

Goenner, Cullen F.; Pauls, Kenton

2006-01-01

The purpose of this paper is to build a predictive model of enrollment that provides data driven analysis to improve undergraduate recruitment efforts. We utilize an inquiry model, which examines the enrollment decisions of students that have made contact with our institution, a medium sized, public, Doctoral I university. A student, who makes an…

Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry

NASA Astrophysics Data System (ADS)

Sandoval, William A.; Harven, Aletha M.

2011-02-01

Following their participation in a guided-inquiry unit, 129 seventh-graders from five diverse urban middle schools were asked about their perceptions of specific inquiry tasks, from an expectancy-value framework. Students were asked to rate the interest value, utility value, and task difficulty of (a) data collection design; (b) explanation; (c) data analysis; and (d) citing evidence for claims. The utility of all tasks was rated highly, while interest ratings were moderate. Students perceived these tasks as moderately different from their usual work, and not especially difficult. No gender differences were found in students' ratings. Investigation tasks were rated as more interesting and useful than argumentation tasks. Students from lower SES schools found all tasks more useful and interesting than their peers in higher SES schools. Students' justifications for their ratings suggest they valued the utility of knowing how to back up their ideas with evidence.

Project EDDIE: Improving Big Data skills in the classroom

NASA Astrophysics Data System (ADS)

Soule, D. C.; Bader, N.; Carey, C.; Castendyk, D.; Fuller, R.; Gibson, C.; Gougis, R.; Klug, J.; Meixner, T.; Nave, L. E.; O'Reilly, C.; Richardson, D.; Stomberg, J.

2015-12-01

High-frequency sensor-based datasets are driving a paradigm shift in the study of environmental processes. The online availability of high-frequency data creates an opportunity to engage undergraduate students in primary research by using large, long-term, and sensor-based, datasets for science courses. Project EDDIE (Environmental Data-Driven Inquiry & Exploration) is developing flexible classroom activity modules designed to (1) improve quantitative and reasoning skills; (2) develop the ability to engage in scientific discourse and argument; and (3) increase students' engagement in science. A team of interdisciplinary faculty from private and public research universities and undergraduate institutions have developed these modules to meet a series of pedagogical goals that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. The modules cover a wide range of topics, including lake physics and metabolism, stream discharge, water quality, soil respiration, seismology, and climate change. Assessment data from questionnaire and recordings collected during the 2014-2015 academic year show that our modules are effective at making students more comfortable analyzing data. Continued development is focused on improving student learning outcomes with statistical concepts like variation, randomness and sampling, and fostering scientific discourse during module engagement. In the coming year, increased sample size will expand our assessment opportunities to comparison groups in upper division courses and allow for evaluation of module-specific conceptual knowledge learned. This project is funded by an NSF TUES grant (NSF DEB 1245707).

Analyzing Learning about Conservation of Matter in Students while Adapting to the Needs of a School

ERIC Educational Resources Information Center

Doucerain, Marina; Schwartz, Marc S.

2010-01-01

We probed the impact of two teaching strategies, "guided inquiry" and "argumentation," on students' conceptual understanding of the conservation of matter. Conservation of matter is a central concept in middle school science curriculum and a prerequisite upon which rests more complex constructs in chemistry. The results indicate that guided…

Cultural Bias in Testing: A Review of Literature and Implications in Music Education

ERIC Educational Resources Information Center

Kruse, Adam J.

2016-01-01

The findings and discussions related to cultural bias in testing have in no way been unanimous. However, the considerations of this area of inquiry may possess meaningful implications for educators of any subject. In this review of literature, I describe the issues, research, and arguments surrounding cultural bias in testing and discuss…

Effect of Robotics-Enhanced Inquiry-Based Learning in Elementary Science Education in South Korea

ERIC Educational Resources Information Center

Park, Jungho

2015-01-01

Much research has been conducted in educational robotics, a new instructional technology, for K-12 education. However, there are arguments on the effect of robotics and limited empirical evidence to investigate the impact of robotics in science learning. Also most robotics studies were carried in an informal educational setting. This study…

Incorporating Scientific Argumentation into Inquiry-Based Activities with Online Personally Seeded Discussions

ERIC Educational Resources Information Center

Sampson, Victor; Clark, Douglas

2007-01-01

An explicit goal of the current reform movement in science education is to promote scientific literacy in the United States. One way to encourage scientific literacy is to help students develop a better understanding of science subject matter, that is, the declarative knowledge specifically associated with the physical, life, and earth sciences.…

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

ERIC Educational Resources Information Center

Hand, Brian; Norton-Meier, Lori A.; Gunel, Murat; Akkus, Recai

2016-01-01

How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in…

Determinism and Underdetermination in Genetics: Implications for Students' Engagement in Argumentation and Epistemic Practices

ERIC Educational Resources Information Center

Jiménez-Aleixandre, María Pilar

2014-01-01

In the last two decades science studies and science education research have shifted from an interest in products (of science or of learning), to an interest in processes and practices. The focus of this paper is on students' engagement in epistemic practices (Kelly in "Teaching scientific inquiry: Recommendations for research and…

Storying the world: a posthumanist critique of phenomenological-humanist representational practices in mental health nurse qualitative inquiry.

PubMed

Grant, Alec J

2016-10-01

The purpose of this study was to build on my previously published critique of phenomenological-humanist representational practices in mental health nursing qualitative inquiry. I will unpack and trouble these practices from an explicitly posthumanist philosophical position on the basis of seminal posthumanist texts and my own single- and co-authored work. My argument will be that researchers in mental health nurse qualitative inquiry, who display a phenomenological-humanist narrative bent in their writing, continually endorse the validity of the institutional psychiatric assumptions, practices, and ways of representing human psychological distress. These are all explicitly rejected in more critical forms of qualitative inquiry in mental health, including in my own work. I will conclude that the use of phenomenological-humanist representational practices, in mental health nursing and by implication and extension other healthcare disciplines, is unethical, un-empathic, and morally compromised. This is because such practices present accounts of the worlds of mental health service users, survivors, and carers that lack necessary and sufficient levels of criticality and context. © 2016 John Wiley & Sons Ltd.

An Inquiry-Based Contextual Approach as the Primary Mode of Learning Science with Microcomputer-Based Laboratory Technology

ERIC Educational Resources Information Center

Espinoza, Fernando; Quarless, Duncan

2010-01-01

Science instruction can be designed to be laboratory-data driven. We report on an investigation of the use of thematic inquiry-based tasks with active incorporation of mathematics, science, and microcomputer-based laboratory technology in standards-correlated activities that enhanced learning experiences. Activities involved students in two major…

Terrestrial Slugs as a Model Organism for Inquiry-Based Experimentation in a Majors General Biology Laboratory

ERIC Educational Resources Information Center

Peters, Brenda J.; Blair, Amy C.

2013-01-01

Many biology educators at the undergraduate level are revamping their laboratory curricula to incorporate inquiry-based research experiences so that students can directly participate in the process of science and improve their scientific reasoning skills. Slugs are an ideal organism for use in such a student-directed, hypothesis-driven experience.…

Applying a Linked-Course Model to Foster Inquiry and Integration across Large First-Year Courses

ERIC Educational Resources Information Center

Husband, Brian C.; Bettger, William J.; Murrant, Coral L.; Kirby, Kim; Wright, Patricia A.; Newmaster, Steven G.; Dawson, John F.; Gregory, T. Ryan; Mullen, Robert T.; Nejedly, April; van der Merwe, George; Yankulov, Krassimir; Wolf, Peter

2015-01-01

Many first-year university courses are large and content-driven, which can contribute to low student engagement and difficulty involving students in the dynamic, cross-disciplinary nature of inquiry. Learning communities can address these goals, but their implementation often poses logistical challenges, especially in large courses. Here, we apply…

Enhancing and Evaluating Scientific Argumentation in the Inquiryoriented College Chemistry Classroom

NASA Astrophysics Data System (ADS)

D'Souza, Annabel Nica

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom. Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jimenez-Aleixandre et al., 2000; Jimenez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas, language, and practices. However, supporting argumentation can be challenging for instructors, particularly in designing leaning environments that facilitate and evaluate both the process and the product during student discussions (Duschl & Osborne, 2002). Fostering argumentation is complex and requires explicit modeling and multiple opportunities for dialogic interactions. This dissertation will examine how several facets influence argumentation in order to support instructors in implementing and improving argumentation in their inquiry-oriented classrooms. These facets include access to language and use of discursive moves, classroom design, curriculum and instructional activities, and interactional dynamics and power negotiation. The data set for this dissertation is a transcript generated from the audio- and video capture of a 7-minute student discussion around a mechanism in the TCA (TriCarboxylic Acid) cycle, as well as student writing, and course documents from student portfolios. This dissertation, organized using the manuscript style structure, will present three standalone chapters, each with a specific focus related to the central theme of supporting argumentation, which is the connecting thread. Chapter 2 will discuss how power is negotiated during the argumentation process and how interaction dynamics can support or inhibit the quality of argumentation. Chapter 3 will provide assessment and evaluation support to instructors who want to guide their students in meeting high quality levels in both the process and product of argumentation. Finally, chapter 4 will explore the influence of pedagogical, and instructional resources and tools on the quality of argumentation. This includes a discussion of the influence of classroom talk, particularly discursive moves and interactional dynamics, as well the curriculum and instructional activities, and the design features of the learning environment. Each chapter will conclude with instructional implications that provide practical guidance in the form of pedagogical activities to instructors. Partial funding for this dissertation was received from a PSC-CUNY Cycle 44 Research Award (66799-00 44). Findings suggest that the classroom design can support collaboration and the dialogic nature of argumentation, and the curriculum and activities can act as resources for students to share and negotiate multiple perspectives, but that instructors can also influence the process of argumentation by utilizing specific discursive moves, such as telling and revoicing, to promote or inhibit argumentation. The results, specifically from chapter 4, also propose that instructors model and share the expected criteria for high quality components of argumentation. The need for instructors to be aware of the criteria for high levels of quality for each of the argumentation components is a critical implication of this research. The criterion is presented in this dissertation and is derived from a review of multiple findings by researchers of argumentation, as well the scientific community at large. Creating structures and implementing targeted pedagogical strategies that support argumentation can lead students to use the process of argumentation as an empowerment tool to enact agency and negotiate power. This has the potential to sustain the success of science students, create a community of practice, and increase equity and access for all.

`Let your data tell a story:' climate change experts and students navigating disciplinary argumentation in the classroom

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.

Using argumentation to retrieve articles with similar citations: an inquiry into improving related articles search in the MEDLINE digital library.

PubMed

Tbahriti, Imad; Chichester, Christine; Lisacek, Frédérique; Ruch, Patrick

2006-06-01

The aim of this study is to investigate the relationships between citations and the scientific argumentation found abstracts. We design a related article search task and observe how the argumentation can affect the search results. We extracted citation lists from a set of 3200 full-text papers originating from a narrow domain. In parallel, we recovered the corresponding MEDLINE records for analysis of the argumentative moves. Our argumentative model is founded on four classes: PURPOSE, METHODS, RESULTS and CONCLUSION. A Bayesian classifier trained on explicitly structured MEDLINE abstracts generates these argumentative categories. The categories are used to generate four different argumentative indexes. A fifth index contains the complete abstract, together with the title and the list of Medical Subject Headings (MeSH) terms. To appraise the relationship of the moves to the citations, the citation lists were used as the criteria for determining relatedness of articles, establishing a benchmark; it means that two articles are considered as "related" if they share a significant set of co-citations. Our results show that the average precision of queries with the PURPOSE and CONCLUSION features is the highest, while the precision of the RESULTS and METHODS features was relatively low. A linear weighting combination of the moves is proposed, which significantly improves retrieval of related articles.

Neighborhood socioeconomic disadvantage is not associated with wound healing in diabetic foot ulcer patients treated in a multidisciplinary setting.

PubMed

Hicks, Caitlin W; Canner, Joseph K; Mathioudakis, Nestoras; Sherman, Ronald L; Hines, Kathryn; Lippincott, Christopher; Black, James H; Abularrage, Christopher J

2018-04-01

Socioeconomic deprivation is associated with poor glycemic control and higher hospital admission rates in patients with diabetes. We sought to quantify the effects of neighborhood socioeconomic deprivation on wound healing among a cohort of patients with diabetic foot ulceration (DFU) treated in a multidisciplinary setting. Socioeconomic disadvantage was calculated for all patients using the area deprivation index (ADI) stratified by quartile (from ADI-0: least through ADI-3: most). Predictors of wound healing were assessed using Cox proportional hazards models accounting for patient demographics, wound characteristics, and ADI category. Six hundred twenty-one wounds were evaluated, including 59% ADI-0, 7% ADI-1, 12% ADI-2, and 22% ADI-3. After accounting for patient demographics and wound characteristics, the likelihood of wound healing was similar between groups (ADI-3 versus ADI-0: hazards ratio [HR] 1.03 [95% confidence interval 0.76-1.41]). Independent predictors of poor wound healing included peripheral arterial disease (HR 0.75), worse wound stage (stage 4: HR 0.48), larger wound area (HR 0.99), and partially dependent functional status (HR 0.45) (all, P < 0.05). In a multidisciplinary setting, wound healing was largely dependent on wound characteristics and vascular status rather than patient demographics or neighborhood socioeconomic disadvantage. Use of a multidisciplinary approach to the management of DFU may overcome the negative effects of socioeconomic disadvantage frequently described in the diabetic population. Copyright © 2017 Elsevier Inc. All rights reserved.

Helicopter time-domain electromagnetic numerical simulation based on Leapfrog ADI-FDTD

NASA Astrophysics Data System (ADS)

Guan, S.; Ji, Y.; Li, D.; Wu, Y.; Wang, A.

2017-12-01

We present a three-dimension (3D) Alternative Direction Implicit Finite-Difference Time-Domain (Leapfrog ADI-FDTD) method for the simulation of helicopter time-domain electromagnetic (HTEM) detection. This method is different from the traditional explicit FDTD, or ADI-FDTD. Comparing with the explicit FDTD, leapfrog ADI-FDTD algorithm is no longer limited by Courant-Friedrichs-Lewy(CFL) condition. Thus, the time step is longer. Comparing with the ADI-FDTD, we reduce the equations from 12 to 6 and .the Leapfrog ADI-FDTD method will be easier for the general simulation. First, we determine initial conditions which are adopted from the existing method presented by Wang and Tripp(1993). Second, we derive Maxwell equation using a new finite difference equation by Leapfrog ADI-FDTD method. The purpose is to eliminate sub-time step and retain unconditional stability characteristics. Third, we add the convolution perfectly matched layer (CPML) absorbing boundary condition into the leapfrog ADI-FDTD simulation and study the absorbing effect of different parameters. Different absorbing parameters will affect the absorbing ability. We find the suitable parameters after many numerical experiments. Fourth, We compare the response with the 1-Dnumerical result method for a homogeneous half-space to verify the correctness of our algorithm.When the model contains 107*107*53 grid points, the conductivity is 0.05S/m. The results show that Leapfrog ADI-FDTD need less simulation time and computer storage space, compared with ADI-FDTD. The calculation speed decreases nearly four times, memory occupation decreases about 32.53%. Thus, this algorithm is more efficient than the conventional ADI-FDTD method for HTEM detection, and is more precise than that of explicit FDTD in the late time.

Relevance of the 1-year dog study in assessing human health risks for registration of pesticides. An update to include pesticides registered in Japan.

PubMed

Kobel, Werner; Fegert, Ivana; Billington, Richard; Lewis, Richard; Bentley, Karin; Langrand-Lerche, Carole; Botham, Phil; Sato, Masako; Debruyne, Eric; Strupp, Christian; van Ravenzwaay, Bennard

2014-11-01

Over 400 active pesticides are registered in Japan (FAMIC 2013). The results of dog toxicity studies (usually, the 1-year study) were used by the Japanese regulatory authorities to establish the acceptable daily intake (ADI) for 45 pesticide active ingredients (about 9%). A retrospective review of ADIs established in Japan with dog studies as pivotal data for their derivation was performed: the ADIs were reassessed under the assumption that the 1-year dog study would not be available and an alternate ADI was derived based on the remaining toxicology database. In 35 of the 45 cases (77.8%) the ADI resulting from the absence of the 1-year dog study was no greater than twice the Japanese ADI, a difference considered not to be of biological significance. In 6 cases (13%) the resulting ADI was 2-5 times higher, which is considered of questionable biological relevance. On further evaluation of the database, three of these six cases were assessed as to clarify that there is no clear difference and for the other three additional studies to clarify that uncertain findings would have been required. In 3 of the 45 cases (7%) there may be a real difference within the ADI ratio of 2-5. Only in 1 case (2.2%) ADI was five times higher than that has been set. Accordingly, the absence of a 1-year dog study does not appear to influence the ADI derivation in a relevant manner in more than 98% of cases. For the four compounds with a real difference in ADI, consumer exposure would still be well below the alternative ADI. Therefore, a strong case can be made that the standard mandatory requirement to conduct a 1-year dog study, in addition to the 3-month study, is not justified and of no additional value in protecting human health. In addition, a substantial reduction in test animals could be achieved.

Validation of the WristOx 3100 oximeter for the diagnosis of sleep apnea/hypopnea syndrome.

PubMed

Nigro, Carlos Alberto; Aimaretti, Silvia; Gonzalez, Sergio; Rhodius, Edgardo

2009-05-01

To evaluate the diagnostic accuracy of the Nonin WristOx 3100 and its software (nVision 5.0) in patients with suspicion of sleep apnea/hypopnea syndrome (SAHS). All participants (168) had the oximetry and polysomnography simultaneously. The two recordings were interpreted blindly. The software calculated: adjusted O(2) desaturation index [ADI]-mean number of O(2) desaturation per hour of total recording analyzed time of > or = 2%, 3%, 4%, 5%, and 6% (ADI2, 3, 4, 5, and 6) and AT90-accumulated time at SO(2) < 90%. The ADI2, 3, 4, 5, and 6 and the AT90 cutoff points that better discriminated between subjects with or without SAHS arose from the receiver operating characteristic curve analysis. The sensitivity (S), specificity (E), and positive and negative likelihood ratio (LR+, LR-) for the different thresholds for ADI were calculated. One hundred and fifty-four patients were included (119 men, mean age 51, median apnea/hypopnea index [AHI] 14, median body mass index [BMI] 28.3 kg/m(2)). The best cutoff points of ADI were: SAHS = AHI > or = 5: ADI2 > 19.3 (S 89%, E 94%, LR+ 15.5 LR- 0.11); SAHS =AHI > or = 10: ADI3 > 10.5 (S 88%, E 94%, LR+ 15 LR- 0.12); SAHS = AHI > or = 15: ADI3 > 13.4 (S 88%, E 90%, LR+ 8.9, LR- 0.14). AT90 had the lowest diagnosis accuracy. An ADI2 < or = 12.2 excluded SAHS (AHI > or = 5 and 10; S 100%, LR- 0) and ADI3 > 4.3 (AHI > or = 5 and 10) or 32 (AHI > or = 15) confirmed SAHS (E 100%). A negative oximetry defined as ADI2 < or = 12.2 excluded SAHS defined as AHI > or = 5 or 10 with a sensitivity and negative likelihood ratio of 100% and 0%, respectively. Furthermore, a positive oximetry defined as an ADI3 > 32 (SAHS = AHI > or = 15) had a specificity of 100% to confirm the pathology.

Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven with Highly Guided Inquiry

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Enyedy, Noel

2015-01-01

This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of…

Review of "Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy," Oren Ergas

ERIC Educational Resources Information Center

Lewin, David

2018-01-01

This paper provides a review of "Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy" by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective…

Using Learning Modules for Instructor Neutrality in Ethical Quagmires: A Cross-Curricular Study in Academic Debate

ERIC Educational Resources Information Center

Walsh, Robert Lester

2014-01-01

The purpose of this disquisition is to add to the body of educational research through practitioner, quantitative, and qualitative inquiry on the topic of academic debate. In a three-tiered study, the author conducted research for this dissertation with the intent to examine argumentation and debate in higher education. The settings for this…

Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers

ERIC Educational Resources Information Center

De La Paz, Susan; Felton, Mark K.

2010-01-01

This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays…

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice…

Living and Learning in the Here-and-Now: Critical Inquiry in Literacy Teacher Education

ERIC Educational Resources Information Center

Crawford-Garrett, Katherine; Riley, Kathleen

2016-01-01

In this paper, we utilize practitioner research to consider what happened in two literacy methods courses when we positioned students as human beings in the present rather than solely as future teachers. We first situate our work within the current sociopolitical context of the U.S., making the argument that critical literacy education is more…

Dual Processing and Discourse Space: Exploring Fifth Grade Students' Language, Reasoning, and Understanding through Writing

ERIC Educational Resources Information Center

Yoon, Sae Yeol

2012-01-01

The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in…

Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

ERIC Educational Resources Information Center

Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian

2018-01-01

The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…

Quality Education in Africa: Introducing Philosophy for Children to Promote Open-Mindedness

ERIC Educational Resources Information Center

Ndofirepi, A. P.

2012-01-01

This paper presents a theoretical argument for the introduction of Philosophy for Children (P4C) in schools for the realization of quality education in Africa. While I acknowledge that there is a multiple range of attributes of quality education, I isolate open-mindedness as a value that strives to prepare learners to engage in inquiry and equip…

Argument Based Science Inquiry (ABSI) Learning Model in Voltaic Cell Concept

NASA Astrophysics Data System (ADS)

Subarkah, C. Z.; Fadilah, A.; Aisyah, R.

2017-09-01

Voltaic Cell is a sub-concept of electrochemistry that is considered difficult to be comprehended by learners Voltaic Cell is a sub concept of electrochemistry that is considered difficult to be understood by learners so that impacts on student activity in learning process. Therefore the learning model Argument Based Science Inquiry (ABSI) will be applied to the concept of Voltaic cell. This research aims to describe students’ activities during learning process using ABSI model and to analyze students’ competency to solve ABSI-based worksheets (LK) of Voltaic Cell concept. The method used in this research was the “mix-method-quantitative-embedded” method with subjects of the study: 39 second-semester students of Chemistry Education study program. The student activity is quite good during ABSI learning. The students’ ability to complete worksheet (LK) for every average phase is good. In the phase of exploration of post instruction understanding, it is categorized very good, and in the phase of negotiation shape III: comparing science ideas to textbooks or other printed resources merely reach enough category. Thus, the ABSI learning has improved the student levels of activity and students’ competency to solve the ABSI-based worksheet (LK).

The many Metaphysics within Physics. Essay review of 'The Metaphysics within Physics' by Tim Maudlin

NASA Astrophysics Data System (ADS)

Suárez, Mauricio

Tim Maudlin's new book The Metaphysics within Physics (Oxford University Press, 2007) collects six essays by one of the most thoughtful and original minds working in the philosophy of physics nowadays. Some had previously circulated informally for years. For example, Chapter 1 ('A Modest Proposal Concerning Laws, Counterfactuals and Explanations') is as old as my own philosophical career-I recall reading a draft in the early 1990s. The mere publication of such a long-awaited collection is therefore already good news. In addition, the degree of coherence and the lack of redundancy are greater than one would expect from a collection of disparate essays written at diverse times and with a range of different targets. The whole book can be understood coherently as an extended argument in favor of a particular 'physics-based' methodology for inquiry in metaphysics. This methodology recommends a detailed and thorough analysis of current physics as a benchmark for any thesis, dispute or argument in metaphysics. It follows that proper metaphysical inquiry must be suitably informed not just about the current state of play in analytical metaphysics but also about the current state of development of the relevant part of present day physics.

Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction through Inquiry Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2017-01-01

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using…

Open-Inquiry Driven Overcoming of Epistemological Difficulties in Engineering Undergraduates: A Case Study in the Context of Thermal Science

ERIC Educational Resources Information Center

Pizzolato, Nicola; Fazio, Claudio; Sperandeo Mineo, Rosa Maria; Persano Adorno, Dominique

2014-01-01

This paper addresses the efficacy of an open-inquiry approach that allows students to build on traditionally received knowledge. A sample of thirty engineering undergraduates, having already attended traditional university physics instruction, was selected for this study. The students were involved in a six-week long learning experience of…

Using Affinity Chromatography to Investigate Novel Protein-Protein Interactions in an Undergraduate Cell and Molecular Biology Lab Course

ERIC Educational Resources Information Center

Belanger, Kenneth D.

2009-01-01

Inquiry-driven lab exercises require students to think carefully about a question, carry out an investigation of that question, and critically analyze the results of their investigation. Here, we describe the implementation and assessment of an inquiry-based laboratory exercise in which students obtain and analyze novel data that contribute to our…

Inquiry-Based Learning: An Educational Reform Based upon Content-Centred Teaching

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2009-01-01

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

Induction of arginosuccinate synthetase (ASS) expression affects the antiproliferative activity of arginine deiminase (ADI) in melanoma cells.

PubMed

Manca, Antonella; Sini, Maria Cristina; Izzo, Francesco; Ascierto, Paolo A; Tatangelo, Fabiana; Botti, Gerardo; Gentilcore, Giusy; Capone, Marilena; Mozzillo, Nicola; Rozzo, Carla; Cossu, Antonio; Tanda, Francesco; Palmieri, Giuseppe

2011-06-01

Arginine deiminase (ADI), an arginine-degrading enzyme, has been used in the treatment of tumours sensitive to arginine deprivation, such as malignant melanoma (MM) and hepatocellular carcinoma (HCC). Endogenous production of arginine is mainly dependent on activity of ornithine transcarbamylase (OTC) and argininosuccinate synthetase (ASS) enzymes. We evaluated the effect of ADI treatment on OTC and ASS expression in a series of melanoma cell lines. Twenty-five primary melanoma cell lines and normal fibroblasts as controls underwent cell proliferation assays and Western blot analyses in the presence or absence of ADI. Tissue sections from primary MMs (N = 20) and HCCs (N = 20) were investigated by immunohistochemistry for ASS expression. Overall, 21/25 (84%) MM cell lines presented a cell growth inhibition by ADI treatment; none of them presented constitutive detectable levels of the ASS protein. However, 7/21 (33%) ADI-sensitive melanoma cell lines presented markedly increased expression levels of the ASS protein following ADI treatment, with a significantly higher IC50 median value. Growth was not inhibited and the IC50 was not reached among the remaining 4/25 (16%) MM cell lines; all of them showed constitutive ASS expression. The OTC protein was found expressed in all melanoma cell lines before and after the ADI treatment. Lack of ASS immunostaining was observed in all analyzed in vivo specimens. Our findings suggest that response to ADI treatment in melanoma is significantly correlated with the ability of cells to express ASS either constitutively at basal level (inducing drug resistance) or after the treatment (reducing sensitivity to ADI).

Transforming student's discourse as a method of teaching science inquiry

NASA Astrophysics Data System (ADS)

Livingston, David

2005-07-01

A qualitative case study on the instructional practice of one secondary science teacher addresses the persistent reluctance of many science teachers to integrate the cultural resources and social practices of professional science communities into the science content they teach. The literature has shown that teachers' hesitation to implement a social and locally situated learning strategy curtails students' ability to draw upon the language of science necessary to co-construct and shape authentic science inquiry and in particular appropriate argument schemes. The study hypothesized that a teacher's dialogic facilitation of a particular social context and instructional practices enhances a students' ability to express verbally the claims and warrants that rise from evidence taken from their inquiries of natural phenomena. The study also tracks students' use of the Key Words and Ideas of this science curriculum for the purpose of assessing the degree of students' assimilation of these terms into their speech and written expressions of inquiry. The theoretical framework is Vygotskian (1978) and the analysis of the qualitative data is founded on Toulmin (1958), Walton (1996), Jimenez-Alexandre et al. (2000) and Shavelson (1996). The dialogic structure of this teacher's facilitation of student's science knowledge is shown to utilize students' presumptive statements to hone their construction of inductive or deductive arguments. This instructional practice may represent teacher-student activity within the zone of proximal development and supports Vygotsky's notion that a knowledgeable other is instrumental in transforming student's spontaneous talk into scientific speech. The tracking of the curriculum's Key Words and Ideas into students' speech and writing indicated that this teachers' ability to facilitate students' presumptuous reasoning into logic statements did not necessarily guarantee that they could post strong written expressions of this verbal know-how in written forms. Thus how students come to assimilate their knowledge verbally may be very different than how students assimilate and express their knowledge in written forms.

Conceptual Change and Science Achievement Related to a Lesson Sequence on Acids and Bases Among African American Alternative High School Students: A Teacher's Practical Arguments and the Voice of the "Other"

NASA Astrophysics Data System (ADS)

Wood, Lynda Charese

The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the Common Knowledge Construction Model (CKCM), a conceptual change inquiry model of teaching and learning, on African American students' conceptual change and achievement; (2) observe the shift in teacher's practical arguments; and (3) narrate the voice of "the Other" about teacher professional learning. This study uses retrospective data from a mixed-method approach consisting of Phenomenography, practical arguments and story-telling. Data sources include audio-recordings of a chemistry teacher's individual interviews of her students' prior- and post-intervention conceptions of acids and bases; results of Acid-Base Achievement Test (ABA-T); video-recordings of a chemistry teacher's enactment of CKCM acid-base lesson sequence; audio-recordings of teacher-researcher reflective discourse using classroom video-clips; teacher interviews; and teacher and researcher personal reflective journals. Students' conceptual changes reflect change in the number of categories of description; shift in language use from everyday talk to chemical talk; and development of a hierarchy of chemical knowledge. ABA-T results indicated 17 students in the experimental group achieved significantly higher scores than 22 students in the control group taught by traditional teaching methods. The teacher-researcher reflective discourse about enactment of the CKCM acid-base lesson sequence reveals three major shifts in teacher practical arguments: teacher inadequate preparedness to adequate preparedness; lack of confidence to gain in confidence; and surface learning to deep learning. The developing story uncovers several aspects about teaching and learning of African American students: teacher caring for the uncared; cultivating student and teacher confidence; converting dependence on teacher and self to peer interdependence. The study outlines six implications: caring conceptual change inquiry model for the often unreached mind; developing simple chemical talk into coherent chemical explanation; using CKCM for alternative high school students' conceptual change and achievement; engaging teachers in elicitation and appraisal of practical arguments for reconstruction of beliefs; overcoming challenges in teacher practical argument research; and "storytelling" as a way of unpacking teacher transformation amidst complexities of classroom teaching and learning.

An Hypothesis-Driven, Molecular Phylogenetics Exercise for College Biology Students

ERIC Educational Resources Information Center

Parker, Joel D.; Ziemba, Robert E.; Cahan, Sara Helms; Rissing, Steven W.

2004-01-01

This hypothesis-driven laboratory exercise teaches how DNA evidence can be used to investigate an organism's evolutionary history while providing practical modeling of the fundamental processes of gene transcription and translation. We used an inquiry-based approach to construct a laboratory around a nontrivial, open-ended evolutionary question…

Clinical Validity of the ADI-R in a US-Based Latino Population

ERIC Educational Resources Information Center

Vanegas, Sandra B.; Magaña, Sandra; Morales, Miguel; McNamara, Ellyn

2016-01-01

The Autism Diagnostic Interview-Revised (ADI-R) has been validated as a tool to aid in the diagnosis of Autism; however, given the growing diversity in the United States, the ADI-R must be validated for different languages and cultures. This study evaluates the validity of the ADI-R in a US-based Latino, Spanish-speaking population of 50 children…

Exposure assessment of food preservatives (sulphites, benzoic and sorbic acid) in Austria.

PubMed

Mischek, Daniela; Krapfenbauer-Cermak, Christine

2012-01-01

An exposure assessment was performed to estimate the potential intake of preservatives in the Austrian population. Food consumption data of different population groups, such as preschool children aged 3-6 years, female and male adults aged 19-65 years were used for calculation. Levels of the preservatives in food were derived from analyses conducted from January 2007 to August 2010. Dietary intakes of the preservatives were estimated and compared to the respective acceptable daily intakes (ADIs). In the average-intake scenario, assuming that consumers randomly consume food products that do or do not contain food additives, estimated dietary intakes of all studied preservatives are well below the ADI for all population groups. Sulphite exposure accounted for 34%, 84% and 89% of the ADI in preschool children, females and males, respectively. The mean estimated daily intake of benzoic acid was 32% (preschool children), 31% (males) and 36% (females) of the ADI. Sorbic acid intakes correspond to 7% of the ADI in preschool children and 6% of the ADI in adults. In the high-intake scenario assuming that consumers always consume food products that contain additives and considering a kind of brand loyalty of consumers, the ADI is exceeded for sulphites among adults (119 and 124%, respectively). Major contributors to the total intake of sulphites were wine and dried fruits for adults. Mean estimated dietary intakes of benzoic acid exceeded the ADI in all population groups, 135% in preschool children, 124% in females and 118% of the ADI in males, respectively. Dietary intakes of sorbic acid are well below the ADI, accounting for a maximum of 30% of the ADI in preschool children. The highest contributors to benzoic and sorbic acid exposure were fish and fish products mainly caused by high consumption data of this large food group, including also mayonnaise-containing fish salads. Other important sources of sorbic acid were bread, buns and toast bread and fruit and vegetable juices.

Data Don't Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance. Lumina Foundation for Education Research Report

ERIC Educational Resources Information Center

Dowd, Alicia C.

2005-01-01

This report reviews the benchmarking practices that are presently being used at community colleges. It introduces the concept of a "culture of inquiry" as a means for judging their potential value. It classifies benchmarking efforts among three types--performance, diagnostic, and process--and characterizes each by its typical use. The…

Identification and Characterization of Two Temperature-Induced Surface-Associated Proteins of Streptococcus suis with High Homologies to Members of the Arginine Deiminase System of Streptococcus pyogenes

PubMed Central

Winterhoff, Nora; Goethe, Ralph; Gruening, Petra; Rohde, Manfred; Kalisz, Henryk; Smith, Hilde E.; Valentin-Weigand, Peter

2002-01-01

The present study was performed to identify stress-induced putative virulence proteins of Streptococcus suis. For this, protein expression patterns of streptococci grown at 32, 37, and 42°C were compared by one- and two-dimensional gel electrophoresis. Temperature shifts from 32 and 37 to 42°C induced expression of two cell wall-associated proteins with apparent molecular masses of approximately 47 and 53 kDa. Amino-terminal sequence analysis of the two proteins indicated homologies of the 47-kDa protein with an ornithine carbamoyltransferase (OCT) from Streptococcus pyogenes and of the 53-kDa protein with the streptococcal acid glycoprotein (SAGP) from S. pyogenes, an arginine deiminase (AD) recently proposed as a putative virulence factor. Cloning and sequencing the genes encoding the putative OCT and AD of S. suis, octS and adiS, respectively, revealed that they had 81.2 (octS) and 80.2% (adiS) identity with the respective genes of S. pyogenes. Both genes belong to the AD system, also found in other bacteria. Southern hybridization analysis demonstrated the presence of the adiS gene in all 42 serotype 2 and 9 S. suis strains tested. In 9 of these 42 strains, selected randomly, we confirmed expression of the AdiS protein, homologous to SAGP, by immunoblot analysis using a specific antiserum against the SAGP of S. pyogenes. In all strains AD activity was detected. Furthermore, by immunoelectron microscopy using the anti-S. pyogenes SAGP antiserum we were able to demonstrate that the AdiS protein is expressed on the streptococcal surface in association with the capsular polysaccharides but is not coexpressed with them. PMID:12446626

Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction

ERIC Educational Resources Information Center

Shelley, Mack; Gonwa-Reeves, Christopher; Baenziger, Joan; Seefeld, Ashley; Hand, Brian; Therrien, William; Villanueva, Mary Grace; Taylor, Jonte

2012-01-01

The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students'…

Martin Buber's I-Thou Perspective as an Alternative Approach to Antibullying Efforts. A Response to "Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation"

ERIC Educational Resources Information Center

Nolan, Carrie M.; Stitzlein, Sarah

2016-01-01

The paper "Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation" ambitiously made the argument that a pedagogy grounded in dialogical inquiry as part of the Philosophy for Children program will positively affect incidents of bullying in schools. This response to the author's work includes a…

Impulsive Choice and Workplace Safety: A New Area of Inquiry for Research in Occupational Settings

ERIC Educational Resources Information Center

Reynolds, Brady; Schiffbauer, Ryan M.

2004-01-01

A conceptual argument is presented for the relevance of behavior-analytic research on impulsive choice to issues of occupational safety and health. Impulsive choice is defined in terms of discounting, which is the tendency for the value of a commodity to decrease as a function of various parameters (e.g., having to wait or expend energy to receive…

Arginine-Dependent Acid Resistance in Salmonella enterica Serovar Typhimurium

PubMed Central

Kieboom, Jasper; Abee, Tjakko

2006-01-01

Salmonella enterica serovar Typhimurium does not survive a pH 2.5 acid challenge under conditions similar to those used for Escherichia coli (J. W. Foster, Nat. Rev. Microbiol. 2:898-907, 2004). Here, we provide evidence that S. enterica serovar Typhimurium can display arginine-dependent acid resistance (AR) provided the cells are grown under anoxic conditions and not under the microaerobic conditions used for assessment of AR in E. coli. The role of the arginine decarboxylase pathway in Salmonella AR was shown by the loss of AR in mutants lacking adiA, which encodes arginine decarboxylase; adiC, which encodes the arginine-agmatine antiporter; or adiY, which encodes an AraC-like regulator. Transcription of adiA and adiC was found to be dependent on AdiY, anaerobiosis, and acidic pH. PMID:16855258

Two-dimensional phase unwrapping using robust derivative estimation and adaptive integration.

PubMed

Strand, Jarle; Taxt, Torfinn

2002-01-01

The adaptive integration (ADI) method for two-dimensional (2-D) phase unwrapping is presented. The method uses an algorithm for noise robust estimation of partial derivatives, followed by a noise robust adaptive integration process. The ADI method can easily unwrap phase images with moderate noise levels, and the resulting images are congruent modulo 2pi with the observed, wrapped, input images. In a quantitative evaluation, both the ADI and the BLS methods (Strand et al.) were better than the least-squares methods of Ghiglia and Romero (GR), and of Marroquin and Rivera (MRM). In a qualitative evaluation, the ADI, the BLS, and a conjugate gradient version of the MRM method (MRMCG), were all compared using a synthetic image with shear, using 115 magnetic resonance images, and using 22 fiber-optic interferometry images. For the synthetic image and the interferometry images, the ADI method gave consistently visually better results than the other methods. For the MR images, the MRMCG method was best, and the ADI method second best. The ADI method was less sensitive to the mask definition and the block size than the BLS method, and successfully unwrapped images with shears that were not marked in the masks. The computational requirements of the ADI method for images of nonrectangular objects were comparable to only two iterations of many least-squares-based methods (e.g., GR). We believe the ADI method provides a powerful addition to the ensemble of tools available for 2-D phase unwrapping.

Test of the Angle Detecting Inclined Sensor (ADIS) Technique for Measuring Space Radiation

NASA Astrophysics Data System (ADS)

Connell, J. J.; Lopate, C.; McLaughlin, K. R.

2008-12-01

In February 2008 we exposed an Angle Detecting Inclined Sensor (ADIS) prototype to beams of 150 MeV/u 78Kr and fragments at the National Superconducting Cyclotron Laboratory's (NSCL) Coupled Cyclotron Facility (CCF). ADIS is a highly innovative and uniquely simple detector configuration used to determine the angles of incidence of heavy ions in energetic charged particle instruments. Corrections for angle of incidence are required for good charge and mass separation. An ADIS instrument is under development to fly on the GOES-R series of weather satellites. The prototype tested consisted of three ADIS detectors, two of which were inclined at an angle to the telescope axis, forming the initial detectors in a five-detector telescope stack. By comparing the signals from the ADIS detectors, the angle of incidence may be determined and a pathlength correction applied to charge and mass determinations. Thus, ADIS replaces complex position sensing detectors with a system of simple, reliable and robust Si detectors. Accelerator data were taken at multiple angles to both primary and secondary beams with a spread of energies. This test instrument represents an improvement over the previous ADIS prototype in that it used oval inclined detectors and a much lower-mass support structure, thus reducing the number of events passing through dead material. We will present the results of this test. The ADIS instrument development project was partially funded by NASA under the Living With a Star (LWS) Targeted Research and Technology program (grant NAG5-12493).

Investigating the shifts in Thai teachers' views of learning and pedagogical practices while adopting an argument-based inquiry approach

NASA Astrophysics Data System (ADS)

Promyod, Nattida

The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koffman, Bess G.; Kreutz, Karl J.; Trenbath, Kim

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to helpmore » students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.« less

Mentoring and Argumentation in a Game-Infused Science Curriculum

NASA Astrophysics Data System (ADS)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

The role of arginine and the modified arginine deiminase enzyme ADI-PEG 20 in cancer therapy with special emphasis on Phase I/II clinical trials.

PubMed

Synakiewicz, Anna; Stachowicz-Stencel, Teresa; Adamkiewicz-Drozynska, Elzbieta

2014-11-01

The metabolic differences between normal, healthy cells and neoplastic cells have been exploited by anticancer therapies targeting metabolic pathways. Various studies of malignant processes have demonstrated disturbances in both arginine synthesis and metabolism that enhance or inhibit tumor cell growth. Consequently, there has been an increased interest in the arginine-depleting enzyme arginine deiminase (ADI) as a potential antineoplastic therapy. This review summarizes the literature on the potential anti-cancer therapeutics arginine and ADI, an arginine-catabolizing enzyme. The authors searched the MEDLINE database PubMed using the key words: 'arginine, 'ADI', 'arginine in cancer' and 'ADI and cancer'. The authors evaluate prospective randomized studies on cancer patients between 2004 and 2013 as well as ongoing research found through the US National Institutes of Health trial database. The results of current studies are promising but do not give unequivocal answers and so it is impossible to recommend arginine or its enzyme ADI as a therapeutic. In the opinion of the authors, further identification of arginine-dependent malignant tumors and their metabolism should be investigated. Furthermore, the use of these chemicals, in combination with other chemotherapeutics drugs, should be investigated and indeed may improve the success of arginine-depleting enzymes such as pegylated ADI (ADI-PEG20).

Lonergan's philosophy as grounding for cross-disciplinary research.

PubMed

Kane, Anne

2014-04-01

Increasingly, nurses conduct scientific inquiry into complex health-care problems by collaborating on teams with researchers from other highly specialized fields. As cross-disciplinary research proliferates and becomes institutionalized globally, researchers will increasingly encounter the need to integrate their particular research perspectives within inquiries without sacrificing the potential contributions of their discipline-specific expertise. The work of the philosopher Bernard Lonergan (1904–1984) offers the necessary philosophical grounding. Here, I defend a role for philosophy in cross-disciplinary research and present selected ideas in Lonergan's work. These include: (1) a dynamic, normative pattern that each inquirer operates uniquely also forms the common core, or unity, in knowing; (2) the possibility of cross-disciplinary knowledge development is dependent on each researcher's consciousness of her or his attentiveness, intelligence, reasonableness, and responsibleness; and (3) shifts in researchers' viewpoints, or horizons, facilitate their collaborative inquiry and their grasp of the unity in knowing. The desire to know, shared by team members, drives their inquiry. Lonergan's stance is consistent with nursing values because it respects, but does not unconditionally privilege, any researcher or discipline. Arguments support a claim that Lonergan's perspective is well suited to guide nurse researchers participating on cross-disciplinary health research teams.

Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

NASA Astrophysics Data System (ADS)

Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.

2012-04-01

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.

Pentadiagonal alternating-direction-implicit finite-difference time-domain method for two-dimensional Schrödinger equation

NASA Astrophysics Data System (ADS)

Tay, Wei Choon; Tan, Eng Leong

2014-07-01

In this paper, we have proposed a pentadiagonal alternating-direction-implicit (Penta-ADI) finite-difference time-domain (FDTD) method for the two-dimensional Schrödinger equation. Through the separation of complex wave function into real and imaginary parts, a pentadiagonal system of equations for the ADI method is obtained, which results in our Penta-ADI method. The Penta-ADI method is further simplified into pentadiagonal fundamental ADI (Penta-FADI) method, which has matrix-operator-free right-hand-sides (RHS), leading to the simplest and most concise update equations. As the Penta-FADI method involves five stencils in the left-hand-sides (LHS) of the pentadiagonal update equations, special treatments that are required for the implementation of the Dirichlet's boundary conditions will be discussed. Using the Penta-FADI method, a significantly higher efficiency gain can be achieved over the conventional Tri-ADI method, which involves a tridiagonal system of equations.

Implications of Tidally Driven Convection and Lithospheric Arguments on the Topography of Europa

NASA Astrophysics Data System (ADS)

Sattler-Cassara, L.; Lyra, W.

2017-11-01

We present 3D numerical simulations of tidally driven convection in Europa. By associating the resulting normal stress from plumes with surface weakening and resistance from shallower layers, we successfully reproduce domes and double ridges.

Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

ERIC Educational Resources Information Center

Golden, Barry W.

2011-01-01

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not…

Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

ERIC Educational Resources Information Center

Xia, Saihua

2009-01-01

This paper investigates ESL learners' awareness of pragmatic skills utilizing an activity-theory driven approach to perform an inquiry task into problem-solving service call conversations (PSSCs) between native speakers (NS) and non-native speakers of English (NNSs). Eight high-intermediate ESL learners, from five different language backgrounds,…

Evaluating an Expectation-Driven Question-under-Discussion Model of Discourse Interpretation

ERIC Educational Resources Information Center

Kehler, Andrew; Rohde, Hannah

2017-01-01

According to Question-Under-Discussion (QUD) models of discourse interpretation, clauses cohere with the preceding context by virtue of providing answers to (usually implicit) questions that are situated within a speaker's goal-driven strategy of inquiry. In this article we present four experiments that examine the predictions of a QUD model of…

Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

ERIC Educational Resources Information Center

Arcario, Paul; Eynon, Bret; Klages, Marisa; Polnariev, Bernard A.

2013-01-01

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates…

[Conversations on the "good death": the bioethical debate on euthanasia].

PubMed

Siqueira-Batista, Rodrigo; Schramm, Fermin Roland

2005-01-01

Despite extensive current debate on euthanasia, many open and apparently unsolvable issues persist, awaiting a better conceptual treatment. The area includes "prejudices and fundamentalisms" in relation to the theme, still viewed as taboo by a major share of society, specifically in the case of Brazil, while semantic imprecision in the term and argumentative tensions surround the issue, focusing on the principles of sacredness of life, quality of life, and autonomy and the so-called "slippery slope" argument. The purpose of the current essay is thus to serve as a sphere of inquiry concerning euthanasia, moving from historical antecedents towards a better solution to the problem and the demarcation of necessary future perspectives for enhanced understanding of the issue.

Effects of dietary supplementation of active dried yeast on fecal methanogenic archaea diversity in dairy cows.

PubMed

Jin, Dingxing; Kang, Kun; Wang, Hongze; Wang, Zhisheng; Xue, Bai; Wang, Lizhi; Xu, Feng; Peng, Quanhui

2017-04-01

This study aimed to investigate the effects of dietary supplementation of different dosages of active dried yeast (ADY) on the fecal methanogenic archaea community of dairy cattle. Twelve multiparous, healthy, mid-lactating Holstein dairy cows (body weight: 584 ± 23.2 kg, milk produced: 26.3 ± 1.22 kg/d) were randomly assigned to one of three treatments (control, ADY2, and ADY4) according to body weight with four replicates per treatment. Cows in the control group were fed conventional rations without ADY supplementation, while cows in the ADY2 and ADY4 group were fed rations supplemented with ADY at 2 or 4 g/d/head. Real-time PCR analysis showed the populations of total methanogens in the feces were significantly decreased (P < 0.05) in the ADY4 group compared with control. High-throughput sequencing technology was applied to examine the differences in methanogenic archaea diversity in the feces of the three treatment groups. A total of 155,609 sequences were recovered (a mean of 12,967 sequences per sample) from the twelve fecal samples, which consisted of a number of operational taxonomic units (OTUs) ranging from 1451 to 1,733, were assigned to two phyla, four classes, five orders, five families and six genera. Bioinformatic analyses illustrated that the natural fecal archaeal community of the control group was predominated by Methanobrevibacter (86.9% of the total sequence reads) and Methanocorpusculum (10.4%), while the relative abundance of the remaining four genera were below 1% with Methanosphaera comprising 0.8%, Thermoplasma composing 0.4%, and the relative abundance of Candidatus Nitrososphaera and Halalkalicoccus being close to zero. At the genus level, the relative abundances of Methanocorpusculum and Thermoplasma were increased (P < 0.05) with increasing dosage of ADY. Conversely, the predominant methanogen genus Methanobrevibacter was decreased with ADY dosage (P < 0.05). Dietary supplementation of ADY had no significant effect (P > 0.05) on the abundances of genera unclassified, Candidatus Nitrososphaera, and Halalkalicoccus. In conclusion, supplementation of ADY to the rations of dairy cattle could alter the population sizes and composition of fecal methanogenic archaea in the feces of dairy cattle. The decrease in Methanobrevibacter happened with a commensurate increase in the genera Methanocorpusculum and Thermoplasma. Copyright © 2017 Elsevier Ltd. All rights reserved.

Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

NASA Astrophysics Data System (ADS)

Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

2017-12-01

Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

Effect of austempering temperature on cavitation behaviour of unalloyed ADI material

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dojcinovic, Marina; Eric, Olivera; Rajnovic, Dragan

2013-08-15

This paper provides an in-depth study and description of cavitation damage and microstructural changes in two types of unalloyed austempered ductile iron (ADI). ADI materials used were austempered at 300 and 400 °C having ausferrite microstructure with 16 and 31.4% of retained austenite, respectively. Metallographic examination was carried out to study the morphology of their cavitation-damaged surfaces. Cavitation damage was initiated at graphite nodules as well as in the interface between a graphite nodule and an ausferrite matrix. Furthermore, microcracking and ferrite/retained austenite morphology were proved to be of great importance for cavitation resistance. Mass loss rate revealed that ADImore » austempered at 400 °C has a higher cavitation resistance in water than ADI austempered at 300 °C. A higher amount of retained austenite in ADI austempered at 400 °C played an important role in increasing cavitation resistance. The good cavitation behaviour of ADI austempered at 400 °C was due to the matrix hardening by stress assisted phase transformation of retained austenite into martensite (SATRAM) phenomenon, as shown by X-ray diffraction analysis. - Highlights: • Cavitation rate of two ADI materials was tested. • ADI material with a lower hardness has had a lower cavitation rate. • The main reason is microstructural transformations during cavitation. • SATRAM phenomenon increases cavitation resistance.« less

Teacher challenges, perceptions, and use of science models in middle school classrooms about climate, weather, and energy concepts

NASA Astrophysics Data System (ADS)

Yarker, Morgan Brown

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of science models with various approaches to inquiry during their weather and climate units. Results indicate that the teacher who used the most elements of inquiry used models in a way that aligned best with the theoretical framework than the teachers who used fewer elements of inquiry. The theoretical framework compares an approach to argument-based inquiry to model-based inquiry, which argues that the approaches are essentially identical, so teachers who use inquiry should be able to apply model-based inquiry using the same approach. However, none of the teachers in this study had a complete understanding of the role models play in authentic science inquiry, therefore students were not explicitly exposed to the ideas that models can be used to make predictions about, and are representations of, a natural phenomenon. Rather, models were explicitly used to explain concepts to students or have students explain concepts to the teacher or to each other. Additionally, models were used as a focal point for conversation between students, usually as they were creating, modifying, or using models. Teachers were not observed asking students to evaluate models. Since science models are an important aspect of understanding science, it is important that teachers not only know how to implement models into an inquiry environment, but also understand the characteristics of science models so that they can explicitly teach the concept of modeling to students. This study suggests that better pre-service and in-service teacher education is needed to prepare students to teach about science models effectively.

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

NASA Astrophysics Data System (ADS)

Irish, Tobias E. L.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

How can science education foster students' rooting?

NASA Astrophysics Data System (ADS)

Østergaard, Edvin

2015-06-01

The question of how to foster rooting in science education points towards a double challenge; efforts to prevent (further) uprooting and efforts to promote rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the earth as ground, and potential consequences for teaching science in a rooted manner. However, the argumentation raises a number of questions which I try to answer. My argumentation rests on Husserl's critique of science and the "ontological reversal", an ontological position where abstract models from science are considered as more real than the everyday reality itself, where abstract, often mathematical, models are taken to be the real causes behind everyday experiences. In this paper, measures towards an "ontological re-reversal" are discussed by drawing on experiences from phenomenon-based science education. I argue that perhaps the most direct and productive way of promoting rooting in science class is by intentionally cultivating the competencies of sensing and aesthetic experience. An aesthetic experience is defined as a precognitive, sensuous experience, an experience that is opened up for through sensuous perception. Conditions for rooting in science education is discussed against three challenges: Restoring the value of aesthetic experience, allowing time for open inquiry and coping with curriculum. Finally, I raise the question whether dimensions like "reality" or "nature" are self-evident for students. In the era of constructivism, with its focus on cognition and knowledge building, the inquiry process itself has become more important than the object of inquiry. I argue that as educators of science teachers we have to emphasize more explicitly "the nature of nature" as a field of exploration.

Test of the Angle Detecting Inclined Sensor (ADIS) Technique for Measuring Space Radiation

NASA Astrophysics Data System (ADS)

Connell, J. J.; Lopate, C.; McLaughlin, K. R.

2009-12-01

In February 2008 we exposed an Angle Detecting Inclined Sensor (ADIS) prototype to beams of 150 MeV/u 78Kr and fragments at the National Superconducting Cyclotron Laboratory's (NSCL) Coupled Cyclotron Facility (CCF). ADIS is a highly innovative and uniquely simple detector configuration used to determine the angles of incidence of heavy ions in energetic charged particle instruments. Corrections for angle of incidence are required for good charge and mass separation. An ADIS instrument is under development to fly on the GOES-R series of weather satellites. The prototype tested consisted of three ADIS detectors, two of which were inclined at an angle to the telescope axis, forming the initial detectors in a five-detector telescope stack. By comparing the signals from the ADIS detectors, the angle of incidence may be determined and a pathlength correction applied to charge and mass determinations. Thus, ADIS replaces complex position sensing detectors with a system of simple, reliable and robust Si detectors. Accelerator data were taken at multiple angles to both primary and secondary beams with a spread of energies. This test instrument represents an improvement over the previous ADIS prototype in that it used oval inclined detectors and a much lower-mass support structure, thus reducing the number of events passing through dead material. These data show a charge peak resolution of 0.18 ± 0.01 e at Br (Z = 35), excellent for such a simple instrument. We will present the results of this test. The ADIS instrument development project was partially funded by NASA under the Living With a Star (LWS) Targeted Research and Technology program (grant NAG5-12493).

Austempered ductile iron (ADI) for railroad wheels : final report.

DOT National Transportation Integrated Search

2017-01-31

The purpose of this project is to investigate the potential for austempered ductile iron (ADI) to be used as an alternative material for the production of rail wheels, which are currently cast or forged steel which is commonly heat treated. ADI has s...

Deletion of acetate transporter gene ADY2 improved tolerance of Saccharomyces cerevisiae against multiple stresses and enhanced ethanol production in the presence of acetic acid.

PubMed

Zhang, Mingming; Zhang, Keyu; Mehmood, Muhammad Aamer; Zhao, Zongbao Kent; Bai, Fengwu; Zhao, Xinqing

2017-12-01

The aim of this work was to study the effects of deleting acetate transporter gene ADY2 on growth and fermentation of Saccharomyces cerevisiae in the presence of inhibitors. Comparative transcriptome analysis revealed that three genes encoding plasma membrane carboxylic acid transporters, especially ADY2, were significantly downregulated under the zinc sulfate addition condition in the presence of acetic acid stress, and the deletion of ADY2 improved growth of S. cerevisiae under acetic acid, ethanol and hydrogen peroxide stresses. Consistently, a concomitant increase in ethanol production by 14.7% in the presence of 3.6g/L acetic acid was observed in the ADY2 deletion mutant of S. cerevisiae BY4741. Decreased intracellular acetic acid, ROS accumulation, and plasma membrane permeability were observed in the ADY2 deletion mutant. These findings would be useful for developing robust yeast strains for efficient ethanol production. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of Mutations and Ligands on the Thermostability of the l-Arginine/Agmatine Antiporter AdiC and Deduced Insights into Ligand-Binding of Human l-Type Amino Acid Transporters

PubMed Central

Ilgü, Hüseyin; Jeckelmann, Jean-Marc; Colas, Claire; Ucurum, Zöhre; Schlessinger, Avner; Fotiadis, Dimitrios

2018-01-01

The l-arginine/agmatine transporter AdiC is a prokaryotic member of the SLC7 family, which enables pathogenic enterobacteria to survive the extremely acidic gastric environment. Wild-type AdiC from Escherichia coli, as well as its previously reported point mutants N22A and S26A, were overexpressed homologously and purified to homogeneity. A size-exclusion chromatography-based thermostability assay was used to determine the melting temperatures (Tms) of the purified AdiC variants in the absence and presence of the selected ligands l-arginine (Arg), agmatine, l-arginine methyl ester, and l-arginine amide. The resulting Tms indicated stabilization of AdiC variants upon ligand binding, in which Tms and ligand binding affinities correlated positively. Considering results from this and previous studies, we revisited the role of AdiC residue S26 in Arg binding and proposed interactions of the α-carboxylate group of Arg exclusively with amide groups of the AdiC backbone. In the context of substrate binding in the human SLC7 family member l-type amino acid transporter-1 (LAT1; SLC7A5), an analogous role of S66 in LAT1 to S26 in AdiC is discussed based on homology modeling and amino acid sequence analysis. Finally, we propose a binding mechanism for l-amino acid substrates to LATs from the SLC7 family. PMID:29558430

Effects of Mutations and Ligands on the Thermostability of the l-Arginine/Agmatine Antiporter AdiC and Deduced Insights into Ligand-Binding of Human l-Type Amino Acid Transporters.

PubMed

Ilgü, Hüseyin; Jeckelmann, Jean-Marc; Colas, Claire; Ucurum, Zöhre; Schlessinger, Avner; Fotiadis, Dimitrios

2018-03-20

The l-arginine/agmatine transporter AdiC is a prokaryotic member of the SLC7 family, which enables pathogenic enterobacteria to survive the extremely acidic gastric environment. Wild-type AdiC from Escherichia coli, as well as its previously reported point mutants N22A and S26A, were overexpressed homologously and purified to homogeneity. A size-exclusion chromatography-based thermostability assay was used to determine the melting temperatures ( T m s) of the purified AdiC variants in the absence and presence of the selected ligands l-arginine (Arg), agmatine, l-arginine methyl ester, and l-arginine amide. The resulting T m s indicated stabilization of AdiC variants upon ligand binding, in which T m s and ligand binding affinities correlated positively. Considering results from this and previous studies, we revisited the role of AdiC residue S26 in Arg binding and proposed interactions of the α-carboxylate group of Arg exclusively with amide groups of the AdiC backbone. In the context of substrate binding in the human SLC7 family member l-type amino acid transporter-1 (LAT1; SLC7A5), an analogous role of S66 in LAT1 to S26 in AdiC is discussed based on homology modeling and amino acid sequence analysis. Finally, we propose a binding mechanism for l-amino acid substrates to LATs from the SLC7 family.

Reliability and Validity of Athletes Disability Index Questionnaire.

PubMed

Noormohammadpour, Pardis; Hosseini Khezri, Alireza; Farahbakhsh, Farzin; Mansournia, Mohammad Ali; Smuck, Matthew; Kordi, Ramin

2018-03-01

The purpose of this study was to evaluate validity and reliability of a new proposed questionnaire for assessment of functional disability in athletes with low back pain (LBP). Validity and reliability study. Elite athletes participating in different fields of sports. Participants were 165 male and female athletes (between 12 and 50 years old) with LBP. Athlete Disability Index (ADI) Questionnaire which is developed by the authors for assessing LBP-related disability in athletes, Oswestry Disability Index (ODI), and the Roland-Morris Disability Questionnaire (RDQ). Self-reported responses were collected regarding LBP-related disability through ADI, ODI, and RDQ. The test-retest reliability was strong, and intraclass correlation value ranged between 0.74 and 0.94. The Cronbach alpha coefficient value of 0.91 (P < 0.001) demonstrated excellent internal consistency of the questionnaire. The correlation coefficient between ADI and ODI was r = 0.918 (P < 0.0001), between ADI and RDQ was r = 0.669 (P < 0.0001), and between ADI and visual analog scale was r = 0.626 (P < 0.001). According to ODI and RDQ, disability levels were mild in the large majority of subjects (91.5% and 86.0%, respectively). Alternatively, disability assessments by the ADI did not cluster at the mild level and ranged more broadly from mild to very high. The ADI is a reliable and valid instrument for assessing disability in athletes with LBP. Compared with the available LBP disability questionnaires used in the general population, ADI can more precisely stratify the disability levels of athletes due to LBP.

Cultivation to improve in vivo solubility of overexpressed arginine deiminases in Escherichia coli and the enzyme characteristics.

PubMed

Wang, Ying; Li, Yue-Zhong

2014-06-07

Overexpression of foreign genes in Escherichia coli cells is an efficient means to obtain recombinant proteins. The technique is, however, often hampered by misfolding, degradation, aggregation and formation in inclusion bodies of products. In this study, we reported that in vivo solubility of overexpressed arginine deiminases (ADI) improved by changing the cultivation conditions. ADI is enzymes that convert L-arginine to L-citrulline. After codon optimization, we synthesized the ADI gene of Pseudomonas putida and constructed it for overexpression in E. coli cells. The rADI products were mainly in inclusion body forms. We performed a series of optimization to enhance solubility of the protein. Co-expression with the GroES-GroEL chaperone team increased approximately 5-fold of the rADI activity. In addition the combination of L-arginine and D-glucose in the Luria-Bertani (LB) growth medium further increased the total activity to about 15 times. Separate L-arginine and D-glucose or the addition of other saccharides or amino acids had no such effects. The solubilization effects of the combination of L-arginine and D-glucose were further confirmed in the overexpression of another ADI from Listeria welshimeri. The enzymatic and conversion characteristics of the rADI products were further determined. Combined addition of L-arginine and D-glucose in the LB medium significantly improved in vivo solubility of rADI proteins. The present study suggested a new strategy to increase the solubilization of overexpressed recombinant proteins in E. coli cells.

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

NASA Astrophysics Data System (ADS)

Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

Clinical Validity of the ADI-R in a US-Based Latino Population.

PubMed

Vanegas, Sandra B; Magaña, Sandra; Morales, Miguel; McNamara, Ellyn

2016-05-01

The Autism Diagnostic Interview-Revised (ADI-R) has been validated as a tool to aid in the diagnosis of Autism; however, given the growing diversity in the United States, the ADI-R must be validated for different languages and cultures. This study evaluates the validity of the ADI-R in a US-based Latino, Spanish-speaking population of 50 children and adolescents with ASD and developmental disability. Sensitivity and specificity of the ADI-R as a diagnostic tool were moderate, but lower than previously reported values. Validity of the social reciprocity and restrictive and repetitive behaviors domains was high, but low in the communication domain. Findings suggest that language discordance between caregiver and child may influence reporting of communication symptoms and contribute to lower sensitivity and specificity.

Reduction of image-based ADI-to-AEI overlay inconsistency with improved algorithm

NASA Astrophysics Data System (ADS)

Chen, Yen-Liang; Lin, Shu-Hong; Chen, Kai-Hsiung; Ke, Chih-Ming; Gau, Tsai-Sheng

2013-04-01

In image-based overlay (IBO) measurement, the measurement quality of various measurement spectra can be judged by quality indicators and also the ADI-to-AEI similarity to determine the optimum light spectrum. However we found some IBO measured results showing erroneous indication of wafer expansion from the difference between the ADI and the AEI maps, even after their measurement spectra were optimized. To reduce this inconsistency, an improved image calculation algorithm is proposed in this paper. Different gray levels composed of inner- and outer-box contours are extracted to calculate their ADI overlay errors. The symmetry of intensity distribution at the thresholds dictated by a range of gray levels is used to determine the particular gray level that can minimize the ADI-to-AEI overlay inconsistency. After this improvement, the ADI is more similar to AEI with less expansion difference. The same wafer was also checked by the diffraction-based overlay (DBO) tool to verify that there is no physical wafer expansion. When there is actual wafer expansion induced by large internal stress, both the IBO and the DBO measurements indicate similar expansion results. The scanning white-light interference microscope was used to check the variation of wafer warpage during the ADI and AEI stages. It predicts a similar trend with the overlay difference map, confirming the internal stress.

Combined effect of attrition and ultrasound on the disruption of Pseudomonas putida for the efficient release of arginine deiminase.

PubMed

Patil, Mahesh D; Shinde, Ashok S; Dev, Manoj J; Patel, Gopal; Bhilare, Kiran D; Banerjee, Uttam Chand

2018-06-08

Disruption of Pseudomonas putida KT2440 by ultrasound treatment in a bath sonicator, in presence of the glass beads, was carried out for the release of arginine deiminase (ADI) and the results were compared with that of by Dyno-mill. The release of ADI depended mainly on the bead size and cellmass concentration being disrupted in bead mill. Nearly 23 U/mL ADI was released when slurry with a cell-mass concentration of 250 g/L was disintegrated for 9 min with 80% bead loading (0.25 mm) in Dyno-mill. Marginally higher amount of ADI (24.1 U/mL) was released by the bath sonication of 250 g/L cellmass slurry for 30 min with the beads (0.1 mm) and a sonication power of 170 W. The glass beads, suspended along with the cellmass slurry in bath sonicator, efficiently disrupted the microbial cells to release ADI. Variation in the kinetic constants for the performance parameters implied that ADI release and cell disruption kinetics is a function of disruption technique used and the process variables thereof. Estimation of location factor suggested that selective release of ADI can be achieved. This article is protected by copyright. All rights reserved. © 2018 American Institute of Chemical Engineers.

Adie's syndrome: some new observations.

PubMed Central

Thompson, H S

1977-01-01

Adie's syndrome is a disease of unknown etiology. We known where the damage is, and which nerves are involved. We even know something of how the nerves react after the damage is done, but we don't known what causes the primary injury. The first step in working a jigsaw puzzle is to getall of the pieces right side up and take a good look at them. Some of the jigsaw pieces handled in this paper are listed below. Some of them are new observations; many of them are old concepts, partly modified and partly made secure by new facts. 1. Not all "tonic pupils" are due to "Adie's syndrome"; some are due to local injury and some to a generalized peripheral neuropathy (Table II). 2. All patients should have serologic tests for shyphilis. In this series one in six had positive serology. 3. The incidence of Adie's syndrome in Iowa in the early 1970's was approximately 4.7 per 100,000 population per year. 4. The prevalence of Adie's syndrome, therefore, was approximately 2 per 1000. 5. The mean age of onset of Adie's syndrome was about 32.2 years (Figure 1A). 6. The sex ratio was 2.6 females to each male. 7. Right eyes and left eyes were involved at approximately the same rate (Figure 2). 8. The incidence of second eye involvement in unilateral cases was about 4% per year during the first decade of the disease (Figure 18). 9. If this rate of second eye involvement (4% per year) persists during subsequent decades, then most Adie's pupils will eventually become bilateral. 10. The incidence of Adie's syndrome in a largely caucasian patient group is independent of iris color (Figure 4). 11. Only 10% of patients with Adie's syndrome had completely normal muscle stretch reflexes. 12. The muscle stretch reflexes in the arms were just as frequently imparied as those in th elegs, but the degree of impariment tended to be more severe in the ankles and triceps. 13. When there was any light reaction remaining in an Adie's pupil, a segmental paralysis of the sphincter muscle could be seen. 14. The near reaction of the pupil was often segmental and frequently involved segments which did not respond to light. 15. The segmental paralysis to light was randomly distributed around the sphincter (Figure 6B). 16. There was some tendency for the sphincter palsy to gradually become worse. This progression was also random (Figure 8). 17. Almost all patients with Adie's syndrome had an accommodative paresis at the time of onset. 18. Reading glasses given to a patient with a fresh Adie's pupil were soon discarded as accommodation recovered (Figure 9). 19. Accomodative effort induced an astigmatism in about half of the eyes with Adie's--presumably the result of a segmental palsy of the ciliary muscle. 20. Tonicity of accommodation was present in about 1/2 of the eyes with Adie's, making it difficut for the patient to maintain a steady level of ciliary muscle tone. 21. An occasional patient complained of brow ache from ciliary spasm with near work. 22. In most patients with Adie's syndrome the ciliary muscle was supersensitive to pilocarpine 0... PMID:613531

Adie's syndrome: some new observations.

PubMed

Thompson, H S

1977-01-01

Adie's syndrome is a disease of unknown etiology. We known where the damage is, and which nerves are involved. We even know something of how the nerves react after the damage is done, but we don't known what causes the primary injury. The first step in working a jigsaw puzzle is to getall of the pieces right side up and take a good look at them. Some of the jigsaw pieces handled in this paper are listed below. Some of them are new observations; many of them are old concepts, partly modified and partly made secure by new facts. 1. Not all "tonic pupils" are due to "Adie's syndrome"; some are due to local injury and some to a generalized peripheral neuropathy (Table II). 2. All patients should have serologic tests for shyphilis. In this series one in six had positive serology. 3. The incidence of Adie's syndrome in Iowa in the early 1970's was approximately 4.7 per 100,000 population per year. 4. The prevalence of Adie's syndrome, therefore, was approximately 2 per 1000. 5. The mean age of onset of Adie's syndrome was about 32.2 years (Figure 1A). 6. The sex ratio was 2.6 females to each male. 7. Right eyes and left eyes were involved at approximately the same rate (Figure 2). 8. The incidence of second eye involvement in unilateral cases was about 4% per year during the first decade of the disease (Figure 18). 9. If this rate of second eye involvement (4% per year) persists during subsequent decades, then most Adie's pupils will eventually become bilateral. 10. The incidence of Adie's syndrome in a largely caucasian patient group is independent of iris color (Figure 4). 11. Only 10% of patients with Adie's syndrome had completely normal muscle stretch reflexes. 12. The muscle stretch reflexes in the arms were just as frequently imparied as those in th elegs, but the degree of impariment tended to be more severe in the ankles and triceps. 13. When there was any light reaction remaining in an Adie's pupil, a segmental paralysis of the sphincter muscle could be seen. 14. The near reaction of the pupil was often segmental and frequently involved segments which did not respond to light. 15. The segmental paralysis to light was randomly distributed around the sphincter (Figure 6B). 16. There was some tendency for the sphincter palsy to gradually become worse. This progression was also random (Figure 8). 17. Almost all patients with Adie's syndrome had an accommodative paresis at the time of onset. 18. Reading glasses given to a patient with a fresh Adie's pupil were soon discarded as accommodation recovered (Figure 9). 19. Accomodative effort induced an astigmatism in about half of the eyes with Adie's--presumably the result of a segmental palsy of the ciliary muscle. 20. Tonicity of accommodation was present in about 1/2 of the eyes with Adie's, making it difficut for the patient to maintain a steady level of ciliary muscle tone. 21. An occasional patient complained of brow ache from ciliary spasm with near work. 22. In most patients with Adie's syndrome the ciliary muscle was supersensitive to pilocarpine 0...

New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research

PubMed Central

An, Ji-Young

2016-01-01

Objectives This article reviews an evaluation vector model driven from a participatory action research leveraging a collective inquiry system named SMILE (Stanford Mobile Inquiry-based Learning Environment). Methods SMILE has been implemented in a diverse set of collective inquiry generation and analysis scenarios including community health care-specific professional development sessions and community-based participatory action research projects. In each scenario, participants are given opportunities to construct inquiries around physical and emotional health-related phenomena in their own community. Results Participants formulated inquiries as well as potential clinical treatments and hypothetical scenarios to address health concerns or clarify misunderstandings or misdiagnoses often found in their community practices. From medical universities to rural village health promotion organizations, all participatory inquiries and potential solutions can be collected and analyzed. The inquiry and solution sets represent an evaluation vector which helps educators better understand community health issues at a much deeper level. Conclusions SMILE helps collect problems that are most important and central to their community health concerns. The evaluation vector, consisting participatory and collective inquiries and potential solutions, helps the researchers assess the participants' level of understanding on issues around health concerns and practices while helping the community adequately formulate follow-up action plans. The method used in SMILE requires much further enhancement with machine learning and advanced data visualization. PMID:27525157

Improving Systematic Constraint-driven Analysis Using Incremental and Parallel Techniques

DTIC Science & Technology

2012-05-01

and modeling latency of a cloud based subsystem. Members of my research group provided useful comments and ideas on my work in group meetings and...122 5.7.1 One structurally complex argument . . . . . . . . . . . . . . 122 5.7.2 Multiple independent arguments...Subject Tools . . . . . . . . . . . . . . . . . 131 6.1.1.1 JPF — Model Checker . . . . . . . . . . . . . . . . 131 6.1.1.2 Alloy — Using a SAT

In pursuit of the practice of radical equality: Rancière inspired pedagogical inquiries in elementary school science education

NASA Astrophysics Data System (ADS)

Otoide, Lorraine

2017-06-01

This article outlines a study of praxis. Inspired by my reading of Jacques Rancière's (The ignorant schoolmaster: Five lessons in intellectual emancipation, trans. K. Ross, Stanford University Press, Stanford, 1991) influential text, The Ignorant School Master, I explore the practical applications of his work for teaching and outline a pedagogical response that sought to effect educational change through a philosophically driven teacher inquiry.

RNA interference of argininosuccinate synthetase restores sensitivity to recombinant arginine deiminase (rADI) in resistant cancer cells

PubMed Central

2011-01-01

Background Sensitivity of cancer cells to recombinant arginine deiminase (rADI) depends on expression of argininosuccinate synthetase (AS), a rate-limiting enzyme in synthesis of arginine from citrulline. To understand the efficiency of RNA interfering of AS in sensitizing the resistant cancer cells to rADI, the down regulation of AS transiently and permanently were performed in vitro, respectively. Methods We studied the use of down-regulation of this enzyme by RNA interference in three human cancer cell lines (A375, HeLa, and MCF-7) as a way to restore sensitivity to rADI in resistant cells. The expression of AS at levels of mRNA and protein was determined to understand the effect of RNA interference. Cell viability, cell cycle, and possible mechanism of the restore sensitivity of AS RNA interference in rADI treated cancer cells were evaluated. Results AS DNA was present in all cancer cell lines studied, however, the expression of this enzyme at the mRNA and protein level was different. In two rADI-resistant cell lines, one with endogenous AS expression (MCF-7 cells) and one with induced AS expression (HeLa cells), AS small interference RNA (siRNA) inhibited 37-46% of the expression of AS in MCF-7 cells. ASsiRNA did not affect cell viability in MCF-7 which may be due to the certain amount of residual AS protein. In contrast, ASsiRNA down-regulated almost all AS expression in HeLa cells and caused cell death after rADI treatment. Permanently down-regulated AS expression by short hairpin RNA (shRNA) made MCF-7 cells become sensitive to rADI via the inhibition of 4E-BP1-regulated mTOR signaling pathway. Conclusions Our results demonstrate that rADI-resistance can be altered via AS RNA interference. Although transient enzyme down-regulation (siRNA) did not affect cell viability in MCF-7 cells, permanent down-regulation (shRNA) overcame the problem of rADI-resistance due to the more efficiency in AS silencing. PMID:21453546

Promoting Student Inquiry Using "Zea Mays" (Corn) Cultivars for Hypothesis-Driven Experimentation in a Majors Introductory Biology Course

ERIC Educational Resources Information Center

Blair, Amy C.; Peters, Brenda J.; Bendixen, Conrad W.

2014-01-01

The AAAS Vision and Change report (2011) recommends incorporating student research experiences into the biology curriculum at the undergraduate level. This article describes, in detail, how "Zea mays" (corn) cultivars were used as a model for a hypothesis-driven short-term research project in an introductory biology course at a small…

Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

ERIC Educational Resources Information Center

Lin, Su-ching; Wu, Ming-sui

2016-01-01

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

76 FR 36121 - Recent Posting to the Applicability Determination Index (ADI) Database System of Agency...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-21

..., and regulatory interpretations, and posts them on the ADI on a quarterly basis. In addition, the ADI... NSPS A, AAa Installation of a Capacitor Bank and Tuned Reactor 1000019 NSPS AAAA Conversion of Post... WWW Amended Design Capacity Reports A100001 Asbestos M Removal of Asbestos Containing Coating...

Reliability and Validity of Autism Assessments and Diagnosis Using Telemedicine?

DTIC Science & Technology

2009-09-01

intonation 67% 65% - 2 % ADOSa4: immediate echolalia 67% 65% -2 % ADOSa5: stereotyped language 71% 75% 4 % ADOSa6: contact gestures 86% 80% - 6 % ADOSa7...76% 91% 15% ADI35: reciprocal conversation 81% 76% -5% ADI33: stereotyped lang/ echolalia 76% 86% 10% ADI36: inappropriate questions 91% 91% No

New Techniques for High-Contrast Imaging with ADI: The ACORNS-ADI SEEDS Data Reduction Pipeline

NASA Technical Reports Server (NTRS)

Brandt, Timothy D.; McElwain, Michael W.; Turner, Edwin L.; Abe, L.; Brandner, W.; Carson, J.; Egner, S.; Feldt, M.; Golota, T.; Grady, C. A.;

Deriving allowable daily intakes for systemic toxicants lacking chronic toxicity data

DOE Office of Scientific and Technical Information (OSTI.GOV)

Layton, D.W.; Mallon, B.J.; Rosenblatt, D.H.

1987-03-01

The lack of human toxicological data for most chemical compounds makes it difficult to quickly assess health risks associated with exposure to contaminants at hazardous waste sites. It would therefore be advantageous to have a technique for estimating acceptable daily intakes (ADIs) of potentially toxic substances based on more widely available animal toxicity data. This article focuses on the use of LD50 data to derive provisional ADIs, and it suggests multiplying oral LD50 values (expressed in mg/kg of body wt) by a factor in the range of 5 X 10(-6) to 1 X 10(-5) day-1 to convert them to suchmore » ADIs. It is emphasized that these interim ADI values are no substitute for toxicity testing, but that such testing would most likely result in higher ADI estimates.« less

Modulation of NO and ROS production by AdiNOS transduced vascular cells through supplementation with L-Arg and BH4: implications for gene therapy of restenosis.

PubMed

Forbes, Scott P; Alferiev, Ivan S; Chorny, Michael; Adamo, Richard F; Levy, Robert J; Fishbein, Ilia

2013-09-01

Gene therapy with viral vectors encoding for NOS enzymes has been recognized as a potential therapeutic approach for the prevention of restenosis. Optimal activity of iNOS is dependent on the intracellular availability of L-Arg and BH4 via prevention of NOS decoupling and subsequent ROS formation. Herein, we investigated the effects of separate and combined L-Arg and BH4 supplementation on the production of NO and ROS in cultured rat arterial smooth muscle and endothelial cells transduced with AdiNOS, and their impact on the antirestenotic effectiveness of AdiNOS delivery to balloon-injured rat carotid arteries. Supplementation of AdiNOS transduced endothelial and vascular smooth muscle cells with L-Arg (3.0 mM), BH4 (10 μM) and especially their combination resulted in a significant increase in NO production as measured by nitrite formation in media. Formation of ROS was dose-dependently increased following transduction with increasing MOIs of AdiNOS. Exposure of RASMC to AdiNOS tethered to meshes via a hydrolyzable cross-linker, modeling viral delivery from stents, resulted in increased ROS production, which was decreased by supplementation with BH4 but not L-Arg or L-Arg/BH4. Enhanced cell death, caused by AdiNOS transduction, was also preventable with BH4 supplementation. In the rat carotid model of balloon injury, intraluminal delivery of AdiNOS in BH4-, L-Arg-, and especially in BH4 and L-Arg supplemented animals was found to significantly enhance the antirestenotic effects of AdiNOS-mediated gene therapy. Fine-tuning of iNOS function by L-Arg and BH4 supplementation in the transduced vasculature augments the therapeutic potential of gene therapy with iNOS for the prevention of restenosis. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Modulation of NO and ROS production by AdiNOS transduced vascular cells through supplementation with L-Arg and BH4: Implications for gene therapy of restenosis

PubMed Central

Forbes, Scott P.; Alferiev, Ivan S.; Chorny, Michael; Adamo, Richard F.; Levy, Robert J.; Fishbein, Ilia

2013-01-01

Objective Gene therapy with viral vectors encoding for NOS enzymes has been recognized as a potential therapeutic approach for the prevention of restenosis. Optimal activity of iNOS is dependent on the intracellular availability of L-Arg and BH4 via prevention of NOS decoupling and subsequent ROS formation. Herein, we investigated the effects of separate and combined L-Arg and BH4 supplementation on the production of NO and ROS in cultured rat arterial smooth muscle and endothelial cells transduced with AdiNOS, and their impact on the antirestenotic effectiveness of AdiNOS delivery to balloon-injured rat carotid arteries. Methods and Results Supplementation of AdiNOS transduced endothelial and vascular smooth muscle cells with L-Arg (3.0 mM), BH4 (10 μM) and especially their combination resulted in a significant increase in NO production as measured by nitrite formation in media. Formation of ROS was dose-dependently increased following transduction with increasing MOIs of AdiNOS. Exposure of RASMC to AdiNOS tethered to meshes via a hydrolysable cross-linker, modeling viral delivery from stents, resulted in increased ROS production, which was decreased by supplementation with BH4 but not L-Arg or L-Arg/BH4. Enhanced cell death, caused by AdiNOS transduction, was also preventable with BH4 supplementation. In the rat carotid model of balloon injury, intraluminal delivery of AdiNOS in BH4-, L-Arg-, and especially in BH4 and L-Arg supplemented animals was found to significantly enhance the antirestenotic effects of AdiNOS-mediated gene therapy. Conclusions Fine-tuning of iNOS function by L-Arg and BH4 supplementation in the transduced vasculature augments the therapeutic potential of gene therapy with iNOS for the prevention of restenosis. PMID:23958248

Trends in AIDS incidence and AIDS-related mortality in British Columbia between 1981 and 2013

PubMed Central

Lima, Viviane D.; Lourenço, Lillian; Yip, Benita; Hogg, Robert S.; Phillips, Peter; Montaner, Julio S.G.

2015-01-01

Background Appropriate use of highly active antiretroviral therapy (HAART) can markedly decrease the risk of progression to acquired immunodeficiency syndrome (AIDS) and of premature mortality. We aimed to characterize the trends between 1981 and 2013 in AIDS-defining illnesses (ADIs) and in the number AIDS-related deaths in British Columbia (BC), Canada. Methods We included data of 3550 HIV-positive individuals, aged 19 years or older, from different administrative databases in BC. We estimated the relative risk of developing an ADI over time using a Negative Binomial model, and we investigated trends in the percentage of all deaths associated with AIDS using generalized additive models. Findings The number of ADIs has decreased dramatically to its lowest level in 2013. The peak of the AIDS epidemic in BC happened in 1994 with 696 ADIs being reported (rate 42 ADIs per 100 person-years). Since 1997, the number of ADIs decreased from 253 (rate 7 per 100 person-years) to 84 cases in 2013 (rate 1 per 100 person-years) (p-value equals to zero for the trend in the number of ADIs). We have also shown that out of 22 ADIs considered, only PCP maintained its prominent ranking (albeit with much reduced overall prevalence). Finally, we observed that over time very few deaths were related to AIDS-related causes, especially in the most recent years. Interpretation We showed that the number of new ADIs and AIDS-related mortality have been decreasing rapidly over time in BC. These results provide further evidence that integrated comprehensive free programs that facilitate testing, and deliver treatment and care to this population can be effective in markedly decreasing AIDS-related morbidity and mortality, thus suggesting that controlling and eventually ending AIDS is possible. Funding The British Columbia Ministry of Health, the US National Institutes of Health, the US National Institute on Drug Abuse, the Canadian Institutes of Health Research, and the Michael Institute for Health Research. PMID:25780802

Adiponectin/(FBG × FIns) as a predictor of insulin sensitivity and metabolic syndrome in patients with polycystic ovary syndrome.

PubMed

Xu, Xiaohui; Lai, Yerui; Yang, Gangyi; Yang, Mengliu; Li, Ling; Zhang, Qin; Liu, Hua; Zheng, Hongting; Zhu, Danping

2016-12-01

The euglycemic-hyperinsulinemic clamp is not available in most clinical settings. An accessible and inexpensive measurement for identifying insulin resistance (IR) is necessary. Our aim is to assess whether the adiponectin (ADI) index (ADI/[FBG × FIns]) is a better surrogate index for the assessment of IR or metabolic syndrome (MetS).A population-based cross-sectional study was conducted including 100 healthy women and 99 polycystic ovary syndrome patients. The euglycemic-hyperinsulinemic clamp was performed. Circulating ADI levels were determined by ELISA.Polycystic ovary syndrome and polycystic ovary syndrome plus MetS subjects had higher products of fasting triglycerides and glucose (TyG), Homeostasis Model Assessment of Insulin Resistance (HOMA-IR), increased ratios of the area under the curve for insulin/the area under the curve for glucose (AUCi/AUCg), but lower ADI index as compared with healthy subjects. Partial correlation analysis in all populations showed that the M-value was significantly negatively correlated with HOMA-IR, TyG, TG/HDL, and AUCi/AUCg, and correlated positively with the ADI index. The r value of Pearson correlation between the ADI index and M-value was greater than that of the correlation between HOMA-IR, TyG, TG/HDL-C, and AUCi/AUCg. The optimal cut-off value of the ADI index for detection of IR was 0.67, with a sensitivity of 89.4% and a specificity of 88.1%, whereas for detection of MetS, it was 0.32, with a sensitivity of 88.7% and a specificity of 71.0%.The ADI index may be a surrogate marker in detecting IR and MetS.

Neighborhood Deprivation and Childhood Asthma Outcomes, Accounting for Insurance Coverage.

PubMed

Nkoy, Flory L; Stone, Bryan L; Knighton, Andrew J; Fassl, Bernhard A; Johnson, Joseph M; Maloney, Christopher G; Savitz, Lucy A

2018-01-09

Collecting social determinants data is challenging. We assigned patients a neighborhood-level social determinant measure, the area of deprivation index (ADI), by using census data. We then assessed the association between neighborhood deprivation and asthma hospitalization outcomes and tested the influence of insurance coverage. A retrospective cohort study of children 2 to 17 years old admitted for asthma at 8 hospitals. An administrative database was used to collect patient data, including hospitalization outcomes and neighborhood deprivation status (ADI scores), which were grouped into quintiles (ADI 1, the least deprived neighborhoods; ADI 5, the most deprived neighborhoods). We used multivariable models, adjusting for covariates, to assess the associations and added a neighborhood deprivation status and insurance coverage interaction term. A total of 2270 children (median age 5 years; 40.6% girls) were admitted for asthma. We noted that higher ADI quintiles were associated with greater length of stay, higher cost, and more asthma readmissions ( P < .05 for most quintiles). Having public insurance was independently associated with greater length of stay (β: 1.171; 95% confidence interval [CI]: 1.117-1.228; P < .001), higher cost (β: 1.147; 95% CI: 1.093-1.203; P < .001), and higher readmission odds (odds ratio: 1.81; 95% CI: 1.46-2.24; P < .001). There was a significant deprivation-insurance effect modification, with public insurance associated with worse outcomes and private insurance with better outcomes across ADI quintiles ( P < .05 for most combinations). Neighborhood-level ADI measure is associated with asthma hospitalization outcomes. However, insurance coverage modifies this relationship and needs to be considered when using the ADI to identify and address health care disparities. Copyright © 2018 by the American Academy of Pediatrics.

Adiponectin/(FBG × FIns) as a predictor of insulin sensitivity and metabolic syndrome in patients with polycystic ovary syndrome

PubMed Central

Xu, Xiaohui; Lai, Yerui; Yang, Gangyi; Yang, Mengliu; Li, Ling; Zhang, Qin; Liu, Hua; Zheng, Hongting; Zhu, Danping

2016-01-01

Abstract The euglycemic–hyperinsulinemic clamp is not available in most clinical settings. An accessible and inexpensive measurement for identifying insulin resistance (IR) is necessary. Our aim is to assess whether the adiponectin (ADI) index (ADI/[FBG × FIns]) is a better surrogate index for the assessment of IR or metabolic syndrome (MetS). A population-based cross-sectional study was conducted including 100 healthy women and 99 polycystic ovary syndrome patients. The euglycemic–hyperinsulinemic clamp was performed. Circulating ADI levels were determined by ELISA. Polycystic ovary syndrome and polycystic ovary syndrome plus MetS subjects had higher products of fasting triglycerides and glucose (TyG), Homeostasis Model Assessment of Insulin Resistance (HOMA-IR), increased ratios of the area under the curve for insulin/the area under the curve for glucose (AUCi/AUCg), but lower ADI index as compared with healthy subjects. Partial correlation analysis in all populations showed that the M-value was significantly negatively correlated with HOMA-IR, TyG, TG/HDL, and AUCi/AUCg, and correlated positively with the ADI index. The r value of Pearson correlation between the ADI index and M-value was greater than that of the correlation between HOMA-IR, TyG, TG/HDL-C, and AUCi/AUCg. The optimal cut-off value of the ADI index for detection of IR was 0.67, with a sensitivity of 89.4% and a specificity of 88.1%, whereas for detection of MetS, it was 0.32, with a sensitivity of 88.7% and a specificity of 71.0%. The ADI index may be a surrogate marker in detecting IR and MetS. PMID:27930544

Heterogenous patterns of recovery of thirst in adult patients with adipsic diabetes insipidus.

PubMed

Cuesta, M; Gupta, S; Salehmohamed, R; Dineen, R; Hannon, M J; Tormey, W; Thompson, C J

2016-05-01

The natural history of adipsic diabetes insipidus (ADI) is not well described, and reports of recovery of thirst are rare. Case histories presentation. ADI was identified by demonstrating absent thirst and arginine vasopressin (AVP) responses to hypertonic saline infusion. Twelve patients with ADI were identified (craniopharyngioma 5, anterior communicating artery aneurysm (ACOM) repair 4, congenital 1, neurosarcoidosis 1, prolactinoma 1). Three patients died. Six patients had permanent ADI. Three patients had recovery of thirst, with a heterogenous pattern of recovery. In the first case, ADI had developed after clipping of an ACOM aneurysm. Ten years after surgery; he sensed the return of thirst; repeated hypertonic saline infusion showed recovery of thirst and AVP secretion. In the second case, a 41-year-old female with an intrasellar craniopharyngioma developed post-operative ADI with persistent hypernatremia. Two years post-operatively, she complained of thirst, and hypertonic saline infusion showed normalization of thirst but absent AVP responses, confirming recovery of thirst, but with persistent diabetes insipidus (DI). In the third case, a 29-year-old Caucasian had craniotomy and radiotherapy for craniopharyngioma and developed ADI post-operatively. Eight years post-op, she presented with thirst, seizures and pNa of 112 mmol/l. Hypertonic saline infusion showed persistent DI but thirst responses typical of compulsive water drinking; she has had recurrent hyponatraemia since then. We report that 3/12 patients with ADI recovered thirst after longstanding adipsia with heterogenous pattern of recovery. Both the mortality of 25% and the recovery rate of 25% should be considered when planning long-term surveillance. © The Author 2015. Published by Oxford University Press on behalf of the Association of Physicians. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Unraveling the development of scientific literacy: Domain-specific inquiry support in a system of cognitive and social interactions

NASA Astrophysics Data System (ADS)

Tabak, Iris Ellen

The goal of this dissertation was to study how to harness technological tools in service of establishing a climate of inquiry in science classrooms. The research is a design experiment drawing on sociocultural and cognitive theory. As part of the BGuILE project, I developed software to support observational research of natural selection, and a complementary high school unit on evolution. Focusing on urban schools, I employed interpretive methods to examine learning as it unfolds in the classroom. I present design principles for realizing a climate of inquiry in technology-infused classrooms. This research contributes to technology design, teaching practice and educational and cognitive research. My pedagogical approach, Domain-Specific Strategic Support (DSSS), helps students analyze and synthesize primary data by making experts' considerations of content knowledge explicit. Students query data by constructing questions from a selection of comparison and variable types that are privileged in the domain. Students organize their data according to evidence categories that comprise a natural selection argument. I compared the inquiry process of contrastive cases: an honor group, a regular group and a lower track group. DSSS enabled students at different achievement levels to set up systematic comparisons, and construct empirically-based explanations. Prior knowledge and inquiry experience influenced spontaneous strategy use. Teacher guidance compensated for lack of experience, and enabled regular level students to employ strategies as frequently as honor students. I extend earlier research by proposing a taxonomy of both general and domain-specific reflective inquiry strategies. I argue that software, teacher and curriculum work in concert to sustain a climate of inquiry. Teachers help realize the potential that technological tools invite. Teachers reinforce software supports by encouraging students utilize technological tools, and by modeling their use. They also establish classroom norms that reflect scientific values. Discussions at the computer allow teachers to provide just-in-time guidance on inquiry actions. Whole class discussions afford sharing insights across groups, and relating finding to normative knowledge. Pretest to posttest improvements in both conceptual and strategic knowledge suggest that DSSS helps reconcile the tension that can exist between content and process goals in inquiry settings.

Appreciative inquiry for leading in complex systems: supporting the transformation of academic nursing culture.

PubMed

Moody, Roseanne C; Horton-Deutsch, Sara; Pesut, Daniel J

2007-07-01

Increasingly complex environments in which nurse educators must function create distinct challenges for leaders in nursing education. Complexity is found in the presence of knowledge-driven economies, advancements in technology, and the blurring of campus boundaries created by online learning versus traditional classroom education. A dual bureaucracy of faculty and administration coexists in nursing education. The transformation of bureaucratic culture is a strategic challenge for academic leaders who strive to move dichotomous groups toward a collective vision of a preferred future. This article advocates for the affirmative administrative process of appreciative inquiry for academic nursing leadership, in nudging the dual bureaucracy toward transformational change. The intent and characteristics of appreciative inquiry are discussed, appreciative leadership strategies and actions are explained, methods for leading cultural paradigm shift are outlined, and an exemplar of the actualization of appreciative inquiry is presented.

Possible Improvements of the ACE Diversity Interchange Methodology

DOE Office of Scientific and Technical Information (OSTI.GOV)

Etingov, Pavel V.; Zhou, Ning; Makarov, Yuri V.

2010-07-26

North American Electric Reliability Corporation (NERC) grid is operated by about 131 balancing authorities (BA). Within each BA, operators are responsible for managing the unbalance (caused by both load and wind). As wind penetration levels increase, the challenges of managing power variation increases. Working independently, balancing area with limited regulating/load following generation and high wind power penetration faces significant challenges. The benefits of BA cooperation and consolidation increase when there is a significant wind energy penetration. To explore the benefits of BA cooperation, this paper investigates ACE sharing approach. A technology called ACE diversity interchange (ADI) is already in usemore » in the western interconnection. A new methodology extending ADI is proposed in the paper. The proposed advanced ADI overcoming some limitations existing in conventional ADI. Simulations using real statistical data of CAISO and BPA have shown high performance of the proposed advanced ADI methodology.« less

The HPV Vaccine | Center for Cancer Research

Cancer.gov

Two researchers leveraged CCR’s unique environment of investigator-driven inquiry to pursue studies of two cancer-causing genes that eventually led to the development of a vaccine against two forms of human papillomavirus.

The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

PubMed

Sparks-Thissen, Rebecca L

2017-02-01

Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Cosmology Without Finality

NASA Astrophysics Data System (ADS)

Mahootian, F.

2009-12-01

The rapid convergence of advancing sensor technology, computational power, and knowledge discovery techniques over the past decade has brought unprecedented volumes of astronomical data together with unprecedented capabilities of data assimilation and analysis. A key result is that a new, data-driven "observational-inductive'' framework for scientific inquiry is taking shape and proving viable. The anticipated rise in data flow and processing power will have profound effects, e.g., confirmations and disconfirmations of existing theoretical claims both for and against the big bang model. But beyond enabling new discoveries can new data-driven frameworks of scientific inquiry reshape the epistemic ideals of science? The history of physics offers a comparison. The Bohr-Einstein debate over the "completeness'' of quantum mechanics centered on a question of ideals: what counts as science? We briefly examine lessons from that episode and pose questions about their applicability to cosmology. If the history of 20th century physics is any indication, the abandonment of absolutes (e.g., space, time, simultaneity, continuity, determinacy) can produce fundamental changes in understanding. The classical ideal of science, operative in both physics and cosmology, descends from the European Enlightenment. This ideal has for over 200 years guided science to seek the ultimate order of nature, to pursue the absolute theory, the "theory of everything.'' But now that we have new models of scientific inquiry powered by new technologies and driven more by data than by theory, it is time, finally, to relinquish dreams of a "final'' theory.

Environmental Data-Driven Inquiry and Exploration (EDDIE)- Water Focused Modules for interacting with Big Hydrologic Data

NASA Astrophysics Data System (ADS)

Meixner, T.; Gougis, R.; O'Reilly, C.; Klug, J.; Richardson, D.; Castendyk, D.; Carey, C.; Bader, N.; Stomberg, J.; Soule, D. C.

2016-12-01

High-frequency sensor data are driving a shift in the Earth and environmental sciences. The availability of high-frequency data creates an engagement opportunity for undergraduate students in primary research by using large, long-term, and sensor-based, data directly in the scientific curriculum. Project EDDIE (Environmental Data-Driven Inquiry & Exploration) has developed flexible classroom activity modules designed to meet a series of pedagogical goals that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. The modules cover a wide range of topics, including lake physics and metabolism, stream discharge, water quality, soil respiration, seismology, and climate change. In this presentation we will focus on a sequence of modules of particular interest to hydrologists - stream discharge, water quality and nutrient loading. Assessment results show that our modules are effective at making students more comfortable analyzing data, improved understanding of statistical concepts, and stronger data analysis capability. This project is funded by an NSF TUES grant (NSF DEB 1245707).

A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

NASA Astrophysics Data System (ADS)

Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

2015-04-01

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

Exploring prospective secondary science teachers' understandings of scientific inquiry and Mendelian genetics concepts using computer simulation

NASA Astrophysics Data System (ADS)

Cakir, Mustafa

The primary objective of this case study was to examine prospective secondary science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic Mendelian inheritance processes (Catlab) was used in combination with small-group discussions and other instructional scaffolds to enhance prospective science teachers' understandings. The theoretical background for this research is derived from a social constructivist perspective. Structuring scientific inquiry as investigation to develop explanations presents meaningful context for the enhancement of inquiry abilities and understanding of the science content. The context of the study was a teaching and learning course focused on inquiry and technology. Twelve prospective science teachers participated in this study. Multiple data sources included pre- and post-module questionnaires of participants' view of scientific inquiry, pre-posttests of understandings of Mendelian concepts, inquiry project reports, class presentations, process videotapes of participants interacting with the simulation, and semi-structured interviews. Seven selected prospective science teachers participated in in-depth interviews. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. Key findings included prospective teachers' initial limited abilities to create evidence-based arguments, their hesitancy to include inquiry in their future teaching, and the impact of collaboration on thinking. Prior to this experience the prospective teachers held uninformed views of scientific inquiry. After the module, participants demonstrated extended expertise in their understandings of following aspects of scientific inquiry: (a) the iterative nature of scientific inquiry; (b) the tentativeness of specific knowledge claims; (c) the degree to which scientists rely on empirical data, as well as broader conceptual and metaphysical commitments, to assess models and to direct future inquiries; (d) the need for conceptual consistency; (e) multiple methods of investigations and multiple interpretations of data; and (f) social and cultural aspects of scientific inquiry. This research provided evidence that hypothesis testing can support the integrated acquisition of conceptual and procedural knowledge in science. Participants' conceptual elaborations of Mendelian inheritance were enhanced. There were qualitative changes in the nature of the participants' explanations. Moreover, the average percentage of correct responses improved from 39% on the pretest to 67% on the posttest. Findings also suggest those prospective science teachers' experiences as learners of science in their methods course served as a powerful tool for thinking about the role of inquiry in teaching and learning science. They had mixed views about enacting inquiry in their teaching in the future. All of them stated some kind of general willingness to do so; yet, they also mentioned some reservations and practical considerations about inquiry-based teaching.

Effects of glucose and oxygen on arginine metabolism by coagulase-negative staphylococci.

PubMed

Sánchez Mainar, María; Matheuse, Fréderick; De Vuyst, Luc; Leroy, Frédéric

2017-08-01

Coagulase-negative staphylococci (CNS) are not only part of the desirable microbiota of fermented meat products but also commonly inhabit skin and flesh wounds. Their proliferation depends on the versatility to use energy sources and the adaptation to fluctuating environmental parameters. In this study, the conversion of the amino acid arginine by two strains with arginine deiminase (ADI) activity (Staphylococcus carnosus 833 and S. pasteuri αs3-13) and a strain with nitric oxide synthase (NOS) activity (S. haemolyticus G110) was modelled as a function of glucose and oxygen availability. Both factors moderately inhibited the ADI-based conversion kinetics, never leading to full repression. However, for NOS-driven conversion of arginine by S. haemolyticus G110, oxygen was an absolute requirement. When changing from microaerobic conditions to aerobiosis, a switch from homolactic fermentation to a combined formation of lactic acid, acetic acid, and acetoin was found in all cases, after which lactic acid and acetic acid were used as substrates. The kinetic model proposed provided a suitable description of the data of glucose and arginine co-metabolism as a function of oxygen levels and may serve as a tool to further analyse the behaviour of staphylococci in different ecosystems or when applying specific food processing conditions. Copyright © 2017 Elsevier Ltd. All rights reserved.

ENVIRONMENTAL TECHNOLOGY VERIFICATION REPORT, REMOVAL OF ARSENIC IN DRINKING WATER: ADI INTERNATIONAL INC. ADI PILOT TEST UNIT NO. 2002-09 WITH MEDIA G2®; PHASE II

EPA Science Inventory

Verification testing of the ADI International Inc. Unit No. 2002-09 with MEDIA G2® arsenic adsorption media filter system was conducted at the Hilltown Township Water and Sewer Authority (HTWSA) Well Station No. 1 in Sellersville, Pennsylvania from October 8, 2003 through May 28,...

System for Secure Integration of Aviation Data

NASA Technical Reports Server (NTRS)

Kulkarni, Deepak; Wang, Yao; Keller, Rich; Chidester, Tom; Statler, Irving; Lynch, Bob; Patel, Hemil; Windrem, May; Lawrence, Bob

2007-01-01

The Aviation Data Integration System (ADIS) of Ames Research Center has been established to promote analysis of aviation data by airlines and other interested users for purposes of enhancing the quality (especially safety) of flight operations. The ADIS is a system of computer hardware and software for collecting, integrating, and disseminating aviation data pertaining to flights and specified flight events that involve one or more airline(s). The ADIS is secure in the sense that care is taken to ensure the integrity of sources of collected data and to verify the authorizations of requesters to receive data. Most importantly, the ADIS removes a disincentive to collection and exchange of useful data by providing for automatic removal of information that could be used to identify specific flights and crewmembers. Such information, denoted sensitive information, includes flight data (here signifying data collected by sensors aboard an aircraft during flight), weather data for a specified route on a specified date, date and time, and any other information traceable to a specific flight. The removal of information that could be used to perform such tracing is called "deidentification." Airlines are often reluctant to keep flight data in identifiable form because of concerns about loss of anonymity. Hence, one of the things needed to promote retention and analysis of aviation data is an automated means of de-identification of archived flight data to enable integration of flight data with non-flight aviation data while preserving anonymity. Preferably, such an automated means would enable end users of the data to continue to use pre-existing data-analysis software to identify anomalies in flight data without identifying a specific anomalous flight. It would then also be possible to perform statistical analyses of integrated data. These needs are satisfied by the ADIS, which enables an end user to request aviation data associated with de-identified flight data. The ADIS includes client software integrated with other software running on flight-operations quality-assurance (FOQA) computers for purposes of analyzing data to study specified types of events or exceedences (departures of flight parameters from normal ranges). In addition to ADIS client software, ADIS includes server hardware and software that provide services to the ADIS clients via the Internet (see figure). The ADIS server receives and integrates flight and non-flight data pertaining to flights from multiple sources. The server accepts data updates from authorized sources only and responds to requests from authorized users only. In order to satisfy security requirements established by the airlines, (1) an ADIS client must not be accessible from the Internet by an unauthorized user and (2) non-flight data as airport terminal information system (ATIS) and weather data must be displayed without any identifying flight information. ADIS hardware and software architecture as well as encryption and data display scheme are designed to meet these requirements. When a user requests one or more selected aviation data characteristics associated with an event (e.g., a collision, near miss, equipment malfunction, or exceedence), the ADIS client augments the request with date and time information from encrypted files and submits the augmented request to the server. Once the user s authorization has been verified, the server returns the requested information in de-identified form.

Effects of Child Characteristics on the Autism Diagnostic Interview-Revised: Implications for Use of Scores as a Measure of ASD Severity

ERIC Educational Resources Information Center

Hus, Vanessa; Lord, Catherine

2013-01-01

The Autism Diagnostic Interview-Revised (ADI-R) is commonly used to inform diagnoses of autism spectrum disorders (ASD). Considering the time dedicated to using the ADI-R, it is of interest to expand the ways in which information obtained from this interview is used. The current study examines how algorithm totals reflecting past (ADI-Diagnostic)…

New Techniques for High-contrast Imaging with ADI: The ACORNS-ADI SEEDS Data Reduction Pipeline

NASA Astrophysics Data System (ADS)

Brandt, Timothy D.; McElwain, Michael W.; Turner, Edwin L.; Abe, L.; Brandner, W.; Carson, J.; Egner, S.; Feldt, M.; Golota, T.; Goto, M.; Grady, C. A.; Guyon, O.; Hashimoto, J.; Hayano, Y.; Hayashi, M.; Hayashi, S.; Henning, T.; Hodapp, K. W.; Ishii, M.; Iye, M.; Janson, M.; Kandori, R.; Knapp, G. R.; Kudo, T.; Kusakabe, N.; Kuzuhara, M.; Kwon, J.; Matsuo, T.; Miyama, S.; Morino, J.-I.; Moro-Martín, A.; Nishimura, T.; Pyo, T.-S.; Serabyn, E.; Suto, H.; Suzuki, R.; Takami, M.; Takato, N.; Terada, H.; Thalmann, C.; Tomono, D.; Watanabe, M.; Wisniewski, J. P.; Yamada, T.; Takami, H.; Usuda, T.; Tamura, M.

2013-02-01

We describe Algorithms for Calibration, Optimized Registration, and Nulling the Star in Angular Differential Imaging (ACORNS-ADI), a new, parallelized software package to reduce high-contrast imaging data, and its application to data from the SEEDS survey. We implement several new algorithms, including a method to register saturated images, a trimmed mean for combining an image sequence that reduces noise by up to ~20%, and a robust and computationally fast method to compute the sensitivity of a high-contrast observation everywhere on the field of view without introducing artificial sources. We also include a description of image processing steps to remove electronic artifacts specific to Hawaii2-RG detectors like the one used for SEEDS, and a detailed analysis of the Locally Optimized Combination of Images (LOCI) algorithm commonly used to reduce high-contrast imaging data. ACORNS-ADI is written in python. It is efficient and open-source, and includes several optional features which may improve performance on data from other instruments. ACORNS-ADI requires minimal modification to reduce data from instruments other than HiCIAO. It is freely available for download at www.github.com/t-brandt/acorns-adi under a Berkeley Software Distribution (BSD) license. Based on data collected at Subaru Telescope, which is operated by the National Astronomical Observatory of Japan.

ADIPSIC DIABETES INSIPIDUS: A REVIEW.

PubMed

Eisenberg, Yuval; Frohman, Lawrence A

2016-01-01

Adipsic diabetes insipidus (ADI) is a rare disorder consisting of central diabetes insipidus (CDI) and a deficient or absent thirst response to hyperosmolality. Patients with ADI experience marked morbidity and mortality. Diagnosis and management of these patients is quite challenging, even in expert hands. In this review, we aim to provide an updated overview of this difficult clinical scenario. We conducted a PubMed search for articles related to ADI. The search terms "adipsia," "adipsic," "thirst," and "diabetes insipidus" were used to identify relevant literature. ADI has been described in only approximately 100 patients. This rarity has limited the quality and quantity of literature to case reports, case series, and expert opinion. Diagnosis focuses on confirmation of CDI followed by documenting subnormal or completely absent thirst in response to a hypertonic stimulus. Among the described patients with ADI, the majority experience morbidity (e.g., severe hypernatremia, sleep apnea, venous thromboembolism [VTE], and obesity) and an increased mortality risk. Management focuses on frequent reassessment of daily prescribed water intake with fixed antidiuretic therapy (desmopressin) and comorbidity screening. The complexity of patients with ADI provides a difficult challenge for clinicians. Prompt recognition of thirst disorders in patients with CDI should lead to appropriately regimented management strategies and can result in safe outpatient care for these unique patients.

Sided functions of an arginine-agmatine antiporter oriented in liposomes.

PubMed

Tsai, Ming-Feng; Fang, Yiling; Miller, Christopher

2012-02-28

The arginine-dependent extreme acid resistance system helps enteric bacteria survive the harsh gastric environment. At the center of this multiprotein system is an arginine-agmatine antiporter, AdiC. To maintain cytoplasmic pH, AdiC imports arginine and exports its decarboxylated product, agmatine, resulting in a net extrusion of one "virtual proton" in each turnover. The random orientation of AdiC in reconstituted liposomes throws up an obstacle to quantifying its transport mechanism. To overcome this problem, we introduced a mutation, S26C, near the substrate-binding site. This mutant exhibits substrate recognition and pH-dependent activity similar to those of the wild-type protein but loses function completely upon reaction with thiol reagents. The membrane-impermeant MTSES reagent can then be used as a cleanly sided inhibitor to silence those S26C-AdiC proteins whose extracellular portion projects from the external side of the liposome. Alternatively, the membrane-permeant MTSEA and membrane-impermeant reducing reagent, TCEP, can be used together to inhibit proteins in the opposite orientation. This approach allows steady-state kinetic analysis of AdiC in a sided fashion. Arginine and agmatine have similar Michaelis-Menten parameters for both sides of the protein, while the extracellular side selects arginine over argininamide, a mimic of the carboxylate-protonated form of arginine, more effectively than does the cytoplasmic side. Moreover, the two sides of AdiC have different pH sensitivities. AdiC activity increases to a plateau at pH 4 as the extracellular side is acidified, while the cytoplasmic side shows an optimal pH of 5.5, with further acidification inhibiting transport. This oriented system allows more precise analysis of AdiC-mediated substrate transport than has been previously available and permits comparison to the situation experienced by the bacterial membrane under acid stress.

Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-Site Sample of Individuals with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Tillmann, J.; Ashwood, K.; Absoud, M.; Bölte, S.; Bonnet-Brilhault, F.; Buitelaar, J. K.; Calderoni, S.; Calvo, R.; Canal-Bedia, R.; Canitano, R.; De Bildt, A.; Gomot, M.; Hoekstra, P. J.; Kaale, A.; McConachie, H.; Murphy, D. G.; Narzisi, A.; Oosterling, I.; Pejovic-Milovancevic, M.; Persico, A. M.; Puig, O.; Roeyers, H.; Rommelse, N.; Sacco, R.; Scandurra, V.; Stanfield, A. C.; Zander, E.; Charman, T.

2018-01-01

Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and…

Embedding argumentation discourse within elementary inquiry teaching: Implications for professional development

NASA Astrophysics Data System (ADS)

Borger, Laurie Landon

The National Research Council's most recent report Taking Science to School: Learning and Teaching Science in Grades K-8, (2007) has suggested a redefinition of science proficiency. "This framework rests on a view of science as both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge" (p.2). Therefore embedding argumentation discourse within inquiry teaching includes educating students to voice their own evidence based explanations and justifications for acceptance, refinement, or possible rejection by their peers. This new perspective will require elementary teachers to challenge their own knowledge, beliefs, and practices about science proficiency. It will necessitate the creation of professional development opportunities that are specific to the needs of the teachers who are facilitating the reform during a time period when the NCLB (2001) legislation requires 100% proficiency for all students in reading and math. This intrinsic case study involved the purposive sampling of 30 regular elementary education teachers in one rural school district in Pennsylvania. A grounded theory perspective was used to examine the elementary teachers' beliefs, practices, and barriers as a means to specify the necessary supports needed to accept the challenges associated with the redefinition of science proficiency. Data was collected through a survey, observational inventory, checklist, and interviews. Using constant comparison analysis, this researcher and the district's Science Department Head, identified and refined emerging trends into the following four essential themes: equity and accountability, teacher's beliefs, isolation, and curriculum rigor. Each theme influenced instructional practices. Most notably the implementation of the teacher evaluation plan encouraged teachers to view science as a lower priority and hindered their desire to improve it. Isolation kept teachers' science knowledge and pedagogical content knowledge stagnate, including their beliefs surrounding the ultimate goal of elementary science. The science curriculum did not include explanation or argumentation as a top level goal for instruction consequently instructional practices were limited. Eight specific components for professional development are delineated.

Watershed Watch: Using undergraduate student-driven inquiry-based research projects as a means of engaging undeclared students in the biogeosciences

NASA Astrophysics Data System (ADS)

Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.

2009-12-01

Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). The program focuses on two watersheds: the Merrimack Ricer Watershed in New Hampshire and Massachusetts, and the Pasquotank River Watershed in Virginia and North Carolina. Both the terrestrial and aquatic components of both watersheds are evaluated using the student-driven projects. A significant component of this program is an intensive two-week Summer Research Institute (SRI), in which undeclared freshmen and sophomores investigate various aspects of their local watershed. Two Summer Research Institutes have been held on the UNH campus (2006 and 2008) and two on the ECSU campus (2007 and 2009). Students develop their own research questions and study design, collect and analyze data, and produce a scientific oral or poster presentation on the last day of the SRI. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich programs or courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicate the most important factors explaining high-levels of student motivation and research excellence in the program are: 1) working with committed, energetic, and enthusiastic faculty mentors, and 2) faculty mentors demonstrating high degrees of teamwork and coordination. The past four Summer Research Institutes have engaged over 100 entry-level undergraduate students in the process of learning science by doing it, and approximately 50% of those participating have declared majors in a wide range of science fields. A total of eight Watershed Watch students have presented findings from their SRI research projects at AGU meetings in 2007, 2008, and 2009. This presentation will highlight the lessons learned over the past four years in the Watershed Watch program.

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

PubMed

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

PubMed Central

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

Bridging the knowledge gap: An analysis of Albert Einstein's popularized presentation of the equivalence of mass and energy.

PubMed

Kapon, Shulamit

2014-11-01

This article presents an analysis of a scientific article written by Albert Einstein in 1946 for the general public that explains the equivalence of mass and energy and discusses the implications of this principle. It is argued that an intelligent popularization of many advanced ideas in physics requires more than the simple elimination of mathematical formalisms and complicated scientific conceptions. Rather, it is shown that Einstein developed an alternative argument for the general public that bypasses the core of the formal derivation of the equivalence of mass and energy to provide a sense of derivation based on the history of science and the nature of scientific inquiry. This alternative argument is supported and enhanced by variety of explanatory devices orchestrated to coherently support and promote the reader's understanding. The discussion centers on comparisons to other scientific expositions written by Einstein for the general public. © The Author(s) 2013.

Factors influencing ruminal bacterial community diversity and composition and microbial fibrolytic enzyme abundance in lactating dairy cows with a focus on the role of active dry yeast.

PubMed

AlZahal, Ousama; Li, Fuyong; Guan, Le Luo; Walker, Nicola D; McBride, Brian W

2017-06-01

The objective of the current study was to employ a DNA-based sequencing technology to study the effect of active dry yeast (ADY) supplementation, diet type, and sample location within the rumen on rumen bacterial community diversity and composition, and to use an RNA-based method to study the effect of ADY supplementation on rumen microbial metabolism during high-grain feeding (HG). Our previous report demonstrated that the supplementation of lactating dairy cows with ADY attenuated the effect of subacute ruminal acidosis. Therefore, we used samples from that study, where 16 multiparous, rumen-cannulated lactating Holstein cows were randomly assigned to 1 of 2 dietary treatments: ADY (Saccharomyces cerevisiae strain Y1242, 80 billion cfu/animal per day) or control (carrier only). Cows received a high-forage diet (77:23, forage:concentrate), then were abruptly switched to HG (49:51, forage:concentrate). Rumen bacterial community diversity and structure were highly influenced by diet and sampling location (fluid, solids, epimural). The transition to HG reduced bacterial diversity, but epimural bacteria maintained a greater diversity than fluid and solids. Analysis of molecular variance indicated a significant separation due to diet × sampling location, but not due to treatment. Across all samples, the analysis yielded 6,254 nonsingleton operational taxonomic units (OTU), which were classified into several phyla: mainly Firmicutes, Bacteroidetes, Fibrobacteres, Tenericutes, and Proteobacteria. High forage and solids were dominated by OTU from Fibrobacter, whereas HG and fluid were dominated by OTU from Prevotella. Epimural samples, however, were dominated in part by Campylobacter. Active dry yeast had no effect on bacterial community diversity or structure. The phylum SR1 was more abundant in all ADY samples regardless of diet or sampling location. Furthermore, on HG, OTU2 and OTU3 (both classified into Fibrobacter succinogenes) were more abundant with ADY in fluid and solids than control samples. This increase with ADY was paralleled by a reduction in prominent Prevotella OTU. Metatranscriptomic profiling of rumen microbiome conducted on random samples from the HG phase showed that ADY increased the abundance of the cellulase endo-β-1,4-glucanase and had a tendency to increase the hemicellulase α-glucuronidase. In conclusion, the shift from high forage to HG and sampling location had a more significant influence on ruminal bacterial community abundance and structure compared with ADY. However, evidence suggested that ADY can increase the abundance of some dominant anaerobic OTU belonging to F. succinogenes and phylum SR1. Further, microbial mRNA-based evidence suggested that ADY can increase the abundance of a specific microbial fibrolytic enzymes. The Authors. Published by the Federation of Animal Science Societies and Elsevier Inc. on behalf of the American Dairy Science Association®. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).

Normative ethics does not need a foundation: it needs more science.

PubMed

Quintelier, Katinka; Van Speybroeck, Linda; Braeckman, Johan

2011-03-01

The impact of science on ethics forms since long the subject of intense debate. Although there is a growing consensus that science can describe morality and explain its evolutionary origins, there is less consensus about the ability of science to provide input to the normative domain of ethics. Whereas defenders of a scientific normative ethics appeal to naturalism, its critics either see the naturalistic fallacy committed or argue that the relevance of science to normative ethics remains undemonstrated. In this paper, we argue that current scientific normative ethicists commit no fallacy, that criticisms of scientific ethics contradict each other, and that scientific insights are relevant to normative inquiries by informing ethics about the options open to the ethical debate. Moreover, when conceiving normative ethics as being a nonfoundational ethics, science can be used to evaluate every possible norm. This stands in contrast to foundational ethics in which some norms remain beyond scientific inquiry. Finally, we state that a difference in conception of normative ethics underlies the disagreement between proponents and opponents of a scientific ethics. Our argument is based on and preceded by a reconsideration of the notions naturalistic fallacy and foundational ethics. This argument differs from previous work in scientific ethics: whereas before the philosophical project of naturalizing the normative has been stressed, here we focus on concrete consequences of biological findings for normative decisions or on the day-to-day normative relevance of these scientific insights.

Short communication: Comparison of 3 solid digesta passage markers in dairy cows.

PubMed

Lee, C; Hristov, A N

2014-03-01

This study investigated the usefulness of acid-detergent fiber-bound (15)N [acid detergent insoluble (ADI)-(15)N] as a solid digesta passage marker in dairy cows compared with chromium (Cr) and ytterbium (Yb) (as labeled fiber or forage, respectively). Intrinsically (ADI-(15)N) or extrinsically (Cr, Yb) labeled alfalfa hay was pulse-dosed intraruminally to 7 lactating dairy cows. Following marker administration, spot fecal samples were collected for up to 72 h for marker analyses. Urine and milk samples were also collected and analyzed for Yb and Cr. Fecal marker excretion data were processed using 2-compartment mathematical age-dependent/age-independent (Gn→G1) models. The rate of passage of the marker in the first, age-dependent compartment tended to be slower for Yb compared with Cr and ADI-(15)N, which resulted in a trend for longer mean retention time (MRT) in this compartment when Yb was used as a marker (19.0 h) compared with Cr and ADI-(15)N (14.5 and 13.9h, respectively). The rate constant of marker disappearance for the second or age-independent compartment tended to be greater for Yb compared with Cr and ADI-(15)N, which led to a shorter MRT of Yb in this compartment (15.6) versus ADI-(15)N (32.1) and Cr (24.8h). The cumulative MRT was greater for ADI-(15)N versus Cr and Yb (46.0, 39.3, and 34.4h, respectively). Total MRT of marker tended to be greater for ADI-(15)N than for Yb (46.6 vs. 36.6h, respectively). Urine and milk analyses data suggested no measurable losses of Yb along the digestive tract, but about 0.79% of Cr dosed intraruminally was secreted or excreted in milk and urine in the 48-h period following marker administration. Collectively, this study confirmed previous observations that ADI-(15)N can be used reliably as a solid digesta passage marker for ruminants, producing pre-duodenal and total-tract retention times similar to that of Cr-labeled fiber. Retention time in the age-independent compartment was underestimated when Yb was used as a marker, emphasizing the need to process forages to isolate fiber before labeling with Yb. Copyright © 2014 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

The influence of parental concern on the utility of autism diagnostic instruments.

PubMed

Havdahl, Karoline Alexandra; Bishop, Somer L; Surén, Pål; Øyen, Anne-Siri; Lord, Catherine; Pickles, Andrew; von Tetzchner, Stephen; Schjølberg, Synnve; Gunnes, Nina; Hornig, Mady; Lipkin, W Ian; Susser, Ezra; Bresnahan, Michaeline; Magnus, Per; Stenberg, Nina; Reichborn-Kjennerud, Ted; Stoltenberg, Camilla

2017-10-01

The parental report-based Autism Diagnostic Interview-Revised (ADI-R) and the clinician observation-based Autism Diagnostic Observation Schedule (ADOS) have been validated primarily in U.S. clinics specialized in autism spectrum disorder (ASD), in which most children are referred by their parents because of ASD concern. This study assessed diagnostic agreement of the ADOS-2 and ADI-R toddler algorithms in a more broadly based sample of 679 toddlers (age 35-47 months) from the Norwegian Mother and Child Cohort. We also examined whether parental concern about ASD influenced instrument performance, comparing toddlers identified based on parental ASD concern (n = 48) and parent-reported signs of developmental problems (screening) without a specific concern about ASD (n = 400). The ADOS cutoffs showed consistently well-balanced sensitivity and specificity. The ADI-R cutoffs demonstrated good specificity, but reduced sensitivity, missing 43% of toddlers whose parents were not specifically concerned about ASD. The ADI-R and ADOS dimensional scores agreed well with clinical diagnoses (area under the curve ≥ 0.85), contributing additively to their prediction. On the ADI-R, different cutoffs were needed according to presence or absence of parental ASD concern, in order to achieve comparable balance of sensitivity and specificity. These results highlight the importance of taking parental concern about ASD into account when interpreting scores from parental report-based instruments such as the ADI-R. While the ADOS cutoffs performed consistently well, the additive contributions of ADI-R and ADOS scores to the prediction of ASD diagnosis underscore the value of combining instruments based on parent accounts and clinician observation in evaluation of ASD. Autism Res 2017, 10: 1672-1686. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Interrelationship between Autism Diagnostic Observation Schedule-Generic (ADOS-G), Autism Diagnostic Interview-Revised (ADI-R), and the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) Classification in Children and Adolescents with Mental Retardation

ERIC Educational Resources Information Center

de Bildt, Annelies; Sytema, Sjoerd; Ketelaars, Cees; Kraijer, Dirk; Mulder, Erik; Volkmar, Fred; Minderaa, Ruud

2004-01-01

The interrelationship between the Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule-Generic (ADOS-G) and clinical classification was studied in 184 children and adolescents with Mental Retardation (MR). The agreement between the ADI-R and ADOS-G was fair, with a substantial difference between younger and older…

Shock propagation in locally driven granular systems

NASA Astrophysics Data System (ADS)

Joy, Jilmy P.; Pathak, Sudhir N.; Das, Dibyendu; Rajesh, R.

2017-09-01

We study shock propagation in a system of initially stationary hard spheres that is driven by a continuous injection of particles at the origin. The disturbance created by the injection of energy spreads radially outward through collisions between particles. Using scaling arguments, we determine the exponent characterizing the power-law growth of this disturbance in all dimensions. The scaling functions describing the various physical quantities are determined using large-scale event-driven simulations in two and three dimensions for both elastic and inelastic systems. The results are shown to describe well the data from two different experiments on granular systems that are similarly driven.

Shock propagation in locally driven granular systems.

PubMed

Joy, Jilmy P; Pathak, Sudhir N; Das, Dibyendu; Rajesh, R

2017-09-01

We study shock propagation in a system of initially stationary hard spheres that is driven by a continuous injection of particles at the origin. The disturbance created by the injection of energy spreads radially outward through collisions between particles. Using scaling arguments, we determine the exponent characterizing the power-law growth of this disturbance in all dimensions. The scaling functions describing the various physical quantities are determined using large-scale event-driven simulations in two and three dimensions for both elastic and inelastic systems. The results are shown to describe well the data from two different experiments on granular systems that are similarly driven.

Some observations on the fracture of austempered ductile iron

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fan, Z.K.; Smallman, R.E.

1994-07-15

There is extensive work on the fracture of steel with ferrite or/and austenite structure, but little on crack propagation in austempered ductile iron (ADI) whose microstructure also comprises austenite and ferrite (in the form of bainitic ferrite) but with graphite nodules in the matrix. Because of its good combination of wear resistance and toughness, and its low density and low cost (compared with forge steel), ADI has been widely used for various kinds of engineering components, such as gears, crankshafts, vehicle components, sprockets, cutting and digging tools etc. The matrix of ADI can withstand a certain amount of deformation beforemore » fracture during tensile or impact testing; for example, the elongation of ADI (grade 1050/700/7 to ASTM Standard) can reach 7--10% during tensile testing. However, the graphite nodules in the matrix cannot deform and hence are barriers to matrix deformation and give rise to crack initiation. In addition, carbides may precipitate in the bainitic ferrite laths or at the ferrite/austenite interfaces and these may also influence the fracture of ADI and produce characteristic features.« less

Integrated modeling and heat treatment simulation of austempered ductile iron

NASA Astrophysics Data System (ADS)

Hepp, E.; Hurevich, V.; Schäfer, W.

2012-07-01

The integrated modeling and simulation of the casting and heat treatment processes for producing austempered ductile iron (ADI) castings is presented. The focus is on describing different models to simulate the austenitization, quenching and austempering steps during ADI heat treatment. The starting point for the heat treatment simulation is the simulated microstructure after solidification and cooling. The austenitization model considers the transformation of the initial ferrite-pearlite matrix into austenite as well as the dissolution of graphite in austenite to attain a uniform carbon distribution. The quenching model is based on measured CCT diagrams. Measurements have been carried out to obtain these diagrams for different alloys with varying Cu, Ni and Mo contents. The austempering model includes nucleation and growth kinetics of the ADI matrix. The model of ADI nucleation is based on experimental measurements made for varied Cu, Ni, Mo contents and austempering temperatures. The ADI kinetic model uses a diffusion controlled approach to model the growth. The models have been integrated in a tool for casting process simulation. Results are shown for the optimization of the heat treatment process of a planetary carrier casting.

Comparison of machinability of manganese alloyed austempered ductile iron produced using conventional and two step austempering processes

NASA Astrophysics Data System (ADS)

Hegde, Ananda; Sharma, Sathyashankara

2018-05-01

Austempered Ductile Iron (ADI) is a revolutionary material with high strength and hardness combined with optimum ductility and toughness. The discovery of two step austempering process has lead to the superior combination of all the mechanical properties. However, because of the high strength and hardness of ADI, there is a concern regarding its machinability. In the present study, machinability of ADI produced using conventional and two step heat treatment processes is assessed using tool life and the surface roughness. Speed, feed and depth of cut are considered as the machining parameters in the dry turning operation. The machinability results along with the mechanical properties are compared for ADI produced using both conventional and two step austempering processes. The results have shown that two step austempering process has produced better toughness with good hardness and strength without sacrificing ductility. Addition of 0.64 wt% manganese did not cause any detrimental effect on the machinability of ADI, both in conventional and two step processes. Marginal improvement in tool life and surface roughness were observed in two step process compared to that with conventional process.

Mentos and Scientific Method: A Sweet Combination

ERIC Educational Resources Information Center

Eichler, Jack F.; Patrick, Heather; Harmon, Brenda; Coonce, Janet

2007-01-01

Several active-learning techniques and inquiry-driven laboratory exercises were incorporated in labs to determine the effects of these methodologies on the fundamental skills of the students. The practice has been found extremely useful for developing the learning abilities of the students.

Fatigue of Austempered Ductile Iron with Two Strength Grades in Very High Cycle Regime

NASA Astrophysics Data System (ADS)

Zhang, Jiwang; Li, Wei; Song, Qingpeng; Zhang, Ning; Lu, Liantao

2016-03-01

In this study, Austempered ductile irons (ADIs) with two different strength grades were produced and the fatigue properties were measured at 109 cycles. The results show that the S-N curves give a typical step-wise shape and there is no fatigue limit in the very high cycle fatigue regime. The two grades ADI have the similar fracture behaviors and fatigue failure can initiate from defects at specimen surface and subsurface zone. On the fracture surfaces of some specimens, the `granular-bright-facet' area with rich carbon distribution is observed in the vicinity of the defect. The microstructure affects the crack behaviors at the early propagation stage. The ADI with upper and lower bainite shows higher fatigue strength compared with the ADI with coarse upper bainite.

VizieR Online Data Catalog: HD61005 SPHERE H and Ks images (Olofsson+, 2016)

NASA Astrophysics Data System (ADS)

Olofsson, J.; Samland, M.; Avenhaus, H.; Caceres, C.; Henning, T.; Moor, A.; Milli, J.; Canovas, H.; Quanz, S. P.; Schreiber, M. R.; Augereau, J.-C.; Bayo, A.; Bazzon, A.; Beuzit, J.-L.; Boccaletti, A.; Buenzli, E.; Casassus, S.; Chauvin, G.; Dominik, C.; Desidera, S.; Feldt, M.; Gratton, R.; Janson, M.; Lagrange, A.-M.; Langlois, M.; Lannier, J.; Maire, A.-L.; Mesa, D.; Pinte, C.; Rouan, D.; Salter, G.; Thalmann, C.; Vigan, A.

2016-05-01

The fits files contains the reduced ADI and DPI SPHERE observations used to produce Fig. 1 of the paper. Besides the primary card, the files consists of 6 additional ImageHDU. The first and second one contain the SPHERE IRDIS ADI H band observations and the noise map. The third and fourth contain the SPHERE IRDIS ADI Ks band observations and the corresponding noise map. Finally, the fifth and sixth ImageHDU contain the SPHERE IRDIS DPI H band data as well as the noise map. Each ADI image has 1024x1024 pixels, while the DPI images have 1800x1800 pixels. The header of the primary card contains the pixel sizes for each datasets and the wavelengths of the H and K band observations. (2 data files).

A microsatellite guided insight into the genetic status of adi, an isolated hunting-gathering tribe of northeast India.

PubMed

Krithika, S; Maji, Suvendu; Vasulu, T S

2008-07-02

Tibeto-Burman populations of India provide an insight into the peopling of India and aid in understanding their genetic relationship with populations of East, South and Southeast Asia. The study investigates the genetic status of one such Tibeto-Burman group, Adi of Arunachal Pradesh based on 15 autosomal microsatellite markers. Further the study examines, based on 9 common microsatellite loci, the genetic relationship of Adi with 16 other Tibeto-Burman speakers of India and 28 neighboring populations of East and Southeast Asia. Overall, the results support the recent formation of the Adi sub-tribes from a putative ancestral group and reveal that geographic contiguity is a major influencing factor of the genetic affinity among the Tibeto-Burman populations of India.

A Microsatellite Guided Insight into the Genetic Status of Adi, an Isolated Hunting-Gathering Tribe of Northeast India

PubMed Central

Krithika, S.; Maji, Suvendu; Vasulu, T. S.

2008-01-01

Tibeto-Burman populations of India provide an insight into the peopling of India and aid in understanding their genetic relationship with populations of East, South and Southeast Asia. The study investigates the genetic status of one such Tibeto-Burman group, Adi of Arunachal Pradesh based on 15 autosomal microsatellite markers. Further the study examines, based on 9 common microsatellite loci, the genetic relationship of Adi with 16 other Tibeto-Burman speakers of India and 28 neighboring populations of East and Southeast Asia. Overall, the results support the recent formation of the Adi sub-tribes from a putative ancestral group and reveal that geographic contiguity is a major influencing factor of the genetic affinity among the Tibeto-Burman populations of India. PMID:18596928

Scientific research and human rights: a response to Kitcher on the limitations of inquiry.

PubMed

Victor, Elizabeth

2014-12-01

In his recent work exploring the role of science in democratic societies Kitcher (Science in a democratic society. Prometheus Books, New York, 2011) claims that scientists ought to have a prominent role in setting the agenda for and limits to research. Against the backdrop of the claim that the proper limits of scientific inquiry is John Stuart Mill’s Harm Principle (Kitcher in Science, truth, and democracy. Oxford University Press, New York, 2001), he identifies the limits of inquiry as the point where the outcomes of research could cause harm to already vulnerable populations. Nonetheless, Kitcher argues against explicit limitations on unscrupulous research on the grounds that restrictions would exacerbate underlying social problems. I show that Kitcher’s argument in favor of dissuading inquiry through conventional standards is problematic and falls prey to the same critique he offers in opposition to official bans. I expand the conversation of limiting scientific research by recognizing that the actions that count as ‘science’ are located in the space between ‘thinking’ and ‘doing’. In this space, we often attempt to balance freedom of research, as scientific speech, against the disparate impact citizens might experience in light of such research. I end by exploring if such disparate impact justifies limiting research, within the context of the United States, under Title VII of the Civil Rights Act of 1964 or under international human rights standards more generally.

Phase III randomized study of second line ADI-PEG 20 plus best supportive care versus placebo plus best supportive care in patients with advanced hepatocellular carcinoma.

PubMed

Abou-Alfa, G K; Qin, S; Ryoo, B-Y; Lu, S-N; Yen, C-J; Feng, Y-H; Lim, H Y; Izzo, F; Colombo, M; Sarker, D; Bolondi, L; Vaccaro, G; Harris, W P; Chen, Z; Hubner, R A; Meyer, T; Sun, W; Harding, J J; Hollywood, E M; Ma, J; Wan, P J; Ly, M; Bomalaski, J; Johnston, A; Lin, C-C; Chao, Y; Chen, L-T

2018-06-01

Arginine depletion is a putative target in hepatocellular carcinoma (HCC). HCC often lacks argininosuccinate synthetase, a citrulline to arginine-repleting enzyme. ADI-PEG 20 is a cloned arginine degrading enzyme-arginine deiminase-conjugated with polyethylene glycol. The goal of this study was to evaluate this agent as a potential novel therapeutic for HCC after first line systemic therapy. Patients with histologically proven advanced HCC and Child-Pugh up to B7 with prior systemic therapy, were randomized 2 : 1 to ADI-PEG 20 18 mg/m2 versus placebo intramuscular injection weekly. The primary end point was overall survival (OS), with 93% power to detect a 4-5.6 months increase in median OS (one-sided α = 0.025). Secondary end points included progression-free survival, safety, and arginine correlatives. A total of 635 patients were enrolled: median age 61, 82% male, 60% Asian, 52% hepatitis B, 26% hepatitis C, 76% stage IV, 91% Child-Pugh A, 70% progressed on sorafenib and 16% were intolerant. Median OS was 7.8 months for ADI-PEG 20 versus 7.4 for placebo (P = 0.88, HR = 1.02) and median progression-free survival 2.6 months versus 2.6 (P = 0.07, HR = 1.17). Grade 3 fatigue and decreased appetite occurred in <5% of patients. Two patients on ADI-PEG 20 had ≥grade 3 anaphylactic reaction. Death rate within 30 days of end of treatment was 15.2% on ADI-PEG 20 versus 10.4% on placebo, none related to therapy. Post hoc analyses of arginine assessment at 4, 8, 12 and 16 weeks, demonstrated a trend of improved OS for those with more prolonged arginine depletion. ADI-PEG 20 monotherapy did not demonstrate an OS benefit in second line setting for HCC. It was well tolerated. Strategies to enhance prolonged arginine depletion and synergize the effect of ADI-PEG 20 are underway. www.clinicaltrials.gov (NCT 01287585).

Aviation Data Integration System

NASA Technical Reports Server (NTRS)

Kulkarni, Deepak; Wang, Yao; Windrem, May; Patel, Hemil; Keller, Richard

2003-01-01

During the analysis of flight data and safety reports done in ASAP and FOQA programs, airline personnel are not able to access relevant aviation data for a variety of reasons. We have developed the Aviation Data Integration System (ADIS), a software system that provides integrated heterogeneous data to support safety analysis. Types of data available in ADIS include weather, D-ATIS, RVR, radar data, and Jeppesen charts, and flight data. We developed three versions of ADIS to support airlines. The first version has been developed to support ASAP teams. A second version supports FOQA teams, and it integrates aviation data with flight data while keeping identification information inaccessible. Finally, we developed a prototype that demonstrates the integration of aviation data into flight data analysis programs. The initial feedback from airlines is that ADIS is very useful in FOQA and ASAP analysis.

Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-site Sample of Individuals with Autism Spectrum Disorder.

PubMed

Tillmann, J; Ashwood, K; Absoud, M; Bölte, S; Bonnet-Brilhault, F; Buitelaar, J K; Calderoni, S; Calvo, R; Canal-Bedia, R; Canitano, R; De Bildt, A; Gomot, M; Hoekstra, P J; Kaale, A; McConachie, H; Murphy, D G; Narzisi, A; Oosterling, I; Pejovic-Milovancevic, M; Persico, A M; Puig, O; Roeyers, H; Rommelse, N; Sacco, R; Scandurra, V; Stanfield, A C; Zander, E; Charman, T

2018-02-21

Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and repetitive behaviours were lower in females than males, alongside comparable levels of social interaction and communication difficulties in females and males. Current ADI-R and ADOS scores showed no sex differences for ASD severity. There were lower socio-communicative symptoms in older compared to younger individuals. This large European ASD sample adds to the literature on sex and age variations of ASD symptomatology.

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

PubMed Central

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

Delayed recovery of adipsic diabetes insipidus (ADI) caused by elective clipping of anterior communicating artery and left middle cerebral artery aneurysms.

PubMed

Tan, Jeffrey; Ndoro, Samuel; Okafo, Uchenna; Garrahy, Aoife; Agha, Amar; Rawluk, Danny

2016-12-16

Adipsic diabetes insipidus (ADI) is an extremely rare complication following microsurgical clipping of anterior communicating artery aneurysm (ACoA) and left middle cerebral artery (MCA) aneurysm. It poses a significant challenge to manage due to an absent thirst response and the co-existence of cognitive impairment in our patient. Recovery from adipsic DI has hitherto been reported only once. A 52-year-old man with previous history of clipping of left posterior communicating artery aneurysm 20 years prior underwent microsurgical clipping of ACoA and left MCA aneurysms without any intraoperative complications. Shortly after surgery, he developed clear features of ADI with adipsic severe hypernatraemia and hypotonic polyuria, which was associated with cognitive impairment that was confirmed with biochemical investigations and cognitive assessments. He was treated with DDAVP along with a strict intake of oral fluids at scheduled times to maintain eunatremia. Repeat assessment at six months showed recovery of thirst and a normal water deprivation test. Management of ADI with cognitive impairment is complex and requires a multidisciplinary approach. Recovery from ADI is very rare, and this is only the second report of recovery in this particular clinical setting.

Personally Driven Professional Development: Reflective Self-Study as a Way for Teachers to Take Control of Their Own Professional Development

ERIC Educational Resources Information Center

Attard, Karl

2017-01-01

This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period…

An inquiry-based approach to the Franck-Hertz experiment

NASA Astrophysics Data System (ADS)

Persano Adorno, Dominique; Pizzolato, Nicola

2016-05-01

The practice of scientists and engineers is today exerted within interdisciplinary contexts, placed at the intersections of different research fields, including nanoscale science. The development of the required competences is based on an effective science and engineering instruction, which should be able to drive the students towards a deeper understanding of quantum mechanics fundamental concepts and, at the same time, strengthen their reasoning skills and transversal abilities. In this study we report the results of an inquiry-driven learning path experienced by a sample of 12 electronic engineering undergraduates engaged to perform the Franck-Hertz experiment. Before being involved in this experimental activity, the students received a traditional lecture-based instruction on the fundamental concepts of quantum mechanics, but their answers to an open-ended questionnaire, administered at the beginning of the inquiry activity, demonstrated that the acquired knowledge was characterized by a strictly theoretical vision of quantum science, basically in terms of an artificial mathematical framework having very poor connections with the real world. The Franck Hertz experiment was introduced to the students by starting from the problem of finding an experimental confirmation of the Bohr's postulates asserting that atoms can absorb energy only in quantum portions. The whole activity has been videotaped and this allowed us to deeply analyse the student perception's change about the main concepts of quantum mechanics. We have found that the active participation to this learning experience favored the building of cognitive links among student theoretical perceptions of quantum mechanics and their vision of quantum phenomena, within an everyday context of knowledge. Furthermore, our findings confirm the benefits of integrating traditional lecture-based instruction on quantum mechanics with learning experiences driven by inquiry-based teaching strategies.

Acute dental infections managed in an outpatient parenteral antibiotic program setting: prospective analysis and public health implications.

PubMed

Connors, William J; Rabie, Heidi H; Figueiredo, Rafael L; Holton, Donna L; Parkins, Michael D

2017-03-09

The number of Acute Dental Infections (ADI) presenting for emergency department (ED) care are steadily increasing. Outpatient Parenteral Antibiotic Therapy (OPAT) programs are increasingly utilized as an alternative cost-effective approach to the management of serious infectious diseases but their role in the management of severe ADI is not established. This study aims to address this knowledge gap through evaluation of ADI referrals to a regional OPAT program in a large Canadian center. All adult ED and OPAT program ADI referrals from four acute care adult hospitals in Calgary, Alberta, were quantified using ICD diagnosis codes in a regional reporting system. Citywide OPAT program referrals were prospectively enrolled over a five-month period from February to June 2014. Participants completed a questionnaire and OPAT medical records were reviewed upon completion of care. Of 704 adults presenting to acute care facilities with dental infections during the study period 343 (49%) were referred to OPAT for ADI treatment and 110 were included in the study. Participant mean age was 44 years, 55% were women, and a majority of participants had dental insurance (65%), had seen a dentist in the past six months (65%) and reported prior dental infections (77%), 36% reporting the current ADI as a recurrence. Median length of parenteral antibiotic therapy was 3 days, average total course of antibiotics was 15-days, with a cumulative 1326 antibiotic days over the study period. There was no difference in total duration of antibiotics between broad and narrow spectrum regimes. Conservative cost estimate of OPAT care was $120,096, a cost savings of $597,434 (83%) compared with hospitalization. ADI represent a common preventable cause of recurrent morbidity. Although OPAT programs may offer short-term cost savings compared with hospitalization, risks associated with extended antibiotic exposures and delayed definitive dental management must also be gauged.

Assessment of dietary exposure in the French population to 13 selected food colours, preservatives, antioxidants, stabilizers, emulsifiers and sweeteners.

PubMed

Bemrah, Nawel; Leblanc, Jean-Charles; Volatier, Jean-Luc

2008-01-01

The results of French intake estimates for 13 food additives prioritized by the methods proposed in the 2001 Report from the European Commission on Dietary Food Additive Intake in the European Union are reported. These 13 additives were selected using the first and second tiers of the three-tier approach. The first tier was based on theoretical food consumption data and the maximum permitted level of additives. The second tier used real individual food consumption data and the maximum permitted level of additives for the substances which exceeded the acceptable daily intakes (ADI) in the first tier. In the third tier reported in this study, intake estimates were calculated for the 13 additives (colours, preservatives, antioxidants, stabilizers, emulsifiers and sweeteners) according to two modelling assumptions corresponding to two different food habit scenarios (assumption 1: consumers consume foods that may or may not contain food additives, and assumption 2: consumers always consume foods that contain additives) when possible. In this approach, real individual food consumption data and the occurrence/use-level of food additives reported by the food industry were used. Overall, the results of the intake estimates are reassuring for the majority of additives studied since the risk of exceeding the ADI was low, except for nitrites, sulfites and annatto, whose ADIs were exceeded by either children or adult consumers or by both populations under one and/or two modelling assumptions. Under the first assumption, the ADI is exceeded for high consumers among adults for nitrites and sulfites (155 and 118.4%, respectively) and among children for nitrites (275%). Under the second assumption, the average nitrites dietary exposure in children exceeds the ADI (146.7%). For high consumers, adults exceed the nitrite and sulfite ADIs (223 and 156.4%, respectively) and children exceed the nitrite, annatto and sulfite ADIs (416.7, 124.6 and 130.6%, respectively).

Transition temperature and fracture mode of as-castand austempered ductile iron.

PubMed

Rajnovic, D; Eric, O; Sidjanin, L

2008-12-01

The ductile to brittle transition temperature is a very important criterion that is used for selection of materials in some applications, especially in low-temperature conditions. For that reason, in this paper transition temperature of as-cast and austempered copper and copper-nickel alloyed ductile iron (DI) in the temperature interval from -196 to +150 degrees C have been investigated. The microstructures of DIs and ADIs were examined by light microscope, whereas the fractured surfaces were observed by scanning electron microscope. The ADI materials have higher impact energies compared with DIs in an as-cast condition. In addition, the transition curves for ADIs are shifted towards lower temperatures. The fracture mode of Dls is influenced by a dominantly pearlitic matrix, exhibiting mostly brittle fracture through all temperatures of testing. By contrast, with decrease of temperature, the fracture mode for ADI materials changes gradually from fully ductile to fully brittle.

Complex-envelope alternating-direction-implicit FDTD method for simulating active photonic devices with semiconductor/solid-state media.

PubMed

Singh, Gurpreet; Ravi, Koustuban; Wang, Qian; Ho, Seng-Tiong

2012-06-15

A complex-envelope (CE) alternating-direction-implicit (ADI) finite-difference time-domain (FDTD) approach to treat light-matter interaction self-consistently with electromagnetic field evolution for efficient simulations of active photonic devices is presented for the first time (to our best knowledge). The active medium (AM) is modeled using an efficient multilevel system of carrier rate equations to yield the correct carrier distributions, suitable for modeling semiconductor/solid-state media accurately. To include the AM in the CE-ADI-FDTD method, a first-order differential system involving CE fields in the AM is first set up. The system matrix that includes AM parameters is then split into two time-dependent submatrices that are then used in an efficient ADI splitting formula. The proposed CE-ADI-FDTD approach with AM takes 22% of the time as the approach of the corresponding explicit FDTD, as validated by semiconductor microdisk laser simulations.

Lost in translation? The hazards of applying social constructionism to quantitative research on sexual orientation development.

PubMed

Robboy, Caroline Alex

2002-01-01

This article explores the hazards faced by social constructionists who attempt to conduct quantitative research on sexual orientation development. By critically reviewing two quantitative research studies, this article explores the ways in which the very nature of social constructionist arguments may be incongruous with the methodological requirements of quantitative studies. I suggest this conflict is a result of the differing natures of these two modes of scholarly inquiry. While research requires the acceptance of certain analytical categories, the strength of social constructionism comes from its reflexive scrutiny and problematization of those very categories. Ultimately, social constructionists who try to apply their theories/perspectives must necessarily conform to the methodological constraints of quantitative research. The intent of this article is not to suggest that it is futile or self-contradictory for social constructionists to attempt empirical research, but that these are two distinct modes of scholarly inquiry which can, and should, co-exist in a dialectical relationship to each other.

Preservice teachers' discursive approaches to constructing scientific arguments from evidence to claim

NASA Astrophysics Data System (ADS)

Gilles, Brent David

Scientific argumentation has recently become required in K-12 classrooms, but preservice teachers often do not have prior experiences with this practice. The lack of prior experiences has made engaging in argumentation during inquiry-based content courses a priority for science teacher educators because of its importance in science education. Previous research has not examined how preservice teachers construct arguments in classroom interactions. A discourse analysis of twenty-one preservice teachers was conducted to study how preservice teachers constructed arguments within small group activities. Specifically, I drew upon discursive psychology (Potter & Wetherell, 1987) and conversation analysis (Sacks, 1972) to consider how preservice teachers' talk functioned to build arguments, as well as how their talk evolved over the course of the four targeted activities. Findings indicated that the preservice teachers oriented towards institutional norms in constructing arguments. These norms shaped the ways that arguments were constructed. The construction of arguments also included negotiating epistemic authority. This authority was used by a member of the group to take up a leadership position, which they used to direct the group's actions. However, there were moments that other group members attempted to take up epistemic stances, which created instances where members used various talk moves (e.g., overlapping speech, ignoring, and holding the conversational floor) to implicitly disagree with each other. As the activities progressed the students spontaneously adopted asynchronous online collaborative tools that seemed to shape their discourse by decreasing conceptually rich talk. The transition from talk to text also coincided with an increased reliance on the teacher, which changed from focusing on expectations of the assignment to how evidence should be organized. Overall, the findings demonstrated how preservice teachers used discourse, specifically talk, to construct arguments. The preservice teachers revealed the institutionality within their talk by orienting towards classroom norms. These norms included mentioning the teacher while discussing project needs and justifying claims. The group leaders imitated the role of a teacher within their group by using regulative talk to facilitate their group discussions. While these experiences will likely benefit the group leader when they start planning argumentation activities as inservice teachers, the other group members are not as likely to be benefited by the hierarchal structure of the groups. The spontaneous adoption of online collaborative tools transitioned their talk to becoming text-based over the last two activities. Finally, an implication of adopting asynchronous online collaborative tools is that there needs to be an emphasis placed on scaffolding student facilitated use of these environments so text-based conversations include conceptually rich talk.

Synchronous Online Collaborative Professional Development for Elementary Mathematics Teachers

ERIC Educational Resources Information Center

Francis, Krista; Jacobsen, Michele

2013-01-01

Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional…

Title: Accelerator Test of an Angle Detecting Inclined Sensor (ADIS) Prototype with Beams of 48Ca and Fragments

NASA Astrophysics Data System (ADS)

Connell, J. J.; Lopate, C.; McKibben, R. B.; Enman, A.

2006-12-01

The measurement and identification of high energy ions (> few MeV/n) from events originating on the Sun is of direct interest to the Living With a Star Program. These ions are a major source of Single Event Effects (SEE) in space-based electronics. Measurements of these ions also help in understanding phenomena such as Solar particle events and coronal mass ejections. These disturbances can directly affect the Earth and the near-Earth space environment, and thus human technology. The resource constraints on spacecraft generally mean that instruments that measure cosmic rays and Solar energetic particles must have low mass (a few kg) and power (a few W), be robust and reliable yet highly capable. Such instruments should identify ionic species (at least by element, preferably by isotope) from protons through the iron group. The charge and mass resolution of heavy ion instrument in space depends upon determining ions' angles of incidence. The Angle Detecting Inclined Sensor (ADIS) system is a highly innovative and uniquely simple detector configuration used to determine the angle of incidence of heavy ions in space instruments. ADIS replaces complex position sensing detectors (PSDs) with a system of simple, reliable and robust Si detectors inclined at an angle to the instrument axis. In August 2004 we tested ADIS prototypes with a 48Ca beam at the National Superconducting Cyclotron Laboratory's (NSCL) Coupled Cyclotron Facility (CCF). We demonstrate that our prototype charged particle instrument design with an ADIS system has a charge resolution of better than 0.25 e. An ADIS based system is being incorporated into the Energetic Heavy Ion Sensor (EHIS), one of the instruments in the Space Environment In-Situ Suite (SEISS) on the next generation of Geostationary Operational Environmental Satellite (GOES-R) System. An ADIS based system was also selected for the High Energy Particle Sensor (HEPS), one of the instruments in the Space Environment Sensor Suite (SESS) on the National Polar-orbiting Operational Environmental Satellite System (NPOESS). SESS is presently de-scoped from NPOESS. The ADIS instrument development project was 95% funded by NASA under the Living With a Star (LWS) Targeted Research and Technology program (grant NAG5-12493).

Association of IL-12p70 and IL-6:IL-10 ratio with autism-related behaviors in 22q11.2 deletion syndrome: a preliminary report.

PubMed

Ross, Heather E; Guo, Ying; Coleman, Karlene; Ousley, Opal; Miller, Andrew H

2013-07-01

22q11.2 deletion syndrome (22q11DS) is a genetic disorder that conveys a significant risk for the development of social behavior disorders, including autism and schizophrenia. Also known as DiGeorge syndrome, 22q11DS is the second most common genetic disorder and is characterized by an elevated risk for immune dysfunction, up to 77% of individuals have an identifiable immune deficiency. We hypothesize that this immune dysfunction could contribute to the elevated risk of impaired social behavior seen in 22q11DS. The current study begins to elucidate these immune deficits and link them with the behavioral alterations associated with the disorder. Serum concentrations of a series of cytokines were examined, using a multiplex immunoassay, in sixteen individuals with 22q11DS and screened for autism-related behavior using the Autism Diagnostic Interview-Revised (ADI-R). This preliminary study examined correlations between specific immune proteins and each of the ADI-R algorithm scores (social, communication, and repetitive behavior). The inflammatory cytokine IL-1β, as well as the ratio between the inflammatory cytokine IL-6 and the anti-inflammatory cytokine IL-10, were correlated with social scores (r=0.851, p=0.004; r=0.580, p=0.018). In addition, the inflammatory cytokines interferon gamma and IL-12p70 were correlated with repetitive behaviors (r=0.795, p=0.033; r=0.774, p=0.002). Interestingly, IL-12 has been reported to be increased in autistic children. These data show a positive association between severity of autism-related behaviors and level of serum concentrations of inflammatory cytokines in individuals with 22q11DS, providing a basis for further inquiry. Copyright © 2013 Elsevier Inc. All rights reserved.

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

NASA Astrophysics Data System (ADS)

Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

2011-02-01

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator's beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

The Role of Autophagy with Arginine Deiminase as a Novel Prostate Cancer Therapy

DTIC Science & Technology

2009-07-01

determine the time course of autophagy after ADI-PEG20 treatment in CWR22Rv1 cells 1a. To detect LC3 cleavage as a marker for autophagy after ADI...PEG20 treatment in CWR22Rv1 cells. CWR22Rv1 cells were treated with 0.3 µg/mL ADI-PEG20 for 0.5, 1, 4, and 24 hours. Expression of LC3 -I and its...cleavage product LC3 -II were examined as a marker for the formation of autophagosomes during autophagy. In addition, autophagic flux was confirmed with

Application of the threshold of toxicological concern concept to pharmaceutical manufacturing operations.

PubMed

Dolan, David G; Naumann, Bruce D; Sargent, Edward V; Maier, Andrew; Dourson, Michael

2005-10-01

A scientific rationale is provided for estimating acceptable daily intake values (ADIs) for compounds with limited or no toxicity information to support pharmaceutical manufacturing operations. These ADIs are based on application of the "thresholds of toxicological concern" (TTC) principle, in which levels of human exposure are estimated that pose no appreciable risk to human health. The same concept has been used by the US Food and Drug Administration (FDA) to establish "thresholds of regulation" for indirect food additives and adopted by the Joint FAO/WHO Expert Committee on Food Additives for flavoring substances. In practice, these values are used as a statement of safety and indicate when no actions need to be taken in a given exposure situation. Pharmaceutical manufacturing relies on ADIs for cleaning validation of process equipment and atypical extraneous matter investigations. To provide practical guidance for handling situations where relatively unstudied compounds with limited or no toxicity data are encountered, recommendations are provided on ADI values that correspond to three categories of compounds: (1) compounds that are likely to be carcinogenic, (2) compounds that are likely to be potent or highly toxic, and (3) compounds that are not likely to be potent, highly toxic or carcinogenic. Corresponding ADIs for these categories of materials are 1, 10, and 100 microg/day, respectively.

Molecular mechanism of pH-dependent substrate transport by an arginine-agmatine antiporter.

PubMed

Wang, Sheng; Yan, Renhong; Zhang, Xi; Chu, Qi; Shi, Yigong

2014-09-02

Enteropathogenic bacteria, exemplified by Escherichia coli, rely on acid-resistance systems (ARs) to survive the acidic environment of the stomach. AR3 consumes intracellular protons through decarboxylation of arginine (Arg) in the cytoplasm and exchange of the reaction product agmatine (Agm) with extracellular Arg. The latter process is mediated by the Arg:Agm antiporter AdiC, which is activated in response to acidic pH and remains fully active at pH 6.0 and below. Despite our knowledge of structural information, the molecular mechanism by which AdiC senses acidic pH remains completely unknown. Relying on alanine-scanning mutagenesis and an in vitro proteoliposome-based transport assay, we have identified Tyr74 as a critical pH sensor in AdiC. The AdiC variant Y74A exhibited robust transport activity at all pH values examined while maintaining stringent substrate specificity for Arg:Agm. Replacement of Tyr74 by Phe, but not by any other amino acid, led to the maintenance of pH-dependent substrate transport. These observations, in conjunction with structural information, identify a working model for pH-induced activation of AdiC in which a closed conformation is disrupted by cation-π interactions between proton and the aromatic side chain of Tyr74.

Memory-optimized shift operator alternating direction implicit finite difference time domain method for plasma

NASA Astrophysics Data System (ADS)

Song, Wanjun; Zhang, Hou

2017-11-01

Through introducing the alternating direction implicit (ADI) technique and the memory-optimized algorithm to the shift operator (SO) finite difference time domain (FDTD) method, the memory-optimized SO-ADI FDTD for nonmagnetized collisional plasma is proposed and the corresponding formulae of the proposed method for programming are deduced. In order to further the computational efficiency, the iteration method rather than Gauss elimination method is employed to solve the equation set in the derivation of the formulae. Complicated transformations and convolutions are avoided in the proposed method compared with the Z transforms (ZT) ADI FDTD method and the piecewise linear JE recursive convolution (PLJERC) ADI FDTD method. The numerical dispersion of the SO-ADI FDTD method with different plasma frequencies and electron collision frequencies is analyzed and the appropriate ratio of grid size to the minimum wavelength is given. The accuracy of the proposed method is validated by the reflection coefficient test on a nonmagnetized collisional plasma sheet. The testing results show that the proposed method is advantageous for improving computational efficiency and saving computer memory. The reflection coefficient of a perfect electric conductor (PEC) sheet covered by multilayer plasma and the RCS of the objects coated by plasma are calculated by the proposed method and the simulation results are analyzed.

Faculty Perspectives on Programme Curricular Assessment: Individual and Institutional Characteristics That Influence Participation Engagement

ERIC Educational Resources Information Center

Emil, Serap; Cress, Christine

2014-01-01

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions. A key issue is faculty engagement. This qualitative inquiry explored factors that impact faculty participation in a…

When Readers Ask Questions: Inquiry-Based Reading Instruction

ERIC Educational Resources Information Center

Ness, Molly

2016-01-01

When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As…

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

2015-01-01

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

The Radicalism of the Liberal Arts Tradition.

ERIC Educational Resources Information Center

Lears, Jackson

2003-01-01

Discusses the threat to intellectual freedom in the academy from market-driven managerial influence, the impulse to subject universities to quantitative standards of efficiency and productivity, to turn knowledge into a commodity, and to transform open sites of inquiry into corporate research laboratories and job-training centers. Calls for the…

Investigative Primary Science: A Problem-Based Learning Approach

ERIC Educational Resources Information Center

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Physics First: Impact on SAT Math Scores

ERIC Educational Resources Information Center

Bouma, Craig E.

2013-01-01

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the…

The Evolving Scholarly Record

ERIC Educational Resources Information Center

Lavoie, Brian; Childress, Eric; Erway, Ricky; Faniel, Ixchel; Malpas, Constance; Schaffner, Jennifer; van der Werf, Titia

2014-01-01

The ways and means of scholarly inquiry are experiencing fundamental change, with consequences for scholarly communication and ultimately, the scholarly record. The boundaries of the scholarly record are both expanding and blurring, driven by changes in research practices, as well as changing perceptions of the long-term value of certain forms of…

Bringing the Ocean to the Precollege Classroom through field Investigations at a National Underwater Laboratory

DTIC Science & Technology

1998-09-30

was to use field experiences to 1) enhance educator capability in science content and skills, 2) immerse school systems in an inquiry-driven, active ... learning process, and 3) establish links to real-time scientific information in support of classroom activities. Participants capability in marine

A Review of Adventure Learning

ERIC Educational Resources Information Center

Veletsianos, George; Kleanthous, Irene

2009-01-01

Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current…

Demystifying the “Victimized State”

PubMed Central

2016-01-01

The purpose of this article is to illustrate prescient issues relating to current and ex-military communities in the United Kingdom who have featured heavily within the policy arena over the past decade in relation to several key areas of importance. It will be illustrated how this population becomes visible within the public imagination (via military losses), how discourses relating to the harms they experience are structured and articulated within political and policy domains (particularly in relation to mental health) via “state talk” (qua Sim), and what the potential social consequences are for politically rendering an unproblematized populist view of current and ex-military communities (i.e., pending crises). This argument is made with the express intention of reengaging critical recognition of the distancing of the military institution from the physical and psychological vulnerability of those who have participated in war and military environments. This is an argument returned to pertinence from the recent publication of the Chilcot Inquiry into British involvement in the Iraq war. PMID:28018119

A Perspective on Research Challenges in Information Security

DTIC Science & Technology

2011-11-01

UNCLASSIFIED A Perspective on Research Challenges in Information Security Tamas Abraham, David Adie, Angela Billard, Paul Buckland, Michael Frangos ...Abstract (U) 4. AUTHORS Tamas Abraham, David Adie, Angela Billard, Paul Buckland, Michael Frangos , Ben Long, Mar- tin Lucas, Paul Montague, Dean Philp

[Value of combined conventional and contrast enhanced sonography in the evaluation of hepatic disorders].

PubMed

Tranquart, F; Bleuzen, A; Kissel, A

2004-06-01

To assess the value of combined conventional and contrast-material enhanced sonography for the characterization of focal liver lesions. Simultaneous imaging with grey scale and contrast enhanced US was performed in 90 patients following Levovist injection (Schering, Berlin, Germany) using the "Agent Detection Imaging" method (ADI, Siemens-Acuson, Mountain View, USA). US scanning was performed at least 4 minutes after contrast injection with review of both grayscale and contrast enhanced modes. Results for detection and characterization of lesions were compared to the selected gold standard imaging modality (CT or MRI). Final diagnoses included: 20 normal examinations, 41 patients with metastases, 6 patients with hepatocellular carcinoma, 13 patients with hemangioma, 6 patients with other benign lesions, 4 patients with cysts and 6 patients with two types of lesions. Delayed phase contrast enhanced US allowed diagnosis of all lesions except for one metastasis and all hepatocellular carcinomas. While the diagnosis of hepatoma could not be confirmed, the features suggested a malignant etiology. For 7 patients with metastases, more lesions were detected at ADI (4.9 lesions) than at conventional US (1.1 lesion). For 3 patients, CT showed more lesions than ADI US (3.3 versus 1.6 lesions). The accuracy of ADI US for differentiating between benign and malignant lesions was 98.7% compared to 49.6% for conventional US (p<0.001). The total number of lesions detected at ADI US was higher (p<0.01) than at conventional US and not significantly different from that obtained by the gold standard reference methods. Complete characterization was achieved in 92.2% of cases with ADI US compared to 59.2% with conventional US (p<0.001). Contrast-material enhanced US combined with conventional US markedly improves the diagnostic accuracy of US in terms of lesion detection and characterization.

Supervised detection of exoplanets in high-contrast imaging sequences

NASA Astrophysics Data System (ADS)

Gomez Gonzalez, C. A.; Absil, O.; Van Droogenbroeck, M.

2018-06-01

Context. Post-processing algorithms play a key role in pushing the detection limits of high-contrast imaging (HCI) instruments. State-of-the-art image processing approaches for HCI enable the production of science-ready images relying on unsupervised learning techniques, such as low-rank approximations, for generating a model point spread function (PSF) and subtracting the residual starlight and speckle noise. Aims: In order to maximize the detection rate of HCI instruments and survey campaigns, advanced algorithms with higher sensitivities to faint companions are needed, especially for the speckle-dominated innermost region of the images. Methods: We propose a reformulation of the exoplanet detection task (for ADI sequences) that builds on well-established machine learning techniques to take HCI post-processing from an unsupervised to a supervised learning context. In this new framework, we present algorithmic solutions using two different discriminative models: SODIRF (random forests) and SODINN (neural networks). We test these algorithms on real ADI datasets from VLT/NACO and VLT/SPHERE HCI instruments. We then assess their performances by injecting fake companions and using receiver operating characteristic analysis. This is done in comparison with state-of-the-art ADI algorithms, such as ADI principal component analysis (ADI-PCA). Results: This study shows the improved sensitivity versus specificity trade-off of the proposed supervised detection approach. At the diffraction limit, SODINN improves the true positive rate by a factor ranging from 2 to 10 (depending on the dataset and angular separation) with respect to ADI-PCA when working at the same false-positive level. Conclusions: The proposed supervised detection framework outperforms state-of-the-art techniques in the task of discriminating planet signal from speckles. In addition, it offers the possibility of re-processing existing HCI databases to maximize their scientific return and potentially improve the demographics of directly imaged exoplanets.

Dietary intake of artificial sweeteners by the Belgian population.

PubMed

Huvaere, Kevin; Vandevijvere, Stefanie; Hasni, Moez; Vinkx, Christine; Van Loco, Joris

2012-01-01

This study investigated whether the Belgian population older than 15 years is at risk of exceeding ADI levels for acesulfame-K, saccharin, cyclamate, aspartame and sucralose through an assessment of usual dietary intake of artificial sweeteners and specific consumption of table-top sweeteners. A conservative Tier 2 approach, for which an extensive label survey was performed, showed that mean usual intake was significantly lower than the respective ADIs for all sweeteners. Even consumers with high intakes were not exposed to excessive levels, as relative intakes at the 95th percentile (p95) were 31% for acesulfame-K, 13% for aspartame, 30% for cyclamate, 17% for saccharin, and 16% for sucralose of the respective ADIs. Assessment of intake using a Tier 3 approach was preceded by optimisation and validation of an analytical method based on liquid chromatography with mass spectrometric detection. Concentrations of sweeteners in various food matrices and table-top sweeteners were determined and mean positive concentration values were included in the Tier 3 approach, leading to relative intakes at p95 of 17% for acesulfame-K, 5% for aspartame, 25% for cyclamate, 11% for saccharin, and 7% for sucralose of the corresponding ADIs. The contribution of table-top sweeteners to the total usual intake (<1% of ADI) was negligible. A comparison of observed intake for the total population with intake for diabetics (acesulfame-K: 3.55 versus 3.75; aspartame: 6.77 versus 6.53; cyclamate: 1.97 versus 2.06; saccharine: 1.14 versus 0.97; sucralose: 3.08 versus 3.03, expressed as mg kg(-1) bodyweight day(-1) at p95) showed that the latter group was not exposed to higher levels. It was concluded that the Belgian population is not at risk of exceeding the established ADIs for sweeteners.

Pulse Oximetry for the Detection of Obstructive Sleep Apnea Syndrome: Can the Memory Capacity of Oxygen Saturation Influence Their Diagnostic Accuracy?

PubMed Central

Nigro, Carlos A.; Dibur, Eduardo; Rhodius, Edgardo

2011-01-01

Objective. To assess the diagnostic ability of WristOx 3100 using its three different recording settings in patients with suspected obstructive sleep apnea syndrome (OSAS). Methods. All participants (135) performed the oximetry (three oximeters WristOx 3100) and polysomnography (PSG) simultaneously in the sleep laboratory. Both recordings were interpreted blindly. Each oximeter was set to one of three different recording settings (memory capabilities 0.25, 0.5, and 1 Hz). The software (nVision 5.1) calculated the adjusted O2 desaturation index-mean number of O2 desaturation per hour of analyzed recording ≥2, 3, and 4% (ADI2, 3, and 4). The ADI2, 3, and 4 cutoff points that better discriminated between subjects with or without OSAS arose from the receiver-operator characteristics (ROCs) curve analysis. OSAS was defined as a respiratory disturbance index (RDI) ≥ 5. Results. 101 patients were included (77 men, mean age 52, median RDI 22.6, median BMI 27.4 kg/m2). The area under the ROCs curves (AUC-ROCs) of ADI2, 3, and 4 with different data storage rates were similar (AUC-ROCs with data storage rates of 0.25/0.5/1 Hz: ADI2: 0.958/0.948/0.965, ADI3: 0.961/0.95/0.966, and ADI4: 0.957/0.949/0.963, P NS). Conclusions. The ability of WristOx 3100 to detect patients with OSAS was not affected by the data storage rate of the oxygen saturation signal. Both memory capacity of 0.25, 0.5, or 1 Hz showed a similar performance for the diagnosis of OSAS. PMID:23471171

Giardia lamblia: identification of molecules that contribute to direct mast cell activation.

PubMed

Muñoz-Cruz, Samira; Gomez-García, Argelia; Matadamas-Martínez, Félix; Alvarado-Torres, Juan A; Meza-Cervantez, Patricia; Arriaga-Pizano, Lourdes; Yépez-Mulia, Lilián

2018-06-02

Mast cells play a central role in the early clearance of the intestinal parasite Giardia lamblia. In a previous study, we reported that G. lamblia live trophozoites or trophozoite-derived total soluble extract induced direct activation (IgE-independent) of mast cells and release of IL-6 and TNF-α. To identify the Giardia molecules and the mast cell receptors involved in this activation, trophozoite-derived total soluble proteins separated into three fractions (F1-F3) were evaluated for its ability to activate mast cells in vitro. F2 activated mast cells in a greater extent than F1 and F3. Furthermore, F2 induced the release of IL-6 and TNF-α by mast cells. TLR2 and TLR4 expression increased slightly after mast cell stimulation with either F2 or total soluble extract; however, these receptors were not involved in F2 or total soluble extract-induced proinflammatory cytokine production. Proteins present in F2 as unique and high-intensity bands identified by liquid chromatography coupled with tandem mass spectrometry, include molecules with important biological activities such as enolase and arginine deiminase (ADI). Recombinant ADI and enolase were tested for their ability to activate mast cells, but only ADI induced a significant release of IL-6 and TNF-α. ADI product, citrulline but not ammonium, also induced mast cell release of TNF-α. Interestingly, recombinant ADI still stimulated the secretion of TNF-α by mast cells in a arginine-free medium, although in a lower extend that in the presence of arginine, indicating that either ADI itself can stimulate mast cells or through its metabolic product, citrulline.

Concentrations and Potential Health Risks of Metals in Lip Products

PubMed Central

Liu, Sa; Rojas-Cheatham, Ann

2013-01-01

Background: Metal content in lip products has been an issue of concern. Objectives: We measured lead and eight other metals in a convenience sample of 32 lip products used by young Asian women in Oakland, California, and assessed potential health risks related to estimated intakes of these metals. Methods: We analyzed lip products by inductively coupled plasma optical emission spectrometry and used previous estimates of lip product usage rates to determine daily oral intakes. We derived acceptable daily intakes (ADIs) based on information used to determine public health goals for exposure, and compared ADIs with estimated intakes to assess potential risks. Results: Most of the tested lip products contained high concentrations of titanium and aluminum. All examined products had detectable manganese. Lead was detected in 24 products (75%), with an average concentration of 0.36 ± 0.39 ppm, including one sample with 1.32 ppm. When used at the estimated average daily rate, estimated intakes were > 20% of ADIs derived for aluminum, cadmium, chromium, and manganese. In addition, average daily use of 10 products tested would result in chromium intake exceeding our estimated ADI for chromium. For high rates of product use (above the 95th percentile), the percentages of samples with estimated metal intakes exceeding ADIs were 3% for aluminum, 68% for chromium, and 22% for manganese. Estimated intakes of lead were < 20% of ADIs for average and high use. Conclusions: Cosmetics safety should be assessed not only by the presence of hazardous contents, but also by comparing estimated exposures with health-based standards. In addition to lead, metals such as aluminum, cadmium, chromium, and manganese require further investigation. PMID:23674482

Dialectic and science: Galen, Herophilus and Aristotle on phenomena.

PubMed

Tieleman, T

1995-01-01

This paper examines the nature of Galen's argument in the De placitis Hippocratis et Platonis, books 2-3, concerned with the location of the psychic functions within the body. To this question Galen applies a coherent set of methodological principles, integrating Aristotelian dialectic and scientific demonstration based on anatomical experiments. Galen disagrees with Aristotle in that he relegates the endoxa from the realm of dialectic to that of rhetoric. His attitude is marked by a distinctive emphasis on perceptible phenomena as the starting point for scientific inquiry. This and other features can be traced back to the Hellenistic scientist Herophilus.

[Code of civil procedure for medical workers -the essential principles of proceedings and expediting of trials-].

PubMed

Kageyama, Kyoko; Jimba, Koichi; Hashimoto, Satoru

2013-04-01

Code of civil procedure is started when a plaintiff appeals to the law. Conversely, if a suit is not appealed, it is not started. We explain the essential principles of the code of civil procedure, and present systems associated with expediting trials (a brief, preliminary oral arguments, preparatory proceedings, inquiry to opponent, organized proceedings, technical adviser system, etc.). Amendment of law is repeated for the purpose of aiming suitably expediting trials. We should utilize the present code of civil procedure suitably, and expect the quick conclusion of trials.

Teaching science as argument: Prospective elementary teachers' knowledge

NASA Astrophysics Data System (ADS)

Barreto-Espino, Reizelie

For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry processes. (4) Scaffolded protocols positively influenced participants' attention to having students construct evidence-based explanations during science planning and teaching. (5) Teachers' beliefs about children's science capabilities influence their attention to and adoption of practices associated with teaching science as argument. Findings are discussed in terms of their implications for teacher education, such as the use of coherent conceptual frameworks to guide coursework and field experiences and the development of video-based cases that represent "images of the possible" associated with challenging reform-oriented teaching practices.

21 CFR 556.739 - Trenbolone.

Code of Federal Regulations, 2013 CFR

2013-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.739 Trenbolone. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.170 - Decoquinate.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.170 Decoquinate. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.739 - Trenbolone.

Code of Federal Regulations, 2014 CFR

2014-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.739 Trenbolone. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.739 - Trenbolone.

Code of Federal Regulations, 2012 CFR

2012-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.739 Trenbolone. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.170 - Decoquinate.

Code of Federal Regulations, 2014 CFR

2014-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.170 Decoquinate. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.70 - Bacitracin.

Code of Federal Regulations, 2014 CFR

2014-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.70 Bacitracin. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.739 - Trenbolone.

Code of Federal Regulations, 2010 CFR

2010-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.739 Trenbolone. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.170 - Decoquinate.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.170 Decoquinate. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.170 - Decoquinate.

Code of Federal Regulations, 2012 CFR

2012-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.170 Decoquinate. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.739 - Trenbolone.

Code of Federal Regulations, 2011 CFR

2011-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.739 Trenbolone. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.170 - Decoquinate.

Code of Federal Regulations, 2013 CFR

2013-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.170 Decoquinate. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.500 - Oxytetracycline.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 6 2010-04-01 2010-04-01 false Oxytetracycline. 556.500 Section 556.500 Food and... Residues of New Animal Drugs § 556.500 Oxytetracycline. (a) Acceptable daily intake (ADI). The ADI for total tetracycline residues (chlortetracycline, oxytetracycline, and tetracycline) is 25 micrograms per...

21 CFR 556.750 - Virginiamycin.

Code of Federal Regulations, 2012 CFR

2012-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.750 Virginiamycin. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.185 - Diclazuril.

Code of Federal Regulations, 2013 CFR

2013-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.185 Diclazuril. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.185 - Diclazuril.

Code of Federal Regulations, 2012 CFR

2012-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.185 Diclazuril. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.430 - Neomycin.

Code of Federal Regulations, 2013 CFR

2013-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.430 Neomycin. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.750 - Virginiamycin.

Code of Federal Regulations, 2013 CFR

2013-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.750 Virginiamycin. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.185 - Diclazuril.

Code of Federal Regulations, 2014 CFR

2014-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.185 Diclazuril. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.430 - Neomycin.

Code of Federal Regulations, 2014 CFR

2014-04-01

... FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.430 Neomycin. (a) Acceptable daily intake (ADI). The ADI for total...

21 CFR 556.750 - Virginiamycin.

Code of Federal Regulations, 2014 CFR

2014-04-01

... Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.750 Virginiamycin. (a) Acceptable daily intake (ADI). The ADI for total...

Perfectly matched layers in a divergence preserving ADI scheme for electromagnetics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kraus, C.; ETH Zurich, Chair of Computational Science, 8092 Zuerich; Adelmann, A., E-mail: andreas.adelmann@psi.ch

For numerical simulations of highly relativistic and transversely accelerated charged particles including radiation fast algorithms are needed. While the radiation in particle accelerators has wavelengths in the order of 100 {mu}m the computational domain has dimensions roughly five orders of magnitude larger resulting in very large mesh sizes. The particles are confined to a small area of this domain only. To resolve the smallest scales close to the particles subgrids are envisioned. For reasons of stability the alternating direction implicit (ADI) scheme by Smithe et al. [D.N. Smithe, J.R. Cary, J.A. Carlsson, Divergence preservation in the ADI algorithms for electromagnetics,more » J. Comput. Phys. 228 (2009) 7289-7299] for Maxwell equations has been adopted. At the boundary of the domain absorbing boundary conditions have to be employed to prevent reflection of the radiation. In this paper we show how the divergence preserving ADI scheme has to be formulated in perfectly matched layers (PML) and compare the performance in several scenarios.« less

Assessment of Korean consumer exposure to sodium saccharin, aspartame and stevioside.

PubMed

Ha, Mi-Sun; Ha, Sang-Do; Choi, Sung-Hee; Bae, Dong-Ho

2013-01-01

The dietary intakes of sodium saccharin, aspartame and stevioside were estimated on the basis of food consumption data of the Korean consumer and the concentration of sweeteners in processed foods. Results were compared with the acceptable daily intake (ADI) of sweeteners. Among the 28 food categories for which the application of sodium saccharin, aspartame and stevioside is permitted in Korea, they were detected in 5, 12 and 13 categories, respectively. The estimated daily intake (EDI) of sodium saccharin and aspartame were high in infants and children, whereas the EDI of stevioside was high in adolescents and adults. The most highly consumed sweetener was aspartame, and the highest EDI/ADI ratio was found for sodium saccharin. The main food categories contributing to sweetener consumption were beverages, including alcoholic beverages. For most Korean consumers, the EDIs were no greater than 20% of their corresponding ADI; however, the EDI of sodium saccharin for conservative consumers aged 1-2 years reached 60% of their ADI.

A research on the genotoxicity of stevia in human lymphocytes.

PubMed

Uçar, Aslı; Yılmaz, Serkan; Yılmaz, Şemsigül; Kılıç, Mustafa Sefa

2018-04-01

Stevia extracts are obtained from Stevia rebaudiana commonly used as natural sweeteners. It is ∼250-300 times sweeter than sucrose. Common use of stevia prompted us to investigate its genotoxicity in human peripheral blood lymphocytes. Stevia (active ingredient steviol glycoside) was dissolved in pure water. Dose selection was done using ADI (acceptable daily intake) value. Negative control (pure water), 1, 2, 4, 8 and 16 μg/ml concentrations which were equivalent to ADI/4, ADI/2, ADI, ADI × 2 and ADI × 4 of Stevia were added to whole-blood culture. Two repetitive experiments were conducted. Our results showed that there was no significant difference in the induction of chromosomal aberrations and micronuclei between the groups treated with the concentrations of Stevia and the negative control at 24 and 48 h treatment periods. The data showed that stevia (active ingredient steviol glycosides) has no genotoxic activity in both test systems. Our results clearly supports previous findings.

Influence of red wine fermentation oenological additives on inoculated strain implantation.

PubMed

Duarte, Filomena L; Alves, Ana Claudia; Alemão, Maria Filomena; Baleiras-Couto, M Margarida

2013-06-01

Pure selected cultures of Saccharomyces cerevisiae starters are regularly used in the wine industry. A survey of S. cerevisiae populations during red wine fermentations was performed in order to evaluate the influence of oenological additives on the implantation of the inoculated strain. Pilot scale fermentations (500 L) were conducted with active dry yeast (ADY) and other commercial oenological additives, namely two commercial fermentation activators and two commercial tannins. Six microsatellite markers were used to type S. cerevisiae strains. The methodology proved to be very discriminating as a great diversity of wild strains (48 genotypes) was detected. Statistical analysis confirmed a high detection of the inoculated commercial strain, and for half the samples an effective implantation of ADY (over 80 %) was achieved. At late fermentation time, ADY strain implantation in fermentations conducted with commercial additives was lower than in the control. These results question the efficacy of ADY addition in the presence of other additives, indicating that further studies are needed to improve knowledge on oenological additives' use.

An Implicit LU/AF FDTD Method

NASA Technical Reports Server (NTRS)

Beggs, John H.; Briley, W. Roger

2001-01-01

There has been some recent work to develop two and three-dimensional alternating direction implicit (ADI) FDTD schemes. These ADI schemes are based upon the original ADI concept developed by Peaceman and Rachford and Douglas and Gunn, which is a popular solution method in Computational Fluid Dynamics (CFD). These ADI schemes work well and they require solution of a tridiagonal system of equations. A new approach proposed in this paper applies a LU/AF approximate factorization technique from CFD to Maxwell s equations in flux conservative form for one space dimension. The result is a scheme that will retain its unconditional stability in three space dimensions, but does not require the solution of tridiagonal systems. The theory for this new algorithm is outlined in a one-dimensional context for clarity. An extension to two and threedimensional cases is discussed. Results of Fourier analysis are discussed for both stability and dispersion/damping properties of the algorithm. Results are presented for a one-dimensional model problem, and the explicit FDTD algorithm is chosen as a convenient reference for comparison.

One-step leapfrog ADI-FDTD method for simulating electromagnetic wave propagation in general dispersive media.

PubMed

Wang, Xiang-Hua; Yin, Wen-Yan; Chen, Zhi Zhang David

2013-09-09

The one-step leapfrog alternating-direction-implicit finite-difference time-domain (ADI-FDTD) method is reformulated for simulating general electrically dispersive media. It models material dispersive properties with equivalent polarization currents. These currents are then solved with the auxiliary differential equation (ADE) and then incorporated into the one-step leapfrog ADI-FDTD method. The final equations are presented in the form similar to that of the conventional FDTD method but with second-order perturbation. The adapted method is then applied to characterize (a) electromagnetic wave propagation in a rectangular waveguide loaded with a magnetized plasma slab, (b) transmission coefficient of a plane wave normally incident on a monolayer graphene sheet biased by a magnetostatic field, and (c) surface plasmon polaritons (SPPs) propagation along a monolayer graphene sheet biased by an electrostatic field. The numerical results verify the stability, accuracy and computational efficiency of the proposed one-step leapfrog ADI-FDTD algorithm in comparison with analytical results and the results obtained with the other methods.

Choice Orientations, Discussions, and Prospects.

ERIC Educational Resources Information Center

Raywid, Mary Anne

1992-01-01

Examining the contemporary school choice debate yields arguments that are education, economics, governance, and policy driven. To "break the exclusive franchise," school districts are increasingly sponsoring school operation and education services supplied by multiple sources, and states are discussing sponsorship of schools by entities…

Using Argumentation to Foster Learning about Global Climate Change

NASA Astrophysics Data System (ADS)

Golden, B. W.

2012-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdotes to arguing based on other types of data, especially from line graphs. A third finding underscores prior research in conceptual change, indicating that learning, especially conceptual change, is not a strictly rational process. Students, and others, are highly influenced by extra rational factors, such as the given political, scientific, and/or religious leanings of their families, their own willingness to explore anomalies, and other factors. Additionally, we found that students' understandings of climate change were tied to their ontological constructions of the subject matter, i.e., many perceived climate change as one more environmentally sensitive issue such as littering and pollution, and were therefore limited in their ability to understand anthropogenic climate change in the vast and robust sense meant by current scientific consensus. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.

An incremental block-line-Gauss-Seidel method for the Navier-Stokes equations

NASA Technical Reports Server (NTRS)

Napolitano, M.; Walters, R. W.

1985-01-01

A block-line-Gauss-Seidel (LGS) method is developed for solving the incompressible and compressible Navier-Stokes equations in two dimensions. The method requires only one block-tridiagonal solution process per iteration and is consequently faster per step than the linearized block-ADI methods. Results are presented for both incompressible and compressible separated flows: in all cases the proposed block-LGS method is more efficient than the block-ADI methods. Furthermore, for high Reynolds number weakly separated incompressible flow in a channel, which proved to be an impossible task for a block-ADI method, solutions have been obtained very efficiently by the new scheme.

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

Direct Instruction News, 2001.

ERIC Educational Resources Information Center

Tarver, Sara, Ed.

2001-01-01

These three issues of a newsletter offer diverse kinds of information deemed to be of interest to Association for Direct Instruction (ADI) members--stories of successful implementations in different settings, write-ups of ADI awards, tips on "how to" deliver direct instruction (DI) more effectively, topical articles focused on particular…

21 CFR 556.225 - Doramectin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.225 Doramectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance of 100 parts per billion is established for parent doramectin (marker residue) in liver (target...

21 CFR 556.225 - Doramectin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.225 Doramectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance of 100 parts per billion is established for parent doramectin (marker residue) in liver (target...

21 CFR 556.570 - Ractopamine.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.570 Ractopamine. (a) Acceptable Daily Intake (ADI). The ADI for total...) Tolerances—(1) Cattle—(i) Liver (the target tissue). The tolerance for ractopamine hydrochloride (the marker...

21 CFR 556.765 - Zilpaterol.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.765 Zilpaterol. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for zilpaterol freebase (the marker residue) is 12 parts...

21 CFR 556.286 - Flunixin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.286 Flunixin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for flunixin free acid (the marker residue) is: (i) Liver (the target tissue). 125 parts per...

21 CFR 556.34 - Albendazole.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.34 Albendazole. (a) Acceptable daily intake (ADI). The ADI for total... for albendazole 2-aminosulfone (marker residue) are: (1) Cattle—(i) Liver (target tissue): 0.2 parts...

21 CFR 556.570 - Ractopamine.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.570 Ractopamine. (a) Acceptable Daily Intake (ADI). The ADI for total...) Tolerances—(1) Cattle—(i) Liver (the target tissue). The tolerance for ractopamine hydrochloride (the marker...

21 CFR 556.515 - Pirlimycin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.515 Pirlimycin. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent pirlimycin (the marker residue) is 0.5 part per...

21 CFR 556.515 - Pirlimycin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.515 Pirlimycin. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent pirlimycin (the marker residue) is 0.5 part per...

21 CFR 556.225 - Doramectin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.225 Doramectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance of 100 parts per billion is established for parent doramectin (marker residue) in liver (target...

21 CFR 556.426 - Moxidectin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.426 Moxidectin. (a) Acceptable daily intake (ADI). The ADI for total...) Fat (the target tissue). The tolerance for parent moxidectin (the marker residue) is 900 parts per...

21 CFR 556.765 - Zilpaterol.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.765 Zilpaterol. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for zilpaterol freebase (the marker residue) is 12 parts...

21 CFR 556.36 - Altrenogest.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.36 Altrenogest. (a) Acceptable Daily Intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for altrenogest (the marker residue) is 4 parts per billion...

21 CFR 556.426 - Moxidectin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.426 Moxidectin. (a) Acceptable daily intake (ADI). The ADI for total...) Fat (the target tissue). The tolerance for parent moxidectin (the marker residue) is 900 parts per...

21 CFR 556.515 - Pirlimycin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.515 Pirlimycin. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent pirlimycin (the marker residue) is 0.5 part per...

21 CFR 556.570 - Ractopamine.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.570 Ractopamine. (a) Acceptable Daily Intake (ADI). The ADI for total...) Tolerances—(1) Cattle—(i) Liver (the target tissue). The tolerance for ractopamine hydrochloride (the marker...

21 CFR 556.765 - Zilpaterol.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.765 Zilpaterol. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for zilpaterol freebase (the marker residue) is 12 parts...

21 CFR 556.163 - Clorsulon.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.163 Clorsulon. (a) Acceptable daily intake (ADI). The ADI for total...) Kidney (the target tissue). The tolerance for parent clorsulon (the marker residue) is 1.0 part per...

21 CFR 556.163 - Clorsulon.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.163 Clorsulon. (a) Acceptable daily intake (ADI). The ADI for total...) Kidney (the target tissue). The tolerance for parent clorsulon (the marker residue) is 1.0 part per...

21 CFR 556.34 - Albendazole.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.34 Albendazole. (a) Acceptable daily intake (ADI). The ADI for total... for albendazole 2-aminosulfone (marker residue) are: (1) Cattle—(i) Liver (target tissue): 0.2 parts...

21 CFR 556.225 - Doramectin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.225 Doramectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance of 100 parts per billion is established for parent doramectin (marker residue) in liver (target...

21 CFR 556.36 - Altrenogest.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.36 Altrenogest. (a) Acceptable Daily Intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for altrenogest (the marker residue) is 4 parts per billion...

21 CFR 556.570 - Ractopamine.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.570 Ractopamine. (a) Acceptable Daily Intake (ADI). The ADI for total...) Tolerances—(1) Cattle—(i) Liver (the target tissue). The tolerance for ractopamine hydrochloride (the marker...

21 CFR 556.344 - Ivermectin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.344 Ivermectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance is established for 22,23-dihydroavermectin B1a (marker residue) in liver (target tissue) as...

21 CFR 556.344 - Ivermectin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.344 Ivermectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance is established for 22,23-dihydroavermectin B1a (marker residue) in liver (target tissue) as...

21 CFR 556.426 - Moxidectin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.426 Moxidectin. (a) Acceptable daily intake (ADI). The ADI for total...) Fat (the target tissue). The tolerance for parent moxidectin (the marker residue) is 900 parts per...

21 CFR 556.292 - Gamithromycin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.292 Gamithromycin. (a) Acceptable Daily Intake (ADI). The ADI for total... tolerances for gamithromycin (the marker residue) are: (1) Cattle—(i) Liver (the target tissue): 500 parts...

21 CFR 556.34 - Albendazole.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.34 Albendazole. (a) Acceptable daily intake (ADI). The ADI for total... for albendazole 2-aminosulfone (marker residue) are: (1) Cattle—(i) Liver (target tissue): 0.2 parts...

21 CFR 556.426 - Moxidectin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.426 Moxidectin. (a) Acceptable daily intake (ADI). The ADI for total...) Fat (the target tissue). The tolerance for parent moxidectin (the marker residue) is 900 parts per...

21 CFR 556.765 - Zilpaterol.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.765 Zilpaterol. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for zilpaterol freebase (the marker residue) is 12 parts...

21 CFR 556.570 - Ractopamine.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.570 Ractopamine. (a) Acceptable Daily Intake (ADI). The ADI for total...) Tolerances—(1) Cattle—(i) Liver (the target tissue). The tolerance for ractopamine hydrochloride (the marker...

21 CFR 556.36 - Altrenogest.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.36 Altrenogest. (a) Acceptable Daily Intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for altrenogest (the marker residue) is 4 parts per billion...

21 CFR 556.426 - Moxidectin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.426 Moxidectin. (a) Acceptable daily intake (ADI). The ADI for total...) Fat (the target tissue). The tolerance for parent moxidectin (the marker residue) is 900 parts per...

21 CFR 556.163 - Clorsulon.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.163 Clorsulon. (a) Acceptable daily intake (ADI). The ADI for total...) Kidney (the target tissue). The tolerance for parent clorsulon (the marker residue) is 1.0 part per...

21 CFR 556.163 - Clorsulon.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.163 Clorsulon. (a) Acceptable daily intake (ADI). The ADI for total...) Kidney (the target tissue). The tolerance for parent clorsulon (the marker residue) is 1.0 part per...

21 CFR 556.286 - Flunixin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.286 Flunixin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for flunixin free acid (the marker residue) is: (i) Liver (the target tissue). 125 parts per...

21 CFR 556.765 - Zilpaterol.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.765 Zilpaterol. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for zilpaterol freebase (the marker residue) is 12 parts...

21 CFR 556.286 - Flunixin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.286 Flunixin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for flunixin free acid (the marker residue) is: (i) Liver (the target tissue). 125 parts per...

21 CFR 556.225 - Doramectin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.225 Doramectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance of 100 parts per billion is established for parent doramectin (marker residue) in liver (target...

21 CFR 556.34 - Albendazole.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.34 Albendazole. (a) Acceptable daily intake (ADI). The ADI for total... for albendazole 2-aminosulfone (marker residue) are: (1) Cattle—(i) Liver (target tissue): 0.2 parts...

21 CFR 556.344 - Ivermectin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.344 Ivermectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance is established for 22,23-dihydroavermectin B1a (marker residue) in liver (target tissue) as...

21 CFR 556.36 - Altrenogest.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.36 Altrenogest. (a) Acceptable Daily Intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for altrenogest (the marker residue) is 4 parts per billion...

21 CFR 556.292 - Gamithromycin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.292 Gamithromycin. (a) Acceptable Daily Intake (ADI). The ADI for total... tolerances for gamithromycin (the marker residue) are: (1) Cattle—(i) Liver (the target tissue): 500 parts...

21 CFR 556.515 - Pirlimycin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.515 Pirlimycin. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent pirlimycin (the marker residue) is 0.5 part per...

21 CFR 556.286 - Flunixin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.286 Flunixin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for flunixin free acid (the marker residue) is: (i) Liver (the target tissue). 125 parts per...

21 CFR 556.163 - Clorsulon.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.163 Clorsulon. (a) Acceptable daily intake (ADI). The ADI for total...) Kidney (the target tissue). The tolerance for parent clorsulon (the marker residue) is 1.0 part per...

21 CFR 556.292 - Gamithromycin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.292 Gamithromycin. (a) Acceptable Daily Intake (ADI). The ADI for total... tolerances for gamithromycin (the marker residue) are: (1) Cattle—(i) Liver (the target tissue): 500 parts...

21 CFR 556.34 - Albendazole.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.34 Albendazole. (a) Acceptable daily intake (ADI). The ADI for total... for albendazole 2-aminosulfone (marker residue) are: (1) Cattle—(i) Liver (target tissue): 0.2 parts...

21 CFR 556.36 - Altrenogest.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.36 Altrenogest. (a) Acceptable Daily Intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for altrenogest (the marker residue) is 4 parts per billion...

21 CFR 556.286 - Flunixin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.286 Flunixin. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for flunixin free acid (the marker residue) is: (i) Liver (the target tissue). 125 parts per...

21 CFR 556.515 - Pirlimycin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.515 Pirlimycin. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent pirlimycin (the marker residue) is 0.5 part per...

Insights into the molecular basis for substrate binding and specificity of the wild-type L-arginine/agmatine antiporter AdiC.

PubMed

Ilgü, Hüseyin; Jeckelmann, Jean-Marc; Gapsys, Vytautas; Ucurum, Zöhre; de Groot, Bert L; Fotiadis, Dimitrios

2016-09-13

Pathogenic enterobacteria need to survive the extreme acidity of the stomach to successfully colonize the human gut. Enteric bacteria circumvent the gastric acid barrier by activating extreme acid-resistance responses, such as the arginine-dependent acid resistance system. In this response, l-arginine is decarboxylated to agmatine, thereby consuming one proton from the cytoplasm. In Escherichia coli, the l-arginine/agmatine antiporter AdiC facilitates the export of agmatine in exchange of l-arginine, thus providing substrates for further removal of protons from the cytoplasm and balancing the intracellular pH. We have solved the crystal structures of wild-type AdiC in the presence and absence of the substrate agmatine at 2.6-Å and 2.2-Å resolution, respectively. The high-resolution structures made possible the identification of crucial water molecules in the substrate-binding sites, unveiling their functional roles for agmatine release and structure stabilization, which was further corroborated by molecular dynamics simulations. Structural analysis combined with site-directed mutagenesis and the scintillation proximity radioligand binding assay improved our understanding of substrate binding and specificity of the wild-type l-arginine/agmatine antiporter AdiC. Finally, we present a potential mechanism for conformational changes of the AdiC transport cycle involved in the release of agmatine into the periplasmic space of E. coli.

Microscopic analysis of cell death by metabolic stress-induced autophagy in prostate cancer

NASA Astrophysics Data System (ADS)

Changou, Chun; Cheng, R. Holland; Bold, Richard; Kung, Hsing-Jien; Chuang, Frank Y. S.

2013-02-01

Autophagy is an intracellular recycling mechanism that helps cells to survive against environmental stress and nutritional starvation. We have recently shown that prostate cancers undergo metabolic stress and caspase-independent cell death following exposure to arginine deiminase (ADI, an enzyme that degrades arginine in tissue). The aims of our current investigation into the application of ADI as a novel cancer therapy are to identify the components mediating tumor cell death, and to determine the role of autophagy (stimulated by ADI and/or rapamycin) on cell death. Using advanced fluorescence microscopy techniques including 3D deconvolution and superresolution structured-illumination microscopy (SIM), we show that prostate tumor cells that are killed after exposure to ADI for extended periods, exhibit a morphology that is distinct from caspase-dependent apoptosis; and that autophagosomes forming as a result of ADI stimulation contain DAPI-stained nuclear material. Fluorescence imaging (as well as cryo-electron microscopy) show a breakdown of both the inner and outer nuclear membranes at the interface between the cell nucleus and aggregated autophagolysosomes. Finally, the addition of N-acetyl cysteine (or NAC, a scavenger for reactive oxygen species) effectively abolishes the appearance of autophagolysosomes containing nuclear material. We hope to continue this research to understand the processes that govern the survival or death of these tumor cells, in order to develop methods to improve the efficacy of cancer pharmacotherapy.

Tensile properties of ADI material in water and gaseous environments

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rajnovic, Dragan, E-mail: draganr@uns.ac.rs; Balos, Sebastian; Sidjanin, Leposava

2015-03-15

Austempered ductile iron (ADI) is an advanced type of heat treated ductile iron, having comparable mechanical properties as forged steels. However, it was found that in contact with water the mechanical properties of austempered ductile irons decrease, especially their ductility. Despite considerable scientific attention, the cause of this phenomenon remains unclear. Some authors suggested that hydrogen or small atom chemisorption causes the weakening of the surface atomic bonds. To get additional reliable data of that phenomenon, in this paper, two different types of austempered ductile irons were tensile tested in various environments, such as: argon, helium, hydrogen gas and water.more » It was found that only the hydrogen gas and water gave a statistically significant decrease in mechanical properties, i.e. cause embrittlement. Furthermore, the fracture surface analysis revealed that the morphology of the embrittled zone near the specimen surface shares similarities to the fatigue micro-containing striation-like lines, which indicates that the morphology of the brittle zone may be caused by cyclic local-chemisorption, micro-embrittlement and local-fracture. - Highlights: • In contact with water and other liquids the ADI suddenly exhibits embrittlement. • The embrittlement is more pronounced in water than in the gaseous hydrogen. • The hydrogen chemisorption into ADI surface causes the formation of a brittle zone. • The ADI austempered at lower temperatures (300 °C) is more resistant to embrittlement.« less

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

Independent Research Projects Using Protein Extraction: Affordable Ways to Inquire, Discover & Publish for Undergraduate Students

ERIC Educational Resources Information Center

Pu, Rongsun

2010-01-01

This article describes how to use protein extraction, quantification, and analysis in the undergraduate teaching laboratory to engage students in inquiry-based, discovery-driven learning. Detailed instructions for obtaining proteins from animal tissues, using BCA assay to quantify the proteins, and data analysis are provided. The experimental…

Learning through Geography. Pathways in Geography Series, Title No. 7.

ERIC Educational Resources Information Center

Slater, Frances

This teacher's guide is to enable the teacher to promote thinking through the use of geography. The book lays out the rationale in learning theory for an issues-based, question-driven inquiry method and proceeds through a simple model of progression from identifying key questions to developing generalizations. Students study issues of geographic…

Coherent District Reform: A Case Study of Two California School Districts

ERIC Educational Resources Information Center

Ezzani, Miriam

2015-01-01

The purpose of this paper is to enhance our understanding of districts that are implementing sustainable professional learning in data-driven decision-making (DDDM) to improve student achievement. The data-informed leadership framework, comprised of leadership practices that acknowledge the complexities that play into data use, guided the inquiry.…

Poetry as Progress: Balancing Standards-Based Reforms with Aesthetic Inquiry

ERIC Educational Resources Information Center

Liu, Laura B.

2011-01-01

The meaning of "progress" in U.S. educational institutions has undergone much debate (Tyack & Cuban, 1995). Standards-driven practices have often promoted a search for "right" answers in place of critical and diverse thinking. Globalization and its impacts compel us to continue revising and articulating the meaning of progress for 21st century…

The Case of Lobster Shell Disease

ERIC Educational Resources Information Center

Hollen, Shawna; Toney, Jaime L.; Bisaccio, Daniel; Haberstroh, Karen Marie; Herbert, Timothy

2011-01-01

The authors combined content-driven and inquiry-based lessons into the framework of problem-based learning (PBL). They did this in eight third- through sixth-grade classrooms--two each from grades 3-5, one from sixth grade, and one mixed-grade special education. These older elementary students explored a local problem of lobsters infected by…

Developing and Sharing Team Mental Models in a Profession-Driven and Value-Laden Organization

ERIC Educational Resources Information Center

Tzeng, Jeng-Yi

2006-01-01

While team mental models have been shown to be effective in facilitating team operations in ordinary transactive organizations, their impact on loosely coupled yet value-laden organizations is relatively under studied. Using qualitative inquiry methodology, this study investigates the three referential frameworks (i.e., theoretical knowledge,…

Instrumental Analysis of Biodiesel Content in Commercial Diesel Blends: An Experiment for Undergraduate Analytical Chemistry

ERIC Educational Resources Information Center

Feng, Z. Vivian; Buchman, Joseph T.

2012-01-01

The potential of replacing petroleum fuels with renewable biofuels has drawn significant public interest. Many states have imposed biodiesel mandates or incentives to use commercial biodiesel blends. We present an inquiry-driven experiment where students are given the tasks to gather samples, develop analytical methods using various instrumental…

Sisyphean Neoliberal Reforms: The Intractable Mythology of Student Growth and Achievement Master Narratives within the Testing and TFA Era

ERIC Educational Resources Information Center

Fisher-Ari, Teresa; Kavanagh, Kara M.; Martin, Anne

2017-01-01

Neoliberal discourses defining and measuring "student achievement" and "teacher success" through myopic high-stakes testing-driven criteria for "accountability," can perpetuate the very inequities these reforms purport to address. Nested within a five-year inquiry using grounded theory to investigate experiences of…

Quantitation & Case-Study-Driven Inquiry to Enhance Yeast Fermentation Studies

ERIC Educational Resources Information Center

Grammer, Robert T.

2012-01-01

We propose a procedure for the assay of fermentation in yeast in microcentrifuge tubes that is simple and rapid, permitting assay replicates, descriptive statistics, and the preparation of line graphs that indicate reproducibility. Using regression and simple derivatives to determine initial velocities, we suggest methods to compare the effects of…

"Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools

ERIC Educational Resources Information Center

McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.

2013-01-01

The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

Minnows as a Classroom Model for Human Environmental Health

ERIC Educational Resources Information Center

Weber, Daniel N.; Hesselbach, Renee; Kane, Andrew S.; Petering, David H.; Petering, Louise; Berg, Craig A.

2013-01-01

Understanding human environmental health is difficult for high school students, as is the process of scientific investigation. This module provides a framework to address both concerns through an inquiry-based approach using a hypothesis-driven set of experiments that draws upon a real-life concern, environmental exposures to lead (Pb2+). Students…

21 CFR 556.283 - Florfenicol.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.283 Florfenicol. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for florfenicol amine (the marker residue) is 3.7 parts per...

21 CFR 556.226 - Enrofloxacin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.226 Enrofloxacin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for enrofloxacin are: (1) Cattle—(i) Liver (target tissue). 0.1 part per million (ppm) desethylene...

21 CFR 556.347 - Lasalocid.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.347 Lasalocid. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for parent lasalocid (the marker residue) in liver (the target tissue) is 0.7 part per million...

21 CFR 556.169 - Danofloxacin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.169 Danofloxacin. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for parent danofloxacin (the marker residue) is 0.2 part...

21 CFR 556.733 - Tildipirosin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.733 Tildipirosin. (a) Acceptable Daily Intake (ADI). The ADI for total... tolerances for tildipirosin (the marker residue) are: (1) Cattle—(i) Liver (the target tissue): 10 parts per...

21 CFR 556.275 - Fenbendazole.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.275 Fenbendazole. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent fenbendazole (the marker residue) is 0.8 part per...

21 CFR 556.347 - Lasalocid.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.347 Lasalocid. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for parent lasalocid (the marker residue) in liver (the target tissue) is 0.7 part per million...

21 CFR 556.226 - Enrofloxacin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.226 Enrofloxacin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for enrofloxacin are: (1) Cattle—(i) Liver (target tissue). 0.1 part per million (ppm) desethylene...

21 CFR 556.227 - Eprinomectin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.227 Eprinomectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for eprinomectin B1a (marker residue) are: (1) Cattle—(i) Liver (target tissue): 1.5 parts per...

21 CFR 556.226 - Enrofloxacin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.226 Enrofloxacin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for enrofloxacin are: (1) Cattle—(i) Liver (target tissue). 0.1 part per million (ppm) desethylene...

21 CFR 556.227 - Eprinomectin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.227 Eprinomectin. (a) Acceptable daily intake (ADI). The ADI for total..., in liver (target tissue) of 4.8 parts per million, and in muscle of 100 parts per billion. (2...

21 CFR 556.275 - Fenbendazole.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.275 Fenbendazole. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent fenbendazole (the marker residue) is 0.8 part per...

21 CFR 556.347 - Lasalocid.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.347 Lasalocid. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for parent lasalocid (the marker residue) in liver (the target tissue) is 0.7 part per million...

21 CFR 556.283 - Florfenicol.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.283 Florfenicol. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for florfenicol amine (the marker residue) is 3.7 parts per...

21 CFR 556.227 - Eprinomectin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.227 Eprinomectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for eprinomectin B1a (marker residue) are: (1) Cattle—(i) Liver (target tissue): 1.5 parts per...

21 CFR 556.169 - Danofloxacin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.169 Danofloxacin. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for parent danofloxacin (the marker residue) is 0.2 part...

21 CFR 556.346 - Laidlomycin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.346 Laidlomycin. (a) Acceptable daily intake (ADI). The ADI for total... for parent laidlomycin (the marker residue) in the liver (the target tissue) of cattle is 0.2 part per...

21 CFR 556.275 - Fenbendazole.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.275 Fenbendazole. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent fenbendazole (the marker residue) is 0.8 part per...

21 CFR 556.275 - Fenbendazole.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.275 Fenbendazole. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent fenbendazole (the marker residue) is 0.8 part per...

21 CFR 556.169 - Danofloxacin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.169 Danofloxacin. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for parent danofloxacin (the marker residue) is 0.2 part...

21 CFR 556.346 - Laidlomycin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.346 Laidlomycin. (a) Acceptable daily intake (ADI). The ADI for total... for parent laidlomycin (the marker residue) in the liver (the target tissue) of cattle is 0.2 part per...

21 CFR 556.733 - Tildipirosin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.733 Tildipirosin. (a) Acceptable Daily Intake (ADI). The ADI for total... tolerances for tildipirosin (the marker residue) are: (1) Cattle—(i) Liver (the target tissue): 10 parts per...

21 CFR 556.169 - Danofloxacin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.169 Danofloxacin. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for parent danofloxacin (the marker residue) is 0.2 part...

21 CFR 556.275 - Fenbendazole.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.275 Fenbendazole. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for parent fenbendazole (the marker residue) is 0.8 part per...

21 CFR 556.227 - Eprinomectin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.227 Eprinomectin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for eprinomectin B1a (marker residue) are: (1) Cattle—(i) Liver (target tissue): 1.5 parts per...

21 CFR 556.346 - Laidlomycin.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.346 Laidlomycin. (a) Acceptable daily intake (ADI). The ADI for total... for parent laidlomycin (the marker residue) in the liver (the target tissue) of cattle is 0.2 part per...

21 CFR 556.346 - Laidlomycin.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.346 Laidlomycin. (a) Acceptable daily intake (ADI). The ADI for total... for parent laidlomycin (the marker residue) in the liver (the target tissue) of cattle is 0.2 part per...

21 CFR 556.169 - Danofloxacin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.169 Danofloxacin. (a) Acceptable daily intake (ADI). The ADI for total...—(i) Liver (the target tissue). The tolerance for parent danofloxacin (the marker residue) is 0.2 part...

21 CFR 556.347 - Lasalocid.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.347 Lasalocid. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for parent lasalocid (the marker residue) in liver (the target tissue) is 0.7 part per million...

21 CFR 556.347 - Lasalocid.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.347 Lasalocid. (a) Acceptable daily intake (ADI). The ADI for total... tolerance for parent lasalocid (the marker residue) in liver (the target tissue) is 0.7 part per million...

21 CFR 556.226 - Enrofloxacin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.226 Enrofloxacin. (a) Acceptable daily intake (ADI). The ADI for total... tolerances for enrofloxacin are: (1) Cattle—(i) Liver (target tissue). 0.1 part per million (ppm) desethylene...

21 CFR 556.227 - Eprinomectin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.227 Eprinomectin. (a) Acceptable daily intake (ADI). The ADI for total..., in liver (target tissue) of 4.8 parts per million, and in muscle of 100 parts per billion. (2...

21 CFR 556.346 - Laidlomycin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.346 Laidlomycin. (a) Acceptable daily intake (ADI). The ADI for total... for parent laidlomycin (the marker residue) in the liver (the target tissue) of cattle is 0.2 part per...

21 CFR 556.283 - Florfenicol.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., FEEDS, AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.283 Florfenicol. (a) Acceptable daily intake (ADI). The ADI for total...) Liver (the target tissue). The tolerance for florfenicol amine (the marker residue) is 3.7 parts per...

21 CFR 556.226 - Enrofloxacin.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 6 2010-04-01 2010-04-01 false Enrofloxacin. 556.226 Section 556.226 Food and... Residues of New Animal Drugs § 556.226 Enrofloxacin. (a) Acceptable daily intake (ADI). The ADI for total residues of enrofloxacin is 3 micrograms per kilogram of body weight per day. (b) Tolerances. The...

Genes, language, cognition, and culture: towards productive inquiry.

PubMed

Fitch, W Tecumseh

2011-04-01

The Queen Mary conference on “Integrating Genetic and Cultural Evolutionary Approaches to Language,” and the papers in this special issue, clearly illustrate the excitement and potential of trans-disciplinary approaches to language as an evolved biological capacity (phylogeny) and an evolving cultural entity (glossogeny). Excepting the present author, the presenters/authors are mostly young rising stars in their respective fields, and include scientists with backgrounds in linguistics, animal communication, neuroscience, evolutionary biology, anthropology, and computer science. On display was a clear willingness to engage with different approaches and terminology and a commitment to shared standards of scientific rigor, empirically driven theory, and logical argument. Because the papers assembled here, together with the introduction, speak for themselves, I will focus in this “extro-duction” on some of the terminological and conceptual difficulties which threaten to block this exciting wave of scientific progress in understanding language evolution, in both senses of that term. In particular I will first argue against the regrettably widespread practice of opposing cultural and genetic explanations of human cognition as if they were dichotomous. Second, I will unpack the debate concerning “general-purpose” and “domain-specific” mechanisms, which masquerades as a debate about nativism but is nothing of the sort. I believe that framing discussions of language in these terms has generated more heat than light, and that a modern molecular understanding of genes, development, behavior, and evolution renders many of the assumptions underlying this debate invalid.

Sweeprate and temperature effects on crackling noise

NASA Astrophysics Data System (ADS)

White, Robert Allen

Crackling noise, defined as separate bursts characterized by power law behavior of the frequency histograms over many decades, is observed in many driven systems far from equilibrium. Examples of such systems pepper a remarkable range of length and energy scales from jerky domain wall motion of disordered magnets, to the sometimes devastating crackling of the earth to the bursty release of energy in the photosphere of the sun dwarfing that of our most horrible WMD. Typically, crackling noise is modeled in the infinitely slow driving rate limit at zero temperature. In this dissertation I investigate the effects of relaxing these limits. First I consider the crackling system at zero temperature and finite sweeprate. I discuss how the temporal overlap of power law bursts can account for a wide range of scaling behavior and provide a criterion for sweeprate controlled exponents based on exponents obtained in the infinitely slowly driven limit. I also discuss scaling arguments for hitherto unexplained results in the power spectrum of crackling response in disordered magnets, commonly referred to as Barkhausen noise. Scaling arguments and numerical results are compared to Barkhausen noise measurements in two materials representing distinct adiabatically driven universality classes. Relaxation of the zero temperature constraint cannot be done without considering finite sweeprates due to global relaxation timescales that arise at finite temperatures. We investigate the connection between sweeprate and thermal fluctuations in the far from equilibrium limit typical of crackling systems. Again, using scaling arguments and numerical simulations of the random field Ising model near a disorder-induced critical point we analyze interesting crossover phenomena in the power spectra which are also observed in Barkhausen noise but have yet to be explained.

Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

NASA Astrophysics Data System (ADS)

Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

2013-08-01

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

21 CFR 556.283 - Florfenicol.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 6 2010-04-01 2010-04-01 false Florfenicol. 556.283 Section 556.283 Food and... Residues of New Animal Drugs § 556.283 Florfenicol. (a) Acceptable daily intake (ADI). The ADI for total residues of florfenicol is 10 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.283 - Florfenicol.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 6 2011-04-01 2011-04-01 false Florfenicol. 556.283 Section 556.283 Food and... Residues of New Animal Drugs § 556.283 Florfenicol. (a) Acceptable daily intake (ADI). The ADI for total residues of florfenicol is 10 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

Reliability and Validity of Autism Diagnostic Interview-Revised, Japanese Version

ERIC Educational Resources Information Center

Tsuchiya, Kenji J.; Matsumoto, Kaori; Yagi, Atsuko; Inada, Naoko; Kuroda, Miho; Inokuchi, Eiko; Koyama, Tomonori; Kamio, Yoko; Tsujii, Masatsugu; Sakai, Saeko; Mohri, Ikuko; Taniike, Masako; Iwanaga, Ryoichiro; Ogasahara, Kei; Miyachi, Taishi; Nakajima, Shunji; Tani, Iori; Ohnishi, Masafumi; Inoue, Masahiko; Nomura, Kazuyo; Hagiwara, Taku; Uchiyama, Tokio; Ichikawa, Hironobu; Kobayashi, Shuji; Miyamoto, Ken; Nakamura, Kazuhiko; Suzuki, Katsuaki; Mori, Norio; Takei, Nori

2013-01-01

To examine the inter-rater reliability of Autism Diagnostic Interview-Revised, Japanese Version (ADI-R-JV), the authors recruited 51 individuals aged 3-19 years, interviewed by two independent raters. Subsequently, to assess the discriminant and diagnostic validity of ADI-R-JV, the authors investigated 317 individuals aged 2-19 years, who were…

21 CFR 556.735 - Tilmicosin.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 21 Food and Drugs 6 2012-04-01 2012-04-01 false Tilmicosin. 556.735 Section 556.735 Food and Drugs... Residues of New Animal Drugs § 556.735 Tilmicosin. (a) Acceptable daily intake (ADI). The ADI for total residues of tilmicosin is 25 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.735 - Tilmicosin.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 6 2011-04-01 2011-04-01 false Tilmicosin. 556.735 Section 556.735 Food and Drugs... Residues of New Animal Drugs § 556.735 Tilmicosin. (a) Acceptable daily intake (ADI). The ADI for total residues of tilmicosin is 25 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.735 - Tilmicosin.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 6 2013-04-01 2013-04-01 false Tilmicosin. 556.735 Section 556.735 Food and Drugs... Residues of New Animal Drugs § 556.735 Tilmicosin. (a) Acceptable daily intake (ADI). The ADI for total residues of tilmicosin is 25 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.735 - Tilmicosin.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 21 Food and Drugs 6 2014-04-01 2014-04-01 false Tilmicosin. 556.735 Section 556.735 Food and Drugs... Residues of New Animal Drugs § 556.735 Tilmicosin. (a) Acceptable daily intake (ADI). The ADI for total residues of tilmicosin is 25 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.735 - Tilmicosin.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 6 2010-04-01 2010-04-01 false Tilmicosin. 556.735 Section 556.735 Food and Drugs... Residues of New Animal Drugs § 556.735 Tilmicosin. (a) Acceptable daily intake (ADI). The ADI for total residues of tilmicosin is 25 micrograms per kilogram of body weight per day. (b) Tolerances—(1) Cattle—(i...

21 CFR 556.430 - Neomycin.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.430 Neomycin. (a) Acceptable daily intake (ADI). The ADI for total..., and goats. 7.2 parts per million (ppm) in kidney (target tissue) and fat, 3.6 ppm in liver, and 1.2...

21 CFR 556.430 - Neomycin.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.430 Neomycin. (a) Acceptable daily intake (ADI). The ADI for total..., and goats. 7.2 parts per million (ppm) in kidney (target tissue) and fat, 3.6 ppm in liver, and 1.2...

21 CFR 556.430 - Neomycin.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., AND RELATED PRODUCTS TOLERANCES FOR RESIDUES OF NEW ANIMAL DRUGS IN FOOD Specific Tolerances for Residues of New Animal Drugs § 556.430 Neomycin. (a) Acceptable daily intake (ADI). The ADI for total..., and goats. 7.2 parts per million (ppm) in kidney (target tissue) and fat, 3.6 ppm in liver, and 1.2...

21 CFR 556.748 - Tylvalosin.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 6 2013-04-01 2013-04-01 false Tylvalosin. 556.748 Section 556.748 Food and Drugs... Residues of New Animal Drugs § 556.748 Tylvalosin. (a) Acceptable Daily Intake (ADI). The ADI for total residues of tylvalosin is 47.7 micrograms per kilogram of body weight per day. (b) Tolerances. A tolerance...

21 CFR 556.748 - Tylvalosin.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 21 Food and Drugs 6 2014-04-01 2014-04-01 false Tylvalosin. 556.748 Section 556.748 Food and Drugs... Residues of New Animal Drugs § 556.748 Tylvalosin. (a) Acceptable Daily Intake (ADI). The ADI for total residues of tylvalosin is 47.7 micrograms per kilogram of body weight per day. (b) Tolerances. A tolerance...

Measurement Equivalence of the Autism Symptom Phenotype in Children and Youth

ERIC Educational Resources Information Center

Duku, Eric; Szatmari, Peter; Vaillancourt, Tracy; Georgiades, Stelios; Thompson, Ann; Liu, Xiao-Qing; Paterson, Andrew D.; Bennett, Terry

2013-01-01

Background: The Autism Diagnostic Interview-Revised (ADI-R) is a gold standard assessment of Autism Spectrum Disorder (ASD) symptoms and behaviours. A key underlying assumption of studies using the ADI-R is that it measures the same phenotypic constructs across different populations (i.e. males/females, younger/older, verbal/nonverbal). The…

Construction of Novel Saccharomyces cerevisiae Strains for Bioethanol Active Dry Yeast (ADY) Production

PubMed Central

Gao, Kehui; Liu, Zewei; Zhang, Xing; Li, Ou; Sun, Jianguo; Zhang, Xiaoyang; Du, Fengguang; Sun, Peiyong; Qu, Aimin; Wu, Xuechang

2013-01-01

The application of active dry yeast (ADY) in bioethanol production simplifies operation processes and reduces the risk of bacterial contamination. In the present study, we constructed a novel ADY strain with improved stress tolerance and ethanol fermentation performances under stressful conditions. The industrial Saccharomyces cerevisiae strain ZTW1 showed excellent properties and thus subjected to a modified whole-genome shuffling (WGS) process to improve its ethanol titer, proliferation capability, and multiple stress tolerance for ADY production. The best-performing mutant, Z3-86, was obtained after three rounds of WGS, producing 4.4% more ethanol and retaining 2.15-fold higher viability than ZTW1 after drying. Proteomics and physiological analyses indicated that the altered expression patterns of genes involved in protein metabolism, plasma membrane composition, trehalose metabolism, and oxidative responses contribute to the trait improvement of Z3-86. This work not only successfully developed a novel S. cerevisiae mutant for application in commercial bioethanol production, but also enriched the current understanding of how WGS improves the complex traits of microbes. PMID:24376860

Strain rate effects on fracture behavior of Austempered Ductile Irons

NASA Astrophysics Data System (ADS)

Ruggiero, Andrew; Bonora, Nicola; Gentile, Domenico; Iannitti, Gianluca; Testa, Gabriel; Hörnqvist Colliander, Magnus; Masaggia, Stefano; Vettore, Federico

2017-06-01

Austempered Ductile Irons (ADIs), combining high strength, good ductility and low density, are candidates to be a suitable alternative to high-strength steels. Nevertheless, the concern about a low ductility under dynamic loads often leads designers to exclude cast irons for structural applications. However, results from dynamic tensile tests contradict this perception showing larger failure strain with respect to quasistatic data. The fracture behaviour of ADIs depends on damage mechanisms occurring in the spheroids of graphite, in the matrix and at their interface, with the matrix (ausferrite) consisting of acicular ferrite in carbon-enriched austenite. Here, a detailed microstructural analysis was performed on the ADI 1050-6 deformed under different conditions of strain rates, temperatures, and states of stress. Beside the smooth specimens used for uniaxial tensile tests, round notched bars to evaluate the ductility reduction with increasing stress triaxiality and tophat geometries to evaluate the propensity to shear localization and the associated microstructural alterations were tested. The aim of the work is to link the mechanical and fracture behavior of ADIs to the load condition through the microstructural modifications that occur for the corresponding deformation path.

[Diagnosis and treatment of adipsic diabetes insipidus accompanied with intracranial calcification].

PubMed

Hu, Ming-ming; Liu, Min; Liu, Wei

2013-04-01

To summarize our experience in the management of adipsic central diabetes insipidus(ADI) accompanied with intracranial calcification. The clinical data of one ADI patient accompanied with intracranial calcification who was treated in our hospital since December 2011 were retrospectively summarized. The 24-hour urine volume was 800 ml. She didn't feel thirsty even with increased plasma sodium concentration(153 mmol/L) and blood osmotic pressure(333 mmol/L) . Combined water deprivation and vasopressin test revealed the diagnosis of central diabetes insipidus. The high intensity signal(on T1-weighted magnetic resonance imaging) in the posterior lobe of pituitary gland was found. Computed tomography showed calcifications in the bilateral basal ganglia.Serum cytomegalovirus IgG was positive. She was treated with desmopressin and asked for regular water intake regardless of the adipsia. The plasma sodium concentration was still below 150 mmol/L during the 4-month follow-up. Routine adipsia evaluation and combined water deprivation and vasopressin test are critical for the diagnosis and treatment of ADI. Past insidious intracranial cytomegalovirus infection may explain the cause of ADI and calcification.

Construction of novel Saccharomyces cerevisiae strains for bioethanol active dry yeast (ADY) production.

PubMed

Zheng, Daoqiong; Zhang, Ke; Gao, Kehui; Liu, Zewei; Zhang, Xing; Li, Ou; Sun, Jianguo; Zhang, Xiaoyang; Du, Fengguang; Sun, Peiyong; Qu, Aimin; Wu, Xuechang

2013-01-01

The application of active dry yeast (ADY) in bioethanol production simplifies operation processes and reduces the risk of bacterial contamination. In the present study, we constructed a novel ADY strain with improved stress tolerance and ethanol fermentation performances under stressful conditions. The industrial Saccharomyces cerevisiae strain ZTW1 showed excellent properties and thus subjected to a modified whole-genome shuffling (WGS) process to improve its ethanol titer, proliferation capability, and multiple stress tolerance for ADY production. The best-performing mutant, Z3-86, was obtained after three rounds of WGS, producing 4.4% more ethanol and retaining 2.15-fold higher viability than ZTW1 after drying. Proteomics and physiological analyses indicated that the altered expression patterns of genes involved in protein metabolism, plasma membrane composition, trehalose metabolism, and oxidative responses contribute to the trait improvement of Z3-86. This work not only successfully developed a novel S. cerevisiae mutant for application in commercial bioethanol production, but also enriched the current understanding of how WGS improves the complex traits of microbes.

[Genetic analysis of the putative remains of general Władysław Sikorski].

PubMed

Kupiec, Tomasz; Branicki, Wojciech

2009-01-01

The paper presents results of genetic identification studies carried out in material collected during exhumation of the putative body of general Władysław Sikorski, buried in a sarcophagus in Saint Leonard's crypt in the Wawel Cathedral. The analysis of STR-type autosomal markers, Y-STR markers and sequences of HVI and HVII regions of mitochondrial DNA carried out in samples collected for genetic analysis--fragments of the thigh bone and a tooth--yielded a full set of results. The same mtDNA profile was also determined in hair revealed on the underpants and shirt secured from the studied body. The mitochondrial DNA profile determined in the bone material and also in the hair matched the profile characteristic for a female relative through the maternal line of general Władysław Sikorski. The obtained evidence supports the hypothesis that the studied body is that of general Sikorski. An additional analysis of position SNP rs12913832 located on the HERC2 gene revealed the presence of genotype C/C, which suggests that general Władysław Sikorski had light (most probably blue) eyes.

The qualitative-quantitative debate: moving from positivism and confrontation to post-positivism and reconciliation.

PubMed

Clark, A M

1998-06-01

Critiques of logical positivism form the foundation for a significant number of nursing research papers, with the philosophy being inappropriately deemed synonymous with empirical method. Frequently, proposing an alternative method to those identified with the quantitative paradigm, these critiques are based on a poor foundation. This paper highlights an alternative philosophy to positivism which can also underpin empirical inquiry, that of post-positivism. Post-positivism is contrasted with positivism, which is presented as an outmoded and rejected philosophy which should cease to significantly shape inquiry. Though some acknowledgement of post-positivism has occurred in the nursing literature, this has yet to permeate into mainstream nursing research. Many still base their arguments on a positivistic view of science. Through achievement of a better understanding of post-positivism and greater focus on explicating the philosophical assumptions underpinning all research methods, the distinctions that have long been perceived to exist between qualitative and quantitative methodologies can be confined to the past. Rather methods will be selected solely on the nature of research questions.

Adipsic diabetes insipidus in pediatric patients.

PubMed

Janus, Dominika Malgorzata; Wojcik, Malgorzata; Zygmunt-Górska, Agata; Wyrobek, Lukasz; Urbanik, Andrzej; Starzyk, Jerzy Bogdan

2014-12-01

To present symptoms, complications and proposition of management protocol in children diagnosed with adipsic diabetes insipidus (aDI). Clinical and biochemical analysis of six pediatric patients diagnosed with aDI, four boys aged 5, 13, 16, and 17 y and two girls aged 2.5 and 10 y. The etiology of aDI was germinoma (n = 2), extensive surgery due to optic glioma (n = 1) and astrocytoma (n = 1), congenital brain malformations (n = 1) and complications secondary to bacterial meningitis (n = 1). Two patients had severely impaired vision and two had hemiparesis. In all the patients, loss of thirst reflex was observed. The serum electrolytes in all patients showed sodium concentration from 159 to 176.6 mmol/L with plasma osmolality from above 297 mOsmol/kg. Polyuria was absent in three most severely dehydrated patients on admission. In two patients in whom DDAVP (1-desamino-8-D-arginine vasopressin; Desmopressin) therapy was withdrawn based on lack of polyuria deep venous thrombosis developed. Lack of polydipsia and polyuria, the key symptoms of diabetes insipidus (DI), may delay the diagnosis of aDI and may lead to severe complications of chronic hyperosmolar status. The fluid intake in patients diagnosed with aDI need to be supervised daily based on calculated constant volume of oral fluids, daily measurements of fluid balance, body weight and sodium levels, especially in patients whose vision is compromised or who are physically unable to take care of themselves.

Intrinsic atopic dermatitis (AD) shows similar Th2 and higher Th17 immune activation compared to extrinsic AD

PubMed Central

Suárez-Fariñas, M; Dhingra, N; Gittler, J; Shemer, A; Cardinale, I; de Guzman Strong, C; Krueger, JG; Guttman-Yassky, E

2013-01-01

Background Atopic dermatitis (AD) is classified as extrinsic (ADe) and intrinsic (ADi), representing approximately 80% and 20% of patients, respectively. While sharing a similar clinical phenotype, only ADe is characterized by high serum IgE. Since most AD patients exhibit high IgE, an “allergic”/IgE-mediated disease pathogenesis was hypothesized. However, current models associate AD with T-cell activation, particularly Th2/Th22 polarization, and epidermal barrier defects. Objective To define if both variants share a common pathogenesis. Methods We stratified 51 severe AD patients as ADe (42) and ADi (9) (with similar mean disease activity/SCORAD), and analyzed the molecular and cellular skin pathology of lesional and non-lesional ADi and ADe using gene-expression (RT-PCR) and immunohistochemistry. Results A significant correlation between IgE levels and SCORAD (r=0.76, p<10−5) was found only in ADe. Marked infiltrates of T-cells and dendritic cells and corresponding epidermal alterations (K16, Mki67, S100A7/A8/A9) defined lesional skin of both variants. However, higher activation of all inflammatory axes (including Th2) was detected in ADi, particularly Th17 and Th22-cytokines. Positive correlations between Th17-related molecules and SCORAD were only found in ADi, while only ADe showed positive correlations between SCORAD and Th2-cytokines (IL-4, IL-5), and negative correlations with differentiation products (loricrin, periplakin). Conclusions Although differences in Th17 and Th22 activation exist between ADi and ADe, we identified common disease-defining features of T-cell activation, production of polarized cytokines, and keratinocyte responses to immune products. Our data indicate that a Th2 bias is not the sole cause of high IgE in ADe, with important implications for similar therapeutic interventions. Clinical Implications Both extrinsic and intrinsic AD variants might be treated with T-cell targeted therapeutics or agents that modify keratinocyte responses. PMID:23777851

Neighborhood socioeconomic disadvantage and 30-day rehospitalization: a retrospective cohort study.

PubMed

Kind, Amy J H; Jencks, Steve; Brock, Jane; Yu, Menggang; Bartels, Christie; Ehlenbach, William; Greenberg, Caprice; Smith, Maureen

2014-12-02

Measures of socioeconomic disadvantage may enable improved targeting of programs to prevent rehospitalizations, but obtaining such information directly from patients can be difficult. Measures of U.S. neighborhood socioeconomic disadvantage are more readily available but are rarely used clinically. To evaluate the association between neighborhood socioeconomic disadvantage at the census block group level, as measured by the Singh validated area deprivation index (ADI), and 30-day rehospitalization. Retrospective cohort study. United States. Random 5% national sample of Medicare patients discharged with congestive heart failure, pneumonia, or myocardial infarction between 2004 and 2009 (n = 255,744). Medicare data were linked to 2000 census data to construct an ADI for each patient's census block group, which were then sorted into percentiles by increasing ADI. Relationships between neighborhood ADI grouping and 30-day rehospitalization were evaluated using multivariate logistic regression models, controlling for patient sociodemographic characteristics, comorbid conditions and severity, and index hospital characteristics. The 30-day rehospitalization rate did not vary significantly across the least disadvantaged 85% of neighborhoods, which had an average rehospitalization rate of 21%. However, within the most disadvantaged 15% of neighborhoods, rehospitalization rates increased from 22% to 27% with worsening ADI. This relationship persisted after full adjustment, with the most disadvantaged neighborhoods having a rehospitalization risk (adjusted risk ratio, 1.09 [95% CI, 1.05 to 1.12]) similar to that of chronic pulmonary disease (adjusted risk ratio, 1.06 [CI, 1.04 to 1.08]) and greater than that of uncomplicated diabetes (adjusted risk ratio, 0.95 [CI, 0.94 to 0.97]). No direct markers of care quality or access. Residence within a disadvantaged U.S. neighborhood is a rehospitalization predictor of magnitude similar to chronic pulmonary disease. Measures of neighborhood disadvantage, such as the ADI, could potentially be used to inform policy and care after hospital discharge. National Institute on Aging and University of Wisconsin School of Medicine and Public Health's Institute for Clinical and Translational Research and Health Innovation Program.

Conceptual Change regarding middle school students' experience with Global Climate Change

NASA Astrophysics Data System (ADS)

Golden, B. W.; Lutz, B.

2011-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdote to arguing based on other types of data, especially from line graphs. A third finding underscores prior research in conceptual change, indicating that learning, especially conceptual change, is not a strictly rational process. Students, and others, are highly influenced by extra rational factors, such as the given political, scientific, and/or religious leanings of their families, their own willingness to explore anomalies, and other factors. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.

Middle School Students' Understandings About Anthropogenic Climate Change

NASA Astrophysics Data System (ADS)

Golden, B. W.

2013-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009; Golden & Francis, 2013), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdotes to arguing based on other types of data, especially from line graphs. Additionally, we found that students' understandings of climate change were tied to their ontological constructions of the subject matter, i.e., many perceived climate change as just another environmentally sensitive issue such as littering and pollution, and were therefore limited in their ability to understand anthropogenic climate change in the vast and robust sense meant by current scientific consensus. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.