TAK1 (MAP3K7) inhibition promotes apoptosis in KRAS-dependent colon cancers

PubMed Central

Singh, Anurag; Sweeney, Michael F.; Yu, Min; Burger, Alexa; Greninger, Patricia; Benes, Cyril; Haber, Daniel A.; Settleman, Jeff

2012-01-01

Summary Colon cancers frequently harbor KRAS mutations, yet only a subset of KRAS-mutant colon cancer cell lines are dependent upon KRAS signaling for survival. In a screen for kinases that promote survival of KRAS-dependent colon cancer cells, we found that the TAK1 kinase (MAP3K7) is required for tumor cell viability. The induction of apoptosis by RNAi-mediated depletion or pharmacologic inhibition of TAK1 is linked to its suppression of hyperactivated Wnt signaling, evident in both endogenous and genetically reconstituted cells. In APC-mutant/KRAS-dependent cells, KRAS stimulates BMP-7 secretion and BMP signaling, leading to TAK1 activation and enhancement of Wnt-dependent transcription. An in vitro-derived “TAK1-dependency signature” is enriched in primary human colon cancers with mutations in both APC and KRAS, suggesting potential clinical utility in stratifying patient populations. Together, these findings identify TAK1 inhibition as a potential therapeutic strategy for a treatment-refractory subset of colon cancers exhibiting aberrant KRAS and Wnt pathway activation. PMID:22341439

Ablation of Tak1 in osteoclast progenitor leads to defects in skeletal growth and bone remodeling in mice

PubMed Central

Qi, Bing; Cong, Qian; Li, Ping; Ma, Gang; Guo, Xizhi; Yeh, James; Xie, Min; Schneider, Michael D.; Liu, Huijuan; Li, Baojie

2014-01-01

Tak1 is a MAPKKK that can be activated by growth factors and cytokines such as RANKL and BMPs and its downstream pathways include NF-κB and JNK/p38 MAPKs. Tak1 is essential for mouse embryonic development and plays critical roles in tissue homeostasis. Previous studies have shown that Tak1 is a positive regulator of osteoclast maturation, yet its roles in bone growth and remodeling have not been assessed, as mature osteoclast-specific Tak1 deletion with Cstk-Cre resulted in runtedness and postnatal lethality. Here we generated osteoclast progenitor (monocyte)-specific Tak1 knockout mice and found that these mice show normal body weight, limb size and fertility, and osteopetrosis with severity similar to that of RANK or RANKL deficient mice. Mechanistically, Tak1 deficiency altered the signaling of NF-κB, p38MAPK, and Smad1/5/8 and the expression of PU.1, MITF, c-Fos, and NFATc1, suggesting that Tak1 regulates osteoclast differentiation at multiple stages via multiple signaling pathways. Moreover, the Tak1 mutant mice showed defects in skull, articular cartilage, and mesenchymal stromal cells. Ex vivo Tak1−/− monocytes also showed enhanced ability in promoting osteogenic differentiation of mesenchymal stromal cells. These findings indicate that Tak1 functions in osteoclastogenesis in a cell-autonomous manner and in osteoblastogenesis and chondrogenesis in non-cell-autonomous manners. PMID:25418008

MEK and TAK1 Regulate Apoptosis in Colon Cancer Cells with KRAS-Dependent Activation of Proinflammatory Signaling.

PubMed

McNew, Kelsey L; Whipple, William J; Mehta, Anita K; Grant, Trevor J; Ray, Leah; Kenny, Connor; Singh, Anurag

2016-12-01

MEK inhibitors have limited efficacy in treating RAS-RAF-MEK pathway-dependent cancers due to feedback pathway compensation and dose-limiting toxicities. Combining MEK inhibitors with other targeted agents may enhance efficacy. Here, codependencies of MEK, TAK1, and KRAS in colon cancer were investigated. Combined inhibition of MEK and TAK1 potentiates apoptosis in KRAS-dependent cells. Pharmacologic studies and cell-cycle analyses on a large panel of colon cancer cell lines demonstrate that MEK/TAK1 inhibition induces cell death, as assessed by sub-G 1 accumulation, in a distinct subset of cell lines. Furthermore, TAK1 inhibition causes G 2 -M cell-cycle blockade and polyploidy in many of the cell lines. MEK plus TAK1 inhibition causes reduced G 2 -M/polyploid cell numbers and additive cytotoxic effects in KRAS/TAK1-dependent cell lines as well as a subset of BRAF-mutant cells. Mechanistically, sensitivity to MEK/TAK1 inhibition can be conferred by KRAS and BMP receptor activation, which promote expression of NF-κB-dependent proinflammatory cytokines, driving tumor cell survival and proliferation. MEK/TAK1 inhibition causes reduced mTOR, Wnt, and NF-κB signaling in TAK1/MEK-dependent cell lines concomitant with apoptosis. A Wnt/NF-κB transcriptional signature was derived that stratifies primary tumors into three major subtypes: Wnt-high/NF-κB-low, Wnt-low/NF-κB-high and Wnt-high/NF-κB-high, designated W, N, and WN, respectively. These subtypes have distinct characteristics, including enrichment for BRAF mutations with serrated carcinoma histology in the N subtype. Both N and WN subtypes bear molecular hallmarks of MEK and TAK1 dependency seen in cell lines. Therefore, N and WN subtype signatures could be utilized to identify tumors that are most sensitive to anti-MEK/TAK1 therapeutics. This study describes a potential therapeutic strategy for a subset of colon cancers that are dependent on oncogenic KRAS signaling pathways, which are currently difficult to

Deletion of TAK1 in the Myeloid Lineage Results in the Spontaneous Development of Myelomonocytic Leukemia in Mice

PubMed Central

Lamothe, Betty; Lai, YunJu; Hur, Lana; Orozco, Natalia Martin; Wang, Jing; Campos, Alejandro D.; Xie, Min; Schneider, Michael D.; Lockworth, Cynthia R.; Jakacky, Jared; Tran, Diep; Ho, Michael; Dawud, Sity; Dong, Chen; Lin, Hui-Kuan; Hu, Peter; Estrov, Zeev; Bueso-Ramos, Carlos E.; Darnay, Bryant G.

2012-01-01

Previous studies of the conditional ablation of TGF-β activated kinase 1 (TAK1) in mice indicate that TAK1 has an obligatory role in the survival and/or development of hematopoietic stem cells, B cells, T cells, hepatocytes, intestinal epithelial cells, keratinocytes, and various tissues, primarily because of these cells’ increased apoptotic sensitivity, and have implicated TAK1 as a critical regulator of the NF-κB and stress kinase pathways and thus a key intermediary in cellular survival. Contrary to this understanding of TAK1’s role, we report a mouse model in which TAK1 deletion in the myeloid compartment that evoked a clonal myelomonocytic cell expansion, splenomegaly, multi-organ infiltration, genomic instability, and aggressive, fatal myelomonocytic leukemia. Unlike in previous reports, simultaneous deletion of TNF receptor 1 (TNFR1) failed to rescue this severe phenotype. We found that the features of the disease in our mouse model resemble those of human chronic myelomonocytic leukemia (CMML) in its transformation to acute myeloid leukemia (AML). Consequently, we found TAK1 deletion in 13 of 30 AML patients (43%), thus providing direct genetic evidence of TAK1’s role in leukemogenesis. PMID:23251462

Thermal effects on shearing resistance of fractures in Tak granite

NASA Astrophysics Data System (ADS)

Khamrat, S.; Thongprapha, T.; Fuenkajorn, K.

2018-06-01

Triaxial shear tests have been performed on tension-induced fractures and smooth saw-cut surfaces in Tak granite under temperatures up to 773 K. The objective is to gain an understanding of the movement of shallow faults that cause seismic activities in the Tak batholith in the north of Thailand. The results indicate that the peak and residual shear strengths and fracture dilations notably decrease as the temperatures increase. The thermal effect is enhanced under higher confining pressures. The areas of the sheared-off asperities increase with temperature and confining pressure. A power equation can describe the increase of shear strengths with normal stress where the normal stress exponent is a linear function of the temperature. The strain energy principle is applied to incorporate the principal stresses and strains into a strength criterion. A linear relation between the distortional strain energy (Wd) and the mean strain energy (Wm) of the fractures is obtained. The Wd-Wm slope depends on the fracture roughness and strength of the asperities, which can be defined as a function of shear and mean strains and dilation of the fractures. This may allow predicting the peak strength of the shallow faults in the Tak batholith.

Mice with Tak1 deficiency in neural crest lineage exhibit cleft palate associated with abnormal tongue development.

PubMed

Song, Zhongchen; Liu, Chao; Iwata, Junichi; Gu, Shuping; Suzuki, Akiko; Sun, Cheng; He, Wei; Shu, Rong; Li, Lu; Chai, Yang; Chen, YiPing

2013-04-12

Cleft palate represents one of the most common congenital birth defects in humans. TGFβ signaling, which is mediated by Smad-dependent and Smad-independent pathways, plays a crucial role in regulating craniofacial development and patterning, particularly in palate development. However, it remains largely unknown whether the Smad-independent pathway contributes to TGFβ signaling function during palatogenesis. In this study, we investigated the function of TGFβ activated kinase 1 (Tak1), a key regulator of Smad-independent TGFβ signaling in palate development. We show that Tak1 protein is expressed in both the epithelium and mesenchyme of the developing palatal shelves. Whereas deletion of Tak1 in the palatal epithelium or mesenchyme did not give rise to a cleft palate defect, inactivation of Tak1 in the neural crest lineage using the Wnt1-Cre transgenic allele resulted in failed palate elevation and subsequently the cleft palate formation. The failure in palate elevation in Wnt1-Cre;Tak1(F/F) mice results from a malformed tongue and micrognathia, resembling human Pierre Robin sequence cleft of the secondary palate. We found that the abnormal tongue development is associated with Fgf10 overexpression in the neural crest-derived tongue tissue. The failed palate elevation and cleft palate were recapitulated in an Fgf10-overexpressing mouse model. The repressive effect of the Tak1-mediated noncanonical TGFβ signaling on Fgf10 expression was further confirmed by inhibition of p38, a downstream kinase of Tak1, in the primary cell culture of developing tongue. Tak1 thus functions to regulate tongue development by controlling Fgf10 expression and could represent a candidate gene for mutation in human PRS clefting.

Lipid-lowering effects of TAK-475, a squalene synthase inhibitor, in animal models of familial hypercholesterolemia.

PubMed

Amano, Yuichiro; Nishimoto, Tomoyuki; Tozawa, Ryu ichi; Ishikawa, Eiichiro; Imura, Yoshimi; Sugiyama, Yasuo

2003-04-11

The lipid-lowering effects of 1-[2-[(3R,5S)-1-(3-acetoxy-2,2-dimethylpropyl)-7-chloro-1,2,3,5-tetrahydro-2-oxo-5-(2,3-dimethoxyphenyl)-4,1-benzoxazepine-3-yl] acetyl] piperidin-4-acetic acid (TAK-475), a novel squalene synthase inhibitor, were examined in two models of familial hypercholesterolemia, low-density lipoprotein (LDL) receptor knockout mice and Watanabe heritable hyperlipidemic (WHHL) rabbits. Two weeks of treatment with TAK-475 in a diet admixture (0.02% and 0.07%; approximately 30 and 110 mg/kg/day, respectively) significantly lowered plasma non-high-density lipoprotein (HDL) cholesterol levels by 19% and 41%, respectively, in homozygous LDL receptor knockout mice. The 3-hydroxy-3-methylglutaryl coenzyme A (HMG-CoA) reductase inhibitors, simvastatin and atorvastatin (in 0.02% and 0.07% admixtures), also reduced plasma levels of non-HDL cholesterol. In homozygous WHHL rabbits, 4 weeks of treatment with TAK-475 (0.27%; approximately 100 mg/kg/day) lowered plasma total cholesterol, triglyceride and phospholipid levels by 17%, 52% and 26%, respectively. In Triton WR-1339-treated rabbits, TAK-475 inhibited to the same extent the rate of secretion from the liver of the cholesterol, triglyceride and phospholipid components of very-low-density lipoprotein (VLDL). These results suggest that the lipid-lowering effects of TAK-475 in WHHL rabbits are based partially on the inhibition of secretion of VLDL from the liver. TAK-475 had no effect on plasma aspartate aminotransferase and alanine aminotransferase activities. Thus, the squalene synthase inhibitor TAK-475 revealed lipid-lowering effects in both LDL receptor knockout mice and WHHL rabbits.

Reno-protective effects of TAK-242 on acute kidney injury in a rat model.

PubMed

Mohammad, Bassim I; Raheem, Abdulla K; Hadi, Najah R; Jamil, Dina A; Al-Aubaidy, Hayder A

2018-06-13

Acute kidney inschemia/reperfusion (I/R) injury is characterized by an abrupt loss of kidney function, resulting in the retention of urea and other nitrogenous waste products and in the dysregulation of extracellular volume and electrolytes. Despite the advances in therapeutic techniques, the mortality and morbidity of patients remain high and have not appreciably improved. This study aims to evaluate the potential protective effect of TAK-242 on renal ischemia/reperfusion injury using an animal model. Thirty-five adult male Sprague-dawely rats (weighing 200-300), were assigned randomly into the following experimental groups (n = 7 in each group), Control (I/R), Sham (negative control), TAK-242 (5 mg/kg body weight), TAK-242 (10 mg/kg body weight) and Vehicle (DMSO). Rats were exposed to a 30 min of ischemia then 3 h of reperfusion. At the end of reperfusion phase, rats were sacrificed then plasma, serum and tissue samples were obtained to measure markers of kidney oxidative stress and inflammation. Plasma levels of neutrophil gelatinase-associated lipocalin (NGAL), and tissue levels of interleukin-18 (IL-18) and malondialdehyde (MDA) were significantly lower in TAK-242 pretreated groups than the vehicle group and the control group (p < 0.05). Furthermore; serum levels of urea and creatinine were significantly lower in the TAK-242 pretreated groups as compared to the control group (p < 0.05). We conclude that administration of TAK-242 can be useful preventive method in attenuating the degree of acute kidney injury during ischemic reperfusion process as shown by a significant reduction of urinary inflammatory markers as well as significant reduction of urea and creatinine levels. Copyright © 2018 Elsevier Inc. All rights reserved.

TAK1 is activated in the myocardium after pressure overload and is sufficient to provoke heart failure in transgenic mice

NASA Technical Reports Server (NTRS)

Zhang, D.; Gaussin, V.; Taffet, G. E.; Belaguli, N. S.; Yamada, M.; Schwartz, R. J.; Michael, L. H.; Overbeek, P. A.; Schneider, M. D.

2000-01-01

The transforming-growth-factor-beta-activated kinase TAK1 is a member of the mitogen-activated protein kinase kinase kinase family, which couples extracellular stimuli to gene transcription. The in vivo function of TAK1 is not understood. Here, we investigated the potential involvement of TAK1 in cardiac hypertrophy. In adult mouse myocardium, TAK1 kinase activity was upregulated 7 days after aortic banding, a mechanical load that induces hypertrophy and expression of transforming growth factor beta. An activating mutation of TAK1 expressed in myocardium of transgenic mice was sufficient to produce p38 mitogen-activated protein kinase phosphorylation in vivo, cardiac hypertrophy, interstitial fibrosis, severe myocardial dysfunction, 'fetal' gene induction, apoptosis and early lethality. Thus, TAK1 activity is induced as a delayed response to mechanical stress, and can suffice to elicit myocardial hypertrophy and fulminant heart failure.

Bone bonding in bioactive glass ceramics combined with a new synthesized agent TAK-778.

PubMed

Kato, H; Neo, M; Tamura, J; Nakamura, T

2001-11-01

We studied the stimulatory effects of TAK-778, a new synthetic 3-benzothiepin derivative that promotes osteoblast differentiation, in the bonding of bone to bioactive glass ceramic implants in rabbit tibiae. Smooth-surfaced, rectangular plates (15 x 10 x 2 mm) made of apatite-wollastonite-containing glass ceramic were implanted bilaterally into the proximal metaphyses of rabbit tibiae. Sustained-release microcapsules containing TAK-778 were packed into the medullary cavity in one limb and untreated microcapsules were packed into the contralateral limb to serve as a paired control. At 4, 8, and 16 weeks after implantation, bonding at the bone/implant interfaces was evaluated using a detaching test and histological examination of undecalcified specimens. The tensile failure load increased during weeks 4 to 16 in both groups; the tensile failure load in the TAK-778-treated group was significantly greater than that in the control group at each interval after implantation. Histologically, the TAK-778-treated specimens showed greater active new bone formation mainly in the medullary cavity and more extensive bonding between the implant and bone than the untreated specimens. The results of this study suggest that adding the bone formation-promoting TAK-778 to bioactive glass ceramic implants may significantly accelerate bone apposition to the implants and improve the bonding process at the interface. This would help to establish earlier and stronger bonding of orthopedic ceramic implants to the surrounding bone tissue. Copyright 2001 John Wiley & Sons, Inc.

Repositioning Of Tak-475 In Mevalonate Kinase Disease: Translating Theory Into Practice.

PubMed

Marcuzzi, Annalisa; Loganes, Claudia; Celeghini, Claudio; Kleiner, Giulio

2017-09-11

Mevalonate Kinase Deficiency (MKD, OMIM #610377) is a rare autosomal recessive metabolic and inflammatory disease. In MKD, defective function of the enzyme mevalonate kinase (MK), due to a mutation in the MVK gene, leads to the shortage of mevalonate-derived intermediates, which results in unbalanced prenylation of proteins and altered metabolism of sterols. These defects lead to a complex multisystem inflammatory and metabolic syndrome. Although biologic therapies aimed at blocking the inflammatory cytokine interleukin-1 (IL-1) can significantly reduce inflammation, they cannot completely control the clinical symptoms that affects the nervous system. For this reason, MKD can still be considered an orphan drug disease. Cellular models for MKD can be obtained by biochemical inhibition of mevalonate-derived isoprenoids. Of note, these cells present an exaggerated response to inflammatory stimuli that can be reduced by treatment with zaragozic acid, an inhibitor of squalene synthase (SQS) able to increase the availability of isoprenoids intermediates upstream the enzymatic block. A similar action might be obtained by lapaquistat acetate (TAK-475, Takeda), a drug that underwent extensive clinical trials as a cholesterol lowering agent 10 years ago, with a good safety profile. Here we describe the preclinical evidence supporting the possible repositioning of TAK-475 from its originally intended use to the treatment of MKD and discuss its potential to modulate the mevalonate pathway in inflammatory diseases. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

TGF-β Coordinately Activates TAK1/MEK/AKT/NFkB and Smad Pathways to Promote Osteoclast Survival

PubMed Central

Gingery, Anne; Bradley, Elizabeth W.; Pederson, Larry; Ruan, Ming; Horwood, Nikki J.; Oursler, Merry Jo

2008-01-01

To better understand the roles of TGF-β in bone metabolism, we investigated osteoclast survival in response TGF-β and found that TGF-β inhibited apoptosis. We examined the receptors involved in promotion of osteoclast survival and found that the canonical TGF-β receptor complex is involved in the survival response. The upstream MEK kinase TAK1 was rapidly activated following TGF-β treatment. Since osteoclast survival involves MEK, AKT, and NFκB activation, we examined TGF-β effects on activation of these pathways and observed rapid phosphorylation of MEK, AKT, IKK, IκB, and NFκB. The timing of activation coincided with SMAD activation and dominant negative SMAD expression did not inhibit NFκB activation, indicating that kinase pathway activation is independent of SMAD signaling. Inhibition of TAK1, MEK, AKT, NIK, IKK, or NFκB repressed TGF-β-mediated osteoclast survival. Adenoviral-mediated TAK1 or MEK inhibition eliminated TGF-β-mediated kinase pathway activation and constitutively active AKT expression overcame apoptosis induction following MEK inhibition. TAK1/MEK activation induces pro-survival BclXL expression and TAK1/MEK and SMAD pathway activation induces pro-survival Mcl-1 expression. These data show that TGF-β-induced NFκB activation is through TAK1/MEK-mediated AKT activation, which is essential for TGF-β to support of osteoclast survival. PMID:18586026

Perceptions of leadership and student performance in science from campus leaders in selected high schools

NASA Astrophysics Data System (ADS)

Wilder, Sharon Mae

This naturalistic study focused on the perceptions of leadership and student performance in science from campus leaders in three purposefully selected secondary campuses of ninth through twelfth grades. Each school had experienced an improvement in student passing rates on the science TAKS test that exceeded the state's percent improvement in passing rates for the past three years and had a record of improving science TAKS scores for the period of 2003 to 2008 exceeding fifteen percentage points. The qualitative research technique of multi-case studies design was used. Data was collected through semi-structured, in-depth interviews with four campus leaders from each of the selected schools. These campus leaders included campus administrators, science department chairs, and grade-level team leaders. A framework of transformational leadership was utilized in the analysis of the data generated from the interviews. The perception from the campus leaders was that leadership has a positive impact on student success in science. The findings indicated perceptions of leadership from the campus leaders had certain leadership practices in common. These included (a) clear vision and goals from the campus principal, (b) high performance expectations for teachers and students from administrators and science department leaders, (c) encouragement and support from campus administrators and science department leaders to develop new programs to address problem areas, (d) emphasis on collaborative teams, and (e) open door policy from administrators.

Procarcinogenic effects of cyclosporine A are mediated through the activation of TAK1/TAB1 signaling pathway

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

Xu, Jianmin; Walsh, Stephanie B.; Verney, Zoe M.

Research highlights: {yields} Organ transplant recipients are highly susceptible to early skin cancer development. {yields} CsA-mediated TGFB1-dependent TAK1/TAB1 signaling augments invasive tumor growth. {yields} CsA enhances accumulation of upstream kinases, ZMP, AMPK and IRAK to activate TAK1. {yields} TAK1 mediates enhanced proliferation and reduced apoptosis via CsA-dependent NF{kappa}B. -- Abstract: Cyclosporine A (CsA) is an immunosuppressive drug commonly used for maintaining chronic immune suppression in organ transplant recipients. It is known that patients receiving CsA manifest increased growth of aggressive non-melanoma skin cancers. However, the underlying mechanism by which CsA augments tumor growth is not fully understood. Here, we showmore » that CsA augments the growth of A431 epidermoid carcinoma xenograft tumors by activating tumor growth factor {beta}-activated kinase1 (TAK1). The activation of TAK1 by CsA occurs at multiple levels by kinases ZMP, AMPK and IRAK. TAK1 forms heterodimeric complexes with TAK binding protein 1 and 2 (TAB1/TAB2) which in term activate nuclear factor {kappa}B (NF{kappa}B) and p38 MAP kinase. Transcriptional activation of NF{kappa}B is evidenced by IKK{beta}-mediated phosphorylation-dependent degradation of I{kappa}B and consequent nuclear translocation of p65. This also leads to enhancement in the expression of its transcriptional target genes cyclin D1, Bcl2 and COX-2. Similarly, activation of p38 leads to enhanced inflammation-related signaling shown by increased phosphorylation of MAPKAPK2 and which in turn phosphorylates its substrate HSP27. Activation of both NF{kappa}B and p38 MAP kinase provide mitogenic stimuli to augment the growth of SCCs.« less

Lack of TAK1 in dendritic cells inhibits the contact hypersensitivity response induced by trichloroethylene in local lymph node assay

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

Yao, Pan; Hongqian, Chu; Qinghe, Meng

Trichloroethylene (TCE) is a ubiquitous environmental contaminant. Occupational TCE exposure has been associated with severe, generalized contact hypersensitivity (CHS) skin disorder. The development of CHS depends on innate and adaptive immune functions. Transforming growth factor-β activated kinase-1 (TAK1) controls the survival of dendritic cells (DCs) that affect the immune system homeostasis. We aimed to investigate the role of TAK1 activity in DC on TCE-induced CHS response. Control mice and DC-specific TAK1 deletion mice were treated with 80% (v/v) TCE using local lymph node assay (LLNA) to establish a TCE-induced CHS model. The draining lymph nodes (DLNs) were excised and themore » lymphocytes were measure for proliferation by BrdU-ELISA, T-cell phenotype analysis by flow cytometry and signaling pathway activation by western blot. The ears were harvested for histopathological analysis. Control mice in the 80% TCE group displayed an inflammatory response in the ears, increased lymphocyte proliferation, elevated regulatory T-cell and activated T-cell percentages, and more IFN-γ producing CD8{sup +} T cells in DLNs. In contrast to control mice, DC-specific TAK1 deletion mice in the 80% TCE group showed an abolished CHS response and this was associated with defective T-cell expansion, activation and IFN-γ production. This effect may occur through Jnk and NF-κB signaling pathways. Overall, this study demonstrates a pivotal role of TAK1 in DCs in controlling TCE-induced CHS response and suggests that targeting TAK1 function in DCs may be a viable approach to preventing and treating TCE-related occupational health hazards. - Highlights: • Lack of TAK1 in DC caused an abolished TCE-induced CHS response. • TAK1 in DCs was essential to maintain the homeostasis of T cells in TCE-induced CHS. • Intact TAK1 in DCs was critical to promote T-cell priming in TCE-induced CHS. • DC-specific TAK1 deficiency abolished the TCE-mediated phosphorylation of Jnk.« less

Analysis of binding site for the novel small-molecule TLR4 signal transduction inhibitor TAK-242 and its therapeutic effect on mouse sepsis model

PubMed Central

Takashima, K; Matsunaga, N; Yoshimatsu, M; Hazeki, K; Kaisho, T; Uekata, M; Hazeki, O; Akira, S; Iizawa, Y; Ii, M

2009-01-01

Background and purpose: TAK-242, a novel synthetic small-molecule, suppresses production of multiple cytokines by inhibiting Toll-like receptor (TLR) 4 signalling. In this study, we investigated the target molecule of TAK-242 and examined its therapeutic effect in a mouse sepsis model. Experimental approach: Binding assay with [3H]-TAK-242 and nuclear factor-κB reporter assay were used to identify the target molecule and binding site of TAK-242. Bacillus calmette guerin (BCG)-primed mouse sepsis model using live Escherichia coli was used to estimate the efficacy of TAK-242 in sepsis. Key results: TAK-242 strongly bound to TLR4, but binding to TLR2, 3, 5, 9, TLR-related adaptor molecules and MD-2 was either not observed or marginal. Mutational analysis using TLR4 mutants indicated that TAK-242 inhibits TLR4 signalling by binding to Cys747 in the intracellular domain of TLR4. TAK-242 inhibited MyD88-independent pathway as well as MyD88-dependent pathway and its inhibitory effect was largely unaffected by lipopolysaccharide (LPS) concentration and types of TLR4 ligands. TAK-242 had no effect on the LPS-induced conformational change of TLR4-MD-2 and TLR4 homodimerization. In mouse sepsis model, although TAK-242 alone did not affect bacterial counts in blood, if co-administered with ceftazidime it inhibited the increases in serum cytokine levels and improved survival of mice. Conclusions and implications: TAK-242 suppressed TLR4 signalling by binding directly to a specific amino acid Cys747 in the intracellular domain of TLR4. When co-administered with antibiotics, TAK-242 showed potent therapeutic effects in an E. coli-induced sepsis model using BCG-primed mice. Thus, TAK-242 may be a promising therapeutic agent for sepsis. PMID:19563534

An examination of the association between demographic and educational factors and African American achievement in science

NASA Astrophysics Data System (ADS)

Cottledge, Michael Christopher

Objective of the Study: The objective of this research study was to investigate whether an association exists between teacher demographic factors (years of teaching experience and gender), 2 educational factors (certification type and certification pathway) and the percent passing rate of tenth grade African American male students on the 2010 science TAKS. Answers to the following questions were sought: 1. Is there an association between teacher demographic factors and the percent passing rate of their tenth grade African American male students on the 2010 science TAKS? 2. Is there an association between teacher educational factors and the percent passing rate of their tenth grade African American male students on the 2010 science TAKS? 3. Is there an association between teacher demographic factors, educational factors and the percent passing rate of their tenth grade African American male students on the 2010 science TAKS? Status of the Question: According to the Bureau of Labor Statistics (BLS), science and engineering jobs in the U.S. have increased steadily over recent years and by the year 2016 the number of STEM (Science, Technology, Engineering and Math) jobs will have grown by more than 21 percent. This increase in science and engineering jobs will double the growth rate of all other workforce sectors combined. The BLS also reports that qualified minority applicants needed to fill these positions will be few and far between. African Americans, Latinos, and other minorities constitute 24 percent of the U.S. population but only 13 percent of college graduates and just 10 percent of people with college degrees who work in science and engineering (Education Trust, 2009). Drawing on the above information, I proposed the following hypotheses to the research questions: H01: There will be no significant statistical association between the demographic factors teacher gender and years of teaching experience and the percent passing rate of their tenth grade African

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

NASA Astrophysics Data System (ADS)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Effect of TAK1 on osteogenic differentiation of mesenchymal stem cells by regulating BMP-2 via Wnt/β-catenin and MAPK pathway.

PubMed

Yang, Hongpeng; Guo, Yue; Wang, Dawei; Yang, Xiaofei; Ha, Chengzhi

2018-01-02

Mesenchymal stem cells (MSCs) have the ability to differentiate into osteoblasts and chondrocytes. In vitro osteogenic differentiation is critical but the molecular mechanism has yet to be further clarified. The role of TGF-β activated kinase 1 (TAK1) in MSCs osteogenesis differentiation has not been reported. By adding si-TAK1 and rhTAK1, the osteogenic differentiation of MSCs was measured. Expression levels of the osteoblastic marker genes during osteogenic differentiation of MSCs were checked. As well as molecules involved in BMP and Wnt/β-catenin signaling pathways. The phosphorylation of p38 and JNK was also checked. TAK1 is essential for mineralization of MSCs at low concentration, but excessive rhTAK1 inhibits mineralization of MSCs. It up regulates the expression levels of bone sialoprotein (BSP), osteocalcin (OSC), Alkaline phosphatase (ALP), and RUNX2 during osteogenic differentiation of MSCs. It can also promote TGF-β/BMP-2 gene expression and β-catenin expression, and down regulate GSK-3β expression. Meanwhile, TAK1 promotes the phosphorylation of p38 and JNK. Additionally, TAK1 up regulates the expression of BMP-2 at all concentration under the inhibition of p38 and JNK. Our results suggested that TAK1 is essential in MSCs osteogenesis differentiation, and functions as a double-edged sword, probably through regulation of β-catenin and p38/JNK.

Innate immunity kinase TAK1 phosphorylates Rab1 on a hotspot for posttranslational modifications by host and pathogen.

PubMed

Levin, Rebecca S; Hertz, Nicholas T; Burlingame, Alma L; Shokat, Kevan M; Mukherjee, Shaeri

2016-08-16

TGF-β activated kinase 1 (TAK1) is a critical signaling hub responsible for translating antigen binding signals to immune receptors for the activation of the AP-1 and NF-κB master transcriptional programs. Despite its importance, known substrates of TAK1 are limited to kinases of the MAPK and IKK families and include no direct effectors of biochemical processes. Here, we identify over 200 substrates of TAK1 using a chemical genetic kinase strategy. We validate phosphorylation of the dynamic switch II region of GTPase Rab1, a mediator of endoplasmic reticulum to Golgi vesicular transport, at T75 to be regulated by TAK1 in vivo. TAK1 preferentially phosphorylates the inactive (GDP-bound) state of Rab1. Phosphorylation of Rab1 disrupts interaction with GDP dissociation inhibitor 1 (GDI1), but not guanine exchange factor (GEF) or GTPase-activating protein (GAP) enzymes, and is exclusive to membrane-localized Rab1, suggesting phosphorylation may stimulate Rab1 membrane association. Furthermore, we found phosphorylation of Rab1 at T75 to be essential for Rab1 function. Previous studies established that the pathogen Legionella pneumophila is capable of hijacking Rab1 function through posttranslational modifications of the switch II region. Here, we present evidence that Rab1 is regulated by the host in a similar fashion, and that the innate immunity kinase TAK1 and Legionella effectors compete to regulate Rab1 by switch II modifications during infection.

Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

ERIC Educational Resources Information Center

George, Anna Ray Bayless

2012-01-01

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade…

Fasiglifam (TAK-875) Alters Bile Acid Homeostasis in Rats and Dogs: A Potential Cause of Drug Induced Liver Injury

PubMed Central

Zhu, Andy Z. X.; Johnson, Mike; Yu, Shaoxia; Moriya, Yuu; Ebihara, Takuya; Csizmadia, Vilmos; Grieves, Jessica; Paton, Martin; Liao, Mingxiang; Gemski, Christopher; Pan, Liping; Vakilynejad, Majid; Dragan, Yvonne P.; Chowdhury, Swapan K.; Kirby, Patrick J.

2017-01-01

Abstract Fasiglifam (TAK-875), a Free Fatty Acid Receptor 1 (FFAR1) agonist in development for the treatment of type 2 diabetes, was voluntarily terminated in phase 3 due to adverse liver effects. A mechanistic investigation described in this manuscript focused on the inhibition of bile acid (BA) transporters as a driver of the liver findings. TAK-875 was an in vitro inhibitor of multiple influx (NTCP and OATPs) and efflux (BSEP and MRPs) hepatobiliary BA transporters at micromolar concentrations. Repeat dose studies determined that TAK-875 caused a dose-dependent increase in serum total BA in rats and dogs. Additionally, there were dose-dependent increases in both unconjugated and conjugated individual BAs in both species. Rats had an increase in serum markers of liver injury without correlative microscopic signs of tissue damage. Two of 6 dogs that received the highest dose of TAK-875 developed liver injury with clinical pathology changes, and by microscopic analysis had portal granulomatous inflammation with neutrophils around a crystalline deposition. The BA composition of dog bile also significantly changed in a dose-dependent manner following TAK-875 administration. At the highest dose, levels of taurocholic acid were 50% greater than in controls with a corresponding 50% decrease in taurochenodeoxycholic acid. Transporter inhibition by TAK-875 may cause liver injury in dogs through altered bile BA composition characteristics, as evidenced by crystalline deposition, likely composed of test article, in the bile duct. In conclusion, a combination of in vitro and in vivo evidence suggests that BA transporter inhibition could contribute to TAK-875-mediated liver injury in dogs. PMID:28108665

An evolutionarily conserved motif in the TAB1 C-terminal region is necessary for interaction with and activation of TAK1 MAPKKK.

PubMed

Ono, K; Ohtomo, T; Sato, S; Sugamata, Y; Suzuki, M; Hisamoto, N; Ninomiya-Tsuji, J; Tsuchiya, M; Matsumoto, K

2001-06-29

TAK1, a member of the MAPKKK family, is involved in the intracellular signaling pathways mediated by transforming growth factor beta, interleukin 1, and Wnt. TAK1 kinase activity is specifically activated by the TAK1-binding protein TAB1. The C-terminal 68-amino acid sequence of TAB1 (TAB1-C68) is sufficient for TAK1 interaction and activation. Analysis of various truncated versions of TAB1-C68 defined a C-terminal 30-amino acid sequence (TAB1-C30) necessary for TAK1 binding and activation. NMR studies revealed that the TAB1-C30 region has a unique alpha-helical structure. We identified a conserved sequence motif, PYVDXA/TXF, in the C-terminal domain of mammalian TAB1, Xenopus TAB1, and its Caenorhabditis elegans homolog TAP-1, suggesting that this motif constitutes a specific TAK1 docking site. Alanine substitution mutagenesis showed that TAB1 Phe-484, located in the conserved motif, is crucial for TAK1 binding and activation. The C. elegans homolog of TAB1, TAP-1, was able to interact with and activate the C. elegans homolog of TAK1, MOM-4. However, the site in TAP-1 corresponding to Phe-484 of TAB1 is an alanine residue (Ala-364), and changing this residue to Phe abrogates the ability of TAP-1 to interact with and activate MOM-4. These results suggest that the Phe or Ala residue within the conserved motif of the TAB1-related proteins is important for interaction with and activation of specific TAK1 MAPKKK family members in vivo.

TAK1 regulates NF-{Kappa}B and AP-1 activation in airway epithelial cells following RSV infection

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

Dey, Nilay; Liu Tianshuang; Garofalo, Roberto P.

2011-09-30

Respiratory syncytial virus (RSV) is the most common cause of epidemic respiratory diseases in infants and young children. RSV infection of airway epithelial cells induces the expression of immune/inflammatory genes through the activation of a subset of transcription factors, including Nuclear Factor-{kappa}B (NF-{kappa}B) and AP-1. In this study, we have investigated the signaling pathway leading to activation of these two transcription factors in response to RSV infection. Our results show that IKK{beta} plays a key role in viral-induced NF-{kappa}B activation, while JNK regulates AP-1-dependent gene transcription, as demonstrated by using kinase inactive proteins and chemical inhibitors of the two kinases.more » Inhibition of TAK1 activation, by overexpression of kinase inactive TAK1 or using cells lacking TAK1 expression, significantly reduced RSV-induced NF-{kappa}B and AP-1 nuclear translocation and DNA-binding activity, as well as NF-{kappa}B-dependent gene expression, identifying TAK1 as an important upstream signaling molecule regulating RSV-induced NF-{kappa}B and AP-1 activation. - Highlights: > IKK{beta} is a major kinase involved in RSV-induced NF-{kappa}B activation. > JNK regulates AP-1-dependent gene transcription in RSV infection. > TAK1 is a critical upstream signaling molecule for both pathways in infected cells.« less

Synergistic effect of a factor Xa inhibitor, TAK-442, and antiplatelet agents on whole blood coagulation and arterial thrombosis in rats.

PubMed

Konishi, Noriko; Hiroe, Katsuhiko; Kawamura, Masaki

2010-08-01

Activated platelets facilitate blood coagulation by providing factor V and a procoagulant surface for prothrombinase. Here, we investigated the potential synergy of a potent factor Xa/prothrombinase inhibitor, TAK-442, plus aspirin or clopidogrel in preventing arterial thrombosis and whole blood coagulation. Thrombus formation was initiated by FeCl(3)-induced rat carotid injury. Bleeding time was evaluated with the rat tail transection model. Whole blood coagulation was assessed by thromboelastographic examination (TEG) for which blood obtained from control, aspirin-, or clopidogrel-treated rats was transferred to a TEG analyzer containing, collagen or adenosine diphosphate (ADP), and TAK-442 or vehicle. TAK-442 (3mg/kg, po), aspirin (100mg/kg, po) or clopidogrel (3mg/kg, po) alone had no significant effect on thrombus formation, whereas the combination of TAK-442 with aspirin and clopidogrel remarkably prolonged the time to thrombus formation without additional significant prolongation of bleeding time. TEG demonstrated that the onset of collagen-induced blood coagulation were slightly longer in aspirin-treated rats than control; however, when the blood from aspirin-treated rats was subsequently treated in vitro with 100 nM TAK-442, the onset of clotting was significantly prolonged. In contrast, only marginal prolongation was observed with TAK-442 treatment of blood from control animals. The onset time of ADP-induced blood coagulation was slightly longer in clopidogrel-treated rats compared with control, and it was further extended by TAK-442 treatment. These results demonstrate that blood coagulation can be markedly delayed by the addition of TAK-442 to antiplatelets treatment which could contribute to synergistic antithrombotic efficacy in these settings. (c) 2010 Elsevier Ltd. All rights reserved.

Integrating Genetics and Social Science: Genetic Risk Scores

PubMed Central

Belsky, Daniel W.; Israel, Salomon

2014-01-01

The sequencing of the human genome and the advent of low-cost genome-wide assays that generate millions of observations of individual genomes in a matter of hours constitute a disruptive innovation for social science. Many public-use social science datasets have or will soon add genome-wide genetic data. With these new data come technical challenges, but also new possibilities. Among these, the lowest hanging fruit and the most potentially disruptive to existing research programs is the ability to measure previously invisible contours of health and disease risk within populations. In this article, we outline why now is the time for social scientists to bring genetics into their research programs. We discuss how to select genetic variants to study. We explain how the polygenic architecture of complex traits and the low penetrance of individual genetic loci pose challenges to research integrating genetics and social science. We introduce genetic risk scores as a method of addressing these challenges and provide guidance on how genetic risk scores can be constructed. We conclude by outlining research questions that are ripe for social science inquiry. PMID:25343363

Utilizing the Six Realms of Meaning in Improving Campus Standardized Test Scores through Team Teaching and Strategic Planning

ERIC Educational Resources Information Center

Stevenson, Rosnisha D.; Kritsonis, William Allan

2009-01-01

This article will seek to utilize Dr. William Allan Kritsonis' book "Ways of Knowing Through the Realms of Meaning" (2007) as a framework to improve a campus's standardized test scores, more specifically, their TAKS (Texas Assessment of Knowledge and Skills) scores. Many campuses have an improvement plan, also known as a Campus…

Phosphodiesterase 2A Inhibitor TAK-915 Ameliorates Cognitive Impairments and Social Withdrawal in N-Methyl-d-Aspartate Receptor Antagonist-Induced Rat Models of Schizophrenia.

PubMed

Nakashima, Masato; Imada, Haruka; Shiraishi, Eri; Ito, Yuki; Suzuki, Noriko; Miyamoto, Maki; Taniguchi, Takahiko; Iwashita, Hiroki

2018-04-01

The pathophysiology of schizophrenia has been associated with glutamatergic dysfunction. Modulation of the glutamatergic signaling pathway, including N -methyl-d-aspartate (NMDA) receptors, can provide a new therapeutic target for schizophrenia. Phosphodiesterase 2A (PDE2A) is highly expressed in the forebrain, and is a dual substrate enzyme that hydrolyzes both cAMP and cGMP, which play pivotal roles as intracellular second messengers downstream of NMDA receptors. Here we characterize the in vivo pharmacological profile of a selective and brain-penetrant PDE2A inhibitor, ( N -{(1 S )-1-[3-fluoro-4-(trifluoromethoxy)phenyl]-2-methoxyethyl}-7-methoxy-2-oxo-2,3-dihydropyrido[2,3- b ]pyrazine-4(1 H )-carboxamide) (TAK-915) as a novel treatment of schizophrenia. Oral administration of TAK-915 at 3 and 10 mg/kg significantly increased cGMP levels in the frontal cortex, hippocampus, and striatum of rats. TAK-915 at 10 mg/kg significantly upregulated the phosphorylation of α -amino-3-hydroxy-5-methylisoxazole-4-proprionic acid receptor subunit GluR1 in the rat hippocampus. TAK-915 at 3 and 10 mg/kg significantly attenuated episodic memory deficits induced by the NMDA receptor antagonist (+)-MK-801 hydrogen maleate (MK-801) in the rat passive avoidance test. TAK-915 at 10 mg/kg significantly attenuated working memory deficits induced by MK-801 in the rat radial arm maze test. Additionally, TAK-915 at 10 mg/kg prevented subchronic phencyclidine-induced social withdrawal in social interaction in rats. In contrast, TAK-915 did not produce antipsychotic-like activity; TAK-915 had little effect on MK-801- or methamphetamine-induced hyperlocomotion in rats. These results suggest that TAK-915 has a potential to ameliorate cognitive impairments and social withdrawal in schizophrenia. Copyright © 2018 by The American Society for Pharmacology and Experimental Therapeutics.

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

NASA Astrophysics Data System (ADS)

Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

Lack of TAK1 in dendritic cells inhibits the contact hypersensitivity response induced by trichloroethylene in local lymph node assay.

PubMed

Yao, Pan; Hongqian, Chu; Qinghe, Meng; Lanqin, Shang; Jianjun, Jiang; Xiaohua, Yang; Xuetao, Wei; Weidong, Hao

2016-09-15

Trichloroethylene (TCE) is a ubiquitous environmental contaminant. Occupational TCE exposure has been associated with severe, generalized contact hypersensitivity (CHS) skin disorder. The development of CHS depends on innate and adaptive immune functions. Transforming growth factor-β activated kinase-1 (TAK1) controls the survival of dendritic cells (DCs) that affect the immune system homeostasis. We aimed to investigate the role of TAK1 activity in DC on TCE-induced CHS response. Control mice and DC-specific TAK1 deletion mice were treated with 80% (v/v) TCE using local lymph node assay (LLNA) to establish a TCE-induced CHS model. The draining lymph nodes (DLNs) were excised and the lymphocytes were measure for proliferation by BrdU-ELISA, T-cell phenotype analysis by flow cytometry and signaling pathway activation by western blot. The ears were harvested for histopathological analysis. Control mice in the 80% TCE group displayed an inflammatory response in the ears, increased lymphocyte proliferation, elevated regulatory T-cell and activated T-cell percentages, and more IFN-γ producing CD8(+) T cells in DLNs. In contrast to control mice, DC-specific TAK1 deletion mice in the 80% TCE group showed an abolished CHS response and this was associated with defective T-cell expansion, activation and IFN-γ production. This effect may occur through Jnk and NF-κB signaling pathways. Overall, this study demonstrates a pivotal role of TAK1 in DCs in controlling TCE-induced CHS response and suggests that targeting TAK1 function in DCs may be a viable approach to preventing and treating TCE-related occupational health hazards. Copyright © 2016 Elsevier Inc. All rights reserved.

A phase 1 study of the safety, tolerability, pharmacokinetics, and pharmacodynamics of TAK-063, a selective PDE10A inhibitor.

PubMed

Tsai, Max; Chrones, Lambros; Xie, Jinhui; Gevorkyan, Hakop; Macek, Thomas A

2016-10-01

Schizophrenia is a complex neuropsychiatric disorder characterized, in part, by impaired dopamine signaling. TAK-063 is a selective inhibitor of phosphodiesterase 10A, a key regulator of intracellular signaling pathways that is highly expressed in the striatum. Safety, tolerability, and pharmacokinetics of TAK-063 were evaluated in a phase 1 study. Healthy Japanese and non-Japanese volunteers were randomized into dose cohorts of 3, 10, 30, 100, 300, and 1000 mg. Each fasting volunteer randomly received a single dose of TAK-063 or placebo. Individuals from the 100-mg cohort also received a post-washout, 100-mg dose under fed conditions. A total of 84 volunteers enrolled (14 per cohort). The most common drug-related adverse events (AEs) were somnolence (33.3 %), orthostatic tachycardia (19.7 %), and orthostatic hypotension (9.1 %). The three severe AEs recorded occurred at the highest doses: orthostatic hypotension (n = 1; 300 mg) and somnolence (n = 2; 1000 mg). There were no deaths, serious AEs, or discontinuations due to AEs. TAK-063 exposure increased in a dose-dependent manner. Median T max was reached 3 to 4 h postdose. Fed conditions slowed absorption (T max =  6 h) and increased oral bioavailability. Renal elimination was negligible. Safety and pharmacokinetic parameters were similar between Japanese and non-Japanese subjects. Impairments in cognitive function consistent with the effects of other sedative or hypnotic agents were detected using a validated, computerized cognition battery, CNS Vital Signs. TAK-063 was safe and well tolerated at doses up to 1000 mg and demonstrated a pharmacokinetic profile supporting once-daily dosing. Further evaluation of the clinical safety and efficacy of TAK-063 is warranted.

TAK-242 treatment ameliorates liver ischemia/reperfusion injury by inhibiting TLR4 signaling pathway in a swine model of Maastricht-category-III cardiac death.

PubMed

Shao, Zigong; Jiao, Baoping; Liu, Tingting; Cheng, Ying; Liu, Hao; Liu, Yongfeng

2016-12-01

This study aims to test the effects of TAK-242 on liver transplant viability in a model of swine Maastricht-category-III cardiac death. A swine DCD Maastricht-III model of cardiac death was established, and TAK-242 was administered prior to the induction of cardiac death. The protein and mRNA level of TLR4 signaling pathway molecules and cytokines that are important in mediating immune and inflammatory responses were assessed at different time points following the induction of cardiac death. After induction of cardiac death, both the mRNA and protein levels of key molecules (TLR4, TRAF6, NF-ϰB, ICAM-1, MCP-1 and MPO), TNF-α and IL-6 increased significantly. Infusion of TAK-242 1h before induction of cardiac death blocked the increase of immune and inflammatory response molecules. However, the increase of TLR4 level was not affected by infusion of TAK-242. Histology study showed that infusion of TAK-242 protect liver tissue from damage during cardiac death. These results indicates that TLR4 signaling pathway may contribute to ischemia/reperfusion injury in the liver grafts, and blocking TLR4 pathway with TAk-242 may reduce TLR4-mediated tissue damage. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Efficacy and safety of TAK-085 compared with eicosapentaenoic acid in Japanese subjects with hypertriglyceridemia undergoing lifestyle modification: the omega-3 fatty acids randomized double-blind (ORD) study.

PubMed

Tatsuno, Ichiro; Saito, Yasushi; Kudou, Kentarou; Ootake, Jun

2013-01-01

Hypertriglyceridemia is a risk factor for cardiovascular disease, and clinical practice guidelines advocate treatment to reduce triglyceride (TG) levels. In Japan, an EPA-E (eicosapentaenoic acid-ethyl ester) product has been used clinically for treating dyslipidemia. We investigated the TG-lowering effects of TAK-085 (EPA-E + docosahexaenoic acid-ethyl ester) in comparison with EPA-E in Japanese patients with hypertriglyceridemia (TG ≥150 mg/dL and <750 mg/dL). In this multicenter, 12-week, double-blind study, subjects were stratified for coadministration of a 3-hydroxy-3-methyl-glutaryl-CoA reductase inhibitor then randomized to TAK-085 2 g once daily (n = 205), TAK-085 2 g twice daily (n = 210), or EPA-E 0.6 g three times daily (n = 195). Each one gram of fatty acid in TAK-085 contains approximately 465 mg of EPA plus 375 mg of docosahexaenoic acid-ethyl as ethyl esters. Guidance on lifestyle modifications was provided throughout. The primary end point was the percent change in TG levels (baseline from end of treatment), which was -10.8 ± 22.6, -22.9 ± 23.1, and -11.2 ± 25.7 in the TAK-085 2 g/day, TAK-085 4 g/day, and EPA-E 1.8 g/day groups, respectively. TAK-085 4 g/day produced a significantly greater reduction in TG than EPA-E 1.8 g/day (P < .0001), whereas TAK-085 2 g/day was not inferior to EPA-E 1.8 g/day. Changes in other lipid parameters were relatively modest. There were no notable safety or tolerability differences between the groups. In Japanese patients with modest hypertriglyceridemia who also underwent lifestyle intervention, TAK-085 4 g/day reduced TG more than EPA-E 1.8 g/day. TAK-085 2 g/day had similar effects on TG as EPA-E 1.8 g/day. TAK-085 was well-tolerated. Copyright © 2013 National Lipid Association. Published by Elsevier Inc. All rights reserved.

Altered cerebellar development in nuclear receptor TAK1/ TR4 null mice is associated with deficits in GLAST(+) glia, alterations in social behavior, motor learning, startle reactivity, and microglia.

PubMed

Kim, Yong-Sik; Harry, G Jean; Kang, Hong Soon; Goulding, David; Wine, Rob N; Kissling, Grace E; Liao, Grace; Jetten, Anton M

2010-09-01

Previously, deficiency in the expression of the nuclear orphan receptor TAK1 was found to be associated with delayed cerebellar granule cell migration and Purkinje cell maturation with a permanent deficit in foliation of lobules VI–VII, suggesting a role for TAK1 in cerebellum development. In this study, we confirm that TAK1-deficient (TAK1(−/−)) mice have a smaller cerebellum and exhibit a disruption of lobules VI–VII. We extended these studies and show that at postnatal day 7, TAK1(−/−) mice exhibit a delay in monolayer maturation of dysmorphic calbindin 28K-positive Purkinje cells. The astrocyte-specific glutamate transporter (GLAST) was expressed within Bergmann fibers and internal granule cell layer at significantly lower levels in the cerebellum of TAK1(−/−) mice. At PND21, Golgi-positive Purkinje cells in TAK1(−/−) mice displayed a smaller soma (18%) and shorter distance to first branch point (35%). Neuronal death was not observed in TAK1(−/−) mice at PND21; however, activated microglia were present in the cerebellum, suggestive of earlier cell death. These structural deficits in the cerebellum were not sufficient to alter motor strength, coordination, or activity levels; however, deficits in acoustic startle response, prepulse startle inhibition, and social interactions were observed. Reactions to a novel environment were inhibited in a light/dark chamber, open-field, and home-cage running wheel. TAK1(−/−) mice displayed a plateau in performance on the running wheel, suggesting a deficit in learning to coordinate performance on a motor task. These data indicate that TAK1 is an important transcriptional modulator of cerebellar development and neurodevelopmentally regulated behavior.

Long-term safety and efficacy of TAK-085 in Japanese subjects with hypertriglyceridemia undergoing lifestyle modification: the omega-3 fatty acids randomized long-term (ORL) study.

PubMed

Tatsuno, Ichiro; Saito, Yasushi; Kudou, Kentarou; Ootake, Jun

2013-01-01

TAK-085 is an omega-3 preparation that contains eicosapentaenoic acid ethyl-ester (EPA-E) and docosahexaenoic acid-ethyl ester used in the management of hypertriglyceridemia. The aim of the study was to evaluate the long-term safety (adverse events [AEs], laboratory parameters, vital signs, weight, and electrocardiograms) and effects on lipid profiles, especially triglyceride levels, of TAK-085 in Japanese patients with hypertriglyceridemia (triglyceride levels ≥150 mg/dL and <750 mg/dL). In this multicenter, open-label, randomized study, adults with hypertriglyceridemia undergoing lifestyle modification received TAK-085 2 g (2 g once daily; n = 165) or 4 g (2 g twice daily; n = 171), or EPA-E 1.8 g (0.6 g three times daily; n = 167) for 52 weeks. Patients were stratified for co-administration of a statin. TAK-085 was well tolerated throughout the 52-week study. Overall, no substantial differences were found in the tolerability of TAK-085 2 g, TAK-085 4 g, and EPA-E 1.8 g with incidence rates for AEs of 83.6%, 86.0%, and 89.2%, respectively. Most AEs were mild or moderate in severity. Triglyceride levels decreased from baseline in all groups by week 4, and the decreases were maintained throughout the study. At week 52 the reduction in triglycerides with TAK-085 2 g (-13.9%) was similar to that with EPA-E 1.8 g (-12.1%), whereas the reduction seen with TAK-085 4 g (-25.5%) was greater than that with EPA-E 1.8 g, as assessed by point estimates and 95% confidence intervals. TAK-085 was safe and well tolerated for up to 52 weeks of treatment in Japanese patients with hypertriglyceridemia undergoing lifestyle modification. Reductions in triglyceride levels achieved after 4 weeks were maintained at 52 weeks. Copyright © 2013 National Lipid Association. Published by Elsevier Inc. All rights reserved.

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

ERIC Educational Resources Information Center

Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Belinostat-induced apoptosis and growth inhibition in pancreatic cancer cells involve activation of TAK1-AMPK signaling axis

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

Wang, Bing, E-mail: wangbin69@yahoo.com; Wang, Xin-bao; Chen, Li-yu

2013-07-19

Highlights: •Belinostat activates AMPK in cultured pancreatic cancer cells. •Activation of AMPK is important for belinostat-induced cytotoxic effects. •ROS and TAK1 are involved in belinostat-induced AMPK activation. •AMPK activation mediates mTOR inhibition by belinostat. -- Abstract: Pancreatic cancer accounts for more than 250,000 deaths worldwide each year. Recent studies have shown that belinostat, a novel pan histone deacetylases inhibitor (HDACi) induces apoptosis and growth inhibition in pancreatic cancer cells. However, the underlying mechanisms are not fully understood. In the current study, we found that AMP-activated protein kinase (AMPK) activation was required for belinostat-induced apoptosis and anti-proliferation in PANC-1 pancreatic cancermore » cells. A significant AMPK activation was induced by belinostat in PANC-1 cells. Inhibition of AMPK by RNAi knockdown or dominant negative (DN) mutation significantly inhibited belinostat-induced apoptosis in PANC-1 cells. Reversely, AMPK activator AICAR and A-769662 exerted strong cytotoxicity in PANC-1 cells. Belinostat promoted reactive oxygen species (ROS) production in PANC-1 cells, increased ROS induced transforming growth factor-β-activating kinase 1 (TAK1)/AMPK association to activate AMPK. Meanwhile, anti-oxidants N-Acetyl-Cysteine (NAC) and MnTBAP as well as TAK1 shRNA knockdown suppressed belinostat-induced AMPK activation and PANC-1 cell apoptosis. In conclusion, we propose that belinostat-induced apoptosis and growth inhibition require the activation of ROS-TAK1-AMPK signaling axis in cultured pancreatic cancer cells.« less

Suppression of the hypothalamic-pituitary-gonadal axis by TAK-385 (relugolix), a novel, investigational, orally active, small molecule gonadotropin-releasing hormone (GnRH) antagonist: studies in human GnRH receptor knock-in mice.

PubMed

Nakata, Daisuke; Masaki, Tsuneo; Tanaka, Akira; Yoshimatsu, Mie; Akinaga, Yumiko; Asada, Mari; Sasada, Reiko; Takeyama, Michiyasu; Miwa, Kazuhiro; Watanabe, Tatsuya; Kusaka, Masami

2014-01-15

TAK-385 (relugolix) is a novel, non-peptide, orally active gonadotropin-releasing hormone (GnRH) antagonist, which builds on previous work with non-peptide GnRH antagonist TAK-013. TAK-385 possesses higher affinity and more potent antagonistic activity for human and monkey GnRH receptors compared with TAK-013. Both TAK-385 and TAK-013 have low affinity for the rat GnRH receptor, making them difficult to evaluate in rodent models. Here we report the human GnRH receptor knock-in mouse as a humanized model to investigate pharmacological properties of these compounds on gonadal function. Twice-daily oral administration of TAK-013 (10mg/kg) for 4 weeks decreased the weights of testes and ventral prostate in male knock-in mice but not in male wild-type mice, demonstrating the validity of this model to evaluate antagonists for the human GnRH receptor. The same dose of TAK-385 also reduced the prostate weight to castrate levels in male knock-in mice. In female knock-in mice, twice-daily oral administration of TAK-385 (100mg/kg) induced constant diestrous phases within the first week, decreased the uterus weight to ovariectomized levels and downregulated GnRH receptor mRNA in the pituitary after 4 weeks. Gonadal function of TAK-385-treated knock-in mice began to recover after 5 days and almost completely recovered within 14 days after drug withdrawal in both sexes. Our findings demonstrate that TAK-385 acts as an antagonist for human GnRH receptor in vivo and daily oral administration potently, continuously and reversibly suppresses the hypothalamic-pituitary-gonadal axis. TAK-385 may provide useful therapeutic interventions in hormone-dependent diseases including endometriosis, uterine fibroids and prostate cancer. Copyright © 2013 Elsevier B.V. All rights reserved.

A quantitative comparative analysis of Advancement via Independent Determination (AVID) in Texas middle schools

NASA Astrophysics Data System (ADS)

Reed, Krystal Astra

The "Advancement via Individual Determination (AVID) program was designed to provide resources and strategies that enable underrepresented minority students to attend 4-year colleges" (AVID Center, 2013, p. 2). These students are characterized as the forgotten middle in that they have high test scores, average-to-low grades, minority or low socioeconomic status, and will be first-generation college students (AVID, 2011). Research indicates (Huerta, Watt, & Butcher, 2013) that strict adherence to 11 program components supports success of students enrolled in AVID, and AVID certification depends on districts following those components. Several studies (AVID Center, 2013) have investigated claims about the AVID program through qualitative analyses; however, very few have addressed this program quantitatively. This researcher sought to determine whether differences existed between student achievement and attendance rates between AVID and non-AVID middle schools. To achieve this goal, the researcher compared eighth-grade science and seventh- and eighth-grade mathematics scores from the 2007 to 2011 Texas Assessment of Knowledge and Skills (TAKS) and overall attendance rates in demographically equivalent AVID and non-AVID middle schools. Academic Excellence Indicator System (AEIS) reports from the Texas Education Agency (TEA) were used to obtain 2007 to 2011 TAKS results and attendance information for the selected schools. The results indicated a statistically significant difference between AVID demonstration students and non-AVID students in schools with similar CI. No statistically significant differences were found on any component of the TAKS for AVID economically disadvantaged students. The mean scores indicated an achievement gap between non-AVID and AVID demonstration middle schools. The findings from the other three research questions indicated no statistically significant differences between AVID and non-AVID student passing rates on the seventh- and eighth

Parental Perceptions of the Effects of the High-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students

ERIC Educational Resources Information Center

Westfall, Dawn M.

2010-01-01

In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS test, in order to be promoted to the next grade level. The purpose of this study is to describe parents' perceptions of the influence of the high-stakes TAKS test on the family lives of at-risk fifth grade…

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores

NASA Astrophysics Data System (ADS)

Rice, Tony E.

The purpose of this survey was to describe and analyze the perceptions of elementary school teachers' in a Midwestern state concerning their use of a science kit program, including to what extent a school's state science assessment scores can be predicated from the level of science kit usage. Prior research indicates that elementary school teachers lack the confidence in teaching science primarily because of their weak undergraduate training in inquiry-based instruction and the lack of a strong science background. Authors such as Dickerson et al. (2006) and Riggs and Enochs (2006) argued that science kits and the materials included in them are valuable in increasing teacher confidence. The teacher perceptions I collected matched the literature quite closely as far as what the teachers found to be of the most value and use. Teachers perceptions of the science kits were positive including: (a) student engagement in using the science kits, (b) use of most of the instructional items included in the kits, (c) the amount of teacher confidence in using them, (d) the support from the math and science center for using them, (e) and the professional development provided. Teachers liked using many components of the kits, especially the experiments. Their main complaint concerned time: time to teach science and time to complete the kit lessons. I used multiple regression to understand the components of the kit program that had a significant correlation to the state test scores. The following variables could explain a high proportion of the variance (.796): (a) teacher confidence, (b) student science learning success, (c) teacher beliefs about science education and (d) the percentage of students eligible for the National School Lunch Program. These findings might lead to school principals and teachers increasing their 5th grade state science exam scores by using the findings to identify which components of the kit program are most important in this endeavor.

HIV Glycoprotein Gp120 Impairs Fast Axonal Transport by Activating Tak1 Signaling Pathways

PubMed Central

Berth, Sarah H.; Mesnard-Hoaglin, Nichole; Wang, Bin; Kim, Hajwa; Song, Yuyu; Sapar, Maria; Morfini, Gerardo

2016-01-01

Sensory neuropathies are the most common neurological complication of HIV. Of these, distal sensory polyneuropathy (DSP) is directly caused by HIV infection and characterized by length-dependent axonal degeneration of dorsal root ganglion (DRG) neurons. Mechanisms for axonal degeneration in DSP remain unclear, but recent experiments revealed that the HIV glycoprotein gp120 is internalized and localized within axons of DRG neurons. Based on these findings, we investigated whether intra-axonal gp120 might impair fast axonal transport (FAT), a cellular process critical for appropriate maintenance of the axonal compartment. Significantly, we found that gp120 severely impaired both anterograde and retrograde FAT. Providing a mechanistic basis for these effects, pharmacological experiments revealed an involvement of various phosphotransferases in this toxic effect, including members of mitogen-activated protein kinase pathways (Tak-1, p38, and c-Jun N-terminal Kinase (JNK)), inhibitor of kappa-B-kinase 2 (IKK2), and PP1. Biochemical experiments and axonal outgrowth assays in cell lines and primary cultures extended these findings. Impairments in neurite outgrowth in DRG neurons by gp120 were rescued using a Tak-1 inhibitor, implicating a Tak-1 mitogen-activated protein kinase pathway in gp120 neurotoxicity. Taken together, these observations indicate that kinase-based impairments in FAT represent a novel mechanism underlying gp120 neurotoxicity consistent with the dying-back degeneration seen in DSP. Targeting gp120-based impairments in FAT with specific kinase inhibitors might provide a novel therapeutic strategy to prevent axonal degeneration in DSP. PMID:27872270

Strategies for Science Student Achievement & Productive School Management

ERIC Educational Resources Information Center

Johnson, William L.

2010-01-01

There is an increasing literature pertaining to student achievement and school productivity. This session will present school and classroom strategies used in high school science classes at Robert E. Lee High School (5A) in Tyler, Texas. This year, 84% of the students at Lee passed the science TAKS test. Lee is also ranked in the top 1500 high…

Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

NASA Astrophysics Data System (ADS)

Page, Purlie M.

At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

Anti-inflammatory and cytoprotective effects of a squalene synthase inhibitor, TAK-475 active metabolite-I, in immune cells simulating mevalonate kinase deficiency (MKD)-like condition.

PubMed

Suzuki, Nobutaka; Ito, Tatsuo; Matsui, Hisanori; Takizawa, Masayuki

2016-01-01

TAK-475 (lapaquistat acetate) and its active metabolite-I (TAK-475 M-I) inhibit squalene synthase, which catalyzes the conversion of farnesyl diphosphate (FPP) to squalene. FPP is a substrate for synthesis of other mevalonate-derived isoprenoids (MDIs) such as farnesol (FOH), geranlygeranyl diphosphate (GGPP), and geranylgeraniol. In patients with MKD, a rare autosomal recessive disorder, defective activity of mevalonate kinase leads to a shortage of MDIs. MDIs especially GGPP are required for prenylation of proteins, which is a posttranslation modification necessary for proper functioning of proteins like small guanosine triphosphatases. Malfunction of prenylation of proteins results in upregulation of the inflammatory cascade, leading to increased production of proinflammatory cytokines like interleukin-1β (IL-1β), eventually leading to episodic febrile attacks. In vitro, TAK-475 M-I incubation in a concentration dependent manner increased levels of FPP, GGPP, and FOH in human monocytic THP-1 cells. In subsequent experiments, THP-1 cells or human peripheral blood mononuclear cells (PBMCs) were incubated with simvastatin, which inhibits hydroxymethylglutaryl-coenzyme A reductase and thereby decreases levels of the precursors of MDIs, leading to the depletion of MDIs as expected in MKD patients. Increased levels of GGPP and FPP attenuated lipopolysaccharide (LPS)-induced IL-1β production in THP-1 cells and human PBMCs in statin-treated conditions. The MDIs also significantly reduced the damaged cell ratio in this active MKD-like condition. Moreover, TAK-475 M-I directly inhibited LPS-induced IL-1β production from statin-treated THP-1 cells. These results show anti-inflammatory and cytoprotective effects of MDIs via TAK-475 M-I treatment in statin-treated immune cells, suggesting that possible therapeutic effects of TAK-475 treatment in MKD patients.

Discovery of Type II Inhibitors of TGFβ-Activated Kinase 1 (TAK1) and Mitogen-Activated Protein Kinase Kinase Kinase Kinase 2 (MAP4K2)

PubMed Central

2015-01-01

We developed a pharmacophore model for type II inhibitors that was used to guide the construction of a library of kinase inhibitors. Kinome-wide selectivity profiling of the library resulted in the identification of a series of 4-substituted 1H-pyrrolo[2,3-b]pyridines that exhibited potent inhibitory activity against two mitogen-activated protein kinases (MAPKs), TAK1 (MAP3K7) and MAP4K2, as well as pharmacologically well interrogated kinases such as p38α (MAPK14) and ABL. Further investigation of the structure–activity relationship (SAR) resulted in the identification of potent dual TAK1 and MAP4K2 inhibitors such as 1 (NG25) and 2 as well as MAP4K2 selective inhibitors such as 16 and 17. Some of these inhibitors possess good pharmacokinetic properties that will enable their use in pharmacological studies in vivo. A 2.4 Å cocrystal structure of TAK1 in complex with 1 confirms that the activation loop of TAK1 assumes the DFG-out conformation characteristic of type II inhibitors. PMID:25075558

An Integrated Learning System: Impact on At-Risk Students' Ninth Grade TAKS Mathematics Achievement

ERIC Educational Resources Information Center

Harris, Tina D.

2011-01-01

The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of…

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

ERIC Educational Resources Information Center

Guzeller, Cem Oktay

2012-01-01

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science

NASA Astrophysics Data System (ADS)

Ramey, Toni Boyd

The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found. Additionally, a questionnaire was administered to teachers in four public middle schools in which AMSTI had been implemented. ANOVAs were used to examine the responses to determine how teacher training in AMSTI materials and techniques affected reported teacher attitude and frequency of usage of inquiry-based lessons. When the responses of teachers with less than one year of AMSTI training were compared to those teachers with more than one year of training, no significant change in teachers' reported attitudes toward inquiry lessons or the frequency of usage of inquiry lessons was found.

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores

NASA Astrophysics Data System (ADS)

Judd, William Lindsey

The purpose of this study was to examine any significant difference on secondary school chemistry students' ACT Science Test scores between students taught by the Process Oriented Guided Inquiry Learning (POGIL) method versus students taught by traditional, teacher-centered pedagogy. This study also examined any difference between students taught by the POGIL method versus students taught by traditional, teacher-centered pedagogy in regard to the three different types of questions on the ACT Science Test: data representation, research summaries, and conflicting viewpoints. The sample consisted of sophomore-level students at two private, suburban Christian schools. A pretest-posttest design was used to compare the mean difference in scores from ACT issued sample test booklets before and after each group had received instruction via the POGIL method or more traditional methods. This study found that there was no significant difference in the mean difference of test scores between the two groups. This study also found that there was not a significant difference in the mean difference of scores in regard to the three different types of questions on the ACT Science Test. Further implications of this study are discussed.

TAK-242, a small-molecule inhibitor of Toll-like receptor 4 signalling, unveils similarities and differences in lipopolysaccharide- and lipidinduced inflammation and insulin resistance in muscle cells

PubMed Central

Hussey, Sophie E.; Liang, Hanyu; Costford, Sheila R.; Klip, Amira; DeFronzo, Ralph A.; Sanchez-Avila, Alicia; Ely, Brian; Musi, Nicolas

2012-01-01

Emerging evidence suggests that TLR (Toll-like receptor) 4 and downstream pathways [MAPKs (mitogen-activated protein kinases) and NF-κB (nuclear factor κB)] play an important role in the pathogenesis of insulin resistance. LPS (lipopolysaccharide) and saturated NEFA (non-esterified fatty acids) activate TLR4, and plasma concentrations of these TLR4 ligands are elevated in obesity and Type 2 diabetes. Our goals were to define the role of TLR4 on the insulin resistance caused by LPS and saturated NEFA, and to dissect the independent contribution of LPS and NEFA to the activation of TLR4-driven pathways by employing TAK-242, a specific inhibitor of TLR4. LPS caused robust activation of the MAPK and NF-κB pathways in L6 myotubes, along with impaired insulin signalling and glucose transport. TAK-242 completely prevented the inflammatory response (MAPK and NF-κB activation) caused by LPS, and, in turn, improved LPS-induced insulin resistance. Similar to LPS, stearate strongly activated MAPKs, although stimulation of the NF-κB axis was modest. As seen with LPS, the inflammatory response caused by stearate was accompanied by impaired insulin action. TAK-242 also blunted stearate-induced inflammation; yet, the protective effect conferred by TAK-242 was partial and observed only on MAPKs. Consequently, the insulin resistance caused by stearate was only partially improved by TAK-242. In summary, TAK-242 provides complete and partial protection against LPS- and NEFA-induced inflammation and insulin resistance, respectively. Thus, LPS-induced insulin resistance depends entirely on TLR4, whereas NEFA works through TLR4-dependent and -independent mechanisms to impair insulin action. PMID:23050932

Discovery of Type II Inhibitors of TGFβ-Activated Kinase 1 (TAK1) and Mitogen-Activated Protein Kinase Kinase Kinase Kinase 2 (MAP4K2)

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

Tan, Li; Nomanbhoy, Tyzoon; Gurbani, Deepak

Here, we developed a pharmacophore model for type II inhibitors that was used to guide the construction of a library of kinase inhibitors. Kinome-wide selectivity profiling of the library resulted in the identification of a series of 4-substituted 1H-pyrrolo[2,3-b]pyridines that exhibited potent inhibitory activity against two mitogen-activated protein kinases (MAPKs), TAK1 (MAP3K7) and MAP4K2, as well as pharmacologically well interrogated kinases such as p38α (MAPK14) and ABL. Further investigation of the structure–activity relationship (SAR) resulted in the identification of potent dual TAK1 and MAP4K2 inhibitors such as 1 (NG25) and 2 as well as MAP4K2 selective inhibitors such as 16more » and 17. Some of these inhibitors possess good pharmacokinetic properties that will enable their use in pharmacological studies in vivo. Lastly, a 2.4 Å cocrystal structure of TAK1 in complex with 1 confirms that the activation loop of TAK1 assumes the DFG-out conformation characteristic of type II inhibitors.« less

Discovery of Type II Inhibitors of TGFβ-Activated Kinase 1 (TAK1) and Mitogen-Activated Protein Kinase Kinase Kinase Kinase 2 (MAP4K2)

DOE PAGES

Tan, Li; Nomanbhoy, Tyzoon; Gurbani, Deepak; ...

2014-07-17

Here, we developed a pharmacophore model for type II inhibitors that was used to guide the construction of a library of kinase inhibitors. Kinome-wide selectivity profiling of the library resulted in the identification of a series of 4-substituted 1H-pyrrolo[2,3-b]pyridines that exhibited potent inhibitory activity against two mitogen-activated protein kinases (MAPKs), TAK1 (MAP3K7) and MAP4K2, as well as pharmacologically well interrogated kinases such as p38α (MAPK14) and ABL. Further investigation of the structure–activity relationship (SAR) resulted in the identification of potent dual TAK1 and MAP4K2 inhibitors such as 1 (NG25) and 2 as well as MAP4K2 selective inhibitors such as 16more » and 17. Some of these inhibitors possess good pharmacokinetic properties that will enable their use in pharmacological studies in vivo. Lastly, a 2.4 Å cocrystal structure of TAK1 in complex with 1 confirms that the activation loop of TAK1 assumes the DFG-out conformation characteristic of type II inhibitors.« less

Shrimp TAB1 interacts with TAK1 and p38 and activates the host innate immune response to bacterial infection.

PubMed

Wang, Sheng; Li, Mengqiao; Yin, Bin; Li, Haoyang; Xiao, Bang; Lǚ, Kai; Huang, Zhijian; Li, Sedong; He, Jianguo; Li, Chaozheng

2017-08-01

Mammalian TAB1 has been previously identified as transforming growth factor-β (TGF-β)-activated kinase 1 (TAK1) binding protein, which functions as the activator of TAK1 and p38. This report, for the first time, identified and characterized the homolog of TAB1 in shrimp, to be specific, the homolog gene from Litopenaeus vannamei, containing a 1560-bp open reading frame (ORF) that encoded a putative protein of 519 amino acids with the conserved PP2Cc (Serine/threonine phosphatases, family 2C, catalytic) domain in N-terminal and a TAK1 binding motif in C-terminus, has been cloned and named LvTAB1. LvTAB1 was most abundant in gills and its expression could respond significantly to a series of stimuli, including LPS, Vibrio parahemolyticus and Staphylococcus aureus. Moreover, Co-immunoprecipitation (Co-IP) experiments showed that LvTAB1 could combine with LvTAK1 as well as Lvp38, two members of IMD-NF-κB/MAPK pathway, which meant LvTAB1 could have a role in regulating the activities of these kinases. Over-expression of LvTAB1 in drosophila S2 cells could improve the transcriptional levels of antimicrobial peptide genes (AMPs) such as Diptericin (Dpt), the hallmark of drosophila NF-κB activated genes, indicating its activation effect on NF-κB pathway. Furthermore, suppression of LvTAB1 expression in vivo by RNA-interference increased the sensibility of shrimps to V. parahaemolyticus infection, implying its protective role against bacterial infection. In conclusion, these results provide some insight into the function of LvTAB1 during bacterial infection. Copyright © 2017 Elsevier Ltd. All rights reserved.

A novel cyclohexene derivative, ethyl (6R)-6-[N-(2-Chloro-4-fluorophenyl)sulfamoyl]cyclohex-1-ene-1-carboxylate (TAK-242), selectively inhibits toll-like receptor 4-mediated cytokine production through suppression of intracellular signaling.

PubMed

Ii, Masayuki; Matsunaga, Naoko; Hazeki, Kaoru; Nakamura, Kazuyo; Takashima, Katsunori; Seya, Tsukasa; Hazeki, Osamu; Kitazaki, Tomoyuki; Iizawa, Yuji

2006-04-01

Proinflammatory mediators such as cytokines and NO play pivotal roles in various inflammatory diseases. To combat inflammatory diseases successfully, regulation of proinflammatory mediator production would be a critical process. In the present study, we investigated the in vitro effects of ethyl (6R)-6-[N-(2-chloro-4-fluorophenyl)sulfamoyl]cyclohex-1-ene-1-carboxylate (TAK-242), a novel small molecule cytokine production inhibitor, and its mechanism of action. In RAW264.7 cells and mouse peritoneal macrophages, TAK-242 suppressed lipopolysaccharide (LPS)-induced production of NO, tumor necrosis factor-alpha (TNF-alpha), and interleukin (IL)-6, with 50% inhibitory concentration (IC50) of 1.1 to 11 nM. TAK-242 also suppressed the production of these cytokines from LPS-stimulated human peripheral blood mononuclear cells (PBMCs) at IC50 values from 11 to 33 nM. In addition, the inhibitory effects on the LPS-induced IL-6 and IL-12 production were similar in human PBMCs, monocytes, and macrophages. TAK-242 inhibited mRNA expression of IL-6 and TNF-alpha induced by LPS and interferon-gamma in RAW264.7 cells. The phosphorylation of mitogen-activated protein kinases induced by LPS was also inhibited in a concentration-dependent manner. However, TAK-242 did not antagonize the binding of LPS to the cells. It is noteworthy that TAK-242 suppressed the cytokine production induced by Toll-like receptor (TLR) 4 ligands, but not by ligands for TLR2, -3, and -9. In addition, IL-1beta-induced IL-8 production from human PBMCs was not markedly affected by TAK-242. These data suggest that TAK-242 suppresses the production of multiple cytokines by selectively inhibiting TLR4 intracellular signaling. Finally, TAK-242 is a novel small molecule TLR4 signaling inhibitor and could be a promising therapeutic agent for inflammatory diseases, whose pathogenesis involves TLR4.

TAK-242, a small-molecule inhibitor of Toll-like receptor 4 signalling, unveils similarities and differences in lipopolysaccharide- and lipid-induced inflammation and insulin resistance in muscle cells.

PubMed

Hussey, Sophie E; Liang, Hanyu; Costford, Sheila R; Klip, Amira; DeFronzo, Ralph A; Sanchez-Avila, Alicia; Ely, Brian; Musi, Nicolas

2012-11-30

Emerging evidence suggests that TLR (Toll-like receptor) 4 and downstream pathways [MAPKs (mitogen-activated protein kinases) and NF-κB (nuclear factor κB)] play an important role in the pathogenesis of insulin resistance. LPS (lipopolysaccharide) and saturated NEFA (non-esterified fatty acids) activate TLR4, and plasma concentrations of these TLR4 ligands are elevated in obesity and Type 2 diabetes. Our goals were to define the role of TLR4 on the insulin resistance caused by LPS and saturated NEFA, and to dissect the independent contribution of LPS and NEFA to the activation of TLR4-driven pathways by employing TAK-242, a specific inhibitor of TLR4. LPS caused robust activation of the MAPK and NF-κB pathways in L6 myotubes, along with impaired insulin signalling and glucose transport. TAK-242 completely prevented the inflammatory response (MAPK and NF-κB activation) caused by LPS, and, in turn, improved LPS-induced insulin resistance. Similar to LPS, stearate strongly activated MAPKs, although stimulation of the NF-κB axis was modest. As seen with LPS, the inflammatory response caused by stearate was accompanied by impaired insulin action. TAK-242 also blunted stearate-induced inflammation; yet, the protective effect conferred by TAK-242 was partial and observed only on MAPKs. Consequently, the insulin resistance caused by stearate was only partially improved by TAK-242. In summary, TAK-242 provides complete and partial protection against LPS- and NEFA-induced inflammation and insulin resistance, respectively. Thus, LPS-induced insulin resistance depends entirely on TLR4, whereas NEFA works through TLR4-dependent and -independent mechanisms to impair insulin action.

Characterization of Transporters in the Hepatic Uptake of TAK-475 M-I, a Squalene Synthase Inhibitor, in Rats and Humans.

PubMed

Ebihara, T; Takeuchi, T; Moriya, Y; Tagawa, Y; Kondo, T; Moriwaki, T; Asahi, S

2016-06-01

TAK-475 (lapaquistat acetate) is a squalene synthase inhibitor and M-I is a pharmacologically active metabolite of TAK-475. Preclinical pharmacokinetic studies have demonstrated that most of the dosed TAK-475 was hydrolyzed to M-I during the absorption process and the concentrations of M-I in the liver, the main organ of cholesterol biosynthesis, were much higher than those in the plasma after oral administration to rats. In the present study, the mechanism of the hepatic uptake of M-I was investigated.The uptake studies of (14)C-labeled M-I into rat and human hepatocytes indicated that the uptakes of M-I were concentrative, temperature-dependent and saturable in both species with Km values of 4.7 and 2.8 μmol/L, respectively. M-I uptake was also inhibited by cyclosporin A, an inhibitor for hepatic uptake transporters including organic anion transporting polypeptide (OATP). In the human hepatocytes, M-I uptake was hardly inhibited by estrone 3-sulfate as an inhibitor for OATP1B1, and most of the M-I uptake was Na(+)-independent. Uptake studies using human transporter-expressing cells revealed the saturable uptake of M-I for OATP1B3 with a Km of 2.13 μmol/L. No obvious uptake of M-I was observed in the OATP1B1-expressing cells.These results indicated that M-I was taken up into hepatocytes via transporters in both rats and humans. OATP1B3 would be mainly involved in the hepatic uptake of M-I in humans. These findings suggested that hepatic uptake transporters might contribute to the liver-selective inhibition of cholesterol synthesis by TAK-475. This is the first to clarify a carrier-mediated hepatic uptake mechanism for squalene synthase inhibitors. © Georg Thieme Verlag KG Stuttgart · New York.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

The Differences in Scores and Self-Efficacy by Student Gender in Mathematics and Science

ERIC Educational Resources Information Center

Louis, Rachel A.; Mistele, Jean M.

2012-01-01

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student's achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International…

HTLV-1 Tax Stimulates Ubiquitin E3 Ligase, Ring Finger Protein 8, to Assemble Lysine 63-Linked Polyubiquitin Chains for TAK1 and IKK Activation.

PubMed

Ho, Yik-Khuan; Zhi, Huijun; Bowlin, Tara; Dorjbal, Batsukh; Philip, Subha; Zahoor, Muhammad Atif; Shih, Hsiu-Ming; Semmes, Oliver John; Schaefer, Brian; Glover, J N Mark; Giam, Chou-Zen

2015-08-01

Human T lymphotropic virus type 1 (HTLV-1) trans-activator/oncoprotein, Tax, impacts a multitude of cellular processes, including I-κB kinase (IKK)/NF-κB signaling, DNA damage repair, and mitosis. These activities of Tax have been implicated in the development of adult T-cell leukemia (ATL) in HTLV-1-infected individuals, but the underlying mechanisms remain obscure. IKK and its upstream kinase, TGFβ-activated kinase 1 (TAK1), contain ubiquitin-binding subunits, NEMO and TAB2/3 respectively, which interact with K63-linked polyubiquitin (K63-pUb) chains. Recruitment to K63-pUb allows cross auto-phosphorylation and activation of TAK1 to occur, followed by TAK1-catalyzed IKK phosphorylation and activation. Using cytosolic extracts of HeLa and Jurkat T cells supplemented with purified proteins we have identified ubiquitin E3 ligase, ring finger protein 8 (RNF8), and E2 conjugating enzymes, Ubc13:Uev1A and Ubc13:Uev2, to be the cellular factors utilized by Tax for TAK1 and IKK activation. In vitro, the combination of Tax and RNF8 greatly stimulated TAK1, IKK, IκBα and JNK phosphorylation. In vivo, RNF8 over-expression augmented while RNF8 ablation drastically reduced canonical NF-κB activation by Tax. Activation of the non-canonical NF-κB pathway by Tax, however, is unaffected by the loss of RNF8. Using purified components, we further demonstrated biochemically that Tax greatly stimulated RNF8 and Ubc13:Uev1A/Uev2 to assemble long K63-pUb chains. Finally, co-transfection of Tax with increasing amounts of RNF8 greatly induced K63-pUb assembly in a dose-dependent manner. Thus, Tax targets RNF8 and Ubc13:Uev1A/Uev2 to promote the assembly of K63-pUb chains, which signal the activation of TAK1 and multiple downstream kinases including IKK and JNK. Because of the roles RNF8 and K63-pUb chains play in DNA damage repair and cytokinesis, this mechanism may also explain the genomic instability of HTLV-1-transformed T cells and ATL cells.

HTLV-1 Tax Stimulates Ubiquitin E3 Ligase, Ring Finger Protein 8, to Assemble Lysine 63-Linked Polyubiquitin Chains for TAK1 and IKK Activation

PubMed Central

Ho, Yik-Khuan; Zhi, Huijun; Bowlin, Tara; Dorjbal, Batsukh; Philip, Subha; Zahoor, Muhammad Atif; Shih, Hsiu-Ming; Semmes, Oliver John; Schaefer, Brian; Glover, J. N. Mark; Giam, Chou-Zen

2015-01-01

Human T lymphotropic virus type 1 (HTLV-1) trans-activator/oncoprotein, Tax, impacts a multitude of cellular processes, including I-κB kinase (IKK)/NF-κB signaling, DNA damage repair, and mitosis. These activities of Tax have been implicated in the development of adult T-cell leukemia (ATL) in HTLV-1-infected individuals, but the underlying mechanisms remain obscure. IKK and its upstream kinase, TGFβ-activated kinase 1 (TAK1), contain ubiquitin-binding subunits, NEMO and TAB2/3 respectively, which interact with K63-linked polyubiquitin (K63-pUb) chains. Recruitment to K63-pUb allows cross auto-phosphorylation and activation of TAK1 to occur, followed by TAK1-catalyzed IKK phosphorylation and activation. Using cytosolic extracts of HeLa and Jurkat T cells supplemented with purified proteins we have identified ubiquitin E3 ligase, ring finger protein 8 (RNF8), and E2 conjugating enzymes, Ubc13:Uev1A and Ubc13:Uev2, to be the cellular factors utilized by Tax for TAK1 and IKK activation. In vitro, the combination of Tax and RNF8 greatly stimulated TAK1, IKK, IκBα and JNK phosphorylation. In vivo, RNF8 over-expression augmented while RNF8 ablation drastically reduced canonical NF-κB activation by Tax. Activation of the non-canonical NF-κB pathway by Tax, however, is unaffected by the loss of RNF8. Using purified components, we further demonstrated biochemically that Tax greatly stimulated RNF8 and Ubc13:Uev1A/Uev2 to assemble long K63-pUb chains. Finally, co-transfection of Tax with increasing amounts of RNF8 greatly induced K63-pUb assembly in a dose-dependent manner. Thus, Tax targets RNF8 and Ubc13:Uev1A/Uev2 to promote the assembly of K63-pUb chains, which signal the activation of TAK1 and multiple downstream kinases including IKK and JNK. Because of the roles RNF8 and K63-pUb chains play in DNA damage repair and cytokinesis, this mechanism may also explain the genomic instability of HTLV-1-transformed T cells and ATL cells. PMID:26285145

Performance on large-scale science tests: Item attributes that may impact achievement scores

NASA Astrophysics Data System (ADS)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

Computer Modeling of the Instructionally Insensitive Nature of the Texas Assessment of Knowledge and Skills (TAKS) Exam

ERIC Educational Resources Information Center

Pham, Vinh Huy

2009-01-01

Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer…

Predicting scientific oral presentation scores in a high school photonics science, technology, engineering and mathematics (STEM) program

NASA Astrophysics Data System (ADS)

Gilchrist, Pamela O.; Carpenter, Eric D.; Gray-Battle, Asia

2014-07-01

A hybrid teacher professional development, student science technology mathematics and engineering pipeline enrichment program was operated by the reporting research group for the past 3 years. Overall, the program has reached 69 students from 13 counties in North Carolina and 57 teachers from 30 counties spread over a total of five states. Quantitative analysis of oral presentations given by participants at a program event is provided. Scores from multiple raters were averaged and used as a criterion in several regression analyses. Overall it was revealed that student grade point averages, most advanced science course taken, extra quality points earned in their most advanced science course taken, and posttest scores on a pilot research design survey were significant predictors of student oral presentation scores. Rationale for findings, opportunities for future research, and implications for the iterative development of the program are discussed.

The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results

ERIC Educational Resources Information Center

Helm, Maricela Robledo

2013-01-01

The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state…

Domain Specificity of MAP3K Family Members, MLK and Tak1, for JNK Signaling in Drosophila

PubMed Central

Stronach, Beth; Lennox, Ashley L.; Garlena, Rebecca A.

2014-01-01

A highly diverse set of protein kinases functions as early responders in the mitogen- and stress-activated protein kinase (MAPK/SAPK) signaling pathways. For instance, humans possess 14 MAPK kinase kinases (MAP3Ks) that activate Jun kinase (JNK) signaling downstream. A major challenge is to decipher the selective and redundant functions of these upstream MAP3Ks. Taking advantage of the relative simplicity of Drosophila melanogaster as a model system, we assessed MAP3K signaling specificity in several JNK-dependent processes during development and stress response. Our approach was to generate molecular chimeras between two MAP3K family members, the mixed lineage kinase, Slpr, and the TGF-β activated kinase, Tak1, which share 32% amino acid identity across the kinase domain but otherwise differ in sequence and domain structure, and then test the contributions of various domains for protein localization, complementation of mutants, and activation of signaling. We found that overexpression of the wild-type kinases stimulated JNK signaling in alternate contexts, so cells were capable of responding to both MAP3Ks, but with distinct outcomes. Relative to wild-type, the catalytic domain swaps compensated weakly or not at all, despite having a shared substrate, the JNK kinase Hep. Tak1 C-terminal domain-containing constructs were inhibitory in Tak1 signaling contexts, including tumor necrosis factor-dependent cell death and innate immune signaling; however, depressing antimicrobial gene expression did not necessarily cause phenotypic susceptibility to infection. These same constructs were neutral in the context of Slpr-dependent developmental signaling, reflecting differential subcellular protein localization and by inference, point of activation. Altogether, our findings suggest that the selective deployment of a particular MAP3K can be attributed in part to its inherent sequence differences, cellular localization, and binding partner availability. PMID:24429281

What goal is of most worth? The effects of the implementation of the Texas Assessment of Knowledge and Skills on elementary science teaching

NASA Astrophysics Data System (ADS)

Rodgers, Pamela England

This qualitative, narrative study centered on the effects of the implementation of the science portion of the fifth grade Texas Assessment of Knowledge and Skills (TAKS) on the instruction of science at the elementary level, grades one through five. Fourteen teachers and five administrators were interviewed at two elementary schools (kindergarten through grade four) and one middle school (grades five and six). Classroom observations of each of the teachers were also conducted. The study focused on the effect of the implementation of the science TAKS on the amount of time spent on science as well as the instructional methods utilized in the elementary science classroom. Lower grade levels were found to have changed little in these areas unless strong administrative leadership---emphasizing curriculum alignment, providing adequate materials and facilities, and encouraging sustained, content-based professional development in science---was present in the school. At the fifth grade level, however, the amount of time spent on science had increased significantly, although the instructional methods utilized by the teachers were focused more often upon increasing ratings on the test rather than providing the research-based best practice methods of hands-on, inquiry-based science instruction. In addition, the study also explored the teachers' and administrators' perceptions of the state and local mandates concerning science instruction and preparation for the TAKS. Other topics that came to light during the course of the study included the teachers' views on accountability and the effects of the state assessments on children in their classrooms. It was found that most teachers readily accept accountability for themselves, but are opposed to one-shot high-stakes tests which they feel are damaging for their students emotionally and academically---adversely affecting their love of learning science.

Barriers to immunization among children of migrant workers from Myanmar living in Tak province, Thailand.

PubMed Central

Plugge, Emma; Suwanjatuporn, Suporn; Sombatrungjaroen, Suteera; Nosten, François

2011-01-01

Abstract Problem Immunization is a cost-effective means of improving child survival but implementation of programmes in low- and middle-income countries is variable. Children of migrants are less likely to be immunized. Approach The qualitative study aimed to identify barriers to the successful implementation of migrant immunization programmes in Tak province, Thailand. We ran a total of 53 focus groups involving 371 participants in three sites. Local setting Tak province in Thailand borders Myanmar and has an estimated 200 000 migrants from Myanmar. Vaccine-preventable diseases are a documented cause of morbidity in this population but there is no systematic or coordinated immunization programme in the area. Relevant changes As a result of the findings, the subsequent immunization campaign targeted children in school to overcome those barriers of distance to immunization services, fear of arrest, not remembering immunization appointments, and the disruption of parental work. The campaigns also included immunization education for both parents and teachers. Lessons learnt Migrant parents identified similar barriers to accessing childhood immunization programmes as migrant populations elsewhere in the world, although a unique barrier identified by parents from Myanmar was “fear of arrest”. The subsequent school-based strategy to overcome these barriers appears to be effective. PMID:21734767

Association of Health Sciences Reasoning Test scores with academic and experiential performance.

PubMed

Cox, Wendy C; McLaughlin, Jacqueline E

2014-05-15

To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.

The PPARβ/δ agonist GW501516 attenuates peritonitis in peritoneal fibrosis via inhibition of TAK1-NFκB pathway in rats.

PubMed

Su, Xuesong; Zhou, Guangyu; Wang, Yanqiu; Yang, Xu; Li, Li; Yu, Rui; Li, Detian

2014-06-01

Peritoneal fibrosis is a common consequence of long-term peritoneal dialysis (PD), and peritonitis is a factor in its onset. Agonist-bound peroxisome proliferator-activated receptors (PPARs) function as key regulators of energy metabolism and inflammation. Here, we examined the effects of PPARβ/δ agonist GW501516 on peritonitis in a rat peritoneal fibrosis model. Peritoneal fibrosis secondary to inflammation was induced into uremic rats by daily injection of Dianeal 4.25% PD solutions along with six doses of lipopolysaccharide before commencement of GW501516 treatment. Normal non-uremic rats served as control, and all rats were fed with a control diet or a GW501516-containing diet. Compared to control group, exposure to PD fluids caused peritoneal fibrosis that was accompanied by increased mRNA levels of monocyte chemoattractant protein-1, tumor necrotic factor-α, and interleukin-6 in the uremic rats, and these effects were prevented by GW501516 treatment. Moreover, GW501516 was found to attenuate glucose-stimulated inflammation in cultured rat peritoneal mesothelial cells via inhibition of transforming growth factor-β-activated kinase 1 (TAK1), and nuclear factor kappa B (NFκB) signaling pathway (TAK1-NFκB pathway), a main inflammation regulatory pathway. In conclusion, inhibition of TAK1-NFκB pathway with GW501516 may represent a novel therapeutic approach to ameliorate peritonitis-induced peritoneal fibrosis for patients on PD.

The impact of podcasts, screencasts, and vodcasts on student achievement in the science classroom

NASA Astrophysics Data System (ADS)

Pena, Ruben, Jr.

Educators in today's society are in search for different ways to reach their students in order to keep them engaged and active in the learning process. There are several strategies that teachers have utilized in the classroom in order to reach all students. Now seen more in the classroom is the use of technology in one form or another. There are several types of technologies that one may employ while in the classroom, but seen more recently is the use of podcasts, screencasts, and vodcasts. The major purpose of the study was to investigate the impact of using podcasts, screencasts, and vodcasts in conjunction with science curriculum on student academic achievement. Two intermediate schools from the south Texas region were chosen as a convenience sample for the study because one school utilized the technology of podcasts, screencasts, and vodcasts at the student created level while the other school did not utilize podcasts, screencasts, and vodcasts at the student created level. The researcher collected scores from curriculum based assessments that were aligned with the Texas Essential Knowledge and Skills (TEKS) for comparison between the two different groups, while controlling grade five science TAKS scores for group equalization. Once all data was collected, scores were entered into the Statistical Package for the Social Sciences (SPSS) and were analyzed using an analysis of covariance. The ANCOVA allowed the researcher to see that differences among curriculum based assessments scores existed between the two different schools. Scores were higher for the students who utilized podcasts, screencasts, and vodcasts at the student created level when compared to those scores for students who did not utilize podcasts, screencasts, and vodcasts at the student created level. This study showed the benefits reaped of having students create their own podcasts, screencasts, and vodcasts. Having students create their own technology has them actively engaged in the learning

The effect of instructional methodology on high school students natural sciences standardized tests scores

NASA Astrophysics Data System (ADS)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Access to free or low-cost tuberculosis treatment for migrants and refugees along the Thailand-Myanmar border in Tak province, Thailand.

PubMed

Tschirhart, Naomi; Nosten, Francois; Foster, Angel M

2016-07-07

In Tak province, Thailand migrants and refugees from Myanmar navigate a pluralistic healthcare system to seek Tuberculosis (TB) care from a variety of government and non-governmental providers. This multi-methods qualitative study examined access to TB, TB/HIV and multidrug-resistant tuberculosis (MDR-TB) treatment with an emphasis on barriers to care and enabling factors. In the summer and fall of 2014, we conducted 12 key informant interviews with public health officials and TB treatment providers. We also conducted 11 focus group discussions with migrants and refugees who were receiving TB, TB/HIV and MDR-TB treatment in Tak province as well as non-TB patients. We analyzed these data through thematic analysis using both predetermined and emergent codes. As a second step in the qualitative analysis, we explored the barriers and enabling factors separately for migrants and refugees. We found that refugees face fewer barriers to accessing TB treatment than migrants. For both migrants and refugees, legal status plays an important intermediary role in influencing the population's ability to access care and eligibility for treatment. Our results suggest that there is a large geographical catchment area for migrants who seek TB treatment in Tak province that extends beyond provincial boundaries. Migrant participants described their ability to seek care as linked to the financial and non-financial resources required to travel and undergo treatment. Patients identified language of health services, availability of free or low cost services, and psychosocial support as important health system characteristics that affect accessibility. Access to TB treatment for migrants and refugees occurs at the interface of health system accessibility, population ability and legal status. In Tak province, migrant patients draw upon their social networks and financial resources to navigate a pathway to treatment. We revised a conceptual framework for access to healthcare to incorporate

Social Marketing in Malaysia: Cognitive, Affective, and Normative Mediators of the TAK NAK Antismoking Advertising Campaign.

PubMed

Lee, Wonkyong Beth; Fong, Geoffrey T; Dewhirst, Timothy; Kennedy, Ryan D; Yong, Hua-Hie; Borland, Ron; Awang, Rahmat; Omar, Maizurah

2015-01-01

Antismoking mass media campaigns are known to be effective as part of comprehensive tobacco control programs in high-income countries, but such campaigns are relatively new in low- and middle-income countries and there is a need for strong evaluation studies from these regions. This study examines Malaysia's first national antismoking campaign, TAK NAK. The data are from the International Tobacco Control Malaysia Survey, which is an ongoing cohort survey of a nationally representative sample of adult smokers (18 years and older; N = 2,006). The outcome variable was quit intentions of adult smokers, and the authors assessed the extent to which quit intentions may have been strengthened by exposure to the antismoking campaign. The authors also tested whether the impact of the campaign on quit intentions was related to cognitive mechanisms (increasing thoughts about the harm of smoking), affective mechanisms (increasing fear from the campaign), and perceived social norms (increasing perceived social disapproval about smoking). Mediational regression analyses revealed that thoughts about the harm of smoking, fear arousal, and social norms against smoking mediated the relation between TAK NAK impact and quit intentions. Effective campaigns should prompt smokers to engage in both cognitive and affective processes and encourage consideration of social norms about smoking in their society.

Momordica charantia Inhibits Inflammatory Responses in Murine Macrophages via Suppression of TAK1.

PubMed

Yang, Woo Seok; Yang, Eunju; Kim, Min-Jeong; Jeong, Deok; Yoon, Deok Hyo; Sung, Gi-Ho; Lee, Seungihm; Yoo, Byong Chul; Yeo, Seung-Gu; Cho, Jae Youl

2018-01-01

Momordica charantia known as bitter melon is a representative medicinal plant reported to exhibit numerous pharmacological activities such as antibacterial, antidiabetic, anti-inflammatory, anti-oxidant, antitumor, and hypoglycemic actions. Although this plant has high ethnopharmacological value for treating inflammatory diseases, the molecular mechanisms by which it inhibits the inflammatory response are not fully understood. In this study, we aim to identify the anti-inflammatory mechanism of this plant. To this end, we studied the effects of its methanol extract (Mc-ME) on lipopolysaccharide (LPS)-stimulated RAW264.7 macrophages. Specifically, we evaluated nitric oxide (NO) production, mRNA expression of inflammatory genes, luciferase reporter gene activity, and putative molecular targets. Mc-ME blocked NO production in a dose-dependent manner in RAW264.7 cells; importantly, no cytotoxicity was observed. Moreover, the mRNA expression levels of inducible NO synthase (iNOS) and cyclooxygenase (COX)-2 were decreased by Mc-ME treatment in a dose-dependent manner. Luciferase assays and nuclear lysate immunoblotting analyses strongly indicated that Mc-ME decreases the levels of p65 [a nuclear factor (NF)-[Formula: see text]B subunit] and c-Fos [an activator protein (AP)-1 subunit]. Whole lysate immunoblotting assays, luciferase assays, and overexpression experiments suggested that transforming growth factor [Formula: see text]-activated kinase 1 (TAK1) is targeted by Mc-ME, thereby suppressing NF-[Formula: see text]B and AP-1 activity via downregulation of extracellular signal-regulated kinases (ERKs) and AKT. These results strongly suggest that Mc-ME exerts its anti-inflammatory activity by reducing the action of TAK1, which also affects the activation of NF-[Formula: see text]B and AP-1.

The effect of lab based instruction on ACT science scores

NASA Astrophysics Data System (ADS)

Hamilton, Michelle

Standardized tests, although unpopular, are required for a multitude of reasons. One of these tests is the ACT. The ACT is a college readiness test that many high school juniors take to gain college admittance. Students throughout the United States are unprepared for this assessment. The average high school junior is three points behind twenty-four, the ACT recommended score, for the science section. The science section focuses on reading text and, interpreting graphs, charts, tables and diagrams with an emphasis on experimental design and relationships among variables. For students to become better at interpreting and understanding scientific graphics they must have vast experience developing their own graphics. The purpose of this study was to provide students the opportunity to generate their own graphics to master interpretation of them on the ACT. According to a t-test the results show that students who are continually exposed to creating graphs are able to understand and locate information from graphs at a significantly faster rate.

The Effect of Serious Video Game Play on Science Inquiry Scores

NASA Astrophysics Data System (ADS)

Hilosky, Alexandra Borzillo

American students are not developing the science inquiry skills needed to solve complex 21st century problems, thus impacting the workforce. In 2009, American high school students ranked 21 out of 26 in the category of problem-solving according to the Program for International Student Assessment. Serious video games have powerful epistemic value and are beneficial with respect to enhancing inquiry, effective problem-solving. The purpose of this correlational, quantitative study was to test Gee's assumption regarding the cycle of thinking (routinization, automatization, and deroutinization) by determining whether players status was a significant predictor of science inquiry scores, controlling for age, gender, and major. The 156 non-random volunteers who participated in this study were enrolled in a 2-year college in the northeastern U.S. Multiple regression analyses revealed that major was the strongest overall (significant) predictor, b = -.84, t(149) = -3.70, p < .001, even though gamer status served as a significant predictor variable for Stage 1 only, b = -.48, t(149) = -2.37, p = .019. Participants who reported playing serious video games scored .48 points higher than non-players of serious video games regardless of age, gender, and major, which supports previous studies that have found significant differences in scientific inquiry abilities related to forming hypotheses and identifying problems based on serious video game play. Recommendations include using serious games as instructional tools and to assess student learning (formative and summative), especially among non-traditional learners.

Exploring relationships between the use of affect in science instruction and the pressures of a high-stakes testing environment

NASA Astrophysics Data System (ADS)

Jerome, Diane C.

This study explored how science teachers and school administrators perceive the use of the affective domain during science instruction situated within a high-stakes testing environment. Through a multimethodological inquiry using phenomenology and critical ethnography, the researcher conducted semi-structured interviews with six fifth-grade science teachers and two administrators from two Texas school districts. Data reconstructions from interviews formed a bricolage of diagrams that trace the researcher's steps through a reflective exploration of these phenomena. This study addressed the following research questions: (a) What are the attitudes, interests, and values (affective domain) that fifth-grade science teachers integrate into science instruction? (b) How do fifth-grade science teachers attempt to integrate attitudes, interests and values (affective domain) in science instruction? and (c) How do fifth-grade science teachers manage to balance the tension from the seeming pressures caused by a high-stakes testing environment and the integration of attitudes, interests and values (affective domain) in science instruction? The findings from this study indicate that as teachers tried to integrate the affective domain during science instruction, (a) their work was set within a framework of institutional values, (b) teaching science for understanding looked different before and after the onset of the science Texas Assessment of Knowledge and Skills (TAKS), and (c) upon administration of the science TAKS---teachers broadened their aim, raised their expectations, and furthered their professional development. The integration of the affective domain fell into two distinct categories: 1) teachers targeted student affect and 2) teachers modeled affective behavior.

The impact of a science-based integrated instructional protocol on the motivation, reading comprehension, and science achievement of fourth and fifth graders

NASA Astrophysics Data System (ADS)

Stephens, Kathy E.

The purpose of this study was to determine the impact of implementing an integrated instructional protocol of science-based informational texts as teacher read alouds, student independent reading, and written journal responses on motivation, reading comprehension, and science achievement of fourth- and fifth-grade students with attention to specific student groups, including gender and ethnicities. A mixed methods research design included a 12-week intervention conducted with 68 fourth and fifth graders and 30 nonintervention fourth and fifth graders. Participating fourth and fifth graders completed the comprehension subtest of the Gates-MacGinitie Reading Test ([GMRT] MacGinitie, MacGinitie, Maria, & Dreyer, 2000) and the Texas Assessment of Knowledge and Skills ([TAKS] Texas Education Agency [TEA], 2005a). The Reading Survey of the Motivation to Read Profile ([MRP], Gambrell, Palmer, Codling, & Mazzoni, 1996) served as another quantitative data source. Qualitative data sources included classroom observations, key informant interviews, and student journal entries. The GMRT results indicated that the intervention fourth graders demonstrated the largest growth in reading comprehension achievement. Significant differences were noted by GMRT results between the intervention and nonintervention fourth graders. A significant difference was found between fourth-grade males and females on the GMRT, with a larger gain posted by the females. No significant differences were found on the GMRT in fifth grade Reading TAKS results indicated a significant difference between intervention fourth-grade Hispanic and African American students, while fifth-grade Science TAKS results indicated no significant differences. The MRP Reading Survey results indicated no significant differences; however, fourth-grade Hispanic and fifth-grade male students demonstrated significant growth. Classroom observations documented the progress of the 12-week intervention; 9 primary instructional and

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

NASA Astrophysics Data System (ADS)

Urbina, Josue N.

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with

Effects of TGF-β1 on plasminogen activation in human dental pulp cells: Role of ALK5/Smad2, TAK1 and MEK/ERK signalling.

PubMed

Chang, Mei-Chi; Chang, Hsiao-Hua; Lin, Po-Shuan; Huang, Yu-An; Chan, Chiu-Po; Tsai, Yi-Ling; Lee, Shen-Yang; Jeng, Po-Yuan; Kuo, Han-Yueh; Yeung, Sin-Yuet; Jeng, Jiiang-Huei

2018-04-01

Transforming growth factor-β1 (TGF-β1) plays an important role in the pulpal repair and dentinogenesis. Plasminogen activation (PA) system regulates extracellular matrix turnover. In this study, we investigated the effects of TGF-β1 on PA system of dental pulp cells and its signalling pathways. Dental pulp cells were treated with different concentrations of TGF-β1. MTT assay, reverse transcription-polymerase chain reaction, Western blotting and enzyme-linked immunosorbant assay (ELISA) were used to detect the effect of TGF-β1 on cell viability, mRNA and protein expression of urokinase-type plasminogen activator (uPA), uPA receptor (uPAR), plasminogen activator inhibitor-1 (PAI-1) as well as their secretion. The phosphorylation of Smad2 and TAK1 was analysed by Pathscan ELISA or Western blotting. Cells were pretreated with SB431542 (ALK5/Smad2/3 inhibitor), 5z-7-oxozeaenol (TAK1 inhibitor) and U0126 (MEK/ERK inhibitor) for examining the related signalling. TGF-β1 slightly inhibited cell growth that was reversed by SB431542. TGF-β1 upregulated both RNA and protein expression of PAI-1 and uPAR, whereas it downregulated uPA expression. Accordingly, TGF-β1 stimulated PAI-1 and soluble uPAR (suPAR) secretion of pulp cells, whereas uPA secretion was inhibited. TGF-β1 induced the phosphorylation of Smad2 and TAK1. In addition, SB431542, 5z-7-oxozeaenol and U0126 attenuated the TGF-β1-induced secretion of PAI-1 and suPAR. These results indicate that TGF-β1 is possibly involved in the repair/regeneration and inflammatory processes of dental pulp via regulation of PAI-1, uPA and uPAR. These effects of TGF-β1 are related to activation of ALK5/Smad2, TAK1 and MEK/ERK signalling pathways. Clarifying the signal transduction for the effects of TGF-β1 is helpful for pulpo-dentin regeneration and tissue engineering. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Validation of Automated Scoring of Science Assessments

ERIC Educational Resources Information Center

Liu, Ou Lydia; Rios, Joseph A.; Heilman, Michael; Gerard, Libby; Linn, Marcia C.

2016-01-01

Constructed response items can both measure the coherence of student ideas and serve as reflective experiences to strengthen instruction. We report on new automated scoring technologies that can reduce the cost and complexity of scoring constructed-response items. This study explored the accuracy of c-rater-ML, an automated scoring engine…

Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale

ERIC Educational Resources Information Center

Kahveci, Murat; Kahveci, Ajda; Mansour, Nasser; Mohammed, Maher

2016-01-01

The Science Teachers' Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively…

Reading Proficiency and Comparability of Mathematics and Science Scores for Students from English and Non-English Backgrounds: An International Perspective

ERIC Educational Resources Information Center

Ercikan, Kadriye; Chen, Michelle Y.; Lyons-Thomas, Juliette; Goodrich, Shawna; Sandilands, Debra; Roth, Wolff-Michael; Simon, Marielle

2015-01-01

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…

AC Power at Power Frequencies: Bilateral comparison between SASO NMCC and TÜBİTAK UME

NASA Astrophysics Data System (ADS)

Çaycı, Hüseyin; Yılmaz, Özlem; AlRobaish, Abdullah M.; AlAnazi, Shafi S.; AlAyali, Ahmed R.; AlRumie, Rashed A.

2018-01-01

A supplementary bilateral comparison measurement on AC Power at 50/60 Hz between SASO NMCC (GULFMET) and TÜBİTAK UME (EURAMET) was performed with the primary power standards of each partner. Measurement methods and setups which are very similar of the participants, measurement results, calculation of differences in the results, evaluation of uncertainties are given within this report. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCEM, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA).

Characterization of Pressure Fields of Focused Transducers at TÜBİTAK UME

NASA Astrophysics Data System (ADS)

Karaböce, B.; Şahin, A.; İnce, A. T.; Skarlatos, Y.

Field radiated by HIFU (High Intensity Focused Ultrasound) has been investigated by measuring its pressure field and mapping in 2-D and 3-D. A new ultrasound pressure measurement system has been designed and constructed at TÜBİTAK UME (The Scientific and Technological Research Council of Turkey, the National Metrology Institute). System consists of a water tank, positioning system, measurement devices and a controlling program. The hydrophone was attached to a 3-axis, computer-controlled positioning system for alignment with the ultrasound source. The signal was captured and analyzed by the commercially available LabVIEW 8.1 software. The measurements of the ultrasound field were carried out with a needle hydrophone. For each waveform, p, p+ and p-pressures have been calculated. Wave behaviors produced by the KZK model and from experiments look like similar in general. In p, p+, p- the focal point, zero point after the primary peak (focus) and extremum points in the near field well match.

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

NASA Astrophysics Data System (ADS)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

Tennessee TCAP Science Scale Scores: Implications for Continuous Improvement and Educational Reform or Is It Possible To Beat the Odds?

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

Evidence provided by analysis of science scale scores on the McGraw-Hill CTB/4 science test for grades 2 through 8 in Tennessee, part of the Tennessee Comprehensive Assessment Program (TCAP), shows that it is possible for high achieving school systems to show continuous improvement from year to year. These results would tend to offset fears that…

Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks

ERIC Educational Resources Information Center

Demir, Metin

2015-01-01

This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…

Thyroid hormone activates rat liver adenosine 5,-monophosphate-activated protein kinase: relation to CaMKKb, TAK1 and LKB1 expression and energy status.

PubMed

Vargas, R; Ortega, Y; Bozo, V; Andrade, M; Minuzzi, G; Cornejo, P; Fernandez, V; Videla, L A

2013-01-01

AMP-activated protein kinase (AMPK) is a sensor of energy status supporting cellular energy homeostasis that may represent the metabolic basis for 3,3,,5-triiodo-L-thyronine (T3) liver preconditioning. Functionally transient hyperthyroid state induced by T3 (single dose of 0.1 mg/kg) in fed rats led to upregulation of mRNA expression (RT-PCR) and protein phosphorylation (Western blot) of hepatic AMPK at 8 to 36 h after treatment. AMPK Thr 172 phosphorylation induced by T3 is associated with enhanced mRNA expression of the upstream kinases Ca2+ -calmodulin-dependent protein kinase kinase-beta (CaMKKbeta) and transforming growth-factor-beta-activated kinase-1 (TAK1), with increased protein levels of CaMKKbeta and higher TAK1 phosphorylation, without changes in those of the liver kinase B1 (LKB1) signaling pathway. Liver contents of AMP and ADP were augmented by 291 percent and 44 percent by T3 compared to control values (p less than 0.05), respectively, whereas those of ATP decreased by 64% (p less than 0.05), with no significant changes in the total content of adenine nucleotides (AMP + ADP + ATP) at 24 h after T3 administration. Consequently, hepatic ATP/ADP content ratios exhibited 64 percent diminution (p less than 0.05) and those of AMP/ATP increased by 425 percent (p less than 0.05) in T3-treated rats over controls. It is concluded that in vivoT3 administration triggers liver AMPK upregulation in association with significant enhancements in AMPK mRNA expression, AMPK phosphorylation coupled to CaMKKbeta and TAK1 activation, and in AMP/ATP ratios, which may promote enhanced AMPK activity to support T3-induced energy consuming processes such as those of liver preconditioning.

Myostatin induces interstitial fibrosis in the heart via TAK1 and p38.

PubMed

Biesemann, Nadine; Mendler, Luca; Kostin, Sawa; Wietelmann, Astrid; Borchardt, Thilo; Braun, Thomas

2015-09-01

Myostatin, a member of the TGF-β superfamily of secreted growth factors, is a negative regulator of skeletal muscle growth. In the heart, it is expressed at lower levels compared to skeletal muscle but up-regulated under disease conditions. Cre recombinase-mediated inactivation of myostatin in adult cardiomyocytes leads to heart failure and increased mortality but cardiac function of surviving mice is restored after several weeks probably due to compensatory expression in non-cardiomyocytes. To study long-term effects of increased myostatin expression in the heart and to analyze the putative crosstalk between cardiomyocytes and fibroblasts, we overexpressed myostatin in cardiomyocytes. Increased expression of myostatin in heart muscle cells caused interstitial fibrosis via activation of the TAK-1-MKK3/6-p38 signaling pathway, compromising cardiac function in older mice. Our results uncover a novel role of myostatin in the heart and highlight the necessity for tight regulation of myostatin to maintain normal heart function.

Longitudinal analysis of standardized test scores of students in the Science Writing Heuristic approach

NASA Astrophysics Data System (ADS)

Chanlen, Niphon

The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by the Iowa Test of Basic Skills (ITBS). A number of studies have reported positive impact of an inquiry-based instruction on student achievement, critical thinking skills, reasoning skills, attitude toward science, etc. So far, studies have focused on exploring how an intervention affects student achievement using teacher/researcher-generated measurement. Only a few studies have attempted to explore the long-term impacts of an intervention on student science achievement measured by standardized tests. The students' science and reading ITBS data was collected from 2000 to 2011 from a school district which had adopted the SWH approach as the main approach in science classrooms since 2002. The data consisted of 12,350 data points from 3,039 students. The multilevel model for change with discontinuity in elevation and slope technique was used to analyze changes in student science achievement growth trajectories prior and after adopting the SWH approach. The results showed that the SWH approach positively impacted students by initially raising science achievement scores. The initial impact was maintained and gradually increased when students were continuously exposed to the SWH approach. Disadvantaged students who were at risk of having low science achievement had bigger benefits from experience with the SWH approach. As a result, existing problematic achievement gaps were narrowed down. Moreover, students who started experience with the SWH approach as early as elementary school seemed to have better science achievement growth compared to students who started experiencing with the SWH approach only in high school. The results found in this study not only confirmed the positive impacts of the SWH approach on student achievement, but also demonstrated additive impacts found when students had longitudinal experiences

Estimating a Missing Examination Score

ERIC Educational Resources Information Center

Loui, Michael C.; Lin, Athena

2017-01-01

In science and engineering courses, instructors administer multiple examinations as major assessments of students' learning. When a student is unable to take an exam, the instructor might estimate the missing exam score to calculate the student's course grade. Using exam score data from multiple offerings of two large courses at a public…

GMAT Scores of Undergraduate Economics Majors

ERIC Educational Resources Information Center

Nelson, Paul A.; Monson, Terry D.

2008-01-01

The average score of economics majors on the Graduate Management Admission Test (GMAT) exceeds those of nearly all humanities and arts, social sciences, and business undergraduate majors but not those of most science, engineering, and mathematics majors. (Contains 1 table.)

Computer Modeling of the Instructionally Insensitive Nature of the Texas Assessment of Knowledge and Skills (TAKS) Exam

NASA Astrophysics Data System (ADS)

Pham, Vinh Huy

Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer modeling of its underlying theoretical testing framework have yielded results that indicate the exam only rank orders students on a persistent but uncharacterized latent trait across domains tested as well as across years. Such persistent rank ordering of students is indicative of an instructionally insensitive exam. This is problematic in the current atmosphere of high stakes testing which holds teachers, administrators, and school systems accountable for student achievement.

Raising test scores vs. teaching higher order thinking (HOT): senior science teachers' views on how several concurrent policies affect classroom practices

NASA Astrophysics Data System (ADS)

Zohar, Anat; Alboher Agmon, Vered

2018-04-01

This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements.

Recent advances in Takayasu arteritis.

PubMed

Terao, Chikashi; Yoshifuji, Hajime; Mimori, Tsuneyo

2014-03-01

Takayasu arteritis (TAK) is a relatively rare systemic vasculitis mainly affecting the aorta and its large branches. While patients with TAK are more frequently observed in Asian countries, we can find patients with TAK all over the world. This limited number of patients has made it difficult to collect large numbers of patients and perform detailed studies. However, recent progresses have led to the identification of susceptibility genes and novel susceptibility human leukocyte antigen (HLA) alleles as well as accumulation of clues for the pathophysiology of TAK. IL12B was shown to be a susceptibility gene beyond ethnicity. MLX and FCGR2A/3A were shown to be associated with TAK in Japanese and Turkish/American populations, respectively. HLA-B*52:01 and *67:01 are susceptibility alleles to TAK, and the 171st and 67th amino acid residues of HLA-B protein are suggested important for TAK susceptibility. HLA-DQB1/DRB1 is recently reported as an independent susceptibility locus. Although there are no standardized serum markers or composite measures for disease activity of TAK, Japanese and Italian groups showed pentraxin 3 as a novel biomarker for detecting and monitoring patients with TAK. Recently, an Indian group proposed a novel scoring system called ITAS to evaluate disease activity of TAK. Standardization of assessing disease activity would lead to clinical studies with high quality. Several groups reported results of treatment for refractory TAK with biological agents targeting tumor necrosis factor or interleukin-6R. The recent accumulation of research data should improve understanding of the basic pathophysiology of TAK and lead to better management of patients with TAK. © 2014 Asia Pacific League of Associations for Rheumatology and Wiley Publishing Asia Pty Ltd.

The Effects of Georgia's Choice Curricular Reform Model on Third Grade Science Scores on the Georgia Criterion Referenced Competency Test

ERIC Educational Resources Information Center

Phemister, Art W.

2010-01-01

The purpose of this study was to evaluate the effectiveness of the Georgia's Choice reading curriculum on third grade science scores on the Georgia Criterion Referenced Competency Test from 2002 to 2008. In assessing the effectiveness of the Georgia's Choice curriculum model this causal comparative study examined the 105 elementary schools that…

Gender roles and science beliefs and their relationship to science interest

NASA Astrophysics Data System (ADS)

Paolucci, Judith Jean

This study investigated adolescents' views about the nature of science (NOS) and conceptions of their gender identities, and revealed whether these conceptions and views are related to their science interest. Participants were 566 high school students enrolled in chemistry courses at three high schools in a New England state. A questionnaire was used to assess participants' science interest, gender role perceptions, and views about science, as well as to provide background and math and science achievement data. The study found that while student scores of NOS understanding did not differ by gender, some significant differences were noted on the student responses to statements about science. Students with higher-than-average science interest scores responded to these statements differently than students with lower science interest scores; their responses tended to more closely match statements about NOS taken from current reform documents. The study also found that math and science achievement, masculinity scores, and NOS scores accounted for a greater variance of science interest for girls than for boys, though all three also contributed significantly and positively to the regression equation for boys. These predictor variables predicted membership to the lower or higher science interest groups, but could not predict students' career aspiration groups. Thus, other mediating factors not considered in this study may translate high science interest to science career aspiration. The results of this study coed prior research, which found that science and math achievement and masculinity are positively and significantly related to science interest for boy boys and girls. Moreover, the study found that achievement in math and science courses is a greater predictor of science interest for girls than for boys. The results of this study provide a rationale for incorporating the nature of science into the science curriculum. Moreover, since the science interest of boys was

Disaggregated Effects of Device on Score Comparability

ERIC Educational Resources Information Center

Davis, Laurie; Morrison, Kristin; Kong, Xiaojing; McBride, Yuanyuan

2017-01-01

The use of tablets for large-scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device…

A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

NASA Astrophysics Data System (ADS)

Coffman, Mitchell Ward

The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the

The impact of a balanced science pedagogical approach to scores on the Texas Assessment of Knowledge and Skills

NASA Astrophysics Data System (ADS)

Murray, Judith L.

This applied dissertation was designed to investigate whether a science curriculum using a balance between inquiry methodologies and vocabulary instruction would increase student achievement as measured by the Texas Assessment of Knowledge and Skills test. Fifth grade students' science test scores were analyzed from two successive school years. The first year, an inquiry only methodology was used in the study. The second year, a balanced curriculum approach, where inquiry methods were balanced with vocabulary instruction, was implemented in the classrooms. Results were analyzed for the total population, as well as the subpopulations of Hispanic, low socioeconomic, and gender. Analysis of the data revealed statistically significant gains for the total population of students and female students. However, these same gains did not occur in the Hispanic and low socioeconomic student populations.

Analysis of Texas Achievement Data for Elementary African American and Latino Females

ERIC Educational Resources Information Center

Larke, Patricia J.; Webb-Hasan, Gwendolyn; Jimarez, Teresa; Li, Yeping

2014-01-01

This study provides a critical look at achievement of African American (AA), and Latino (L) females in third and fifth grades on the Texas Assessment of Knowledge and Skills (TAKS) in reading, mathematics and science. Descriptive statistics were used to analyze the 2007 and 2011 TAKS raw data. Data analyses indicate that AAL females had the lowest…

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

NASA Astrophysics Data System (ADS)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

The effects of hands-on-science instruction on the science achievement of middle school students

NASA Astrophysics Data System (ADS)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

Heritability Analyses of IQ Scores: Science or Numerology?

ERIC Educational Resources Information Center

Layzer, David

1974-01-01

Examines limitations of the heritability concept and heritability analysis, and discusses a conventional application of heritability analysis, IQ scores as measurements of a phenotypic character, the heritability of IQ, and the relationship of IQ and race. (JR)

The effects of calculator-based laboratories on standardized test scores

NASA Astrophysics Data System (ADS)

Stevens, Charlotte Bethany Rains

Nationwide, the goal of providing a productive science and math education to our youth in today's educational institutions is centering itself around the technology being utilized in these classrooms. In this age of digital technology, educational software and calculator-based laboratories (CBL) have become significant devices in the teaching of science and math for many states across the United States. Among the technology, the Texas Instruments graphing calculator and Vernier Labpro interface, are among some of the calculator-based laboratories becoming increasingly popular among middle and high school science and math teachers in many school districts across this country. In Tennessee, however, it is reported that this type of technology is not regularly utilized at the student level in most high school science classrooms, especially in the area of Physical Science (Vernier, 2006). This research explored the effect of calculator based laboratory instruction on standardized test scores. The purpose of this study was to determine the effect of traditional teaching methods versus graphing calculator teaching methods on the state mandated End-of-Course (EOC) Physical Science exam based on ability, gender, and ethnicity. The sample included 187 total tenth and eleventh grade physical science students, 101 of which belonged to a control group and 87 of which belonged to the experimental group. Physical Science End-of-Course scores obtained from the Tennessee Department of Education during the spring of 2005 and the spring of 2006 were used to examine the hypotheses. The findings of this research study suggested the type of teaching method, traditional or calculator based, did not have an effect on standardized test scores. However, the students' ability level, as demonstrated on the End-of-Course test, had a significant effect on End-of-Course test scores. This study focused on a limited population of high school physical science students in the middle Tennessee

Raising Test Scores vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers' Views on How Several Concurrent Policies Affect Classroom Practices

ERIC Educational Resources Information Center

Zohar, Anat; Alboher Agmon, Vered

2018-01-01

Purpose: This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements. Background: The study was conducted in the context of three concurrent policies advocating: (a)…

Balancing Treatment and Control Groups in Quasi-Experiments: An Introduction to Propensity Scoring

ERIC Educational Resources Information Center

Connelly, Brian S.; Sackett, Paul R.; Waters, Shonna D.

2013-01-01

Organizational and applied sciences have long struggled with improving causal inference in quasi-experiments. We introduce organizational researchers to propensity scoring, a statistical technique that has become popular in other applied sciences as a means for improving internal validity. Propensity scoring statistically models how individuals in…

Live imaging of transforming growth factor-β activated kinase 1 activation in Lewis lung carcinoma 3LL cells implanted into syngeneic mice and treated with polyinosinic:polycytidylic acid.

PubMed

Takaoka, Saori; Kamioka, Yuji; Takakura, Kanako; Baba, Ai; Shime, Hiroaki; Seya, Tsukasa; Matsuda, Michiyuki

2016-05-01

Transforming growth factor-β activated kinase 1 (TAK1) has been shown to play a crucial role in cell death, differentiation, and inflammation. Here, we live-imaged robust TAK1 activation in Lewis lung carcinoma 3LL cells implanted into the s.c. tissue of syngeneic C57BL/6 mice and treated with polyinosinic:polycytidylic acid (PolyI:C). First, we developed and characterized a Förster resonance energy transfer-based biosensor for TAK1 activity. The TAK1 biosensor, named Eevee-TAK1, responded to stress-inducing reagents such as anisomycin, tumor necrosis factor-α, and interleukin1-β. The anisomycin-induced increase in Förster resonance energy transfer was abolished by the TAK1 inhibitor (5z)-7-oxozeaenol. Activity of TAK1 in 3LL cells was markedly increased by PolyI:C in the presence of macrophages. 3LL cells expressing Eevee-TAK1 were implanted into mice and observed through imaging window by two-photon excitation microscopy. During the growth of tumor, the 3LL cells at the periphery of the tumor showed higher TAK1 activity than the 3LL cells located at the center of the tumor, suggesting that cells at the periphery of the tumor mass were under stronger stress. Injection of PolyI:C, which is known to induce regression of the implanted tumors, induced marked and homogenous TAK1 activation within the tumor tissues. The effect of PolyI:C faded within 4 days. These observations suggest that Eevee-TAK1 is a versatile tool to monitor cellular stress in cancer tissues. © 2016 The Authors. Cancer Science published by John Wiley & Sons Australia, Ltd on behalf of Japanese Cancer Association.

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

Performance Assessments in Science: Hands-On Tasks and Scoring Guides.

ERIC Educational Resources Information Center

Stecher, Brian M.; Klein, Stephen P.

In 1992, RAND received a grant from the National Science Foundation to study the technical quality of performance assessments in science and to evaluate their feasibility for use in large-scale testing programs. The specific goals of the project were to assess the reliability and validity of hands-on science testing and to investigate the cost and…

Teachers' perceptions of the effectiveness of an urban health sciences curriculum in closing the Black-White test score gap: A participatory case study

NASA Astrophysics Data System (ADS)

Prince, Joan Marie

1999-12-01

Over the past years, progress in Black academic achievement, particularly in the area of science, has generally slowed or ceased. According to the 1994 NAEP assessment, twelfth-grade Black students are performing at the level of White eighth-grade students in the discipline of science (Department of Education, 1996). These students, in their last year of required schooling, are about to graduate, yet they lag at least four years behind their white counterparts in science achievement. Despite the establishment and implementation of numerous science intervention programs, Black students still suffer from a disparate gap in standardized test score achievement. The purpose of this research is to investigate teachers' perceptions of the effectiveness of an urban sciences intervention tool that was designed to assist in narrowing the Black-White science academic achievement gap. Specifically, what factors affect teachers' personal sense of instructional efficacy, and how does this translate into their outcome expectancy for student academic success? A multiple-case, replicative design, grounded in descriptive theory, was selected for the study. Multiple sources of evidence were queried to provide robust findings. These sources included a validated health sciences self-efficacy instrument, an interview protocol, a classroom observation, and a review of archival material that included case study participants' personnel files and meeting minutes. A cross-comparative analytic approach was selected for interpretation (Yin, 1994). Findings indicate that teachers attribute the success or failure of educational intervention tools in closing the Black-White test score gap to a variety of internal and external factors. These factors included a perceived lack of both monetary and personal support by the school leadership, as well as a perceived lack of parental involvement which impacted negatively on student achievement patterns. The case study participants displayed a depressed

Attribution Theory in Science Achievement

ERIC Educational Resources Information Center

Craig, Martin

2013-01-01

Recent research reveals consistent lags in American students' science achievement scores. Not only are the scores lower in the United States compared to other developed nations, but even within the United States, too many students are well below science proficiency scores for their grade levels. The current research addresses this problem by…

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

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 traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

The assignment of scores procedure for ordinal categorical data.

PubMed

Chen, Han-Ching; Wang, Nae-Sheng

2014-01-01

Ordinal data are the most frequently encountered type of data in the social sciences. Many statistical methods can be used to process such data. One common method is to assign scores to the data, convert them into interval data, and further perform statistical analysis. There are several authors who have recently developed assigning score methods to assign scores to ordered categorical data. This paper proposes an approach that defines an assigning score system for an ordinal categorical variable based on underlying continuous latent distribution with interpretation by using three case study examples. The results show that the proposed score system is well for skewed ordinal categorical data.

TAK-228 (formerly MLN0128), an investigational oral dual TORC1/2 inhibitor: A phase I dose escalation study in patients with relapsed or refractory multiple myeloma, non-Hodgkin lymphoma, or Waldenström's macroglobulinemia.

PubMed

Ghobrial, Irene M; Siegel, David S; Vij, Ravi; Berdeja, Jesus G; Richardson, Paul G; Neuwirth, Rachel; Patel, Chirag G; Zohren, Fabian; Wolf, Jeffrey L

2016-06-01

The PI3K/AKT/mTOR signaling pathways are frequently dysregulated in multiple human cancers, including multiple myeloma (MM), non-Hodgkin lymphoma (NHL), and Waldenström's macroglobulinemia (WM). This was the first clinical study to evaluate the safety, tolerability, maximal-tolerated dose (MTD), dose-limiting toxicity (DLT), pharmacokinetics, and preliminary clinical activity of TAK-228, an oral TORC1/2 inhibitor, in patients with MM, NHL, or WM. Thirty-nine patients received TAK-228 once daily (QD) at 2, 4, 6, or 7 mg, or QD for 3 days on and 4 days off each week (QDx3d QW) at 9 or 12 mg, in 28-day cycles. The overall median age was 61.0 years (range 46-85); 31 patients had MM, four NHL, and four WM. Cycle 1 DLTs occurred in five QD patients (stomatitis, urticaria, blood creatinine elevation, fatigue, and nausea and vomiting) and four QDx3d QW patients (erythematous rash, fatigue, asthenia, mucosal inflammation, and thrombocytopenia). The MTDs were determined to be 4 mg QD and 9 mg QDx3d QW. Thirty-six patients (92%) reported at least one drug-related toxicity; the most common grade ≥3 drug-related toxicities were thrombocytopenia (15%), fatigue (10%), and neutropenia (5%). TAK-228 exhibited a dose-dependent increase in plasma exposure and no appreciable accumulation with repeat dosing; mean plasma elimination half-life was 6-8 hr. Of the 33 response-evaluable patients, one MM patient had a minimal response, one WM patient achieved partial response, one WM patient had a minor response, and 18 patients (14 MM, two NHL, and two WM) had stable disease. These findings encourage further studies including combination strategies. © 2016 Wiley Periodicals, Inc.

Sorption characteristics of cadmium in a clay soil of Mae Ku creek, Tak Province, Thailand

NASA Astrophysics Data System (ADS)

Thunyawatcharakul, P.; Chotpantarat, S.

2018-05-01

Mae Sot is a district in Tak province, the northern part of Thailand where has encountered with cadmium (Cd) contaminated in soils. Exposure of Cd can lead to severe health effect, for examples, bone softening, osteoporosis, renal dysfunction, and Itai-Itai disease. This study aims at elucidating sorption behavior of Cd in the contaminated soil collected from Mae Ku creek, Mae Sot district, Thailand. Batch sorption experiment was conducted in order to investigate sorption characteristics of Cd onto the contaminated soil. The soil sample taken from the study area consists of 26% sand, 16% silt 58% clay, which categorized as a clay soil, based on USDA classification. Soil pH is slightly alkaline (pH∼7.7) and organic matter in the soil is 2.93%. The initial concentration in the batch sorption experiment was in the range from 0- 200 ppm. The result from the batch sorption experiment showed that soil sample can adsorb Cd up to 173.5 ppm and the sorption behavior of the soil sample can be well described by Freundlich isotherm, indicating the multilayer sorption (R2 = 0.9964), with Freundlich constants of 0.312 and 1.760 L g-1 for 1/n and Kf, respectively.

Racial/Ethnic Differences in the Predictive Validity of MCAT Scores.

ERIC Educational Resources Information Center

Jones, Robert F.; Mitchell, Karen

Medical College Admission Test (MCAT) score differences were examined for Black and White examinees who entered American medical schools in 1978 and 1979. The incidence of academic difficulty resulting in delayed graduation, withdrawal, or dismissal was also examined. The MCAT provides six scores: biology, chemistry, physics, science problems,…

A Journey in Science: “Not Lost in Translation”

PubMed Central

Mak, Tak

2016-01-01

Real innovations in medicine and science are historic and singular; the stories behind each occurrence are precious. At Molecular Medicine we have established the Anthony Cerami Award in Translational Medicine to document and preserve these histories. The monographs recount the seminal events as told in the voice of the original investigators who provided the crucial early insight. These essays capture the essence of discovery, chronicling the birth of ideas that created new fields of research; and launched trajectories that persisted and ultimately influenced how disease is prevented, diagnosed, and treated. In this volume, the Cerami Award Monograph is by Tak Mak, PhD, Professor, The Campbell Family Institute for Breast Cancer Research, Ontario Cancer Institute, Princess Margaret Cancer Centre in Toronto. A visionary in the field of cancer, this is the story of Dr. Mak’s scientific journey. PMID:27819109

Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

NASA Astrophysics Data System (ADS)

Wood, Charles L.

Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75

Clicker Score Trajectories and Concept Inventory Scores as Predictors for Early Warning Systems for Large STEM Classes

NASA Astrophysics Data System (ADS)

Lee, Un Jung; Sbeglia, Gena C.; Ha, Minsu; Finch, Stephen J.; Nehm, Ross H.

2015-12-01

Increasing the retention of STEM (science, technology, engineering, and mathematics) majors has recently emerged as a national priority in undergraduate education. Since poor performance in large introductory science and math courses is one significant factor in STEM dropout, early detection of struggling students is needed. Technology-supported "early warning systems" (EWSs) are being developed to meet these needs. Our study explores the utility of two commonly collected data sources—pre-course concept inventory scores and longitudinal clicker scores—for use in EWS, specifically, in determining the time points at which robust predictions of student success can first be established. The pre-course diagnostic assessments, administered to 287 students, included two concept inventories and one attitude assessment. Clicker question scores were also obtained for each of the 37 class sessions. Additionally, student characteristics (sex, ethnicity, and English facility) were gathered in a survey. Our analyses revealed that all variables were predictive of final grades. The correlation of the first 3 weeks of clicker scores with final grades was 0.53, suggesting that this set of variables could be used in an EWS starting at the third week. We also used group-based trajectory models to assess whether trajectory patterns were homogeneous in the class. The trajectory analysis identified three distinct clicker performance patterns that were also significant predictors of final grade. Trajectory analyses of clicker scores, student characteristics, and pre-course diagnostic assessment appear to be valuable data sources for EWS, although further studies in a diversity of instructional contexts are warranted.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

PubMed

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

A twelve-year profile of students' SAT scores, GPAs, and MCAT scores from a small university's premedical program.

PubMed

Montague, J R; Frei, J K

1993-04-01

To determine whether significant correlations existed among quantitative and qualitative predictors of students' academic success and quantitative outcomes of such success over a 12-year period in a small university's premedical program. A database was assembled from information on the 199 graduates who earned BS degrees in biology from Barry University's School of Natural and Health Sciences from 1980 through 1991. The quantitative variables were year of BS degree, total score on the Scholastic Aptitude Test (SAT), various measures of undergraduate grade-point averages (GPAs), and total score on the Medical College Admission Test (MCAT); and the qualitative variables were minority (54% of the students) or majority status and transfer (about one-third of the students) or nontransfer status. The statistical methods were multiple analysis of variance and stepwise multiple regression. Statistically significant positive correlations were found among SAT total scores, final GPAs, biology GPAs versus nonbiology GPAs, and MCAT total scores. These correlations held for transfer versus nontransfer students and for minority versus majority students. Over the 12-year period there were significant fluctuations in mean MCAT scores. The students' SAT scores and GPAs proved to be statistically reliable predictors of MCAT scores, but the minority or majority status and the transfer or nontransfer status of the students were statistically insignificant.

Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

NASA Astrophysics Data System (ADS)

Brown, Linda Lou

Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

Anatomy of a physics test: Validation of the physics items on the Texas Assessment of Knowledge and Skills

NASA Astrophysics Data System (ADS)

Marshall, Jill A.; Hagedorn, Eric A.; O'Connor, Jerry

2009-06-01

We report the results of an analysis of the Texas Assessment of Knowledge and Skills (TAKS) designed to determine whether the TAKS is a valid indicator of whether students know and can do physics at the level necessary for success in future coursework, STEM careers, and life in a technological society. We categorized science items from the 2003 and 2004 10th and 11th grade TAKS by content area(s) covered, knowledge and skills required to select the correct answer, and overall quality. We also analyzed a 5000 student sample of item-level results from the 2004 11th grade exam, performing full-information factor analysis, calculating classical test indices, and determining each item's response curve using item response theory. Triangulation of our results revealed strengths and weaknesses of the different methods of analysis. The TAKS was found to be only weakly indicative of physics preparation and we make recommendations for increasing the validity of standardized physics testing.

Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores

ERIC Educational Resources Information Center

Hollenbeck, Keith; Twyman, Todd; Tindal, Gerald

2006-01-01

This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science.…

Parents' Attitudes towards Science and Their Children's Science Achievement

ERIC Educational Resources Information Center

Perera, Liyanage Devangi H.

2014-01-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little…

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

Preliminary study on assessment of lead exposure in Thai children aged between 3-7 years old who live in Umphang district, Tak Province.

PubMed

Neesanan, Naiyana; Kasemsup, Rachada; Ratanachuaeg, Suntree; Kojaranjit, Puangporn; Sakulnoom, Kim; Padungtod, Chantana

2011-08-01

Centers of Disease Control of the United States of America (CDC) informs Ministry of Public Health, Thailand that up to 13% of Burmese refugee children who are transferred to the United States of America during 2007-2009 have elevated blood lead levels (EBLL, Blood Lead Level > or = 10 microg/dl). These are children from a number of refugee camps in Tak Province; two camps are near Umphang but other camps are not. In June 2008, CDC, the result of investigation of Centers for Disease Control/Thailand Ministry of Public Health Collaboration (CDC/TUC) and International Organization for Migration, Thailand indicates that 33 of 64 children aged 6 months to 15 years (5.1%) who live in Mae La, Umpiem and Nupo camps have elevated blood lead level. However, no study on how Thai children who live nearby those camps are exposed to lead. Subsequently, Queen Sirikit National Institute of Child Health, Bangkok, Thailand contacts relevant organizations in Tak Province in order to investigate lead exposure and evaluate health status of Thai children who live close to Burmese refugee camps. 1) Evaluation of lead exposure of Thai children who live nearby Burmese refugee camps; 2) Assessment of risk factors on lead exposure of the children as mentioned above. The present study adopts a retrospective study based on information gathered from health assessment on 213 Thai children aged between 3-7 years old who live nearby Burmese refugee camps. The health assessment was conducted from April 30th, 2010 to May 5th, 2010. The information is from 3 sources. The first source is from blood sampling in order to assess lead level and ferritin level. The next source is from interview of persons who provide primary care in order to identify risk factors on lead exposure of target children. The last source is from physical examination and developmental assessment conducted by pediatricians and special nurses for child development in order to identify health and developmental problems. The

Comparison of COMLEX-USA scores, medical school performance, and preadmission variables between women and men.

PubMed

Dixon, Donna

2015-04-01

Previous studies by the author showed differences in preadmission variables and Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) scores between women and men at the New York Institute of Technology College of Osteopathic Medicine (NYIT-COM). It is pertinent to reexamine the preadmission variables, medical school performance, and COMLEX-USA scores of women and men to determine whether these differences still exist. To examine the relationship between student sex and performance on COMLEX-USA Level 1 and Level 2-Cognitive Evaluation (CE), performance during medical school, and preadmission academic variables at NYIT-COM. Scores on COMLEX-USA Level 1 and COMLEX-USA Level 2-CE, grades in all courses taken during the first 2 years of medical school, the National Board of Osteopathic Medical Examiners' clinical science subject examination scores, Medical College Admission Test (MCAT) scores, and undergraduate grade point averages (GPAs) were compared between women and men in the classes graduating between 2009 and 2012. Data from 748 students were analyzed. Men had statistically significantly higher scores than women on COMLEX-USA Level 1 in 2009 (540 vs 500; P<.001) and 2010 (537 vs 496; P<.001). No statistically significant difference in COMLEX-USA Level 2-CE scores was found between women and men. The performance of women and men was comparable during the first 2 years of medical school and on clinical science subject examinations in years 3 and 4. Men had statistically significantly higher MCAT scores than women, but no statistically significant differences were found between women's and men's undergraduate GPAs. Men were found to have higher scores than women on COMLEX-USA Level 1 and the MCAT. However, the reasons behind these data have yet to be elucidated. Although a stronger background in basic science could explain the discrepancy in scores between women and men, women were found to have equally high science GPAs and performed

The impact of science notebook writing on ELL and low-SES students' science language development and conceptual understanding

NASA Astrophysics Data System (ADS)

Huerta, Margarita

This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students' science notebook entries. Scores for academic language quality (or, for brevity, language ) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in

ScienceVision: An Inquiry-Based Videodisc Science Curriculum.

ERIC Educational Resources Information Center

Dawson, George

As a result of declining scores, the National Science Foundation has funded numerous materials-development grants. Largest among these is the Interactive Media Science (IMS) Project at Florida State University (FSU) in Tallahassee. This project's mandate is to design, develop, and produce six level III interactive videodisc programs for middle…

The relationships between integration strategies and student achievement scores in science among the non-college bound in Pennsylvania

NASA Astrophysics Data System (ADS)

Foster, John Curtis

1997-09-01

To assume that students, or anyone for that matter, can recall bits of information when they have never been shown any practical application for that information is ludicrous. This study focuses on a variety of integration strategies that exist between vocational and academic subjects in Pennsylvania through an initiative called High Schools That Work. The data utilized was collected by the Educational Testing Service in 1994 and included information from 385 graduating seniors. The purpose of this study was to explore the relationship between the perceived level of integration between science and vocational subject areas and scores on the National Assessment of Educational Progress (NAEP). The study utilized frequency distributions, descriptive statistics, correlation techniques, and regression analysis. Differences in the type of vocational program that students were enrolled in were examined as well as their gender. It is evident from this study that the use of vocational methodologies, particularly those involving student assignments on workplace problems in their classrooms, helps students consistently score higher on the NAEP. Findings also indicated that females performed better in areas which required higher level thinking skills when these methods were utilized. The usefulness of this study is broad and it has implications for those teaching, those designing curricula, those determining policy, as well as those in higher education.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were

The effect of an integrated high school science curriculum on student achievement, knowledge retention, and science attitudes

NASA Astrophysics Data System (ADS)

Smith, Kimberly A.

The research study investigates the effectiveness of an integrated high school science curriculum on student achievement, knowledge retention and science attitudes using quantitative and qualitative research. Data was collected from tenth grade students, in a small urban high school in Kansas City, Missouri, who were enrolled in a traditional Biology course or an integrated Environmental Science course. Quantitative data was collected in Phase 1 of the study. Data collected for academic achievement included pretest and posttest scores on the CTBS MATN exam. Data collected for knowledge retention included post-posttest scores on the CTBS MATN exam. Data collected for science attitudes were scores on a pretest and posttest using the TOSRA. SPSS was used to analyze the data using independent samples t-tests, one-way ANCOVA's and paired samples statistics. Qualitative data was collected in Phase 2 of the study. Data included responses to open-ended interview questions using three focus groups. Data was analyzed for common themes. Data analysis revealed the integrated Environmental Science course had a statistically significant impact on academic achievement, knowledge retention and positive science attitudes. Gender and socioeconomic status did not influence results. The study also determined that the CTBS MATN exam was not an accurate predictor of scores on state testing as was previously thought.

A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

PubMed

Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

2015-01-01

To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

C-terminal polymorphism of Plasmodium falciparium merozoite surface protein-1 (MSP-1) from Tak Province, Thailand.

PubMed

Viputtigul, Kwanjai; Tungpukdee, Noppadon; Ruangareerate, Toon; Luplertlop, Natthanej; Wilairatana, Polrat; Gaywee, Jariyanart; Krudsood, Srivicha

2013-01-01

This study was undertaken to ascertain the extent of polymorphism in the C-terminal region of Plasmodium falciparum merozoite surface protein (MSP-1) from 119 malaria patients in Tak Province on the western border of Thailand, who were admitted to the Bangkok Hospital for Tropical Diseases, Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand. P. falciparum infection was confirmed by microscopic examination of peripheral blood smears. Clinical manifestations were categorized into 2 groups: uncomplicated (94 cases) and complicated/severe (25 cases). A 1,040 basepair fragment of P. falciparum MSP-1 gene was compared with MSP-1 of reference strains retrieved from GenBank. The consensus sequences of MSP-1 block 16 showed it belonged to MAD20 genotype, which is the major allele of falciparum malaria from the western border of Thailand. MSP-1 block 16 amino acid fragment could be separated into 2 groups: similar and dissimilar to reference sequence. Four variations in MSP-1 block 16 were -1494K, D1510G, D1556N, and K1696I. MSP-1 block 16 diversity is not significantly associated with clinical manifestation although MAD 20 genotype is the predominant genotype in this area. The genetic data of MSP1 gene of faciparum malaria isolated from western Thai border contribute to the existing genetic database of Thai P. falciparum strain.

Score Matrix for HWBI Forecast Model

EPA Pesticide Factsheets

2000-2010 Annual State-Scale Service and Domain scores used to support the approach for forecasting EPA's Human Well-Being Index. A modeling approach was developed based relationship function equations derived from select economic, social and ecosystem final goods and service scores and calculated human well-being index and related domain scores. These data are being used in a secondary capacity. The foundational data and scoring techniques were originally described in: a) U.S. EPA. 2012. Indicators and Methods for Constructing a U.S. Human Well-being Index (HWBI) for Ecosystem Services Research. Report. EPA/600/R-12/023. pp. 121; and b) U.S. EPA. 2014. Indicators and Methods for Evaluating Economic, Ecosystem and Social Services Provisioning. Report. EPA/600/R-14/184. pp. 174. Mode Smith, L. M., Harwell, L. C., Summers, J. K., Smith, H. M., Wade, C. M., Straub, K. R. and J.L. Case (2014).This dataset is associated with the following publication:Summers , K., L. Harwell , and L. Smith. A Model For Change: An Approach for Forecasting Well-Being From Service-Based Decisions. ECOLOGICAL INDICATORS. Elsevier Science Ltd, New York, NY, USA, 69: 295-309, (2016).

Middle school science teachers' teaching self-efficacy and students' science self-efficacy

NASA Astrophysics Data System (ADS)

Pisa, Danielle

Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self

A herbal formula comprising Rosae Multiflorae Fructus and Lonicerae Japonicae Flos inhibits the production of inflammatory mediators and the IRAK-1/TAK1 and TBK1/IRF3 pathways in RAW 264.7 and THP-1 cells.

PubMed

Cheng, Brian Chi Yan; Yu, Hua; Su, Tao; Fu, Xiu-Qiong; Guo, Hui; Li, Ting; Cao, Hui-Hui; Tse, Anfernee Kai-Wing; Kwan, Hiu-Yee; Yu, Zhi-Ling

2015-11-04

As documented in the Chinese Materia Medica Grand Dictionary (), a herbal formula (RL) consisting of Rosae Multiflorae Fructus (multiflora rose hips) and Lonicerae Japonicae Flos (Japanese honeysuckle flowers) has traditionally been used in treating inflammatory disorders. RL was previously reported to inhibit the expression of various inflammatory mediators regulated by NF-κB and MAPKs that are components of the TLR4 signalling pathways. This study aims to provide further justification for clinical application of RL in treating inflammatory disorders by further delineating the involvement of the TLR4 signalling cascades in the effects of RL on inflammatory mediators. RL consisting of Rosae Multiflorae Fructus and Lonicerae Japonicae Flos (in 5:3 ratio) was extracted using absolute ethanol. We investigated the effect of RL on the production of cytokines and chemokines that are regulated by three key transcription factors of the TLR4 signalling pathways AP-1, NF-κB and IRF3 in LPS-stimulated RAW264.7 cells using the multiplex biometric immunoassay. Phosphorylation of AP-1, NF-κB, IRF3, IκB-α, IKKα/β, Akt, TAK1, TBK1, IRAK-1 and IRAK-4 were examined in LPS-stimulated RAW264.7 cells and THP-1 cells using Western blotting. Nuclear localizations of AP-1, NF-κB and IRF3 were also examined using Western blotting. RL reduced the secretion of various pro-inflammatory cytokines and chemokines regulated by transcription factors AP-1, NF-κB and IRF3. Phosphorylation and nuclear protein levels of these transcription factors were decreased by RL treatment. Moreover, RL inhibited the activation/phosphorylation of IκB-α, IKKα/β, TAK1, TBK1 and IRAK-1. Suppression of the IRAK-1/TAK1 and TBK1/IRF3 signalling pathways was associated with the effect of RL on inflammatory mediators in LPS-stimulated RAW264.7 and THP-1 cells. This provides further pharmacological basis for the clinical application of RL in the treatment of inflammatory disorders. Copyright © 2015 Elsevier

On the Cognitive Interpretation of Performance Assessment Scores. CSE Technical Report 546.

ERIC Educational Resources Information Center

Ayala, Carlos Cuauhtemoc; Shavelson, Richard; Ayala, Mary Ann

This study explored some aspects of reasoning needed to complete science performance assessments, i.e., students' hands-on investigations scored for the scientific justifiability of the findings. The reasoning demands of science performance assessments were studied focusing on three dimensions identified from a previous analysis of data from the…

Standardizing an approach to the evaluation of implementation science proposals.

PubMed

Crable, Erika L; Biancarelli, Dea; Walkey, Allan J; Allen, Caitlin G; Proctor, Enola K; Drainoni, Mari-Lynn

2018-05-29

The fields of implementation and improvement sciences have experienced rapid growth in recent years. However, research that seeks to inform health care change may have difficulty translating core components of implementation and improvement sciences within the traditional paradigms used to evaluate efficacy and effectiveness research. A review of implementation and improvement sciences grant proposals within an academic medical center using a traditional National Institutes of Health framework highlighted the need for tools that could assist investigators and reviewers in describing and evaluating proposed implementation and improvement sciences research. We operationalized existing recommendations for writing implementation science proposals as the ImplemeNtation and Improvement Science Proposals Evaluation CriTeria (INSPECT) scoring system. The resulting system was applied to pilot grants submitted to a call for implementation and improvement science proposals at an academic medical center. We evaluated the reliability of the INSPECT system using Krippendorff's alpha coefficients and explored the utility of the INSPECT system to characterize common deficiencies in implementation research proposals. We scored 30 research proposals using the INSPECT system. Proposals received a median cumulative score of 7 out of a possible score of 30. Across individual elements of INSPECT, proposals scored highest for criteria rating evidence of a care or quality gap. Proposals generally performed poorly on all other criteria. Most proposals received scores of 0 for criteria identifying an evidence-based practice or treatment (50%), conceptual model and theoretical justification (70%), setting's readiness to adopt new services/treatment/programs (54%), implementation strategy/process (67%), and measurement and analysis (70%). Inter-coder reliability testing showed excellent reliability (Krippendorff's alpha coefficient 0.88) for the application of the scoring system overall and

The Correlation of Students' Classroom-Assigned Time Social Networking with TAKS Literacy Scores

ERIC Educational Resources Information Center

Bicknell, Angela

2012-01-01

Education has continued to follow a traditional teaching model which may not prepare students with needed workforce skills. Social networking has been viewed as a technology tool useful for enhancing communication at both the business and educational level. The theory of connectivism underscores the need for social group interaction to provide…

SCORE - Sounding-rocket Coronagraphic Experiment

NASA Astrophysics Data System (ADS)

Fineschi, Silvano; Moses, Dan; Romoli, Marco

The Sounding-rocket Coronagraphic Experiment - SCORE - is a The Sounding-rocket Coronagraphic Experiment - SCORE - is a coronagraph for multi-wavelength imaging of the coronal Lyman-alpha lines, HeII 30.4 nm and HI 121.6 nm, and for the broad.band visible-light emission of the polarized K-corona. SCORE has flown successfully in 2009 acquiring the first images of the HeII line-emission from the extended corona. The simultaneous observation of the coronal Lyman-alpha HI 121.6 nm, has allowed the first determination of the absolute helium abundance in the extended corona. This presentation will describe the lesson learned from the first flight and will illustrate the preparations and the science perspectives for the second re-flight approved by NASA and scheduled for 2016. The SCORE optical design is flexible enough to be able to accommodate different experimental configurations with minor modifications. This presentation will describe one of such configurations that could include a polarimeter for the observation the expected Hanle effect in the coronal Lyman-alpha HI line. The linear polarization by resonance scattering of coronal permitted line-emission in the ultraviolet (UV) can be modified by magnetic fields through the Hanle effect. Thus, space-based UV spectro-polarimetry would provide an additional new tool for the diagnostics of coronal magnetism.

Innate immune signaling in Drosophila is regulated by transforming growth factor β (TGFβ)-activated kinase (Tak1)-triggered ubiquitin editing

PubMed Central

Chen, Li; Paquette, Nicholas; Mamoor, Shahan; Rus, Florentina; Nandy, Anubhab; Leszyk, John; Shaffer, Scott A.; Silverman, Neal

2017-01-01

Coordinated regulation of innate immune responses is necessary in all metazoans. In Drosophila the Imd pathway detects Gram-negative bacterial infections through recognition of diaminopimelic acid (DAP)-type peptidoglycan and activation of the NF-κB precursor Relish, which drives robust antimicrobial peptide gene expression. Imd is a receptor-proximal adaptor protein homologous to mammalian RIP1 that is regulated by proteolytic cleavage and Lys-63-polyubiquitination. However, the precise events and molecular mechanisms that control the post-translational modification of Imd remain unclear. Here, we demonstrate that Imd is rapidly Lys-63-polyubiquitinated at lysine residues 137 and 153 by the sequential action of two E2 enzymes, Ubc5 and Ubc13-Uev1a, in conjunction with the E3 ligase Diap2. Lys-63-ubiquitination activates the TGFβ-activated kinase (Tak1), which feeds back to phosphorylate Imd, triggering the removal of Lys-63 chains and the addition of Lys-48 polyubiquitin. This ubiquitin-editing process results in the proteasomal degradation of Imd, which we propose functions to restore homeostasis to the Drosophila immune response. PMID:28377500

CXC195 suppresses proliferation and inflammatory response in LPS-induced human hepatocellular carcinoma cells via regulating TLR4-MyD88-TAK1-mediated NF-κB and MAPK pathway

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

Wang, Yiting; Tu, Qunfei; Yan, Wei

Highlights: • CXC195 exhibited significant anti-proliferative effect and induced cell cycle arrest in LPS-induced HepG2 cells. • CXC195 suppressed the release of pro-inflammatory mediators in LPS-induced HepG2 cells. • CXC195 regulated TLR4-MyD88-TAK1-mediated NF-κB and MAPK pathway in LPS-induced HepG2 cells. - Abstract: CXC195 showed strong protective effects in neuronal apoptosis by exerting its antioxidant activity. However, the anti-cancer effects of CXC195 is still with limited acquaintance. Here, we investigated the role of CXC195 in lipopolysaccharide (LPS)-induced human hepatocellular carcinoma (HCC) cells lines (HepG2) and the possible signaling pathways. CXC195 exhibited significant anti-proliferative effect and induced cell cycle arrest in LPS-inducedmore » HepG2 cells. In addition, CXC195 suppressed the release of pro-inflammatory mediators in LPS-induced HepG2 cells, including TNF-α, iNOS, IL-1β, IL-6, CC chemokine ligand (CCL)-2, CCL-22 and epidermal growth factor receptor (EGFR). Moreover, CXC195 inhibited the expressions and interactions of TLR4, MyD88 and TAK1, NF-κB translocation to nucleus and its DNA binding activity, phosphorylation of ERK1/2, p38 and JNK. Our results suggested that treatment with CXC195 could attenuate the TLR4-mediated proliferation and inflammatory response in LPS-induced HepG2 cells, thus might be beneficial for the treatment of HCC.« less

The effect of science learning integrated with local potential to improve science process skills

NASA Astrophysics Data System (ADS)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Validating Automated Essay Scoring for Online Writing Placement

ERIC Educational Resources Information Center

Ramineni, Chaitanya

2013-01-01

In this paper, I describe the design and evaluation of automated essay scoring (AES) models for an institution's writing placement program. Information was gathered on admitted student writing performance at a science and technology research university in the northeastern United States. Under timed conditions, first-year students (N = 879) were…

Improving Factor Score Estimation Through the Use of Observed Background Characteristics

PubMed Central

Curran, Patrick J.; Cole, Veronica; Bauer, Daniel J.; Hussong, Andrea M.; Gottfredson, Nisha

2016-01-01

A challenge facing nearly all studies in the psychological sciences is how to best combine multiple items into a valid and reliable score to be used in subsequent modelling. The most ubiquitous method is to compute a mean of items, but more contemporary approaches use various forms of latent score estimation. Regardless of approach, outside of large-scale testing applications, scoring models rarely include background characteristics to improve score quality. The current paper used a Monte Carlo simulation design to study score quality for different psychometric models that did and did not include covariates across levels of sample size, number of items, and degree of measurement invariance. The inclusion of covariates improved score quality for nearly all design factors, and in no case did the covariates degrade score quality relative to not considering the influences at all. Results suggest that the inclusion of observed covariates can improve factor score estimation. PMID:28757790

Robotics as Means to Increase Achievement Scores in an Informal Learning Environment

ERIC Educational Resources Information Center

Barker, Bradley S.; Ansorge, John

2007-01-01

This paper reports on a pilot study that examined the use of a science and technology curriculum based on robotics to increase the achievement scores of youth ages 9-11 in an after school program. The study examined and compared the pretest and posttest scores of youth in the robotics intervention with youth in a control group. The results…

Schools Lack the Equipment to Carry out Essential Practical Science

ERIC Educational Resources Information Center

Education in Science, 2013

2013-01-01

SCORE is a collaboration of organisations that aim to improve science education in UK schools and colleges by supporting the development and implementation of effective education policy. Research commissioned by SCORE (Science Community Representing Education), a collaboration including the Association for Science Education (ASE), reports that…

Integrating the history of science into a middle school science curriculum

NASA Astrophysics Data System (ADS)

Huybrechts, Jeanne Marie

This study examined the effect of incorporating the history of science into a middle school physical science curriculum on student attitudes toward science and the work of scientists. While there is wide support for including some science history in middle school science lessons within both the science and science-education communities, there is little curriculum designed to meet that objective. A series of five lessons was written specifically for the study. Each lesson included a brief biography of a scientist whose work was of historical significance, and a set of directions for duplicating one or more of the experiments done by that scientist. A thirty-question, Likert scale survey of the attitudes of middle school students toward science and the work of scientists was also written for this study. The survey was administered to two groups of students in a single middle school: One group---the experimental group---subsequently used the science history curriculum; the second (control) group did not. The same attitude survey was readministered to both groups of students after study of the science-history curriculum was completed. The results of the study indicate that there was no statistically significant difference between the pretest and posttest scores of either the experimental or control group students. Further analysis was done to determine whether there were differences between the pretest and posttest scores of boys and girls, or between "regular" or "honors" students. In both cases no statistically significant difference was found.

The effectivenes of science domain-based science learning integrated with local potency

NASA Astrophysics Data System (ADS)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

NASA Astrophysics Data System (ADS)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Investigating elementary principals' science beliefs and knowledge and its relationship to students' science outcomes

NASA Astrophysics Data System (ADS)

Khan, Uzma Zafar

The aim of this quantitative study was to investigate elementary principals' beliefs about reformed science teaching and learning, science subject matter knowledge, and how these factors relate to fourth grade students' superior science outcomes. Online survey methodology was used for data collection and included a demographic questionnaire and two survey instruments: the K-4 Physical Science Misconceptions Oriented Science Assessment Resources for Teachers (MOSART) and the Beliefs About Reformed Science Teaching and Learning (BARSTL). Hierarchical multiple regression analysis was used to assess the separate and collective contributions of background variables such as principals' personal and school characteristics, principals' science teaching and learning beliefs, and principals' science knowledge on students' superior science outcomes. Mediation analysis was also used to explore whether principals' science knowledge mediated the relationship between their beliefs about science teaching and learning and students' science outcomes. Findings indicated that principals' science beliefs and knowledge do not contribute to predicting students' superior science scores. Fifty-two percent of the variance in percentage of students with superior science scores was explained by school characteristics with free or reduced price lunch and school type as the only significant individual predictors. Furthermore, principals' science knowledge did not mediate the relationship between their science beliefs and students' science outcomes. There was no statistically significant variation among the variables. The data failed to support the proposed mediation model of the study. Implications for future research are discussed.

High school science teacher perceptions of the science proficiency testing as mandated by the State of Ohio Board of Education

NASA Astrophysics Data System (ADS)

Jeffery, Samuel Shird

There is a correlation between the socioeconomic status of secondary schools and scores on the State of Ohio's mandated secondary science proficiency tests. In low scoring schools many reasons effectively explain the low test scores as a result of the low socioeconomics. For example, one reason may be that many students are working late hours after school to help with family finances; parents may simply be too busy providing family income to realize the consequences of the testing program. There are many other personal issues students face that may cause them to score poorly an the test. The perceptions of their teachers regarding the science proficiency test program may be one significant factor. These teacher perceptions are the topic of this study. Two sample groups ware established for this study. One group was science teachers from secondary schools scoring 85% or higher on the 12th grade proficiency test in the academic year 1998--1999. The other group consisted of science teachers from secondary schools scoring 35% or less in the same academic year. Each group of teachers responded to a survey instrument that listed several items used to determine teachers' perceptions of the secondary science proficiency test. A significant difference in the teacher' perceptions existed between the two groups. Some of the ranked items on the form include teachers' opinions of: (1) Teaching to the tests; (2) School administrators' priority placed on improving average test scores; (3) Teacher incentive for improving average test scores; (4) Teacher teaching style change as a result of the testing mandate; (5) Teacher knowledge of State curriculum model; (6) Student stress as a result of the high-stakes test; (7) Test cultural bias; (8) The tests in general.

Use of Standardized Test Scores to Predict Success in a Computer Applications Course

ERIC Educational Resources Information Center

Harris, Robert V.; King, Stephanie B.

2016-01-01

The purpose of this study was to see if a relationship existed between American College Testing (ACT) scores (i.e., English, reading, mathematics, science reasoning, and composite) and student success in a computer applications course at a Mississippi community college. The study showed that while the ACT scores were excellent predictors of…

Discovery of a tetrahydropyrimidin-2(1H)-one derivative (TAK-442) as a potent, selective, and orally active factor Xa inhibitor.

PubMed

Fujimoto, Takuya; Imaeda, Yasuhiro; Konishi, Noriko; Hiroe, Katsuhiko; Kawamura, Masaki; Textor, Garret P; Aertgeerts, Kathleen; Kubo, Keiji

2010-05-13

Coagulation enzyme factor Xa (FXa) is a particularly promising target for the development of new anticoagulant agents. We previously reported the imidazo[1,5-c]imidazol-3-one derivative 1 as a potent and orally active FXa inhibitor. However, it was found that 1 predominantly undergoes hydrolysis upon incubation with human liver microsomes, and the human specific metabolic pathway made it difficult to predict the human pharmacokinetics. To address this issue, our synthetic efforts were focused on modification of the imidazo[1,5-c]imidazol-3-one moiety of the active metabolite 3a, derived from 1, which resulted in the discovery of the tetrahydropyrimidin-2(1H)-one derivative 5k as a highly potent and selective FXa inhibitor. Compound 5k showed no detectable amide bond cleavage in human liver microsomes, exhibited a good pharmacokinetic profile in monkeys, and had a potent antithrombotic efficacy in a rabbit model without prolongation of bleeding time. Compound 5k is currently under clinical development with the code name TAK-442.

Comparing the Scoring of Human Decomposition from Digital Images to Scoring Using On-site Observations.

PubMed

Dabbs, Gretchen R; Bytheway, Joan A; Connor, Melissa

2017-09-01

When in forensic casework or empirical research in-person assessment of human decomposition is not possible, the sensible substitution is color photographic images. To date, no research has confirmed the utility of color photographic images as a proxy for in situ observation of the level of decomposition. Sixteen observers scored photographs of 13 human cadavers in varying decomposition stages (PMI 2-186 days) using the Total Body Score system (total n = 929 observations). The on-site TBS was compared with recorded observations from digital color images using a paired samples t-test. The average difference between on-site and photographic observations was -0.20 (t = -1.679, df = 928, p = 0.094). Individually, only two observers, both students with <1 year of experience, demonstrated TBS statistically significantly different than the on-site value, suggesting that with experience, observations of human decomposition based on digital images can be substituted for assessments based on observation of the corpse in situ, when necessary. © 2017 American Academy of Forensic Sciences.

Use of a Simulated MCAT to Predict Real MCAT Scores.

ERIC Educational Resources Information Center

Pohlman, Mary; And Others

1979-01-01

A simulated Medical College Admission Test (MCAT) was administered to 39 premedical students two weeks prior to the new MCAT. High correlations between simulated and active test scores were obtained in the biology, chemistry, physics, science problems, reading, and quantitative areas. (MH)

The Relation between Factor Score Estimates, Image Scores, and Principal Component Scores

ERIC Educational Resources Information Center

Velicer, Wayne F.

1976-01-01

Investigates the relation between factor score estimates, principal component scores, and image scores. The three methods compared are maximum likelihood factor analysis, principal component analysis, and a variant of rescaled image analysis. (RC)

Urban school leadership for elementary science education: Meeting the needs of English Language Learners

NASA Astrophysics Data System (ADS)

Alarcon, Maricela H.

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

Comparison of views of the nature of science between natural science and nonscience majors.

PubMed

Miller, Marie C Desaulniers; Montplaisir, Lisa M; Offerdahl, Erika G; Cheng, Fu-Chih; Ketterling, Gerald L

2010-01-01

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

Environment Behavior Models for Real-Time Reactive System Testing Automation

DTIC Science & Technology

2006-09-01

by Muharrem Ugur Aksu September 2006 Co-Advisors: Mikhail Auguston Man-Tak Shing Approved for public release; distribution is......Muharrem Ugur Aksu Naval Postgraduate School Computer Science Department Date: 20 July 2006 File Name: Shuttle.cpp

Science Cafés: Engaging Scientists and Community through Health and Science Dialogue

PubMed Central

Ahmed, Syed; Connors, Emily R.; Kissack, Anne; Franco, Zeno

2014-01-01

Abstract Engagement of the community through informal dialogue with researchers and physicians around health and science topics is an important avenue to build understanding and affect health and science literacy. Science Cafés are one model for this casual interchange; however the impact of this approach remains under researched. The Community Engagement Key Function of the Clinical and Translational Science Institute of Southeast Wisconsin hosted a series of Science Cafés in which topics were collaboratively decided upon by input from the community. Topics ranged from Personalized Medicine to Alzheimer's and Dementia to BioMedical Innovation. A systematic evaluation of the impact of Science Cafés on attendees' self‐confidence related to five health and scientific literacy concepts showed statistically significant increases across all items (Mean differences between mean retrospective pre‐scores and post‐scores, one tailed, paired samples t‐test, n = 141, p < .0001 for all items). The internal consistency of the five health and scientific literacy items was excellent (n = 126, α = 0.87). Thematic analysis of attendees' comments provides more nuance about positive experience and suggestions for possible improvements. The evaluation provides important evidence supporting the effectiveness of brief, casual dialogue as a way to increase the public's self‐rated confidence in health and science topics. PMID:24716626

An Investigation of Students' Personality Traits and Attitudes toward Science

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang

2011-05-01

The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students' scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students' attitudes toward science. Implications of these findings for classroom instruction are discussed.

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

NASA Astrophysics Data System (ADS)

Ledger, Antoinette Frances

achievement than experimental group females. The analysis of science self-efficacy data showed that neither experimental nor control group females increased their scores pre to posttest, both showed small decreases in scores. However, the posttest scores of the experimental group females were significantly higher than the posttest scores of the control group females. The analysis of the attitude toward science survey data showed that the scores of the experimental group females did not change from pre to posttest. However, scores of the control group females declined from pre to posttest. (Abstract shortened by UMI.)

The Impact of Misspelled Words on Automated Computer Scoring: A Case Study of Scientific Explanations

ERIC Educational Resources Information Center

Ha, Minsu; Nehm, Ross H.

2016-01-01

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a…

Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?

NASA Astrophysics Data System (ADS)

Finnerty, Valerie

The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of the 258 participants completed a school-based science fair during the study. In addition, twelve middle school science teachers completed an online survey. Both the Survey of Science Attitudes and Interest I and II (SSAI-I and II) measured students' attitudes toward and interest in science and science and mathematics self-efficacy, asked about classroom inquiry experiences and gathered demographic information. An online survey gathered qualitative data about science teachers' perceptions of school science fairs. The results showed no significant interactions among completion of a science fair project and attitudes toward and interest in science, science and mathematics self-efficacy or gender. There were significant differences at both pre- and posttest in attitudes between the students who did and did not complete a science fair project. All participating teachers believed that participation in science fairs could have a positive effect on students' attitudes and interest, but cited lack of time as a major impediment. There was significant interaction between level of classroom inquiry and attitudes and interest in science; students who reported more experiences had higher scores on these measures. Classroom inquiry also interacted with the effects of a science fair and participants' pre- and posttest attitude scores. Finally, the amount and source of assistance on a science fair project had a significant impact on students' posttest measures. Major limitations which affect the generalization of these findings include the timing of the administration of the pretest, the number of participants in the experimental group and differences

Croatian Medical Journal citation score in Web of Science, Scopus, and Google Scholar.

PubMed

Sember, Marijan; Utrobicić, Ana; Petrak, Jelka

2010-04-01

To analyze the 2007 citation count of articles published by the Croatian Medical Journal in 2005-2006 based on data from the Web of Science, Scopus, and Google Scholar. Web of Science and Scopus were searched for the articles published in 2005-2006. As all articles returned by Scopus were included in Web of Science, the latter list was the sample for further analysis. Total citation counts for each article on the list were retrieved from Web of Science, Scopus, and Google Scholar. The overlap and unique citations were compared and analyzed. Proportions were compared using chi(2)-test. Google Scholar returned the greatest proportion of articles with citations (45%), followed by Scopus (42%), and Web of Science (38%). Almost a half (49%) of articles had no citations and 11% had an equal number of identical citations in all 3 databases. The greatest overlap was found between Web of Science and Scopus (54%), followed by Scopus and Google Scholar (51%), and Web of Science and Google Scholar (44%). The greatest number of unique citations was found by Google Scholar (n=86). The majority of these citations (64%) came from journals, followed by books and PhD theses. Approximately 55% of all citing documents were full-text resources in open access. The language of citing documents was mostly English, but as many as 25 citing documents (29%) were in Chinese. Google Scholar shares a total of 42% citations returned by two others, more influential, bibliographic resources. The list of unique citations in Google Scholar is predominantly journal based, but these journals are mainly of local character. Citations received by internationally recognized medical journals are crucial for increasing the visibility of small medical journals but Google Scholar may serve as an alternative bibliometric tool for an orientational citation insight.

Croatian Medical Journal Citation Score in Web of Science, Scopus, and Google Scholar

PubMed Central

Šember, Marijan; Utrobičić, Ana; Petrak, Jelka

2010-01-01

Aim To analyze the 2007 citation count of articles published by the Croatian Medical Journal in 2005-2006 based on data from the Web of Science, Scopus, and Google Scholar. Methods Web of Science and Scopus were searched for the articles published in 2005-2006. As all articles returned by Scopus were included in Web of Science, the latter list was the sample for further analysis. Total citation counts for each article on the list were retrieved from Web of Science, Scopus, and Google Scholar. The overlap and unique citations were compared and analyzed. Proportions were compared using χ2-test. Results Google Scholar returned the greatest proportion of articles with citations (45%), followed by Scopus (42%), and Web of Science (38%). Almost a half (49%) of articles had no citations and 11% had an equal number of identical citations in all 3 databases. The greatest overlap was found between Web of Science and Scopus (54%), followed by Scopus and Google Scholar (51%), and Web of Science and Google Scholar (44%). The greatest number of unique citations was found by Google Scholar (n = 86). The majority of these citations (64%) came from journals, followed by books and PhD theses. Approximately 55% of all citing documents were full-text resources in open access. The language of citing documents was mostly English, but as many as 25 citing documents (29%) were in Chinese. Conclusion Google Scholar shares a total of 42% citations returned by two others, more influential, bibliographic resources. The list of unique citations in Google Scholar is predominantly journal based, but these journals are mainly of local character. Citations received by internationally recognized medical journals are crucial for increasing the visibility of small medical journals but Google Scholar may serve as an alternative bibliometric tool for an orientational citation insight. PMID:20401951

Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

NASA Astrophysics Data System (ADS)

Cone, Christina Schull

Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

Factors Related to the Choice of Science as a Major among Negro College Students.

ERIC Educational Resources Information Center

Tilford, Michael Phillip

The purpose of this study was to identify some of the characteristics of Negro college students who majored in science in comparison to those who were non-majors. The science majors were sub-divided into pure science and applied science groups for some analyses. Twelve variables were investigated: (1) ACT composite scores, (2) ACT science scores,…

Science achievement of students in the Republic of Yemen and implications for improvement of science instruction

NASA Astrophysics Data System (ADS)

Ismail, Nageeb Kassem

The purpose of this study was to establish a research base from which strategies could be developed for improving science education in Yemen. The study measured the achievement in general science of Yemeni students attending primary, preparatory, and secondary schools, and their counterparts attending three- or five-year education programs in primary teacher training institutions. A sample of 1,984 students from six major cities in Yemen was given the Second International Science Study test in May 1988. Achievement scores of these selected groups were compared. The mean achievement in general science was 11.93 for science track students, 9.21 for three-year teacher training institution students, and 8.49 for five-year teacher training institution students. These mean scores were based on a total of 35 items. This low level of achievement was further verified by making comparisons of the achievement of selected groups from Yemeni high schools in six cities with each other. The following factors were measured in this study: location, grade level, gender and type of science program studied. Selected groups from Yemeni high schools were also compared to their peers in other nations. The researcher compared students of the science track and teacher training institutions to their counterparts in 13 nations and students of the literature track to their counterparts in eight nations. Fifth and ninth grade students' scores were compared with the scores of their counterparts in 15 and 17 nations respectively. In every comparison, every Yemeni group ranked at the bottom of the achievement list. (Jacobson W., & Doran, R. 1988) The outcomes of this research indicate the profound need for improving science programs in all grade levels in Yemen. The research recommendations for improvement in science education in Yemen fall into four areas: a change in attitudes toward education, a change in teacher education, a change in classroom conditions, and a change in educational

Differences of wells scores accuracy, caprini scores and padua scores in deep vein thrombosis diagnosis

NASA Astrophysics Data System (ADS)

Gatot, D.; Mardia, A. I.

2018-03-01

Deep Vein Thrombosis (DVT) is the venous thrombus in lower limbs. Diagnosis is by using venography or ultrasound compression. However, these examinations are not available yet in some health facilities. Therefore many scoring systems are developed for the diagnosis of DVT. The scoring method is practical and safe to use in addition to efficacy, and effectiveness in terms of treatment and costs. The existing scoring systems are wells, caprini and padua score. There have been many studies comparing the accuracy of this score but not in Medan. Therefore, we are interested in comparative research of wells, capriniand padua score in Medan.An observational, analytical, case-control study was conducted to perform diagnostic tests on the wells, caprini and padua score to predict the risk of DVT. The study was at H. Adam Malik Hospital in Medan.From a total of 72 subjects, 39 people (54.2%) are men and the mean age are 53.14 years. Wells score, caprini score and padua score has a sensitivity of 80.6%; 61.1%, 50% respectively; specificity of 80.65; 66.7%; 75% respectively, and accuracy of 87.5%; 64.3%; 65.7% respectively.Wells score has better sensitivity, specificity and accuracy than caprini and padua score in diagnosing DVT.

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science

NASA Astrophysics Data System (ADS)

Sugalan, Anacita Noromor

One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used high labs got higher science scores and that the reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth- grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.

Comparison of Basic Science Knowledge Between DO and MD Students.

PubMed

Davis, Glenn E; Gayer, Gregory G

2017-02-01

With the coming single accreditation system for graduate medical education, medical educators may wonder whether knowledge in basic sciences is equivalent for osteopathic and allopathic medical students. To examine whether medical students' basic science knowledge is the same among osteopathic and allopathic medical students. A dataset of the Touro University College of Osteopathic Medicine-CA student records from the classes of 2013, 2014, and 2015 and the national cohort of National Board of Medical Examiners Comprehensive Basic Science Examination (NBME-CBSE) parameters for MD students were used. Models of the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores were fit using linear and logistic regression. The models included variables used in both osteopathic and allopathic medical professions to predict COMLEX-USA outcomes, such as Medical College Admission Test biology scores, preclinical grade point average, number of undergraduate science units, and scores on the NBME-CBSE. Regression statistics were studied to compare the effectiveness of models that included or excluded NBME-CBSE scores at predicting COMLEX-USA Level 1 scores. Variance inflation factor was used to investigate multicollinearity. Receiver operating characteristic curves were used to show the effectiveness of NBME-CBSE scores at predicting COMLEX-USA Level 1 pass/fail outcomes. A t test at 99% level was used to compare mean NBME-CBSE scores with the national cohort. A total of 390 student records were analyzed. Scores on the NBME-CBSE were found to be an effective predictor of COMLEX-USA Level 1 scores (P<.001). The pass/fail outcome on COMLEX-USA Level 1 was also well predicted by NBME-CBSE scores (P<.001). No significant difference was found in performance on the NBME-CBSE between osteopathic and allopathic medical students (P=.322). As an examination constructed to assess the basic science knowledge of allopathic medical students, the NBME-CBSE is

The Impact of Misspelled Words on Automated Computer Scoring: A Case Study of Scientific Explanations

NASA Astrophysics Data System (ADS)

Ha, Minsu; Nehm, Ross H.

2016-06-01

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a pervasive feature of human-generated text and that despite improvements, spell-check and auto-replace programs continue to be characterized by significant errors. Our study explored four research questions relating to MSW and text-based computer assessments: (1) Do English language learners (ELLs) produce equivalent magnitudes and types of spelling errors as non-ELLs? (2) To what degree do MSW impact concept-specific computer scoring rules? (3) What impact do MSW have on computer scoring accuracy? and (4) Are MSW more likely to impact false-positive or false-negative feedback to students? We found that although ELLs produced twice as many MSW as non-ELLs, MSW were relatively uncommon in our corpora. The MSW in the corpora were found to be important features of the computer scoring models. Although MSW did not significantly or meaningfully impact computer scoring efficacy across nine different computer scoring models, MSW had a greater impact on the scoring algorithms for naïve ideas than key concepts. Linguistic and concept redundancy in student responses explains the weak connection between MSW and scoring accuracy. Lastly, we found that MSW tend to have a greater impact on false-positive feedback. We discuss the implications of these findings for the development of next-generation science assessments.

The Impact of an Informal Science Program on Students' Science Knowledge and Interest

NASA Astrophysics Data System (ADS)

Zandstra, Anne Maria

In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants' science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students' attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students' attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands

Personal Health—Personalized Science: A new driver for science education?

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2014-06-01

Since the 1950s, originating with and driven by the Sputnik shock, there have been tremendous efforts to improve science education. Over the past two decades, the initial focus on science content has been abandoned, at least among many science education researchers, in favor of socio-scientific issues. Yet even this social turn does not appear to make much difference, as scores of students continue to be turned off in/by school science. In this contribution, based on a first-person (phenomenological) investigation, I suggest why and under which condition health and environment may constitute suitable contexts for (also) teaching science. I conclude that more than content and approach (science) educators need to reconsider the very structure of schooling, which may be the real problem in making learning an authentic endeavor.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

Interobserver Reliability of the Total Body Score System for Quantifying Human Decomposition.

PubMed

Dabbs, Gretchen R; Connor, Melissa; Bytheway, Joan A

2016-03-01

Several authors have tested the accuracy of the Total Body Score (TBS) method for quantifying decomposition, but none have examined the reliability of the method as a scoring system by testing interobserver error rates. Sixteen participants used the TBS system to score 59 observation packets including photographs and written descriptions of 13 human cadavers in different stages of decomposition (postmortem interval: 2-186 days). Data analysis used a two-way random model intraclass correlation in SPSS (v. 17.0). The TBS method showed "almost perfect" agreement between observers, with average absolute correlation coefficients of 0.990 and average consistency correlation coefficients of 0.991. While the TBS method may have sources of error, scoring reliability is not one of them. Individual component scores were examined, and the influences of education and experience levels were investigated. Overall, the trunk component scores were the least concordant. Suggestions are made to improve the reliability of the TBS method. © 2016 American Academy of Forensic Sciences.

Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science

NASA Astrophysics Data System (ADS)

Jones, William I.

This study examined the understanding of nature of science among participants in their final year of a 4-year undergraduate teacher education program at a Midwest liberal arts university. The Logic Model Process was used as an integrative framework to focus the collection, organization, analysis, and interpretation of the data for the purpose of (1) describing participant understanding of NOS and (2) to identify participant characteristics and teacher education program features related to those understandings. The Views of Nature of Science Questionnaire form C (VNOS-C) was used to survey participant understanding of 7 target aspects of Nature of Science (NOS). A rubric was developed from a review of the literature to categorize and score participant understanding of the target aspects of NOS. Participants' high school and college transcripts, planning guides for their respective teacher education program majors, and science content and science teaching methods course syllabi were examined to identify and categorize participant characteristics and teacher education program features. The R software (R Project for Statistical Computing, 2010) was used to conduct an exploratory analysis to determine correlations of the antecedent and transaction predictor variables with participants' scores on the 7 target aspects of NOS. Fourteen participant characteristics and teacher education program features were moderately and significantly ( p < .01) correlated with participant scores on the target aspects of NOS. The 6 antecedent predictor variables were entered into multiple regression analyses to determine the best-fit model of antecedent predictor variables for each target NOS aspect. The transaction predictor variables were entered into separate multiple regression analyses to determine the best-fit model of transaction predictor variables for each target NOS aspect. Variables from the best-fit antecedent and best-fit transaction models for each target aspect of NOS were

Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

PubMed Central

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

Science cafés: engaging scientists and community through health and science dialogue.

PubMed

Ahmed, Syed; DeFino, Mia C; Connors, Emily R; Kissack, Anne; Franco, Zeno

2014-06-01

Engagement of the community through informal dialogue with researchers and physicians around health and science topics is an important avenue to build understanding and affect health and science literacy. Science Cafés are one model for this casual interchange; however the impact of this approach remains under researched. The Community Engagement Key Function of the Clinical and Translational Science Institute of Southeast Wisconsin hosted a series of Science Cafés in which topics were collaboratively decided upon by input from the community. Topics ranged from Personalized Medicine to Alzheimer's and Dementia to BioMedical Innovation. A systematic evaluation of the impact of Science Cafés on attendees' self-confidence related to five health and scientific literacy concepts showed statistically significant increases across all items (Mean differences between mean retrospective pre-scores and post-scores, one tailed, paired samples t-test, n=141, p<.0001 for all items). The internal consistency of the five health and scientific literacy items was excellent (n=126, α=0.87). Thematic analysis of attendees' comments provides more nuance about positive experience and suggestions for possible improvements. The evaluation provides important evidence supporting the effectiveness of brief, casual dialogue as a way to increase the public's self-rated confidence in health and science topics. © 2014 Wiley Periodicals, Inc.

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

NASA Astrophysics Data System (ADS)

Heron, Lory Elen

This study investigated the premise that the use of constructivist teaching strategies (independent variable) in high school science classrooms can cultivate positive attitudes toward science (dependent variable) in high school students. Data regarding the relationship between the use of constructivist strategies and change in student attitude toward science were collected using the Science Attitude Assessment Tool (SAAT) (Heron & Beauchamp, 1996). The format of this study used the pre-test, post-test, control group-experimental group design. The subjects in the study were high school students enrolled in biology, chemistry, or environmental science courses in two high schools in the western United States. Ten teachers and twenty-eight classes, involving a total of 249 students participated in the study. Six experimental group teachers and four control group teachers were each observed an average of six times using the Science Observation Guide (Chapman, 1995) to measure the frequency of observed constructivist behaviors. The mean for the control group teachers was 12.89 and the mean for experimental group teachers was 20.67; F(1, 8) = 16.2, p =.004, revealing teaching behaviors differed significantly between the two groups. After a four month experimental period, the pre-test and post-test SAAT scores were analyzed. Students received a score for their difference in positive attitude toward science. The null hypothesis stating there would be no change in attitude toward science as a subject, between students exposed to constructivist strategies, and students not exposed to constructivist strategies was rejected F(1, 247) = 8.04, p =.005. The control group had a generally higher reported grade in their last science class than the experimental group, yet the control group attitude toward science became more negative (-1.18) while attitude toward science in the experimental group became more positive (+1.34) after the four-month period. An analysis of positive

Validation of Physics Standardized Test Items

NASA Astrophysics Data System (ADS)

Marshall, Jill

2008-10-01

The Texas Physics Assessment Team (TPAT) examined the Texas Assessment of Knowledge and Skills (TAKS) to determine whether it is a valid indicator of physics preparation for future course work and employment, and of the knowledge and skills needed to act as an informed citizen in a technological society. We categorized science items from the 2003 and 2004 10th and 11th grade TAKS by content area(s) covered, knowledge and skills required to select the correct answer, and overall quality. We also analyzed a 5000 student sample of item-level results from the 2004 11th grade exam using standard statistical methods employed by test developers (factor analysis and Item Response Theory). Triangulation of our results revealed strengths and weaknesses of the different methods of analysis. The TAKS was found to be only weakly indicative of physics preparation and we make recommendations for increasing the validity of standardized physics testing..

Middle school science grades: Can they be used to forecast performance on standardized tests?

NASA Astrophysics Data System (ADS)

Hubbard, Gary L.

2007-12-01

The purpose of this study was to determine if classroom science grades could be used to forecast standardized testing readiness for the Florida Comprehensive Assessment Test (FCAT). Participants for this study consisted of 647 eighth grade students assigned to a public middle school in Florida. Using annual classroom science grades and the corresponding year's FCAT Science scale scores for each student, scatter plot graphs and Pearson product-moment correlations were used to determine their relationships. Correlation strengths were determined for several segmented student populations. First, the grade and FCAT score relationship for the entire middle school population was calculated and, then, the relationship between grades and FCAT scores for students grouped by their individual assigned science teacher was determined. Next, a second look at students grouped as above was conducted, this time focusing only on students with unacceptable FCAT scores (levels 1 and 2). The correlation between grades and FCAT scores for the entire middle school was moderate and ranged from high to weak for students assigned to individual science teachers. The relationship of grades and FCAT scores for middle school students that scored at levels 1 and 2 was weakly correlated and ranged from moderate to weak for students as they were assigned to their science teachers. Generally, classroom grades were found to be inefficient predictors for standardized testing readiness for students assigned to this middle school.

Humanities & Arts to the Rescue of Science

ERIC Educational Resources Information Center

Papacosta, Pangratios

2007-01-01

The future of science may depend on how education responds to the growing negativism that students and the public show towards science. What is the value of our current teaching methods, if in helping students achieve higher test scores, they also generate a lifelong disdain of science? Achieving a positive attitude towards science must become a…

The effects of Georgia's Choice curricular reform model on third grade science scores on the Georgia Criterion Referenced Competency Test

NASA Astrophysics Data System (ADS)

Phemister, Art W.

The purpose of this study was to evaluate the effectiveness of the Georgia's Choice reading curriculum on third grade science scores on the Georgia Criterion Referenced Competency Test from 2002 to 2008. In assessing the effectiveness of the Georgia's Choice curriculum model this causal comparative study examined the 105 elementary schools that implemented Georgia's Choice and 105 randomly selected elementary schools that did not elect to use Georgia's Choice. The Georgia's Choice reading program used intensified instruction in an effort to increase reading levels for all students. The study used a non-equivalent control group with a pretest and posttest design to determine the effectiveness of the Georgia's Choice curriculum model. Findings indicated that third grade students in Non-Georgia's Choice schools outscored third grade students in Georgia's Choice schools across the span of the study.

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Exploring Preschool Children’s Science Content Knowledge

PubMed Central

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2014-01-01

Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

The Relationship between Scores on the ICMIC and Selected Talent Domains: An Investigation with Gifted Adolescents

ERIC Educational Resources Information Center

Dunn, Linda W.; Corn, Anne L.; Morelock, Martha J.

2004-01-01

This investigation compared fantasy-proneness levels and IQ scores in gifted adolescents with primary talent areas in 1 of 4 domains: mathematics, computer science, creative writing, and chemistry. The Inventory of Childhood Memories and Imaginings: Children's Form (ICMIC; Myers, 1983) was used to assess fantasy-proneness. IQ scores were generated…

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

ERIC Educational Resources Information Center

Frias, Ramon

2013-01-01

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…

Pilot Program for Teaching Earth Science in New York

NASA Astrophysics Data System (ADS)

Nadeau, Patricia A.; Flores, Kennet E.; Ustunisik, Gokce; Zirakparvar, Nasser A.; Grcevich, Jana; Pagnotta, Ashley; Sessa, Jocelyn A.; Kinzler, Rosamond J.; Macdonald, Maritza; Mathez, Edmond; Mac Low, Mordecai-Mark

2013-06-01

During the 2009-2010 school year, 40% of New York City (NYC) Earth science teachers were not certified to teach Earth science [New York State Education Department (NYSED), 2011]. This highlights a longstanding shortage of certified teachers, which persists today and prevents many schools from offering courses on the subject, thus diminishing student opportunities to study or embark on careers in Earth science. More generally, the paucity of qualified, effective science teachers hinders student achievement in science, technology, engineering, and mathematics (STEM), and research has consistently shown that improving the quality of teaching substantially increases achievement in STEM-related fields [National Science Board, 2007]. With only 36% of NYC 8th graders scoring at or above the basic level of proficiency in science and with even lower scores for African-American and Hispanic students [Livingston and Wirt, 2005], the need for more qualified science teachers is clear.

Teacher understanding of the nature of science and its impact on student learning about the nature of science in STS/Constructivist classrooms

NASA Astrophysics Data System (ADS)

Lieu, Sang-Chong

In the National Science Education Standards both STS/Constructivist teaching strategies and student understanding of the nature of science are stressed. If certain teaching practices can achieve both goals at one time, many problems will be solved. Such relationships were investigated in this study. Teacher subjects were selected based on two extremes of scores on the Testing on Understanding Science. The Secondary Teacher Analysis Matrix - Science Version was used to categorize teachers into their use of STS/Constructivist or more traditional strategies based on their teaching behaviors observed from video tapes. After the teacher subjects were selected, a non-equivalent control group design was adapted for the administration of items from the Views on Science-Technology-Society (VOSTS) to the students of these teachers. Pre- and post-test data were collected using 20 VOSTS items. VOSTS options were categorized into a Congruent/Partially Congruent/Naive format by a panel of six science educators. A special scoring procedure was devised for the VOSTS items to allow the use of inferential statistics. When performance on 17 VOSTS items were studied, more understanding of the nature of science by teachers, the presence of an STS/Constructivist learning environment in the classroom, or a combination of both factors was not found to help students learn more about the nature of science. Explanations for such results are offered. A McNemar test was performed to take a closer look at the 17 VOSTS items individually. The results indicated that students who were taught by STS/Constructivist teachers with high TOUS scores moved toward "congruent" views concerning the nature of science on a number of VOSTS items. Also, students who were taught by more traditional teachers with low TOUS scores moved toward "naive" views on other VOSTS items. The findings support the fact that teachers who know more about the nature of science and who practice many of the STS

The Effects of Elementary School Principals' Leadership Styles and the Preferred Managerial Styles of Teachers on Student Achievement

ERIC Educational Resources Information Center

Pichon, Christopher, Sr.

2010-01-01

The objective of this study is to identify principal leadership styles and teacher preferred principal leadership styles, as well as to examine the independent and combined effects of these variables on the TAKS Mathematics achievement scores of elementary students. School leadership affects every aspect of an institution. Studies reveal that the…

The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas

ERIC Educational Resources Information Center

Cooper, Kary M.

2009-01-01

The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The…

DREAMTools: a Python package for scoring collaborative challenges

PubMed Central

Cokelaer, Thomas; Bansal, Mukesh; Bare, Christopher; Bilal, Erhan; Bot, Brian M.; Chaibub Neto, Elias; Eduati, Federica; de la Fuente, Alberto; Gönen, Mehmet; Hill, Steven M.; Hoff, Bruce; Karr, Jonathan R.; Küffner, Robert; Menden, Michael P.; Meyer, Pablo; Norel, Raquel; Pratap, Abhishek; Prill, Robert J.; Weirauch, Matthew T.; Costello, James C.; Stolovitzky, Gustavo; Saez-Rodriguez, Julio

2016-01-01

DREAM challenges are community competitions designed to advance computational methods and address fundamental questions in system biology and translational medicine. Each challenge asks participants to develop and apply computational methods to either predict unobserved outcomes or to identify unknown model parameters given a set of training data. Computational methods are evaluated using an automated scoring metric, scores are posted to a public leaderboard, and methods are published to facilitate community discussions on how to build improved methods. By engaging participants from a wide range of science and engineering backgrounds, DREAM challenges can comparatively evaluate a wide range of statistical, machine learning, and biophysical methods. Here, we describe DREAMTools, a Python package for evaluating DREAM challenge scoring metrics. DREAMTools provides a command line interface that enables researchers to test new methods on past challenges, as well as a framework for scoring new challenges. As of March 2016, DREAMTools includes more than 80% of completed DREAM challenges. DREAMTools complements the data, metadata, and software tools available at the DREAM website http://dreamchallenges.org and on the Synapse platform at https://www.synapse.org. Availability:  DREAMTools is a Python package. Releases and documentation are available at http://pypi.python.org/pypi/dreamtools. The source code is available at http://github.com/dreamtools/dreamtools. PMID:27134723

Tracking tumor biology with radiomics: A systematic review utilizing a radiomics quality score.

PubMed

Sanduleanu, Sebastian; Woodruff, Henry C; de Jong, Evelyn E C; van Timmeren, Janna E; Jochems, Arthur; Dubois, Ludwig; Lambin, Philippe

2018-05-18

In this review we describe recent developments in the field of radiomics along with current relevant literature linking it to tumor biology. We furthermore explore the methodologic quality of these studies with our in-house radiomics quality scoring (RQS) tool. Finally, we offer our vision on necessary future steps for the development of stable radiomic features and their links to tumor biology. Two authors (S.S. and H.W.) independently performed a thorough systematic literature search and outcome extraction to identify relevant studies published in MEDLINE/PubMed (National Center for Biotechnology Information, NCBI), EMBASE (Ovid) and Web of Science (WoS). Two authors (S.S, H.W) separately and two authors (J.v.T and E.d.J) concordantly scored the articles for their methodology and analyses according to the previously published radiomics quality score (RQS). In summary, a total of 655 records were identified till 25-09-2017 based on the previously specified search terms, from which n = 236 in MEDLINE/PubMed, n = 215 in EMBASE and n = 204 from Web of Science. After determining full article availability and reading the available articles, a total of n = 41 studies were included in the systematic review. The RQS scoring resulted in some discrepancies between the reviewers, e.g. reviewer H.W scored 4 studies ≥50%, reviewer S.S scored 3 studies ≥50% while reviewers J.v.T and E.d.J scored 1 study ≥50%. Up to nine studies were given a quality score of 0%. The majority of studies were scored below 50%. In this study, we performed a systematic literature search linking radiomics to tumor biology. All but two studies (n = 39) revealed that radiomic features derived from ultrasound, CT, PET and/or MR are significantly associated with one or several specific tumor biologic substrates, from somatic mutation status to tumor histopathologic grading and metabolism. Considerable inter-observer differences were found with regard to RQS scoring, while

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

NASA Astrophysics Data System (ADS)

Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

NASA Astrophysics Data System (ADS)

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

2013-06-01

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 study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

Science and Art of Setting Performance Standards and Cutoff Scores in Kinesiology

ERIC Educational Resources Information Center

Zhu, Weimo

2013-01-01

Setting standards and cutoff scores is essential to any measurement and evaluation practice. Two evaluation frameworks, norm-referenced (NR) and criterion-referenced (CR), have often been used for setting standards. Although setting fitness standards based on the NR evaluation is relatively easy as long as a nationally representative sample can be…

Testing the effect of a science-enhanced curriculum on the science achievement and agricultural competency of secondary agricultural education students

NASA Astrophysics Data System (ADS)

Haynes, James Christopher

Scope and Method of Study. The purpose of this study was to determine if a science-enhanced curriculum produced by the Center for Agricultural and Environmental Research and Training (CAERT) taught in a secondary level animal science or horticulture course would improve students' understanding of selected scientific principles significantly, when compared to students who were instructed using a traditional curriculum. A secondary purpose was to determine the effect that the science-enhanced CAERT curriculum would have on students' agricultural knowledge when compared to students who were instructed using a traditional curriculum. The design of the study was ex post facto, causal comparative because no random assignment of the treatment group occurred. Findings and Conclusions. No statistically significant difference was found between the treatment and comparison groups regarding science achievement. However, the mean score of the treatment group was slightly larger than the comparison group indicating a slightly higher achievement level; a "Small" effect size (d = .16) for this difference was calculated. It was determined that a statistically significant difference (p < .05) existed in agriculture competency scores in animal science (p = .001) and horticulture (p = .000) as a result of the treatment. Moreover, this was considered to be a "very large" effect (d = 1.18) in animal science and a "large" effect (d = .92) in horticulture. When considering student achievement in science, this study found that the use of the science-enhanced CAERT curriculum did not result in a statistically significant increase (p < .05) in student performance as determined by the TerraNova3 science proficiency examination. However, students who were instructed using the CAERT curriculum scored better overall than those who were instructed using a "traditional" curriculum.

Differences in Academic Achievement among Texas High School Students as a Function of Music Enrollment

ERIC Educational Resources Information Center

Horton, Robert Wayne

2012-01-01

Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment…

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

The Science Gap in Canada: A Post-Secondary Perspective

ERIC Educational Resources Information Center

Kennepohl, Dietmar

2009-01-01

Despite having its students score among the top in the world in mathematics and science, the level of science literacy and participation in science-related fields in Canada is relatively low. In the context of the economic and societal benefits afforded by science, this article reviews what is already being done in support of science, technology…

D-score: a search engine independent MD-score.

PubMed

Vaudel, Marc; Breiter, Daniela; Beck, Florian; Rahnenführer, Jörg; Martens, Lennart; Zahedi, René P

2013-03-01

While peptides carrying PTMs are routinely identified in gel-free MS, the localization of the PTMs onto the peptide sequences remains challenging. Search engine scores of secondary peptide matches have been used in different approaches in order to infer the quality of site inference, by penalizing the localization whenever the search engine similarly scored two candidate peptides with different site assignments. In the present work, we show how the estimation of posterior error probabilities for peptide candidates allows the estimation of a PTM score called the D-score, for multiple search engine studies. We demonstrate the applicability of this score to three popular search engines: Mascot, OMSSA, and X!Tandem, and evaluate its performance using an already published high resolution data set of synthetic phosphopeptides. For those peptides with phosphorylation site inference uncertainty, the number of spectrum matches with correctly localized phosphorylation increased by up to 25.7% when compared to using Mascot alone, although the actual increase depended on the fragmentation method used. Since this method relies only on search engine scores, it can be readily applied to the scoring of the localization of virtually any modification at no additional experimental or in silico cost. © 2013 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Collaborative Science Work in the Elementary Classroom

NASA Astrophysics Data System (ADS)

Kersey, Denise A.

Not all students with disabilities receive special education accommodations in science class. Without special education support, students with disabilities are unable to comprehend and apply science concepts. Implementing a co-teaching model could be a remedy for this lack of supports. Framed by constructivist theory, this study sought to determine if there was a difference in science assessment scores between students in a co-taught science class and those in a regular education science class. Following a pretest-posttest control group design, this study examined the relation between two teaching models and achievement in science. Using a convenience sample of 84 students drawn from a population of 144 fourth grade special education students in a public school district located in the Southeastern United States, analysis of variance was used to compare the mean growth of the two groups. The data revealed no statistically significant difference in mean gain scores between the two groups. Additional studies using a larger sample and longer trial are needed. Implications for social change include understanding instructional strategies that allow educators to differentiate for diverse learners in mainstreamed classrooms as well as removing barriers for underrepresented groups, thereby allowing equal access to science related professions.

Does Field Reliability for Static-99 Scores Decrease as Scores Increase?

PubMed Central

Rice, Amanda K.; Boccaccini, Marcus T.; Harris, Paige B.; Hawes, Samuel W.

2015-01-01

This study examined the field reliability of Static-99 (Hanson & Thornton, 2000) scores among 21,983 sex offenders and focused on whether rater agreement decreased as scores increased. As expected, agreement was lowest for high-scoring offenders. Initial and most recent Static-99 scores were identical for only about 40% of offenders who had been assigned a score of 6 during their initial evaluations, but for more than 60% of offenders who had been assigned a score of 2 or lower. In addition, the size of the difference between scores increased as scores increased, with pairs of scores differing by 2 or more points for about 30% of offenders scoring in the high-risk range. Because evaluators and systems use high Static-99 scores to identify sexual offenders who may require intensive supervision or even postrelease civil commitment, it is important to recognize that there may be more measurement error for high scores than low scores and to consider adopting procedures for minimizing or accounting for measurement error. PMID:24932647

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

ERIC Educational Resources Information Center

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

NASA Astrophysics Data System (ADS)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

Latent Curve Models and Latent Change Score Models Estimated in R

ERIC Educational Resources Information Center

Ghisletta, Paolo; McArdle, John J.

2012-01-01

In recent years the use of the latent curve model (LCM) among researchers in social sciences has increased noticeably, probably thanks to contemporary software developments and the availability of specialized literature. Extensions of the LCM, like the the latent change score model (LCSM), have also increased in popularity. At the same time, the R…

Poverty's Effect on U.S. Scores Greater Than for Other Nations

ERIC Educational Resources Information Center

Cavanagh, Sean

2007-01-01

Not only did many industrialized countries outperform the United States in science on a recent international exam, but American students' academic achievement was also more likely to be affected by their wealth or poverty and family background than was their peers' in higher-scoring nations. That was one of several sobering findings for the United…

Science Literacy of Undergraduates in the United States

NASA Astrophysics Data System (ADS)

Impey, Chris

2013-01-01

Science literacy is a matter of broad concern among scientists, educators, and many policy-makers. National Science Foundation surveys of the general public for biannual Science Indicators series show that respondents on average score less than 2/3 correct on a series of science knowledge questions, and less than half display an understanding of the process of scientific inquiry. Both measures are essentially unchanged over two decades. At the University of Arizona, we have gathered over 11,000 undergraduate student responses to a survey of knowledge and beliefs that is tethered in the NSF survey. This non-science major population demographically represents ten million students nationwide. There is a less than 10% gain in performance in the science knowledge score between the incoming freshmen and seniors who graduate having completed their requirement of three science classes. Belief levels in pseudoscience and supernatural phenomena are disconcertingly high, mostly resistant to college science instruction, and weakly correlated with performance on the science knowledge questions. The Internet is rapidly becoming the primary information source for anyone interested in science so students may not get most of their information from the classroom. Educators and policy makers need to decide what aspects of science knowledge and process are important for adults to know. College science educators have major challenges in better in preparing graduates for participation in a civic society largely driven by science and technology.

Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School

ERIC Educational Resources Information Center

Cornwell, Christopher; Mustard, David B.; Van Parys, Jessica

2013-01-01

Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in…

Extension of the lod score: the mod score.

PubMed

Clerget-Darpoux, F

2001-01-01

In 1955 Morton proposed the lod score method both for testing linkage between loci and for estimating the recombination fraction between them. If a disease is controlled by a gene at one of these loci, the lod score computation requires the prior specification of an underlying model that assigns the probabilities of genotypes from the observed phenotypes. To address the case of linkage studies for diseases with unknown mode of inheritance, we suggested (Clerget-Darpoux et al., 1986) extending the lod score function to a so-called mod score function. In this function, the variables are both the recombination fraction and the disease model parameters. Maximizing the mod score function over all these parameters amounts to maximizing the probability of marker data conditional on the disease status. Under the absence of linkage, the mod score conforms to a chi-square distribution, with extra degrees of freedom in comparison to the lod score function (MacLean et al., 1993). The mod score is asymptotically maximum for the true disease model (Clerget-Darpoux and Bonaïti-Pellié, 1992; Hodge and Elston, 1994). Consequently, the power to detect linkage through mod score will be highest when the space of models where the maximization is performed includes the true model. On the other hand, one must avoid overparametrization of the model space. For example, when the approach is applied to affected sibpairs, only two constrained disease model parameters should be used (Knapp et al., 1994) for the mod score maximization. It is also important to emphasize the existence of a strong correlation between the disease gene location and the disease model. Consequently, there is poor resolution of the location of the susceptibility locus when the disease model at this locus is unknown. Of course, this is true regardless of the statistics used. The mod score may also be applied in a candidate gene strategy to model the potential effect of this gene in the disease. Since, however, it

Classroom climate and science-related attitudes of junior high school students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Bao-Shan; Crawley, Frank E., III

Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

Validation of Automated Scoring for a Formative Assessment That Employs Scientific Argumentation

ERIC Educational Resources Information Center

Mao, Liyang; Liu, Ou Lydia; Roohr, Katrina; Belur, Vinetha; Mulholland, Matthew; Lee, Hee-Sun; Pallant, Amy

2018-01-01

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students' construction and revision of scientific arguments. The assessment is built upon automated scoring of students' arguments and provides feedback to students and teachers.…

Countries' Biomedical Publications and Attraction Scores. A PubMed-based assessment.

PubMed

Xu, Qinyi; Boggio, Andrea; Ballabeni, Andrea

2014-01-01

Studying publication volumes at the country level is key to understanding and improving a country's research system. PubMed is a public search engine of publications in all life sciences areas. Here, we show how this search engine can be used to assess the outputs of life science-related research by country. We have measured the numbers of publications during different time periods based on the country of affiliation of the first authors. Moreover, we have designed scores, which we have named Attraction Scores, to appraise the relative focus either toward particular types of studies, such as clinical trials or reviews, or toward specific research areas, such as public health and pharmacogenomics, or toward specific topics, for instance embryonic stem cells; we have also investigated a possible use of these Attraction Scores in connection with regulatory policies. We have weighed the statistics against general indicators such as country populations and gross domestic products (GDP). During the 5-year period 2008-2012, the United States was the country with the highest number of publications and Denmark the one with the highest number of publications per capita. Among the 40 countries with the highest GDPs, Israel had the highest publications-to-GDP ratio. Among the 20 countries with the most publications, Japan had the highest Attraction Score for induced pluripotent stem (iPS) cells and Italy the highest proportion of review publications. More than 50% of publications in English were from countries in which English is not the primary language. We show an assorted and extensive collection of rankings and charts that will inform scholars and policymakers in studying and improving the research systems both at the national and international level.

Transforming Biology Assessment with Machine Learning: Automated Scoring of Written Evolutionary Explanations

NASA Astrophysics Data System (ADS)

Nehm, Ross H.; Ha, Minsu; Mayfield, Elijah

2012-02-01

This study explored the use of machine learning to automatically evaluate the accuracy of students' written explanations of evolutionary change. Performance of the Summarization Integrated Development Environment (SIDE) program was compared to human expert scoring using a corpus of 2,260 evolutionary explanations written by 565 undergraduate students in response to two different evolution instruments (the EGALT-F and EGALT-P) that contained prompts that differed in various surface features (such as species and traits). We tested human-SIDE scoring correspondence under a series of different training and testing conditions, using Kappa inter-rater agreement values of greater than 0.80 as a performance benchmark. In addition, we examined the effects of response length on scoring success; that is, whether SIDE scoring models functioned with comparable success on short and long responses. We found that SIDE performance was most effective when scoring models were built and tested at the individual item level and that performance degraded when suites of items or entire instruments were used to build and test scoring models. Overall, SIDE was found to be a powerful and cost-effective tool for assessing student knowledge and performance in a complex science domain.

Factors in the Admissions Process Influencing Persistence in a Master's of Science Program in Marine Science

ERIC Educational Resources Information Center

Dore, Melissa L.

2017-01-01

This applied dissertation was conducted to provide the graduate program in marine sciences a valid predictor for success in the admissions scoring systems that include the general Graduate Record Exam. The dependent variable was persistence: successfully graduating from the marine sciences master's programs. This dissertation evaluated other…

Correlations Between Chiropractic National Board (Part I) Scores and Basic Science Course Grades and Related Data.

ERIC Educational Resources Information Center

Wolfenberger, Virginia

1999-01-01

A study at one institution found significant correlations between students' scores on the National Board of Chiropractic Examiners test and academic achievement data. Results indicate that it is not always course subject matter that influences the relationship between course grade and board scores, but may instead be the ability to assimilate…

The Zhongshan Score

PubMed Central

Zhou, Lin; Guo, Jianming; Wang, Hang; Wang, Guomin

2015-01-01

Abstract In the zero ischemia era of nephron-sparing surgery (NSS), a new anatomic classification system (ACS) is needed to adjust to these new surgical techniques. We devised a novel and simple ACS, and compared it with the RENAL and PADUA scores to predict the risk of NSS outcomes. We retrospectively evaluated 789 patients who underwent NSS with available imaging between January 2007 and July 2014. Demographic and clinical data were assessed. The Zhongshan (ZS) score consisted of three parameters. RENAL, PADUA, and ZS scores are divided into three groups, that is, high, moderate, and low scores. For operative time (OT), significant differences were seen between any two groups of ZS score and PADUA score (all P < 0.05). For ZS score, patients with moderate and high scores had longer warm ischemia time (WIT) and greater increase in SCr compared with low score (all P < 0.05). What is more, the differences between moderate and high scores classified by ZS score were borderline but trending toward significance in WIT (P = 0.064) and increase in SCr (P = 0.052). Interestingly, RENAL showed no significant difference between moderate and high complexity in OT, WIT, estimated blood loss, and increase in SCr. Compared with patients with a low score of ZS, those with a high or moderate score had 8.1-fold or 3.3-fold higher risk of surgical complications, respectively (all P < 0.05). As for RENAL score, patients with a high or moderate score had 5.7-fold or 1.9-fold higher risk of surgical complications, respectively (all P < 0.05). Patients with a high or moderate score of PADUA had 2.3-fold or 2.8-fold higher risk of surgical complications, respectively (all P < 0.05). In the ROC curve analysis, ZS score had the greatest AUC for surgical complications (AUC = 0.632) and the conversion to radical nephrectomy (AUC = 0.845) (all P < 0.05). In conclusion, the ability of ZS score to predict the surgical complexity and surgical

The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety About Learning Science and Positive Thinking

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

2014-01-01

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.

Reasoning about logical propositions and success in science

NASA Astrophysics Data System (ADS)

Piburn, Michael D.

1990-12-01

Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.

Strategies for Improving School Performance

ERIC Educational Resources Information Center

Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.

2014-01-01

The document is from a presentation at the Texas Region VII 2014 Curriculum Conference. The study examined the effects of a three-tiered high school program designed to increase student achievement and Texas end-of-course (EOC) TAKS and STAAR chemistry scores. The student sample (n = 625) consisted 75% high school sophomores and 25% high school…

The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

ERIC Educational Resources Information Center

Moses, Britani Creel

2010-01-01

The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

College Math Assessment: SAT Scores vs. College Math Placement Scores

ERIC Educational Resources Information Center

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Examining science achievement of African American females in suburban middle schools: A mixed methods study

NASA Astrophysics Data System (ADS)

Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Interleukin 1 β-induced SMAD2/3 linker modifications are TAK1 dependent and delay TGFβ signaling in primary human mesenchymal stem cells.

PubMed

van den Akker, Guus G; van Beuningen, Henk M; Vitters, Elly L; Koenders, Marije I; van de Loo, Fons A; van Lent, Peter L; Blaney Davidson, Esmeralda N; van der Kraan, Peter M

2017-12-01

was performed to identify kinases involved in SMAD2/3 linker modifications. We identified TAK1 kinase activity as crucial for IL1β-induced SMAD2 linker modifications and CAGA 12 -luciferase activity. TGFβ and IL1β signaling interact at the SMAD2/3 level in human primary MSC. Down-stream TGFβ target genes were repressed by IL1β independent of C-terminal SMAD2 phosphorylation. We demonstrate that SMAD2/3 linker modifications are required for this interplay and identified TAK1 as a crucial mediator of IL1β-induced TGFβ signal modulation. Copyright © 2017 Elsevier Inc. All rights reserved.

Improving Science Achievement and Attitudes of Students With and Without Learning Disabilities

NASA Astrophysics Data System (ADS)

Sanders-White, Pamela

The primary purpose of this study was to investigate the effect of structured note-taking compared to traditional note-taking on the acquisition of scientific knowledge for students with and without learning disabilities (LD) and students with reading difficulties (RD). An additional purpose was to examine whether the two note-taking methods affected students' attitudes toward science. The sample population consisted of 203 fifth grade students across four public schools in the southern area of the United States. A standardized instrument aligned to Florida's science standards was used to measure the acquisition of scientific knowledge and the Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes. For meaningful analyses, students with LD and students with RD were collapsed to form a single group due to the small numbers of participants in each of the subgroups; the collapsed group was referred to as "low achievers." A three-way repeated measures ANOVA was conducted to determine the effects of the pretest-posttest Science Interim assessment by group, type of student, and gender. The pretest-posttest Science Interim assessment scores were the within-group factor, while group, type of student, and gender were the between-groups factors. Results revealed that there was a significant interaction between the pretest-posttest Science Interim assessment and group, F(1, 191) = 9.320, p = .003, indicating that scientific knowledge scores increased for the experimental group, but decreased for the control group. Results also indicated that there was a significant three-way interaction between the pretest-posttest Science Interim assessment, group, and gender, F(1, 191) = 5.197, p = .024, showing that all participants in the experimental group improved their scores; while in the control group, female scores decreased and male scores increased. Participants in the experimental and control groups did not show improved attitudes

Factors affecting delay in seeking treatment among malaria patients along Thailand-Myanmar border in Tak Province, Thailand.

PubMed

Sonkong, Krit; Chaiklieng, Sunisa; Neave, Penny; Suggaravetsiri, Pornnapa

2015-01-07

Malaria is a major health problem in Thailand, especially in areas adjacent to the borders of Myanmar. Delay in seeking treatment is an important factor in the development of severe complications, death and the transmission of the disease. This study aimed to investigate factors affecting delays in seeking treatment of malaria patients. A cross-sectional analytic study was conducted in 456 malaria patients along the Thailand-Myanmar border. Patients were selected by stratified sampling from 11 malaria clinics and five public hospitals in Tak Province, Thailand. Data were collected by the use of a structured interview questionnaire and from patient's medical records. The majority of patients were categorized with an ethnicity of 'hill tribe' (65.8%), followed by Thai (34.2%). Seventy-nine per cent of patients delayed seeking treatment. A simple logistic regression identified significant factors affecting delays in seeking treatment: people of "hill tribe" ethnicity; plasmodium species; self-treatment; visiting sub-district health promotion hospital/malaria post before visiting a malaria clinic or public hospital; and low to medium social support. After being subjected to multivariate analysis, factors significantly associated with the delay were "hill tribe" ethnicity (ORadj = 2.32, 95% CI: 1.34-4.04); infection with P.vivax (ORadj=2.02, 95% CI: 1.19-3.41; self-treatment (ORadj = 1.73, 95% CI: 1.04-2.85); and receiving a low degree of social support (ORadj = 2.58, 95% CI: 1.24-5.35). Emphasis should be placed on need for early diagnosis and treatment in malaria patients as well as on ensuring the first facility for detection and treatment of malaria is a malaria clinic or public hospital, and the promotion of social support. These are especially important issues for the health of hill tribe people.

Depression and state anxiety scores during assisted reproductive treatment are associated with outcome: a meta-analysis.

PubMed

Purewal, Satvinder; Chapman, Sarah C E; van den Akker, Olga B A

2018-06-01

This meta-analysis investigated whether state anxiety and depression scores during assisted reproductive technology (ART) treatment and changes in state anxiety and depression scores between baseline and during ART treatment are associated with treatment outcome. PubMed, PsycInfo, Embase, ScienceDirect, Web of Science and Scopus were searched and meta-analytic data analysed using random effects models to estimate standardized mean differences. Eleven studies (2202 patients) were included. Women who achieved pregnancy had significantly lower depression scores during treatment than women who did not become pregnant (-0.302; 95% CI: -0.551 to -0.054, z = -2.387, P = 0.017; I 2 = 77.142%, P = 0.001). State anxiety scores were also lower in women who became pregnant (-0.335; 95% CI: -0.582 to -0.087, z = -2.649, P = 0.008; I 2 = 81.339%, P = 0.001). However, changes in state anxiety (d = -0.056; 95% CI: -0.195 to 0.082, z = -0.794; I 2 = 0.00%) and depression scores (d = -0.106; 95% CI: -0.296 to 0.085, z = -1.088; I 2 = 0.00%) from baseline to treatment were not associated with ART outcome. Clinics should aim to promote better psychosocial care to help patients manage the psychological and physical demands of ART treatment, giving realistic expectations. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Student- and faculty-reported importance of science prerequisites for osteopathic medical school: a survey-based study.

PubMed

Binstock, Judith; Junsanto-Bahri, Tipsuda

2014-04-01

The relevance of current standard medical school science prerequisites is being reexamined. (1) To identify which science prerequisites are perceived to best prepare osteopathic medical students for their basic science and osteopathic manipulative medicine (OMM) coursework and (2) to determine whether science prerequisites for osteopathic medical school should be modified. Preclinical osteopathic medical students and their basic science and OMM faculty from 3 colleges of osteopathic medicine were surveyed about the importance of specific science concepts, laboratories, and research techniques to medical school coursework. Participants chose responses on a 5-point scale, with 1 indicating "strongly disagree" or "not important" and 5 indicating "strongly agree" or "extremely important." Participants were also surveryed on possible prerequisite modifications. Student responses (N=264) to the general statement regarding prerequisites were "neutral" for basic science coursework and "disagree" for OMM coursework, with mean (standard deviation [SD]) scores of 3.37 (1.1) and 2.68 (1.2), respectively. Faculty responses (N=49) were similar, with mean (SD) scores of 3.18 (1.1) for basic science coursework and 2.67 (1.2) for OMM coursework. Student mean (SD) scores were highest for general biology for basic science coursework (3.93 [1.1]) and physics for OMM coursework (2.5 [1.1]). Student mean (SD) scores were lowest for physics for basic science coursework (1.79 [1.2]) and organic chemistry for OMM coursework (1.2 [0.7]). Both basic science and OMM faculty rated general biology highest in importance (mean [SD] scores, 3.73 [0.9] and 4.22 [1.0], respectively). Students and faculty rated biochemistry high in importance for basic science coursework (mean [SD] scores of 3.66 [1.2] and 3.32 [1.2], respectively). For basic science coursework, students and faculty rated most laboratories as "important," with the highest mean (SD) ratings for general anatomy (students, 3.66 [1

Automated Essay Scoring versus Human Scoring: A Comparative Study

ERIC Educational Resources Information Center

Wang, Jinhao; Brown, Michelle Stallone

2007-01-01

The current research was conducted to investigate the validity of automated essay scoring (AES) by comparing group mean scores assigned by an AES tool, IntelliMetric [TM] and human raters. Data collection included administering the Texas version of the WriterPlacer "Plus" test and obtaining scores assigned by IntelliMetric [TM] and by…

Study Indicates Some Improvement in U.S. Science Education.

ERIC Educational Resources Information Center

Krieger, James H.

1984-01-01

Preliminary analysis of the Second International Science Study shows, counter to trends in recent studies, improved overall science scores among fifth and ninth graders compared to the 1970s. In particular, fifth graders know more about biology and physical sciences and less about space travel compared to the 1970s. (JN)

Protective effects of a squalene synthase inhibitor, lapaquistat acetate (TAK-475), on statin-induced myotoxicity in guinea pigs

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

Nishimoto, Tomoyuki; Ishikawa, Eiichiro; Anayama, Hisashi

2007-08-15

High-dose statin treatment has been recommended as a primary strategy for aggressive reduction of LDL cholesterol levels and protection against coronary artery disease. The effectiveness of high-dose statins may be limited by their potential for myotoxic side effects. There is currently little known about the molecular mechanisms of statin-induced myotoxicity. Previously we showed that T-91485, an active metabolite of the squalene synthase inhibitor lapaquistat acetate (lapaquistat: a previous name is TAK-475), attenuated statin-induced cytotoxicity in human skeletal muscle cells [Nishimoto, T., Tozawa, R., Amano, Y., Wada, T., Imura, Y., Sugiyama, Y., 2003a. Comparing myotoxic effects of squalene synthase inhibitor, T-91485,more » and 3-hydroxy-3-methylglutaryl coenzyme A. Biochem. Pharmacol. 66, 2133-2139]. In the current study, we investigated the effects of lapaquistat administration on statin-induced myotoxicity in vivo. Guinea pigs were treated with either high-dose cerivastatin (1 mg/kg) or cerivastatin together with lapaquistat (30 mg/kg) for 14 days. Treatment with cerivastatin alone decreased plasma cholesterol levels by 45% and increased creatine kinase (CK) levels by more than 10-fold (a marker of myotoxicity). The plasma CK levels positively correlated with the severity of skeletal muscle lesions as assessed by histopathology. Co-administration of lapaquistat almost completely prevented the cerivastatin-induced myotoxicity. Administration of mevalonolactone (100 mg/kg b.i.d.) prevented the cerivastatin-induced myotoxicity, confirming that this effect is directly related to HMG-CoA reductase inhibition. These results strongly suggest that cerivastatin-induced myotoxicity is due to depletion of mevalonate derived isoprenoids. In addition, squalene synthase inhibition could potentially be used clinically to prevent statin-induced myopathy.« less

Protective effects of a squalene synthase inhibitor, lapaquistat acetate (TAK-475), on statin-induced myotoxicity in guinea pigs.

PubMed

Nishimoto, Tomoyuki; Ishikawa, Eiichiro; Anayama, Hisashi; Hamajyo, Hitomi; Nagai, Hirofumi; Hirakata, Masao; Tozawa, Ryuichi

2007-08-15

High-dose statin treatment has been recommended as a primary strategy for aggressive reduction of LDL cholesterol levels and protection against coronary artery disease. The effectiveness of high-dose statins may be limited by their potential for myotoxic side effects. There is currently little known about the molecular mechanisms of statin-induced myotoxicity. Previously we showed that T-91485, an active metabolite of the squalene synthase inhibitor lapaquistat acetate (lapaquistat: a previous name is TAK-475), attenuated statin-induced cytotoxicity in human skeletal muscle cells [Nishimoto, T., Tozawa, R., Amano, Y., Wada, T., Imura, Y., Sugiyama, Y., 2003a. Comparing myotoxic effects of squalene synthase inhibitor, T-91485, and 3-hydroxy-3-methylglutaryl coenzyme A. Biochem. Pharmacol. 66, 2133-2139]. In the current study, we investigated the effects of lapaquistat administration on statin-induced myotoxicity in vivo. Guinea pigs were treated with either high-dose cerivastatin (1 mg/kg) or cerivastatin together with lapaquistat (30 mg/kg) for 14 days. Treatment with cerivastatin alone decreased plasma cholesterol levels by 45% and increased creatine kinase (CK) levels by more than 10-fold (a marker of myotoxicity). The plasma CK levels positively correlated with the severity of skeletal muscle lesions as assessed by histopathology. Co-administration of lapaquistat almost completely prevented the cerivastatin-induced myotoxicity. Administration of mevalonolactone (100 mg/kg b.i.d.) prevented the cerivastatin-induced myotoxicity, confirming that this effect is directly related to HMG-CoA reductase inhibition. These results strongly suggest that cerivastatin-induced myotoxicity is due to depletion of mevalonate derived isoprenoids. In addition, squalene synthase inhibition could potentially be used clinically to prevent statin-induced myopathy.

Countries’ Biomedical Publications and Attraction Scores. A PubMed-based assessment

PubMed Central

Xu, Qinyi; Boggio, Andrea; Ballabeni, Andrea

2015-01-01

Studying publication volumes at the country level is key to understanding and improving a country’s research system. PubMed is a public search engine of publications in all life sciences areas. Here, we show how this search engine can be used to assess the outputs of life science-related research by country. We have measured the numbers of publications during different time periods based on the country of affiliation of the first authors. Moreover, we have designed scores, which we have named Attraction Scores, to appraise the relative focus either toward particular types of studies, such as clinical trials or reviews, or toward specific research areas, such as public health and pharmacogenomics, or toward specific topics, for instance embryonic stem cells; we have also investigated a possible use of these Attraction Scores in connection with regulatory policies. We have weighed the statistics against general indicators such as country populations and gross domestic products (GDP). During the 5-year period 2008-2012, the United States was the country with the highest number of publications and Denmark the one with the highest number of publications per capita. Among the 40 countries with the highest GDPs, Israel had the highest publications-to-GDP ratio. Among the 20 countries with the most publications, Japan had the highest Attraction Score for induced pluripotent stem (iPS) cells and Italy the highest proportion of review publications. More than 50% of publications in English were from countries in which English is not the primary language. We show an assorted and extensive collection of rankings and charts that will inform scholars and policymakers in studying and improving the research systems both at the national and international level. PMID:26401263

Male Saudi Arabian freshman science majors at Jazan University: Their perceptions of parental educational practices on their science achievements

NASA Astrophysics Data System (ADS)

Alrehaly, Essa D.

Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings. The purpose of the study is to understand and evaluate parental influence on male children's science education achievements in Saudi Arabia. Parental level of education and participant's choice of science major were used to identify groups for the purpose of data analysis. Data were gathered using five independent variables concerning parental educational practices (attitude, involvement, autonomy support, structure and control) and the dependent variable of science scores in high school. The sample consisted of 338 participants and was arbitrarily drawn from the science-based colleges (medical, engineering, and natural science) at Jazan University in Saudi Arabia. The data were tested using Pearson's analysis, backward multiple regression, one way ANOVA and independent t-test. The findings of the study reveal significant correlations for all five of the variables. Multiple regressions revealed that all five of the parents' educational practices indicators combined together could explain 19% of the variance in science scores and parental attitude toward science and educational involvement combined accounted for more than 18% of the variance. Analysis indicates that no significant difference is attributable to parental involvement and educational level. This finding is important because it indicates that, in Saudi Arabia, results are not consistent with research in Western or other Asian contexts.

Parents' Attitudes Towards Science and their Children's Science Achievement

NASA Astrophysics Data System (ADS)

Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

The Analysis of the Impact of Individual Weighting Factor on Individual Scores

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2006-01-01

In this study, category-based self and peer assessment were applied twice in a semester in an Elementary Science Teaching Methods course in order to assess individual contributions of group members to group projects as well as to analyze the impact of Individual Weighting Factors (IWF) on individual scores and individual grades. IWF were…

Exploring a Source of Uneven Score Equity across the Test Score Range

ERIC Educational Resources Information Center

Huggins-Manley, Anne Corinne; Qiu, Yuxi; Penfield, Randall D.

2018-01-01

Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have…

Student’s profile about science literacy in Surakarta

NASA Astrophysics Data System (ADS)

Nur’aini, D.; Rahardjo, S. B.; Elfi Susanti, V. H.

2018-05-01

This research was conducted to find out student’s initial profile of science literacy. The method used was descriptive with 46 students as subjects. The instrument used is science literacy question referring to PISA 2015. Data processing technique used are scoring on each question, changing the score values, grouping the level subjects obtain based on the value and conclusion. Competencies measure in this test are explaining scientific phenomena, interpretation of data and evidence scientifically, and evaluate and design scientific inquiry. The results of the three competencies are 30,87%, 40,20% and 24,90%. Achievement level of science literacy achieved by students in level 1 47,82%, level 2 33,82%, level 3 42,93%, level 4 26,50%, level 5 21,73%. Based on the result of research, it can be concluded that the ability of science literacy students in Surakarta relatively low.

TGF-β–Activated Kinase 1 Is Crucial in Podocyte Differentiation and Glomerular Capillary Formation

PubMed Central

Lee, So-Young; Wang, Zhibo; Ding, Yan; Haque, Nadeem; Zhang, Jiwang; Zhou, Jing

2014-01-01

TGF-β–activated kinase 1 (TAK1) is a key intermediate in signal transduction induced by TGF-β or inflammatory cytokines, such as TNF-α and IL-1, which are potent inducers of podocyte injury responses that lead to proteinuria and glomerulosclerosis. Nevertheless, little is known about the physiologic and pathologic roles of TAK1 in podocytes. To examine the in vivo role of TAK1, we generated podocyte-specific Tak1 knockout mice (Nphs2-Cre+:Tak1fx/fx; Tak1∆/∆). Targeted deletion of Tak1 in podocytes resulted in perinatal lethality, with approximately 50% of animals dying soon after birth and 90% of animals dying within 1 week of birth. Tak1∆/∆ mice developed proteinuria from P1 and exhibited delayed glomerulogenesis and reduced expression of Wilms’ tumor suppressor 1 and nephrin in podocytes. Compared with Tak1fx/fx mice, Tak1∆/∆ mice exhibited impaired formation of podocyte foot processes that caused disruption of the podocyte architecture with prominent foot process effacement. Intriguingly, Tak1∆/∆ mice displayed increased expression of vascular endothelial growth factor within the glomerulus and abnormally enlarged glomerular capillaries. Furthermore, 4- and 7-week-old Tak1∆/∆ mice with proteinuria had increased collagen deposition in the mesangium and the adjacent tubulointerstitial area. Thus, loss of Tak1 in podocytes is associated with the development of proteinuria and glomerulosclerosis. Taken together, our data show that TAK1 regulates the expression of Wilms’ tumor suppressor 1, nephrin, and vascular endothelial growth factor and that TAK1 signaling has a crucial role in podocyte differentiation and attainment of normal glomerular microvasculature during kidney development and glomerular filtration barrier homeostasis. PMID:24652804

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

Effects of Classroom Ventilation Rate and Temperature on Students' Test Scores.

PubMed

Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J

2015-01-01

Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students' mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9-7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12-13 points per each 1°C decrease in temperature within the observed range of 20-25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.

Approximating frustration scores in complex networks via perturbed Laplacian spectra

NASA Astrophysics Data System (ADS)

Savol, Andrej J.; Chennubhotla, Chakra S.

2015-12-01

Systems of many interacting components, as found in physics, biology, infrastructure, and the social sciences, are often modeled by simple networks of nodes and edges. The real-world systems frequently confront outside intervention or internal damage whose impact must be predicted or minimized, and such perturbations are then mimicked in the models by altering nodes or edges. This leads to the broad issue of how to best quantify changes in a model network after some type of perturbation. In the case of node removal there are many centrality metrics which associate a scalar quantity with the removed node, but it can be difficult to associate the quantities with some intuitive aspect of physical behavior in the network. This presents a serious hurdle to the application of network theory: real-world utility networks are rarely altered according to theoretic principles unless the kinetic impact on the network's users are fully appreciated beforehand. In pursuit of a kinetically interpretable centrality score, we discuss the f-score, or frustration score. Each f-score quantifies whether a selected node accelerates or inhibits global mean first passage times to a second, independently selected target node. We show that this is a natural way of revealing the dynamical importance of a node in some networks. After discussing merits of the f-score metric, we combine spectral and Laplacian matrix theory in order to quickly approximate the exact f-score values, which can otherwise be expensive to compute. Following tests on both synthetic and real medium-sized networks, we report f-score runtime improvements over exact brute force approaches in the range of 0 to 400 % with low error (<3 % ).

Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.

PubMed

Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

2001-01-01

Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms.

Knowing the Score

ERIC Educational Resources Information Center

Strouse, Lewis H.

2009-01-01

Before rehearsals begin, conductors need to thoroughly study the score. What elements go into a comprehensive score preparation? To learn music scores efficiently, having a detailed and systematic study method helps. The author has developed a score preparation guide that works for directors of bands, choruses, and orchestras, even when there's…

Right brain is important for students' achievements in science.

PubMed

Dogar, Cetin; Dane, Arif; Dane, Senol; Tan, Uner

2008-08-01

Relations between the hearing durations of right and left ears and points on the introductory examination for entrance to the Science School of Ataturk University in Erzurum were investigated in 31 male and 13 female students. The hearing duration of the left ear was significantly associated with the scores of the examination for the university entrance, the hearing duration for the right ear being not significantly related to the examination scores. The results suggest that the right brain would be beneficial for the students' achievements in science.

Comparing the Pre- and Posttest Scores in Relations to the Emporium and the Hands-on Instructional Approaches of Teaching Science in Prekindergarten

NASA Astrophysics Data System (ADS)

Headen, Patricia Ann

This quantitative, quasi-experimental research investigated if two instructional approaches, the Emporium Computer-Based (Group 2) versus the hands-on approach (Group 1), resulted any difference in student achievement in science for four-year-old prekindergarten students at a private childcare facility in North Carolina. Three research questions hypothesized these relationships: (a) Group 2 versus Group 1 assessed student achievement as theoretically based on Piaget and Vygotsky's perspectives of child development, (b) the instructional approaches related to gender, and (c) the instructional approaches interrelated to ethnicity. Using a two-factor ANOVA and ANCOVA techniques, involved a convenience sample of 126 four-year-old prekindergarten students of which a convenience sample of 126 participated. The Assessment of Measurements for Pre-K (AMP-K), pretest and posttest scores of each group of 63 students measured student achievement. The t tests determined if a significant difference in student achievement existed (dependent variable) with the Emporium Computer-Based versus hands-on instructional approaches (independent variables). The posttest scores of Group 2 (p = 0.00), indicated a significant difference in student achievement. However, gender and ethnicity variables had no effect on student achievement, male (M = 36.14, SD = 19.61) and female (M = 42.91, SD = 18.99) with (p = 0.49), and ethnicity resulted, F (1,125) = 1.65, (p = 0.20). These results suggested that further research on the Emporium Computer-Based instructional approach could improve students' intellectual abilities through more innovative practices.

PISA and TIMSS Science Score, Which Clock Is More Accurate to Indicate National Science and Technology Competitiveness?

ERIC Educational Resources Information Center

Shi, Wei-Zhao; He, Xiqin; Wang, Yan; Fan, Zeng-Guang; Guo, Liangdong

2016-01-01

In 2015, PISA and TIMSS are coming up to us together. In this study, the data from PISA and TIMSS are used to investigate that which one is a better indicator of national science and technology (S&T) competitiveness? Number of S & T journal articles (per million people) is used as a measure to represent the national S&T…

Validity issues in the evaluation of a measure of science and mathematics teacher knowledge

NASA Astrophysics Data System (ADS)

Talbot, Robert M., III

2011-12-01

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice

Opportunity to learn: Investigating possible predictors for pre-course Test Of Astronomy STandards TOAST scores

NASA Astrophysics Data System (ADS)

Berryhill, Katie J.

As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students' needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.

Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities

ERIC Educational Resources Information Center

Starling, A. Leyf Peirce; Lo, Ya-Yu; Rivera, Christopher J.

2015-01-01

This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD)…

The impact of selected educational factors on the academic achievement of secondary students

NASA Astrophysics Data System (ADS)

Epps, Bernethia Mechelle

The purpose of this study was to examine the impact of related educational factors on the mathematics and science achievement of secondary students. The researcher compared the variables of instructional design, economic status and retention against the exit level scores on the mathematics and science Texas Assessment of Knowledge and Skills (TAKS) test of 11th grade students. The technique used for this investigation was a Three-Way Analysis of Variance (ANOVA). Three hundred thirty five students from an urban school district in a metropolitan area in southeast Texas participated in this study. Ex-post facto data obtained from the district's student information system was utilized. Based on the results, the following conclusions were drawn. (1) Instructional design does impact mathematics and science achievement of students at the secondary level. (2) Retention during a student's ninth grade year does impact mathematics and science achievement. (3) The interaction of instructional design and retention does impact the mathematics and science achievement of students at the secondary level. (4) Economic status as a main effect or as an interaction effect does not impact mathematics and science achievement of students at the secondary level. For those seeking to explore this topic in greater depth, recommendations for further investigations might consider the study of teacher perceptions and attitudes toward students who attend school in the alternative setting. Additionally, future investigations might look into the level of experience and the reasons teachers choose to teach in the alternative setting.

Using rock art as an alternative science pedagogy

NASA Astrophysics Data System (ADS)

Allen, Casey D.

College-level and seventh-grade science students were studied to understand the power of a field index, the Rock Art Stability Index (RASI), for student learning about complex biophysical environmental processes. In order to determine if the studied population was representative, 584 college and seventh-grade students undertook a concept mapping exercise after they had learned basic weathering science via in-class lecture. Of this large group, a subset of 322 college students and 13 seventh-grade students also learned RASI through a field experience involving the analysis of rock weathering associated with petroglyphs. After learning weathering through RASI, students completed another concept map. This was a college population where roughly 46% had never taken a "lab science" course and nearly 22% were from minority (non-white) populations. Analysis of student learning through the lens of actor-network theory revealed that when landscape is viewed as process (i.e. many practices), science education embodies both an alternative science philosophy and an alternative materialistic worldview. When RASI components were analyzed after only lecture, student understanding of weathering displayed little connection between weathering form and weathering process. After using RASI in the field however, nearly all students made illustrative concept maps rich in connections between weathering form and weathering process for all subcomponents of RASI. When taken as an aggregate, and measured by an average concept map score, learning increased by almost 14%, Among college minority students, the average score increase approached 23%. Among female students, the average score increase was 16%. For seventh-grade students, scores increased by nearly 36%. After testing for normalcy with Kolmogorov-Smirnov, t-tests reveal that all of these increases were highly statistically significant at p<0.001. The growth in learning weathering science by minority students, as compared to non

Academic Accountability in Texas Public Schools: 2003-2007

ERIC Educational Resources Information Center

Jaska, Patrick; Hogan, Patrick; Wen, Zhezhu

2009-01-01

This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001. The schools were chosen based upon similar tax rates and district sizes. The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003…

Learning to teach science in a professional development school program

NASA Astrophysics Data System (ADS)

Hildreth, David P.

1997-09-01

The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS

Revisited HLA and non-HLA genetics of Takayasu arteritis--where are we?

PubMed

Terao, Chikashi

2016-01-01

Takayasu arteritis (TAK) is an immune-mediated vasculitis affecting large arteries first reported in 1908 from Japan. Case reports of familial onset of TAK from Japan and other countries indicated genetic contribution to TAK onset beyond ethnicity. Genetic studies of TAK have been performed mainly addressing the human leukocyte antigen (HLA) locus. HLA genetic studies of TAK that have previously been reported are reviewed in this manuscript. HLA-B*52:01 is associated with TAK beyond population. Many of the associations other than HLA-B*52:01 can be explained by a haplotype with HLA-B*52:01. HLA-B*67:01 is a novel susceptibility HLA-B allele to TAK confirmed in the Japanese population. Further independent associations are suggested in the HLA locus. Involvement of the 171st and 67th amino acid residues with TAK onset has been indicated. The 67th amino acid may explain the difference in susceptibility effects to TAK and Behçet's disease between HLA-B*52:01 and *51:01. HLA-B*52:01 is associated not only with TAK susceptibility but also with clinical phenotypes. Recent genome-wide association studies of TAK revealed multiple non-HLA susceptibility genes. In particular, the IL12B region seems to have a central role in TAK onset and its progression. Whether TAK and giant cell arteritis (GCA), the other vasculitis affecting large arteries, are the same disease is an interesting question to address in spite of different clinical manifestations between the two diseases. GCA is associated with HLA-DR4, which is not associated with TAK. GCA is not associated with HLA-Bw52. These two diseases seem not to share non-HLA susceptibility loci based on the recent genetic studies.

Original science-based music and student learning

NASA Astrophysics Data System (ADS)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Identification of TGF-β-activated kinase 1 as a possible novel target for renal cell carcinoma intervention

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

Meng, Fandong; Li, Yan; Tian, Xin

Highlights: • Inhibition of TAK1 kinase activity suppresses NF-κB activation and RCC cell survival. • TAK1 inhibitors induces apoptotic cytotoxicity against RCC cells. • RCC cells with TAK1 depletion show reduced cell viability and increased apoptosis. • TAK1 and p-NF-κB are both over-expressed in human RCC tissues. • Inhibition or depletion of TAK1 enhances the activity of vinblastine sulfate. - Abstract: Renal cell carcinoma (RCC) is common renal malignancy within poor prognosis. TGF-β-activated kinase 1 (TAK1) plays vital roles in cell survival, apoptosis-resistance and carcinogenesis through regulating nuclear factor-κB (NF-κB) and other cancer-related pathways. Here we found that TAK1 inhibitorsmore » (LYTAK1, 5Z-7-oxozeanol (5Z) and NG-25) suppressed NF-κB activation and RCC cell (786-O and A489 lines) survival. TAK1 inhibitors induced apoptotic cytotoxicity against RCC cells, which was largely inhibited by the broad or specific caspase inhibitors. Further, shRNA-mediated partial depletion of TAK1 reduced 786-O cell viability whiling activating apoptosis. Significantly, TAK1 was over-expressed in human RCC tissues, and its level was correlated with phosphorylated NF-κB. Finally, kinase inhibition or genetic depletion of TAK1 enhanced the activity of vinblastine sulfate (VLB) in RCC cells. Together, these results suggest that TAK1 may be an important oncogene or an effective target for RCC intervention.« less

An Ongoing Investigation of Science Literacy: Results of a 22-Year Study Probing Students' Knowledge and Attitude Towards Science

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.; Antonellis, J.; CATS

2013-04-01

This talk presents findings related to our ongoing work investigating students' knowledge and attitudes towards science and technology. We present an overview of research studies and findings including a comparison of the science literacy measures of University of Arizona students compared to national studies, conceptions related to astrology, views of radiation, and students' pseudoscience and religious beliefs. We discuss implications for instructors and researchers interested in improving students' science literacy scores and diagnosing alternative beliefs.

Student-Centered Reliability, Concurrent Validity and Instructional Sensitivity in Scoring of Students' Concept Maps in a University Science Laboratory

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Kilic, Ziya

2004-01-01

Student-centered approach of scoring the concept maps consisted of three elements namely symbol system, individual portfolio and scoring scheme. We scored student-constructed concept maps based on 5 concept map criteria: validity of concepts, adequacy of propositions, significance of cross-links, relevancy of examples, and interconnectedness. With…

Individual Difference Predictors of Creativity in Art and Science Students

ERIC Educational Resources Information Center

Furnham, Adrian; Batey, Mark; Booth, Tom W.; Patel, Vikita; Lozinskaya, Dariya

2011-01-01

Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on…

Evaluating Fifth- and Sixth-Grade Students' Expository Writing: Task Development, Scoring, and Psychometric Issues

ERIC Educational Resources Information Center

Kulikowich, Jonna M.; Mason, Linda H.; Brown, Scott W.

2008-01-01

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and…

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Are the Best Scores the Best Scores for Predicting College Success?

ERIC Educational Resources Information Center

Patterson, Brian F.; Mattern, Krista D.; Swerdzewski, Peter

2012-01-01

The College Board's SAT[R] Score Choice[TM] policy allows students to choose which set(s) of scores to send to colleges and universities to which they plan to apply. Based on data gathered before the implementation of that policy, the following study evaluated the predictive validity of the various sets of SAT scores. The value of five score sets…

Robotics and Children: Science Achievement and Problem Solving.

ERIC Educational Resources Information Center

Wagner, Susan Preston

1999-01-01

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Pavement scores synthesis.

DOT National Transportation Integrated Search

2009-02-01

The purpose of this synthesis was to summarize the use of pavement scores by the states, including the : rating methods used, the score scales, and descriptions; if the scores are used for recommending pavement : maintenance and rehabilitation action...

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores

PubMed Central

2015-01-01

Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. PMID:26317643

Relationship between lower urinary tract symptoms and cardiovascular risk scores including Framingham risk score and ACC/AHA risk score.

PubMed

Lee, Bora; Lee, Sang Wook; Kang, Hye Rim; Kim, Dae In; Sun, Hwa Yeon; Kim, Jae Heon

2018-01-01

This study attempted to investigate the association between lower urinary tract symptoms (LUTS) and cardiovascular disease (CVD) risk using International Prostate Symptom Score (IPSS) and CVD risk scores and to overcome the limitations of previous relevant studies. A total of 2994 ostensibly healthy males, who participated in a voluntary health check in a health promotion center from January 2010 to December 2014, were reviewed. CVD risk scores were calculated using Framingham risk score and American College of Cardiology (ACC)/American Heart Association (AHA) score. Correlation and multivariate logistic regression analysis to predict the CVD risk severity were performed. Correlation between total IPSS with CVD risk scores demonstrated significant positive associations, which showed higher correlation with ACC/AHA score than the Framingham score (r = 0.18 vs 0.09, respectively). For ACC/AHA score, the partial correlation after adjustment of body mass index (BMI) showed significant positive correlations between all LUTS parameters and PSA. For the Framingham score, all variables, except IPSS Q2 and IPSS Q6, showed significant positive correlations. After adjustment of BMI, prostate volume and PSA, only the severe LUTS group showed significant relationship with intermediate-high CVD risk severity, as compared with normal LUTS group (OR = 2.97, 95%CI (1.35-6.99)). Using two validated CVD risk calculators, we observed that LUTS is closely associated with future CVD risk. To predict the intermediate-high CVD risk severity, severe LUTS was a sentinel sign, the presence of which warrants the importance of an earlier screening for CVD. © 2017 Wiley Periodicals, Inc.

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Do Examinees Understand Score Reports for Alternate Methods of Scoring Computer Based Tests?

ERIC Educational Resources Information Center

Whittaker, Tiffany A.; Williams, Natasha J.; Dodd, Barbara G.

2011-01-01

This study assessed the interpretability of scaled scores based on either number correct (NC) scoring for a paper-and-pencil test or one of two methods of scoring computer-based tests: an item pattern (IP) scoring method and a method based on equated NC scoring. The equated NC scoring method for computer-based tests was proposed as an alternative…

Impacts of Playing after School on Academic Performance: A Propensity Score Matching Approach

ERIC Educational Resources Information Center

Li, Yajuan; Palma, Marco A.; Xu, Zhicheng Phil

2017-01-01

We present a plausible causal analysis of the impact of playing after school on academic performance and investigate parental support as a potential channel. We exploit the data from the 2011 Trends in International Mathematics and Science Survey to evaluate the effects by using a propensity score matching approach. The results show that playing…

Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

ERIC Educational Resources Information Center

Parrott, Marietta

A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

Undergraduate GPAs, MCAT scores, and academic performance the first 2 years in podiatric medical school at Des Moines University.

PubMed

Yoho, Robert M; Antonopoulos, Kosta; Vardaxis, Vassilios

2012-01-01

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Apgar score

MedlinePlus

... infant cries well, the respiratory score is 2. Heart rate is evaluated by stethoscope. This is the most important assessment: If there is no heartbeat, the infant scores 0 for heart rate. If heart rate is less than 100 ...

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

NASA Astrophysics Data System (ADS)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

Transforming growth factor β-activated kinase 1 transcriptionally suppresses hepatitis B virus replication.

PubMed

Pang, Jinke; Zhang, Geng; Lin, Yong; Xie, Zhanglian; Liu, Hongyan; Tang, Libo; Lu, Mengji; Yan, Ran; Guo, Haitao; Sun, Jian; Hou, Jinlin; Zhang, Xiaoyong

2017-01-03

Hepatitis B Virus (HBV) replication in hepatocytes is restricted by the host innate immune system and related intracellular signaling pathways. Transforming growth factor β-activated kinase 1 (TAK1) is a key mediator of toll-like receptors and pro-inflammatory cytokine signaling pathways. Here, we report that silencing or inhibition of endogenous TAK1 in hepatoma cell lines leads to an upregulation of HBV replication, transcription, and antigen expression. In contrast, overexpression of TAK1 significantly suppresses HBV replication, while an enzymatically inactive form of TAK1 exerts no effect. By screening TAK1-associated signaling pathways with inhibitors and siRNAs, we found that the MAPK-JNK pathway was involved in TAK1-mediated HBV suppression. Moreover, TAK1 knockdown or JNK pathway inhibition induced the expression of farnesoid X receptor α, a transcription factor that upregulates HBV transcription. Finally, ectopic expression of TAK1 in a HBV hydrodynamic injection mouse model resulted in lower levels of HBV DNA and antigens in both liver and serum. In conclusion, our data suggest that TAK1 inhibits HBV primarily at viral transcription level through activation of MAPK-JNK pathway, thus TAK1 represents an intrinsic host restriction factor for HBV replication in hepatocytes.

Scoring Package

National Institute of Standards and Technology Data Gateway

NIST Scoring Package (PC database for purchase)   The NIST Scoring Package (Special Database 1) is a reference implementation of the draft Standard Method for Evaluating the Performance of Systems Intended to Recognize Hand-printed Characters from Image Data Scanned from Forms.

A Comparison of Two Scoring Methods for an Automated Speech Scoring System

ERIC Educational Resources Information Center

Xi, Xiaoming; Higgins, Derrick; Zechner, Klaus; Williamson, David

2012-01-01

This paper compares two alternative scoring methods--multiple regression and classification trees--for an automated speech scoring system used in a practice environment. The two methods were evaluated on two criteria: construct representation and empirical performance in predicting human scores. The empirical performance of the two scoring models…

Teaching research methodology in medical schools: students' attitudes towards and knowledge about science.

PubMed

Hren, Darko; Lukić, Ivan Kresimir; Marusić, Ana; Vodopivec, Ivana; Vujaklija, Ana; Hrabak, Maja; Marusić, Matko

2004-01-01

To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. Anonymous questionnaire survey developed for this purpose. Zagreb University School of Medicine, Croatia. A total of 932 students (response rate 58%) from all 6 years were invited to participate. Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. The average attitude score for all students was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 +/- 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 +/- 24) and knowledge (4.7 +/- 1.7) scores compared with other year groups (P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5-4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6-10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = - 0.6; SE = 1.7; 95% CI - 3.9-2.6; P = 0.707; and B = - 3.1; SE = 1.9; 95% CI - 6.8-5.7; P = 0.097, respectively). Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science.

Effectiveness of 1:1 technology in the science classroom

NASA Astrophysics Data System (ADS)

Weiss, Courtney Tara

The purposes of this study were: (a) to determine if using e-text technology in a middle school resource science classroom increases student academic performance, (b) to determine if using e-text technology in a middle school science resource classroom increases student engagement/on-task behavior, and (c) to evaluate student comfort and satisfaction in using an electronic textbook or print textbook in a middle school resource science classroom. Ten middle school students, four in grade 7 and six in grade 8 participated in the study using the Discovery Education Science Techbook and the AGS General Science series. A single subject design with ABABA phases was used with the printed textbook from AGS as the baseline and the e-text as the intervention. During the baseline and intervention, students completed vocabulary and guided notes on science content. Their performance was evaluated through homework completion, quiz and test scores. Their on task behaviors were observed and recorded in five-minute time intervals daily. Results showed that even though the students preferred the e-text over the printed textbook, their academic scores and engagement were lower when using the e-text.

Inter-Rater Reliability of Total Body Score-A Scale for Quantification of Corpse Decomposition.

PubMed

Nawrocka, Marta; Frątczak, Katarzyna; Matuszewski, Szymon

2016-05-01

The degree of body decomposition can be quantified using Total Body Score (TBS), a scale frequently used in taphonomic or entomological studies of decomposition. Here, the inter-rater reliability of the scale is analyzed. The study was made on 120 laymen, which were trained in the use of the scale. Participants scored decomposition of pig carcasses from photographs. It was found that the scale, when used by different people, gives homogeneous results irrespective of the user qualifications (the Krippendorff's alfa for all participants was 0.818). The study also indicated that carcasses in advanced decomposition receive significantly less accurate scores. Moreover, it was found that scores for cadavers in mosaic decomposition (i.e., representing signs of at least two stages of decomposition) are less accurate. These results demonstrate that the scale may be regarded as inter-rater reliable. Some propositions for refinement of the scale were also discussed. © 2016 American Academy of Forensic Sciences.

Application of the Optimized Summed Scored Attributes Method to Sex Estimation in Asian Crania.

PubMed

Tallman, Sean D; Go, Matthew C

2018-05-01

The optimized summed scored attributes (OSSA) method was recently introduced and validated for nonmetric ancestry estimation between American Black and White individuals. The method proceeds by scoring, dichotomizing, and subsequently summing ordinal morphoscopic trait scores to maximize between-group differences. This study tests the applicability of the OSSA method for sex estimation using five cranial traits given the methodological similarities between classifying sex and ancestry. A large sample of documented crania from Japan and Thailand (n = 744 males, 320 females) are used to develop a heuristically selected OSSA sectioning point of ≤1 separating males and females. This sectioning point is validated using a holdout sample of Japanese, Thai, and Filipino (n = 178 males, 82 females) individuals. The results indicate a general correct classification rate of 82% using all five traits, and 81% when excluding the mental eminence. Designating an OSSA score of 2 as indeterminate is recommended. © 2017 American Academy of Forensic Sciences.

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

NASA Astrophysics Data System (ADS)

Hill, Mary Denise

The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the

Takayasu arteritis and ulcerative colitis: high rate of co-occurrence and genetic overlap.

PubMed

Terao, Chikashi; Matsumura, Takayoshi; Yoshifuji, Hajime; Kirino, Yohei; Maejima, Yasuhiro; Nakaoka, Yoshikazu; Takahashi, Meiko; Amiya, Eisuke; Tamura, Natsuko; Nakajima, Toshiki; Origuchi, Tomoki; Horita, Tetsuya; Matsukura, Mitsuru; Kochi, Yuta; Ogimoto, Akiyoshi; Yamamoto, Motohisa; Takahashi, Hiroki; Nakayamada, Shingo; Saito, Kazuyoshi; Wada, Yoko; Narita, Ichiei; Kawaguchi, Yasushi; Yamanaka, Hisashi; Ohmura, Koichiro; Atsumi, Tatsuya; Tanemoto, Kazuo; Miyata, Tetsuro; Kuwana, Masataka; Komuro, Issei; Tabara, Yasuharu; Ueda, Atsuhisa; Isobe, Mitsuaki; Mimori, Tsuneyo; Matsuda, Fumihiko

2015-05-01

Takayasu arteritis (TAK) is a systemic vasculitis affecting large arteries and large branches of the aorta. Ulcerative colitis (UC) is a prevalent autoimmune colitis. Since TAK and UC share HLA-B*52:01 and IL12B as genetic determinants, and since there are case reports of the co-occurrence of these diseases, we hypothesized that UC is a common complication of TAK. We undertook this study to perform a large-scale analysis of TAK, both to evaluate the prevalence of concurrent cases of TAK and UC and to identify and estimate susceptibility genes shared between the 2 diseases. We analyzed a total of 470 consecutive patients with TAK from 14 institutions. We characterized patients with TAK and UC by analyzing clinical manifestations and genetic components. Genetic overlapping of TAK and UC was evaluated with the use of UC susceptibility single-nucleotide polymorphisms by comparing risk directions and effect sizes between susceptibility to the 2 diseases. Thirty of 470 patients with TAK had UC (6.4% [95% confidence interval 4.3-9.0]). This percentage was strikingly higher than that expected from the prevalence of UC in Japan. Patients with TAK complicated with UC developed TAK at an earlier stage of life (P = 0.0070) and showed significant enrichment of HLA-B*52:01 compared to TAK patients without UC (P = 1.0 × 10(-5) ) (odds ratio 12.14 [95% confidence interval 2.96-107.23]). The 110 non-HLA markers of susceptibility to UC significantly displayed common risk directions with susceptibility to TAK (P = 0.0054) and showed significant departure of permutation P values from expected P values (P < 1.0 × 10(-10) ). UC is a major complication of TAK. These 2 diseases share a significant proportion of their genetic background, and HLA-B*52:01 may play a central role in their co-occurrence. © 2015, American College of Rheumatology.

Are Scores From NBME Subject Examinations Valid Measures of Knowledge Acquired During Clinical Clerkships?

PubMed

Ryan, Michael S; Bishop, Steven; Browning, Joel; Anand, Rahul J; Waterhouse, Elizabeth; Rigby, Fidelma; Al-Mateen, Cheryl S; Lee, Clifton; Bradner, Melissa; Colbert-Getz, Jorie M

2017-06-01

The National Board of Medical Examiners' Clinical Science Subject Examinations are a component used by most U.S. medical schools to determine clerkship grades. The purpose of this study was to examine the validity of this practice. This was a retrospective cohort study of medical students at the Virginia Commonwealth University School of Medicine who completed clerkships in 2012 through 2014. Linear regression was used to determine how well United States Medical Licensing Examination Step 1 scores predicted Subject Examination scores in seven clerkships. The authors then substituted each student's Subject Examination standard scores with his or her Step 1 standard score. Clerkship grades based on the Step 1 substitution were compared with actual grades with the Wilcoxon rank test. A total of 2,777 Subject Examination scores from 432 students were included in the analysis. Step 1 scores significantly predicted between 23% and 44% of the variance in Subject Examination scores, P < .001 for all clerkship regression equations. Mean differences between expected and actual Subject Examination scores were small (≤ 0.2 points). There was a match between 73% of Step 1 substituted final clerkship grades and actual final clerkship grades. The results of this study suggest that performance on Step 1 can be used to identify and counsel students at risk for poor performance on the Subject Examinations. In addition, these findings call into the question the validity of using scores from Subject Examinations as a high-stakes assessment of learning in individual clerkships.

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

NASA Astrophysics Data System (ADS)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

Measuring adolescent science motivation

NASA Astrophysics Data System (ADS)

Schumm, Maximiliane F.; Bogner, Franz X.

2016-02-01

To monitor science motivation, 232 tenth graders of the college preparatory level ('Gymnasium') completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.

Heritability analyses of IQ scores: science or numerology?

PubMed

Layzer, D

1974-03-29

Estimates of IQ heritability are subject to a variety of systematic errors. The IQ scores themselves contain uncontrollable, systematic errors of unknown magnitude. These arise because IQ scores, unlike conventional physical and biological measurements, have a purely instrumental definition. The effects of these errors are apparent in the very large discrepancies among IQ correlations measured by different investigators. Genotype-environment correlations, whose effects can sometimes be minimized, if not wholly eliminated, in experiments with plants and animals, are nearly always important in human populations. The absence of significant effects arising from genotype-environment correlations is a necessary condition for the applicability of conventional heritability analysis to phenotypically plastic traits. When this condition fails, no quantitative inferences about heritability can be drawn from measured phenotypic variances and covariances, except under special conditions that are unlikely to be satisfied by phenotypically plastic traits in human populations. Inadequate understanding of the precise environmental factors relevant to the development of specific behavioral traits is an important source of systematic errors, as is the inability to allow adequately for the effects of assortative mating and gene-gene interaction. Systematic cultural differences and differences in psychological environment among races and among sociocco-nomic groups vitiate any attempt to draw from IQ data meaningful inferences about genetic differences. Estimates based on phenotypic correlations between separated monozygotic twins-usually considered to be the most reliable kind of estimates-are vitiated by systematic errors inherent in IQ tests, by the presence of genotype-environment correlation, and by the lack of detailed understanding of environmental factors relevant to the development of behavioral traits. Other kinds of estimates are beset, in addition, by systematic errors

Propensity score estimation: machine learning and classification methods as alternatives to logistic regression

PubMed Central

Westreich, Daniel; Lessler, Justin; Funk, Michele Jonsson

2010-01-01

Summary Objective Propensity scores for the analysis of observational data are typically estimated using logistic regression. Our objective in this Review was to assess machine learning alternatives to logistic regression which may accomplish the same goals but with fewer assumptions or greater accuracy. Study Design and Setting We identified alternative methods for propensity score estimation and/or classification from the public health, biostatistics, discrete mathematics, and computer science literature, and evaluated these algorithms for applicability to the problem of propensity score estimation, potential advantages over logistic regression, and ease of use. Results We identified four techniques as alternatives to logistic regression: neural networks, support vector machines, decision trees (CART), and meta-classifiers (in particular, boosting). Conclusion While the assumptions of logistic regression are well understood, those assumptions are frequently ignored. All four alternatives have advantages and disadvantages compared with logistic regression. Boosting (meta-classifiers) and to a lesser extent decision trees (particularly CART) appear to be most promising for use in the context of propensity score analysis, but extensive simulation studies are needed to establish their utility in practice. PMID:20630332

Linking Science and Literacy

ERIC Educational Resources Information Center

Plummer, Donna M.; Davis, Betty Jo; Brazier, Victoria

2011-01-01

We successfully integrated science and language arts in a third-grade classroom. The students used "scientist's eyes" and "poet's eyes" to write original poetry. In addition, they created habitat posters about a swamp organism. Scoring guides for the habitat poems and posters are also included. (Contains 5 figures and 2 tables.)

Nursing activities score.

PubMed

Miranda, Dinis Reis; Nap, Raoul; de Rijk, Angelique; Schaufeli, Wilmar; Iapichino, Gaetano

2003-02-01

The instruments used for measuring nursing workload in the intensive care unit (e.g., Therapeutic Intervention Scoring System-28) are based on therapeutic interventions related to severity of illness. Many nursing activities are not necessarily related to severity of illness, and cost-effectiveness studies require the accurate evaluation of nursing activities. The aim of the study was to determine the nursing activities that best describe workload in the intensive care unit and to attribute weights to these activities so that the score describes average time consumption instead of severity of illness. To define by consensus a list of nursing activities, to determine the average time consumption of these activities by use of a 1-wk observational cross-sectional study, and to compare these results with those of the Therapeutic Intervention Scoring System-28. A total of 99 intensive care units in 15 countries. Consecutive admissions to the intensive care units. Daily recording of nursing activities at a patient level and random multimoment recording of these activities. A total of five new items and 14 subitems describing nursing activities in the intensive care unit (e.g., monitoring, care of relatives, administrative tasks) were added to the list of therapeutic interventions in Therapeutic Intervention Scoring System-28. Data from 2,041 patients (6,451 nursing days and 127,951 multimoment recordings) were analyzed. The new activities accounted for 60% of the average nursing time; the new scoring system (Nursing Activities Score) explained 81% of the nursing time (vs. 43% in Therapeutic Intervention Scoring System-28). The weights in the Therapeutic Intervention Scoring System-28 are not derived from the use of nursing time. Our study suggests that the Nursing Activities Score measures the consumption of nursing time in the intensive care unit. These results should be validated in independent databases.

Measuring Graph Comprehension, Critique, and Construction in Science

NASA Astrophysics Data System (ADS)

Lai, Kevin; Cabrera, Julio; Vitale, Jonathan M.; Madhok, Jacquie; Tinker, Robert; Linn, Marcia C.

2016-08-01

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Scored Discussions.

ERIC Educational Resources Information Center

Zola, John

1992-01-01

Suggests a classroom strategy to help students learn to analyze and discuss significant issues from history and current policy debates. Describes scored discussions in which small groups of students receive points for participation. Provides an example of a discussion on gold mining. Includes an agenda. Explores uses of scored discussions and…

Differentiating Science Instruction: Secondary science teachers' practices

NASA Astrophysics Data System (ADS)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

Transforming growth factor β-activated kinase 1 inhibitor suppresses the proliferation in triple-negative breast cancer through TGF-β/TGFR pathway.

PubMed

Zhang, Liangyu; Fu, Zelong; Li, Xia; Tang, Haitao; Luo, Jiesi; Zhang, Dehui; Zhuang, Yongzhi; Han, Zhiyang; Yin, Mingzhu

2017-09-01

Breast cancer is one of the most invasive cancer types in female population. The functional activity of Transforming growth factor β-activated kinase 1 (TAK1) in breast cancer progression increasingly attracts attention as it provides a potential target for antibreast cancer drug development. However, the fundamental role of TAK1 for triple-negative breast cancer (TNBC) progression and the effect of potential anti-TAK1 drug candidate needs to be further evaluated. Herein, we focused on the role of TAK1 in human breast cancer cells, and we hypothesized that the inhibition of TAK1 activation can repress the growth of human TNBC cells. We found that the TAK1 is robustly activated within cancer cell population of clinic-derived TNBC samples and the human breast cancer cell lines in culture. Furthermore, we determined the effect of 5Z-7-oxozeaenol (5Z-O), a TAK1-specific small molecule inhibitor, on proliferation of human TNBC cell line. 5Z-O treatment significantly suppressed the proliferation of human TNBC cells. Collectively, these demonstrate the role of TAK1 in human breast cancer and the antiproliferate effect of TAK1 inhibitor. Our study sets the stage for further research on TAK1 as a promising target for development of anti-TNBC drugs and therapeutic strategies. © 2017 John Wiley & Sons A/S.

Effects of 5,14-HEDGE, a 20-HETE mimetic, on lipopolysaccharide-induced changes in MyD88/TAK1/IKKβ/IκB-α/NF-κB pathway and circulating miR-150, miR-223, and miR-297 levels in a rat model of septic shock

PubMed Central

Sari, A. Nihal; Korkmaz, Belma; Serin, Mehmet Sami; Kacan, Meltem; Unsal, Demet; Buharalioglu, C. Kemal; Firat, Seyhan Sahan; Manhati, Vijay L.; Falck, John R.; Malik, Kafait U.; Tunctan, Bahar

2014-01-01

Objectives We have previously demonstrated that a stable synthetic analog of 20-hydroxyeicosatetraenoic acid (20-HETE), N-(20-hydroxyeicosa-5[Z],14[Z]-dienoyl)glycine (5,14-HEDGE), which mimics the effects of endogenously produced 20-HETE, prevents vascular hyporeactivity, hypotension, tachycardia, inflammation, and mortality in a rodent model of septic shock. The present study was performed to determine whether decreased renal and cardiovascular expression and activity of myeloid differentiation factor 88 (MyD88)/transforming growth factor-activated kinase 1 (TAK1)/inhibitor of κB (IκB) kinase β (IKKβ)/IκB-α/nuclear factor-κB (NF-κB) pathway and reduced circulating microRNA (miR)-150, miR-223, and miR-297 expression levels participate in the protective effect of 5,14-HEDGE against hypotension, tachycardia, and inflammation in response to systemic administration of lipopolysaccharide (LPS). Methods Conscious male Wistar rats received saline (4 ml/kg) or LPS (10 mg/kg) at time 0. Blood pressure and heart rate were measured using a tail-cuff device. Separate groups of LPS-treated rats were given 5,14-HEDGE (30 mg/kg) 1 h after injection of saline or LPS. The rats were sacrificed 4 h after LPS challenge and blood, kidney, heart, thoracic aorta, and superior mesenteric artery were collected for measurement of the protein expression. Results LPS-induced fall in blood pressure and rise in heart rate were associated with increased MyD88 expression and phosphorylation of TAK1 and IκB-α in cytosolic fractions of the tissues. LPS also caused an increase in both unphosphorylated and phosphorylated NF-κB p65 proteins in the cytosolic and nuclear fractions as well as nuclear translocation of NF-κB p65. In addition, serum miR-150, miR-223, and miR-297 expression levels were increased in LPS-treated rats. These effects of LPS were prevented by 5,14-HEDGE. Conclusions These results suggest that downregulation of MyD88/TAK1/IKKβ/IκB-α/NF-κB pathway as well as

Hands-On Science Reform, Science Achievement, and the Elusive Goal of "science for All" in a Diverse Elementary School District

NASA Astrophysics Data System (ADS)

Echevarria, Marissa

Given the emphasis on "science for all" in national reform documents, this study analyzed student science achievement scores in hands-on reform versus traditional classrooms for 3,667 students in Grades 3 to 6 by gender, ethnicity, free or reduced lunch status, parent education, and level of English proficiency to determine whether these subgroups performed better or worse in reform classrooms. Teachers in reform classrooms used exemplary hands-on science kits and attended 1-day in-service training per kit. Teachers in traditional classrooms used the regular activity-based science curriculum with textbook. Gender differences favoring boys appeared in both types of classrooms, but were larger in the reform classrooms. Boys from lower socioeconomic levels performed better in reform classrooms, but limited-English-proficient boys performed worse. Parent education was significantly related to higher achievement for boys only in reform classrooms. For girls this relation was significant only in traditional classrooms. White girls performed significantly worse in reform classroom, but there were no differences for Asian and Hispanic girls. Implications for adapting hands-on science reform to meet student needs are discussed.

Determinants of Academic Attainment in the United States: A Quantile Regression Analysis of Test Scores

ERIC Educational Resources Information Center

Haile, Getinet Astatike; Nguyen, Anh Ngoc

2008-01-01

We investigate the determinants of high school students' academic attainment in mathematics, reading and science in the United States; focusing particularly on possible differential impacts of ethnicity and family background across the distribution of test scores. Using data from the NELS2000 and employing quantile regression, we find two…

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

NASA Astrophysics Data System (ADS)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to

Progress Monitoring in Grade 5 Science for Low Achievers

ERIC Educational Resources Information Center

Vannest, Kimberly J.; Parker, Richard; Dyer, Nicole

2011-01-01

This article presents procedures and results from a 2-year project developing science key vocabulary (KV) short tests suitable for progress monitoring Grade 5 science in Texas public schools using computer-generated, -administered, and -scored assessments. KV items included KV definitions and important usages in a multiple-choice cloze format. A…

Toy-playing behavior, sex-role orientation, spatial ability, and science achievement

NASA Astrophysics Data System (ADS)

Tracy, Dyanne M.

The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.

Decision making under internal uncertainty: the case of multiple-choice tests with different scoring rules.

PubMed

Bereby-Meyer, Yoella; Meyer, Joachim; Budescu, David V

2003-02-01

This paper assesses framing effects on decision making with internal uncertainty, i.e., partial knowledge, by focusing on examinees' behavior in multiple-choice (MC) tests with different scoring rules. In two experiments participants answered a general-knowledge MC test that consisted of 34 solvable and 6 unsolvable items. Experiment 1 studied two scoring rules involving Positive (only gains) and Negative (only losses) scores. Although answering all items was the dominating strategy for both rules, the results revealed a greater tendency to answer under the Negative scoring rule. These results are in line with the predictions derived from Prospect Theory (PT) [Econometrica 47 (1979) 263]. The second experiment studied two scoring rules, which allowed respondents to exhibit partial knowledge. Under the Inclusion-scoring rule the respondents mark all answers that could be correct, and under the Exclusion-scoring rule they exclude all answers that might be incorrect. As predicted by PT, respondents took more risks under the Inclusion rule than under the Exclusion rule. The results illustrate that the basic process that underlies choice behavior under internal uncertainty and especially the effect of framing is similar to the process of choice under external uncertainty and can be described quite accurately by PT. Copyright 2002 Elsevier Science B.V.

GW501516, a PPARδ agonist, ameliorates tubulointerstitial inflammation in proteinuric kidney disease via inhibition of TAK1-NFκB pathway in mice.

PubMed

Yang, Xu; Kume, Shinji; Tanaka, Yuki; Isshiki, Keiji; Araki, Shin-ichi; Chin-Kanasaki, Masami; Sugimoto, Toshiro; Koya, Daisuke; Haneda, Masakazu; Sugaya, Takeshi; Li, Detian; Han, Ping; Nishio, Yoshihiko; Kashiwagi, Atsunori; Maegawa, Hiroshi; Uzu, Takashi

2011-01-01

Peroxisome proliferator-activated receptors (PPARs) are a nuclear receptor family of ligand-inducible transcription factors, which have three different isoforms: PPARα, δ and γ. It has been demonstrated that PPARα and γ agonists have renoprotective effects in proteinuric kidney diseases; however, the role of PPARδ agonists in kidney diseases remains unclear. Thus, we examined the renoprotective effect of GW501516, a PPARδ agonist, in a protein-overload mouse nephropathy model and identified its molecular mechanism. Mice fed with a control diet or GW501516-containing diet were intraperitoneally injected with free fatty acid (FFA)-bound albumin or PBS(-). In the control group, protein overload caused tubular damages, macrophage infiltration and increased mRNA expression of MCP-1 and TNFα. These effects were prevented by GW501516 treatment. In proteinuric kidney diseases, excess exposure of proximal tubular cells to albumin, FFA bound to albumin or cytokines such as TNFα is detrimental. In vitro studies using cultured proximal tubular cells showed that GW501516 attenuated both TNFα- and FFA (palmitate)-induced, but not albumin-induced, MCP-1 expression via direct inhibition of the TGF-β activated kinase 1 (TAK1)-NFκB pathway, a common downstream signaling pathway to TNFα receptor and toll-like receptor-4. In conclusion, we demonstrate that GW501516 has an anti-inflammatory effect in renal tubular cells and may serve as a therapeutic candidate to attenuate tubulointerstitial lesions in proteinuric kidney diseases.

GW501516, a PPARδ Agonist, Ameliorates Tubulointerstitial Inflammation in Proteinuric Kidney Disease via Inhibition of TAK1-NFκB Pathway in Mice

PubMed Central

Yang, Xu; Kume, Shinji; Tanaka, Yuki; Isshiki, Keiji; Araki, Shin-ichi; Chin-Kanasaki, Masami; Sugimoto, Toshiro; Koya, Daisuke; Haneda, Masakazu; Sugaya, Takeshi; Li, Detian; Han, Ping; Nishio, Yoshihiko; Kashiwagi, Atsunori; Maegawa, Hiroshi; Uzu, Takashi

2011-01-01

Peroxisome proliferator-activated receptors (PPARs) are a nuclear receptor family of ligand-inducible transcription factors, which have three different isoforms: PPARα, δ and γ. It has been demonstrated that PPARα and γ agonists have renoprotective effects in proteinuric kidney diseases; however, the role of PPARδ agonists in kidney diseases remains unclear. Thus, we examined the renoprotective effect of GW501516, a PPARδ agonist, in a protein-overload mouse nephropathy model and identified its molecular mechanism. Mice fed with a control diet or GW501516-containing diet were intraperitoneally injected with free fatty acid (FFA)-bound albumin or PBS(−). In the control group, protein overload caused tubular damages, macrophage infiltration and increased mRNA expression of MCP-1 and TNFα. These effects were prevented by GW501516 treatment. In proteinuric kidney diseases, excess exposure of proximal tubular cells to albumin, FFA bound to albumin or cytokines such as TNFα is detrimental. In vitro studies using cultured proximal tubular cells showed that GW501516 attenuated both TNFα- and FFA (palmitate)-induced, but not albumin-induced, MCP-1 expression via direct inhibition of the TGF-β activated kinase 1 (TAK1)-NFκB pathway, a common downstream signaling pathway to TNFα receptor and toll-like receptor-4. In conclusion, we demonstrate that GW501516 has an anti-inflammatory effect in renal tubular cells and may serve as a therapeutic candidate to attenuate tubulointerstitial lesions in proteinuric kidney diseases. PMID:21966476

Loss of Par-1a/MARK3/C-TAK1 kinase leads to reduced adiposity, resistance to hepatic steatosis, and defective gluconeogenesis.

PubMed

Lennerz, Jochen K; Hurov, Jonathan B; White, Lynn S; Lewandowski, Katherine T; Prior, Julie L; Planer, G James; Gereau, Robert W; Piwnica-Worms, David; Schmidt, Robert E; Piwnica-Worms, Helen

2010-11-01

Par-1 is an evolutionarily conserved protein kinase required for polarity in worms, flies, frogs, and mammals. The mammalian Par-1 family consists of four members. Knockout studies of mice implicate Par-1b/MARK2/EMK in regulating fertility, immune homeostasis, learning, and memory as well as adiposity, insulin hypersensitivity, and glucose metabolism. Here, we report phenotypes of mice null for a second family member (Par-1a/MARK3/C-TAK1) that exhibit increased energy expenditure, reduced adiposity with unaltered glucose handling, and normal insulin sensitivity. Knockout mice were protected against high-fat diet-induced obesity and displayed attenuated weight gain, complete resistance to hepatic steatosis, and improved glucose handling with decreased insulin secretion. Overnight starvation led to complete hepatic glycogen depletion, associated hypoketotic hypoglycemia, increased hepatocellular autophagy, and increased glycogen synthase levels in Par-1a(-/-) but not in control or Par-1b(-/-) mice. The intercrossing of Par-1a(-/-) with Par-1b(-/-) mice revealed that at least one of the four alleles is necessary for embryonic survival. The severity of phenotypes followed a rank order, whereby the loss of one Par-1b allele in Par-1a(-/-) mice conveyed milder phenotypes than the loss of one Par-1a allele in Par-1b(-/-) mice. Thus, although Par-1a and Par-1b can compensate for one another during embryogenesis, their individual disruption gives rise to distinct metabolic phenotypes in adult mice.

Algorithm improvement program nuclide identification algorithm scoring criteria and scoring application.

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

Enghauser, Michael

2016-02-01

The goal of the Domestic Nuclear Detection Office (DNDO) Algorithm Improvement Program (AIP) is to facilitate gamma-radiation detector nuclide identification algorithm development, improvement, and validation. Accordingly, scoring criteria have been developed to objectively assess the performance of nuclide identification algorithms. In addition, a Microsoft Excel spreadsheet application for automated nuclide identification scoring has been developed. This report provides an overview of the equations, nuclide weighting factors, nuclide equivalencies, and configuration weighting factors used by the application for scoring nuclide identification algorithm performance. Furthermore, this report presents a general overview of the nuclide identification algorithm scoring application including illustrative examples.

Phase III, Randomized, Double-Blind, Multicenter Trial Comparing Orteronel (TAK-700) Plus Prednisone With Placebo Plus Prednisone in Patients With Metastatic Castration-Resistant Prostate Cancer That Has Progressed During or After Docetaxel-Based Therapy: ELM-PC 5

PubMed Central

Fizazi, Karim; Jones, Robert; Oudard, Stephane; Efstathiou, Eleni; Saad, Fred; de Wit, Ronald; De Bono, Johann; Cruz, Felipe Melo; Fountzilas, George; Ulys, Albertas; Carcano, Flavio; Agarwal, Neeraj; Agus, David; Bellmunt, Joaquim; Petrylak, Daniel P.; Lee, Shih-Yuan; Webb, Iain J.; Tejura, Bindu; Borgstein, Niels; Dreicer, Robert

2015-01-01

Purpose Orteronel (TAK-700) is an investigational, nonsteroidal, reversible, selective 17,20-lyase inhibitor. This study examined orteronel in patients with metastatic castration-resistant prostate cancer that progressed after docetaxel therapy. Patients and Methods In our study, 1,099 men were randomly assigned in a 2:1 schedule to receive orteronel 400 mg plus prednisone 5 mg twice daily or placebo plus prednisone 5 mg twice daily, stratified by region (Europe, North America [NA], and non-Europe/NA) and Brief Pain Inventory–Short Form worst pain score. Primary end point was overall survival (OS). Key secondary end points (radiographic progression-free survival [rPFS], ≥ 50% decrease of prostate-specific antigen [PSA50], and pain response at 12 weeks) were to undergo statistical testing only if the primary end point analysis was significant. Results The study was unblinded after crossing a prespecified OS futility boundary. The median OS was 17.0 months versus 15.2 months with orteronel-prednisone versus placebo-prednisone (hazard ratio [HR], 0.886; 95% CI, 0.739 to 1.062; P = .190). Improved rPFS was observed with orteronel-prednisone (median, 8.3 v 5.7 months; HR, 0.760; 95% CI, 0.653 to 0.885; P < .001). Orteronel-prednisone showed advantages over placebo-prednisone in PSA50 rate (25% v 10%, P < .001) and time to PSA progression (median, 5.5 v 2.9 months, P < .001) but not pain response rate (12% v 9%; P = .128). Adverse events (all grades) were generally more frequent with orteronel-prednisone, including nausea (42% v 26%), vomiting (36% v 17%), fatigue (29% v 23%), and increased amylase (14% v 2%). Conclusion Our study did not meet the primary end point of OS. Longer rPFS and a higher PSA50 rate with orteronel-prednisone indicate antitumor activity. PMID:25624429

Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

ERIC Educational Resources Information Center

Angle, Julie; Moseley, Christine

2009-01-01

The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the…

Automated Essay Scoring versus Human Scoring: A Correlational Study

ERIC Educational Resources Information Center

Wang, Jinhao; Brown, Michelle Stallone

2008-01-01

The purpose of the current study was to analyze the relationship between automated essay scoring (AES) and human scoring in order to determine the validity and usefulness of AES for large-scale placement tests. Specifically, a correlational research design was used to examine the correlations between AES performance and human raters' performance.…

Factors influencing post-traumatic stress in Korean forensic science investigators.

PubMed

Yoo, Yang-Sook; Cho, Ok-Hee; Cha, Kyeong-Sook; Boo, Yun-Jeong

2013-09-01

The aim of this study was to understand factors that influence post-traumatic stress (PTS) in Korean forensic science investigators. A total of 111 forensic science investigators were recruited in Korea. PTS was measured using the tool modified by Choi (2001) from the original developed by Foa, Riggs, Dancu, and Rothbaum (1993) based on DSM-IV. Factors influencing PTS included demographic and job-related characteristics, emotional intelligence, and death anxiety. PTS scores were positively correlated with personality type, fatigue from work, and death anxiety. PTS scores were negatively correlated with length of career as a forensic science investigator and emotional intelligence. The factors that had the greatest influence on PTS were death anxiety, years spent as a forensic science investigator, personality type, emotional intelligence, fatigue, and homicide experience. The explanatory power of these six factors was 44.0%. Therefore, it is necessary to regularly evaluate the mental health of those who are vulnerable to PTS. Based on these results, various interventions could be implemented for promoting overall health of the forensic science investigators. Copyright © 2013. Published by Elsevier B.V.

78 FR 66370 - National Institute of General Medical Sciences; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-05

... General Medical Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Sciences Special Emphasis Panel; Peer Review of SCORE Grant Applications. Date: November 15, 2013. Time: 8... Officer, Office of Scientific Review, National Institute of General Medical Sciences, National Institutes...

Accuracy of a pediatric early warning score in the recognition of clinical deterioration.

PubMed

Miranda, Juliana de Oliveira Freitas; Camargo, Climene Laura de; Nascimento, Carlito Lopes; Portela, Daniel Sales; Monaghan, Alan

2017-07-10

to evaluate the accuracy of the version of the Brighton Pediatric Early Warning Score translated and adapted for the Brazilian context, in the recognition of clinical deterioration. a diagnostic test study to measure the accuracy of the Brighton Pediatric Early Warning Score for the Brazilian context, in relation to a reference standard. The sample consisted of 271 children, aged 0 to 10 years, blindly evaluated by a nurse and a physician, specialists in pediatrics, with interval of 5 to 10 minutes between the evaluations, for the application of the Brighton Pediatric Early Warning Score for the Brazilian context and of the reference standard. The data were processed and analyzed using the Statistical Package for the Social Sciences and VassarStats.net programs. The performance of the Brighton Pediatric Early Warning Score for the Brazilian context was evaluated through the indicators of sensitivity, specificity, predictive values, area under the ROC curve, likelihood ratios and post-test probability. the Brighton Pediatric Early Warning Score for the Brazilian context showed sensitivity of 73.9%, specificity of 95.5%, positive predictive value of 73.3%, negative predictive value of 94.7%, area under Receiver Operating Characteristic Curve of 91.9% and the positive post-test probability was 80%. the Brighton Pediatric Early Warning Score for the Brazilian context, presented good performance, considered valid for the recognition of clinical deterioration warning signs of the children studied. avaliar a acurácia da versão traduzida e adaptada do Brighton Paediatric Early Warning Score para o contexto brasileiro, no reconhecimento da deterioração clínica. estudo de teste diagnóstico para medir a acurácia do Brighton Paediatric Early Warning Score, para o contexto brasileiro, em relação a um padrão de referência. A amostra foi composta por 271 crianças de 0 a 10 anos, avaliadas de forma cega por uma enfermeira e um médico, especialistas em pediatria, com

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, Kimberly

2010-05-01

Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of the three-year program, teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 70% and another site by 120%.

The effects of collaborative video production on the attitudes and science knowledge of sixth graders

NASA Astrophysics Data System (ADS)

Gaston, Joseph Pickett

This quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixth-grade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction, and the two experimental classes learned the science concept through the CVP project. Pre- and posttests were administered to all students, as well as two pre- and post-surveys measuring student attitudes towards science and technology. Analysis of covariance (ANCOVA) with the pretest scores as the covariate (Xc) was conducted with the posttest and post-survey data to determine if a significant difference existed in scores between the two groups. In each case, no significant difference was found. The results of this study suggest that CVP was as effective at conveying conceptual understanding to sixth-grade science students as direct instruction. Although not significant, the study also showed that mean scores of students' attitudes towards science and technology increased from pre-surveys to post-surveys for those who participated in the CVP activity. These findings suggest that the treatment contributed to an increase in participants' attitudes and towards technology and the academic subject. No such increase in mean post-survey scores existed for students receiving direct instruction.

Toward making the invisible visible: Studying science teaching self-efficacy beliefs

NASA Astrophysics Data System (ADS)

Perkins, Catherine J.

what events or experiences the participants felt influenced their survey answers. This methodological approach was chosen to add clarity to the STEBI scores and to add another layer in the ongoing process of instrument validation. Unlike some studies in science teaching self-efficacy, both participants' STEBI scores continued to increase as they transitioned from preservice to beginning teachers. The participant responses to the focused interview probes also validated their STEBI scores 77% of the time.

An exploration of the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts

NASA Astrophysics Data System (ADS)

York, Kathleen Christine

This mixed method study explored the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts. Participants, 132 eighth-grade, predominately African American students, attending one middle school in a southeastern state, were administered a narrative and science version of the Metacomprehension Strategy Index (MSI) and asked to identify helpful strategic behaviors from six clustered subcategories (predicting and verifying; previewing; purpose setting; self-questioning; drawing from background knowledge; and summarizing and applying fix-up strategies). Participants also read and answered comprehension questions about narrative and science passages. Findings revealed no statistically significant differences in overall metacomprehension awareness with narrative and science texts. Statistically significant (p<.05) differences were found for two of the six subcategories, indicating students preview and set purpose more often with science than narrative texts. Findings also indicated overall narrative and science metacomprehension awareness and comprehension performance scores were statistically significantly (p<.01) related. Specifically, the category of summarizing and applying fix-up strategies was the strongest predictor of comprehension performance for both narrative and science texts. The qualitative phase of this study explored the relationship between metacomprehension awareness with narrative and science texts and the comprehension performance of six middle school students, three of whom scored high overall on the narrative and science text comprehension assessments in phase one of the study, and three of whom scored low. A qualitative analysis of multiple sources of data, including video-taped interviews and think-alouds, revealed the three high scoring participants engaged in competent school-based, metacognitive conversations infused with goal, self, and narrative talk and demonstrated

Use of the Animal Trauma Triage Score, RibScore, Modified RibScore and Other Clinical Factors for Prognostication in Canine Rib Fractures.

PubMed

McCarthy, Daniel; Bacek, Lenore; Kim, Kyoung; Miller, George; Gaillard, Philippe; Kuo, Kendon

2018-06-11

 To characterize the clinical features among dogs sustaining rib fractures and to determine if age, type and severity of injury, entry blood lactate, trauma score and rib fracture score were associated with outcome.  A retrospective study was performed to include dogs that were presented with rib fractures. Risk factors evaluation included breed, age, body weight, diagnosis, presence of a flail chest, bandage use, puncture wound presence, rib fracture number, location of the fracture along the thoracic wall, hospital stay length, body weight, other fractures, pleural effusion, pulmonary contusions, pneumothorax and occurrence of an anaesthetic event. A retrospective calculation of an animal trauma triage (ATT) score, RibScore and Modified RibScore was assigned.  Forty-one medical records were collected. Motor vehicular trauma represented 56% of the rib fracture aetiology, 41% of patients sustained dog bites and one case was of an unknown aetiology. Significant correlations with risk factors were found only with the ATT score. All patients that died had an ATT score ≥ 5. The ATT score correlated positively with mortality ( p  < 0.05) with an ATT score ≥ 7 was 88% sensitive and 81% specific for predicting mortality. A 1-point increase in ATT score corresponded to 2.1 times decreased likelihood of survival. Mean hospital stay was 3 days longer for dog bite cases.  There was no increased mortality rate in canine patients that presented with the suspected risk factors. The only risk factor that predicted mortality was the ATT score. Schattauer GmbH Stuttgart.

Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts

NASA Astrophysics Data System (ADS)

Wessen, A. S.; Cobabe-Ammann, E. A.

2009-12-01

The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

Young Women in Science: Impact of a Three-Year Program on Knowledge of and Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Schumacher, Mitzi M.; Johnson, Michelle Natasya; Floyd, Sondra R.; Reid, Caroline E.; Noland, Melody Powers; Leukefeld, Carl G.

Addressing the factors that discourage high school girls from pursuing careers in science, this intervention targeted young women from rural Appalachia, urging them to pursue scientific careers in drug and alcohol research. This three-year program, for 49 young women entering ninth grade in 12 southeastern Kentucky counties, included a summer camp, Saturday Academies (educational seminars held in their communities), and mentoring by university faculty and community leaders. As hypothesized, findings from analyses of baseline and postsummer session data show a reduction in participants' anxiety regarding science. Participants' scientific knowledge also increased. In turn, their science knowledge scores correlated with their third summer posttest confidence in their ability to learn science and motivation for science as well as the belief that teachers can help. The success of such a program demonstrates that the gender gap in science, technology, engineering, and mathematics can be ameliorated. Participants' first steps toward successful scientific careers included improving their attitudes toward science as well as increasing their knowledge.

Student Perceptions of Using Games to Address Science Literacy

NASA Astrophysics Data System (ADS)

Keller, Cara M.

The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language arts, and science by the completion of the 2013--2014 school year. The high school participating in this study received substandard test scores on both the 2009 state graduation test and the science portion of the ACT test. The research question included understanding how students perceive the use of games in addressing their science literacy needs. The data from the student journals, field notes, and transcribed class discussions were analyzed using a 6 step method that included coding the data into main themes. The triangulated data were used to both gain insight into student perspective and inform game development. Constructivist theories formed the conceptual framework of the study. The findings of the study suggested that games may prove a valuable tool in science literacy attainment. The study indicated that games were perceived by the students to be effective tools in meeting their learning needs. Implications for positive social change included providing students, educators, and administrators with game resources that can be used to meet the science learning needs of struggling students, thereby improving science scores on high stakes tests.

The Dental Hygiene Aptitude Tests and the American College Testing Program Tests as Predictors of Scores on the National Board Dental Hygiene Examination.

ERIC Educational Resources Information Center

Longenbecker, Sueann; Wood, Peter H.

1984-01-01

Scores from the National Board Dental Hygiene Examination (NBDHE) served as the criterion variable in a comparison of the predictive validity of the Dental Hygiene Aptitude Tests (DHAT) and the ACT Assessment tests. The DHAT-Science and Verbal tests combined to produce the highest multiple correlation with NBDHE scores. (Author/DWH)

Automatically-computed prehospital severity scores are equivalent to scores based on medic documentation.

PubMed

Reisner, Andrew T; Chen, Liangyou; McKenna, Thomas M; Reifman, Jaques

2008-10-01

Prehospital severity scores can be used in routine prehospital care, mass casualty care, and military triage. If computers could reliably calculate clinical scores, new clinical and research methodologies would be possible. One obstacle is that vital signs measured automatically can be unreliable. We hypothesized that Signal Quality Indices (SQI's), computer algorithms that differentiate between reliable and unreliable monitored physiologic data, could improve the predictive power of computer-calculated scores. In a retrospective analysis of trauma casualties transported by air ambulance, we computed the Triage Revised Trauma Score (RTS) from archived travel monitor data. We compared the areas-under-the-curve (AUC's) of receiver operating characteristic curves for prediction of mortality and red blood cell transfusion for 187 subjects with comparable quantities of good-quality and poor-quality data. Vital signs deemed reliable by SQI's led to significantly more discriminatory severity scores than vital signs deemed unreliable. We also compared automatically-computed RTS (using the SQI's) versus RTS computed from vital signs documented by medics. For the subjects in whom the SQI algorithms identified 15 consecutive seconds of reliable vital signs data (n = 350), the automatically-computed scores' AUC's were the same as the medic-based scores' AUC's. Using the Prehospital Index in place of RTS led to very similar results, corroborating our findings. SQI algorithms improve automatically-computed severity scores, and automatically-computed scores using SQI's are equivalent to medic-based scores.

Propensity Score-Based Methods versus MTE-Based Methods in Causal Inference: Identification, Estimation, and Application

ERIC Educational Resources Information Center

Zhou, Xiang; Xie, Yu

2016-01-01

Since the seminal introduction of the propensity score (PS) by Rosenbaum and Rubin, PS-based methods have been widely used for drawing causal inferences in the behavioral and social sciences. However, the PS approach depends on the ignorability assumption: there are no unobserved confounders once observed covariates are taken into account. For…

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, K.

2012-04-01

Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.

GalaxyDock BP2 score: a hybrid scoring function for accurate protein-ligand docking

NASA Astrophysics Data System (ADS)

Baek, Minkyung; Shin, Woong-Hee; Chung, Hwan Won; Seok, Chaok

2017-07-01

Protein-ligand docking is a useful tool for providing atomic-level understanding of protein functions in nature and design principles for artificial ligands or proteins with desired properties. The ability to identify the true binding pose of a ligand to a target protein among numerous possible candidate poses is an essential requirement for successful protein-ligand docking. Many previously developed docking scoring functions were trained to reproduce experimental binding affinities and were also used for scoring binding poses. However, in this study, we developed a new docking scoring function, called GalaxyDock BP2 Score, by directly training the scoring power of binding poses. This function is a hybrid of physics-based, empirical, and knowledge-based score terms that are balanced to strengthen the advantages of each component. The performance of the new scoring function exhibits significant improvement over existing scoring functions in decoy pose discrimination tests. In addition, when the score is used with the GalaxyDock2 protein-ligand docking program, it outperformed other state-of-the-art docking programs in docking tests on the Astex diverse set, the Cross2009 benchmark set, and the Astex non-native set. GalaxyDock BP2 Score and GalaxyDock2 with this score are freely available at http://galaxy.seoklab.org/softwares/galaxydock.html.

Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.

PubMed

Hong, Zuway-R; Lin, Huann-shyang

2013-01-01

This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.

Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL

Fat scoring: Sources of variability

USGS Publications Warehouse

Krementz, D.G.; Pendleton, G.W.

1990-01-01

Fat scoring is a widely used nondestructive method of assessing total body fat in birds. This method has not been rigorously investigated. We investigated inter- and intraobserver variability in scoring as well as the predictive ability of fat scoring using five species of passerines. Between-observer variation in scoring was variable and great at times. Observers did not consistently score species higher or lower relative to other observers nor did they always score birds with more total body fat higher. We found that within-observer variation was acceptable but was dependent on the species being scored. The precision of fat scoring was species-specific and for most species, fat scores accounted for less than 50% of the variation in true total body fat. Overall, we would describe fat scoring as a fairly precise method of indexing total body fat but with limited reliability among observers.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

NASA Astrophysics Data System (ADS)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p < 0.05), and for hypothesis 2, a significant difference in instructional modality for SWDs who used concept maps and does who did not as measured by the Hawaii State Assessment in science (p < 0.05). The implications of the findings (a) SWDs performed less well in science achievement than their peers and consequently, and (b) SWODs appeared to remember greater degrees of science knowledge, and answered more questions correctly than SWDs as a result of reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct

An Iterative Procedure for Obtaining I-Projections onto the Intersection of Convex Sets.

DTIC Science & Technology

1984-06-01

Dykstra Department of Statistics and Actuarial Science The University of Iowa Iowa City, Iowa 52242 Technical Report #106 June 1984D I e ELECTE lSEP...t Theorem ~ ~ 2.. Asm i where the 4 are closed, convex sets of PD’s and R d 0 is a nonnegative vector such that there exists a T E 4 where I(TIR) < M...PERFOMING ORGANIZATION NAME AND ADDRESS 1. PROGIRA ILEMNT. PROJECT. TAK Department of Statistics and Actuarial Science AEAS a WORK UNIT Numaa The

Science is a Day at the Beach.

ERIC Educational Resources Information Center

Fischer, Daniel

1998-01-01

Provides details of a middle school science program that involves students in real fieldwork on a topic of their choice. Focuses on student research in estuary and seashore ecosystems. Includes proposal format and scoring rubric. (DDR)

Cross-Cultural Collaboration in Earth Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Stephens, S.; Gordon, L. S.; Kopplin, M. R.

2006-12-01

Alaskan Native elders, other local experts, scientists and educators worked collaboratively in providing professional development science workshops and follow-up support for K-12 teachers. Cognizant of the commonalities between western science and Native knowledge, the Observing Locally Connecting Globally (OLCG) program blended GLOBE Earth science measurements, traditional knowledge and best teaching practices including culturally responsive science curriculum, in engaging teachers and students in climate change research. Native observations and knowledge were used to scaffold some local environmental studies undertaken by Alaskan teachers and their students. OLCG partnered with the Project Jukebox of the University of Alaska Fairbanks Oral History Program to produce digitized interviews of Native experts and a scientist on climate change. Sample interviews for students to use in asking Native experts about their observations and knowledge on environmental changes as well as other educational materials have been posted on the program website http://www.uaf.edu/olcg. Links to the climate change interviews, the Alaska Cultural Standards for Schools, Teachers and Students, and other relevant resource materials have also been included in the website. Results of pre- and post-institute assessment showed an increase in teacher comfort level with teaching science and integrating Native knowledge in the classroom. Teacher journals indicated the program's positive influence on their math and science teaching methods and curriculum. Student attitude and achievement assessments showed a significant increase in post-test (end of school year) scores from pre-test (beginning of the school year) scores. Other lessons learned from this project will also be presented.

Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

NASA Astrophysics Data System (ADS)

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

Do MCAT scores predict USMLE scores? An analysis on 5 years of medical student data.

PubMed

Gauer, Jacqueline L; Wolff, Josephine M; Jackson, J Brooks

2016-01-01

The purpose of this study was to determine the associations and predictive values of Medical College Admission Test (MCAT) component and composite scores prior to 2015 with U.S. Medical Licensure Exam (USMLE) Step 1 and Step 2 Clinical Knowledge (CK) scores, with a focus on whether students scoring low on the MCAT were particularly likely to continue to score low on the USMLE exams. Multiple linear regression, correlation, and chi-square analyses were performed to determine the relationship between MCAT component and composite scores and USMLE Step 1 and Step 2 CK scores from five graduating classes (2011-2015) at the University of Minnesota Medical School ( N =1,065). The multiple linear regression analyses were both significant ( p <0.001). The three MCAT component scores together explained 17.7% of the variance in Step 1 scores ( p< 0.001) and 12.0% of the variance in Step 2 CK scores ( p <0.001). In the chi-square analyses, significant, albeit weak associations were observed between almost all MCAT component scores and USMLE scores (Cramer's V ranged from 0.05 to 0.24). Each of the MCAT component scores was significantly associated with USMLE Step 1 and Step 2 CK scores, although the effect size was small. Being in the top or bottom scoring range of the MCAT exam was predictive of being in the top or bottom scoring range of the USMLE exams, although the strengths of the associations were weak to moderate. These results indicate that MCAT scores are predictive of student performance on the USMLE exams, but, given the small effect sizes, should be considered as part of the holistic view of the student.

Production of a Science Documentary and its Usefulness in Teaching the Nature of Science: Indirect Experience of How Science Works

NASA Astrophysics Data System (ADS)

Kim, Sun Young; Yi, Sang Wook; Cho, Eun Hee

2014-05-01

In this study, we produced a documentary which portrays scientists at work and critically evaluated the use of this film as a teaching tool to help students develop an understanding of the nature of science. The documentary, "Life as a Scientist: People in Love with Caenorhabditis elegans, a Soil Nematode" encompasses the entire process of a scientific investigation by exploring the everyday life of a particular group of scientists. We explored the effectiveness of this documentary in teaching the nature of science by examining the epistemological views of college students toward science before and after viewing. In addition, we collected written responses from the students where they described which aspect of the nature of science they learned from the documentary. The scores of epistemological views toward science increased between the pretest and the posttest ( p < 0.01) with the most significant increase being in their views of the role of social negotiation. In the written responses, approximately half of the students suggested that they had learned more about the role which cooperation and collaboration play in the development of scientific knowledge by watching the documentary. The documentary overall provides a valuable instructional context so that students are able to discuss and reflect on various aspects of nature of science within authentic scientific research.

Participation in a coteaching classroom and students' end-of-course test scores

NASA Astrophysics Data System (ADS)

Debro, Ava

General education students consistently perform poorly on standardized science tests. Coteaching is an instructional strategy that improves the achievement of students with disabilities, but very little research exists that examines the effect of coteaching classrooms on the performance of general education students. The purpose of this study was to examine the effect of coteaching classrooms on the performance of general education students. The constructivist theoretical framework provided the foundation for this research. The research question examined the effect that coteaching classrooms had on the performance of general education biology students. In this experimental design utilizing a posttest-only control group, coteaching instructional strategy was the treatment, and student performance was measured using the scores obtained from the biology end-of-course test. Data for this study was analyzed using an independent t-test. The results of this study revealed that there was not a statistically significant difference in student performance on the biology end-of-course test between treatment and control groups. More than half of the general education biology students enrolled in coteaching classrooms failed the end-of-course test. Researchers may use this study as a catalyst to examine other instructional practices that may improve student performance in science courses. The results of this study may be used to persuade coteachers of the importance of attending frequent professional development opportunities that examine a variety of coteaching instructional strategies. Improving the performance of general education students in science may improve standardized test scores, afford more students the opportunity to attend college, and ensure that students are able to compete on a global level.

78 FR 39741 - National Institute of General Medical Sciences; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-02

... General Medical Sciences; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Sciences Special Emphasis Panel; SCORE Grant Applications. Date: July 23, 2013. Time: 8:00 a.m. to 5:00 p.m..., Office of Scientific Review, National Institute of General Medical Sciences, National Institutes of...

76 FR 36932 - National Institute of General Medical Sciences; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-23

... General Medical Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Sciences Special Emphasis Panel, MBRS Score. Date: July 18-19, 2011. Time: 8 a.m. to 5 p.m. Agenda: To..., Office of Scientific Review, National Institute of General Medical Sciences, National Institutes of...

Algorithm Improvement Program Nuclide Identification Algorithm Scoring Criteria And Scoring Application - DNDO.

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

Enghauser, Michael

2015-02-01

The goal of the Domestic Nuclear Detection Office (DNDO) Algorithm Improvement Program (AIP) is to facilitate gamma-radiation detector nuclide identification algorithm development, improvement, and validation. Accordingly, scoring criteria have been developed to objectively assess the performance of nuclide identification algorithms. In addition, a Microsoft Excel spreadsheet application for automated nuclide identification scoring has been developed. This report provides an overview of the equations, nuclide weighting factors, nuclide equivalencies, and configuration weighting factors used by the application for scoring nuclide identification algorithm performance. Furthermore, this report presents a general overview of the nuclide identification algorithm scoring application including illustrative examples.

GCRBS score: a new scoring system for predicting outcome in severe falciparum malaria.

PubMed

Mohapatra, Biranchi Narayan; Jangid, Sanjay Kumar; Mohanty, Rina

2014-01-01

Severe falciparum malaria is a critical illness resulting in multi-organ dysfunction and death. Severe malaria is defined by the World Health Organisation as a qualitative variable. The purpose of this study is to devise a scoring system for predicting outcome in severe falciparum malaria. 112 cases of severe falciparum malaria diagnosed as per the WHO criteria, were evaluated to determine the parameters which were significantly associated with mortality. Of all the parameters studied, five variables namely cerebral malaria (GCS < 11), Renal failure (Creatinine > 3 mg/dl), Respiratory distress (Respiratory rate > 24/min), Jaundice (Bilirubin >10 mg/dl) and Shock (Systolic BP < 90 mm of Hg) were all found to be associated with a poor prognosis. The five selected parameters were analysed using the Odds ratio and a new scoring system named as GCRBS score was designed with a possible score from 0-10. With a cut-off score of 5, the GCRBS score predicted mortality with a sensitivity of 85.3% and a specificity of 95.6%. The GCRBS score is easy to calculate and apply. Of the 5 parameters, 3 are clinical which can be determined at bedside and only 2 are biochemical which can be done in any laboratory.The most important advantage of this scoring system is that all the 5 parameters are to be assessed quantitatively for allotting a score, which would eliminate the possibility of observer bias.

Do MCAT scores predict USMLE scores? An analysis on 5 years of medical student data

PubMed Central

Gauer, Jacqueline L.; Wolff, Josephine M.; Jackson, J. Brooks

2016-01-01

Introduction The purpose of this study was to determine the associations and predictive values of Medical College Admission Test (MCAT) component and composite scores prior to 2015 with U.S. Medical Licensure Exam (USMLE) Step 1 and Step 2 Clinical Knowledge (CK) scores, with a focus on whether students scoring low on the MCAT were particularly likely to continue to score low on the USMLE exams. Method Multiple linear regression, correlation, and chi-square analyses were performed to determine the relationship between MCAT component and composite scores and USMLE Step 1 and Step 2 CK scores from five graduating classes (2011–2015) at the University of Minnesota Medical School (N=1,065). Results The multiple linear regression analyses were both significant (p<0.001). The three MCAT component scores together explained 17.7% of the variance in Step 1 scores (p<0.001) and 12.0% of the variance in Step 2 CK scores (p<0.001). In the chi-square analyses, significant, albeit weak associations were observed between almost all MCAT component scores and USMLE scores (Cramer's V ranged from 0.05 to 0.24). Discussion Each of the MCAT component scores was significantly associated with USMLE Step 1 and Step 2 CK scores, although the effect size was small. Being in the top or bottom scoring range of the MCAT exam was predictive of being in the top or bottom scoring range of the USMLE exams, although the strengths of the associations were weak to moderate. These results indicate that MCAT scores are predictive of student performance on the USMLE exams, but, given the small effect sizes, should be considered as part of the holistic view of the student. PMID:27702431

A comparison between modified Alvarado score and RIPASA score in the diagnosis of acute appendicitis.

PubMed

Singla, Anand; Singla, Satpaul; Singh, Mohinder; Singla, Deeksha

2016-12-01

Acute appendicitis is a common but elusive surgical condition and remains a diagnostic dilemma. It has many clinical mimickers and diagnosis is primarily made on clinical grounds, leading to the evolution of clinical scoring systems for pin pointing the right diagnosis. The modified Alvarado and RIPASA scoring systems are two important scoring systems, for diagnosis of acute appendicitis. We prospectively compared the two scoring systems for diagnosing acute appendicitis in 50 patients presenting with right iliac fossa pain. The RIPASA score correctly classified 88 % of patients with histologically confirmed acute appendicitis compared with 48.0 % with modified Alvarado score, indicating that RIPASA score is more superior to Modified Alvarado score in our clinical settings.

Gender, Race, and Ph.D. Completion in Natural Science and Engineering.

ERIC Educational Resources Information Center

Baker, Joe G.

1998-01-01

Employs data from the National Science Foundation Graduate Fellowship Program and Minority Fellowship Program to examine several factors affecting science and engineering doctoral awards for women and minorities. After controlling for Graduate Record Examination scores, field of study, and undergraduate grade point average, large sex and race…

77 FR 33471 - National Institute of General Medical Sciences; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-06

... General Medical Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Sciences Special Emphasis Panel MBRS SCORE Grant Applications. Date: June 27, 2012. Time: 8:00 a.m. to 5:00..., National Institute of General Medical Sciences, National Institutes of Health, 45 Center Drive, Room 3An.18...

Differences in short-term memory span of social sciences, science and engineering, and business majors

NASA Astrophysics Data System (ADS)

Khan, Naeem Ullah

This study investigated the difference in the short-term memory span of students of three major groups, namely Social Sciences, Science and Engineering, and Business. This study was designed to answer the following two questions: (1) Is there a difference between short-term memory span, measured by digit span, among the students in or intended for Social Sciences, Science and Engineering, and Business majors? (2) Is there a difference of short-term memory span, measured by word span, among students in or intended for Social Sciences, Science and Engineering, and Business majors? For answering these two questions, inferential and descriptive statistics were used. Analysis of Variance (ANOVA) was used to compare the means of the scores of digit span and word span among the three major groups. The means of digit span and word span among the three groups were compared to find out if a statistically significant difference existed among them or not. The observations were recorded at the level of significance at alpha = .05, and highly significant at alpha = .01. The answer to the first question is yes. The results of this study showed a statistically significant difference in the means of the digit span of the three major groups of students in or intended for Social Sciences, Science and Engineering, and Business. The mean scaled score for digit span was 12.88 for Social Sciences, 14.27 for Science and Engineering, and 15.33 for Business majors, respectively. The means of the free recalls word span of the three groups was 7.23 for Social Sciences, 7.89 for Science and Engineering, and 7.12 for Business majors, respectively. No significant difference was observed in the means of the word span of the three groups. In general observations, it is noted that students want to stay in the subjects or majors in which they can perform well or feel comfortable. In addition to this, students are screened in the school system due to levels of performance or selection pressure

An investigation of mathematics and science instruction in English and Spanish for English language learners

NASA Astrophysics Data System (ADS)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

The relationship between immediate relevant basic science knowledge and clinical knowledge: physiology knowledge and transthoracic echocardiography image interpretation.

PubMed

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-10-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent research has implied that a more complex relationship between the two knowledge bases exists. In this study, we explore the relationship between immediate relevant basic science (physiology) and clinical knowledge within a specific domain of medicine (echocardiography). Twenty eight medical students in their 3rd year and 45 physicians (15 interns, 15 cardiology residents and 15 cardiology consultants) took a multiple-choice test of physiology knowledge. The physicians also viewed images of a transthoracic echocardiography (TTE) examination and completed a checklist of possible pathologies found. A total score for each participant was calculated for the physiology test, and for all physicians also for the TTE checklist. Consultants scored significantly higher on the physiology test than did medical students and interns. A significant correlation between physiology test scores and TTE checklist scores was found for the cardiology residents only. Basic science knowledge of immediate relevance for daily clinical work expands with increased work experience within a specific domain. Consultants showed no relationship between physiology knowledge and TTE interpretation indicating that experts do not use basic science knowledge in routine daily practice, but knowledge of immediate relevance remains ready for use.

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

NASA Astrophysics Data System (ADS)

Chung-Schickler, Genevieve C.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group

In Their Own Words: The Significance of Participant Perceptions in Assessing Entomology Citizen Science Learning Outcomes Using a Mixed Methods Approach.

PubMed

Lynch, Louise I; Dauer, Jenny M; Babchuk, Wayne A; Heng-Moss, Tiffany; Golick, Doug

2018-02-06

A mixed methods study was used to transcend the traditional pre-, post-test approach of citizen science evaluative research by integrating adults' test scores with their perceptions. We assessed how contributory entomology citizen science affects participants' science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Pre- and post-test score analyses from citizen scientists ( n = 28) and a control group ( n = 72) were coupled with interviews ( n = 11) about science experiences and entomological interactions during participation. Considering quantitative data alone, no statistically significant changes were evident in adults following participation in citizen science when compared to the control group. Citizen scientists' pre-test scores were significantly higher than the control group for self-efficacy for environmental action, nature relatedness and attitude towards insects. Interview data reveal a notable discrepancy between measured and perceived changes. In general, citizen scientists had an existing, long-term affinity for the natural world and perceived increases in their science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Perceived influences may act independently of test scores. Scale instruments may not show impacts with variances in individual's prior knowledge and experiences. The value of mixed methods on citizen science program evaluation is discussed.

In Their Own Words: The Significance of Participant Perceptions in Assessing Entomology Citizen Science Learning Outcomes Using a Mixed Methods Approach

PubMed Central

Lynch, Louise I.; Dauer, Jenny M.; Babchuk, Wayne A.; Heng-Moss, Tiffany

2018-01-01

A mixed methods study was used to transcend the traditional pre-, post-test approach of citizen science evaluative research by integrating adults’ test scores with their perceptions. We assessed how contributory entomology citizen science affects participants’ science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Pre- and post-test score analyses from citizen scientists (n = 28) and a control group (n = 72) were coupled with interviews (n = 11) about science experiences and entomological interactions during participation. Considering quantitative data alone, no statistically significant changes were evident in adults following participation in citizen science when compared to the control group. Citizen scientists’ pre-test scores were significantly higher than the control group for self-efficacy for environmental action, nature relatedness and attitude towards insects. Interview data reveal a notable discrepancy between measured and perceived changes. In general, citizen scientists had an existing, long-term affinity for the natural world and perceived increases in their science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Perceived influences may act independently of test scores. Scale instruments may not show impacts with variances in individual’s prior knowledge and experiences. The value of mixed methods on citizen science program evaluation is discussed. PMID:29415522

Understanding the Relationships among PISA Scores, Economic Growth and Employment in Different Sectors: A Cross-Country Study

ERIC Educational Resources Information Center

Cheung, Hoi Yan; Chan, Alex W. H.

2008-01-01

This study investigates the relationship between Program for International Student Assessment (PISA) scores in mathematics, science and reading and the employment rates in the following four economic activities: research and development, agriculture, industry, and service industries. Thirty-three countries were included in the study, and most…

The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items.

ERIC Educational Resources Information Center

Bennett, Randy Elliot; And Others

1990-01-01

The relationship of an expert-system-scored constrained free-response item type to multiple-choice and free-response items was studied using data for 614 students on the College Board's Advanced Placement Computer Science (APCS) Examination. Implications for testing and the APCS test are discussed. (SLD)

Authentic leadership in a health sciences university.

PubMed

Al-Moamary, Mohamed S; Al-Kadri, Hanan M; Tamim, Hani M

2016-01-01

To study authentic leadership characteristics between academic leaders in a health sciences university. Cross-sectional study at a health sciences university in Saudi Arabia. The Authentic Leadership Questionnaire (ALQ) was utilized to assess authentic leadership. Out of 84 ALQs that were distributed, 75 (89.3%) were eligible. The ALQ scores showed consistency in the dimensions of self-awareness (3.45 ± 0.43), internalized moral prospective (3.46 ± 0.33) and balanced processing (3.42 ± 0.36). The relational transparency dimension had a mean of 3.24 ± 0.31 which was significantly lower than other domains. Academic leaders with medical background represented 57.3%, compared to 42.7% from other professions. Academic leaders from other professions had better ALQ scores that reached statistical significance in the internalized moral perspective and relational transparency dimensions with p values of 0.006 and 0.049, respectively. In reference to the impact of hierarchy, there were no significant differences in relation to ALQ scores. Almost one-third of academic leaders (34.7%) had Qualifications in medical education that did not show significant impact on ALQ scores. There was less-relational transparency among academic leaders that was not consistent with other ALQ domains. Being of medical background may enhance leaders' opportunity to be at a higher hierarchy status but it did not enhance their ALQ scores when compared to those from other professions. Moreover, holding a master in medical education did not impact leadership authenticity.

At-Risk and Bilingual Fifth-Grade Students' On-Task Behavior and Conceptual Understanding in Earth Science-Related Topics during Inquiry-, Technology-, and Game-Based Activities

NASA Astrophysics Data System (ADS)

McNeal, K.; Vasquez, Y.; Avandano, C.; Moreno, K.; Besinaiz, J.

2007-12-01

The Graduate K-12 (GK12) program has been developed by NSF to support the national effort to advance scientific knowledge through educational partnerships. This paper highlights research conducted during the 2006-2007 school year with the Texas A&M University GK12 project. Two elementary schools with very high numbers of at risk students - those who are poor, speak English as their second language, and have a history of failing state-mandated tests were identified to be the field site for the GK12 project. In these two, high-minority (97% and 40% African American and Hispanic) schools, 80% and 56% of the children have been identified by the state as at risk; 94% and 52% are classified as economically disadvantaged; and 46% and 2% are limited English proficient, respectively. In the past year, 30% and 73% of fifth grade students in these schools passed the science portion of the Texas Assessment of Knowledge and Skills (TAKS) test. Data collected during a three- week period where GK12 fellows taught the fifth graders Earth science-related topics is presented. During the implementation, students were engaged in technology-, inquiry-, and game-based activities. Students were divided into low-, medium-, and high-abilities in one school, and regular and bilingual groups in the other. Pre- post open-ended multiple choice tests indicated that all but the low performing students' conceptual understanding (CU) significantly (p < 0.05) improved during the IT activity. The low and high student groups' CU significantly improved during the inquiry activity, and the high and bilingual students' CU significantly improved for the game activities. Classroom observation assessments showed that there was a significant (p < 0.10) positive (0.347) correlation between on-task behavior and CU. Significant differences between student groups' CU and on-task behavior indicated that technology-based activities showed greatest differences between the low- ability learners and the other

Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

NASA Astrophysics Data System (ADS)

Grace, Shamarion Gladys

lesson structure, (d) meaning of model/modeling, and (e) Which comes first?--science content learning or science exhibit exploration. These challenges were considered and discussed as opportunities for personal growth. The third space allowed for participant reflection and transformation in formal-informal collaboration and communication. In article two, teacher-students' classroom discourse transcripts corresponding to the workbook lessons from the IQWST Physics Unit were analyzed. Four instructional events were selected for discourse analysis: focusing on the inquiry process; understanding about kinetic energy; formulating scientific explanations; and translating energy transformation. The discourse-excerpts representing the aforementioned instructional events revealed four teacher behaviors: teacher-posed questions, teacher-explanations, teacher responses, and teacher reference to past learning. Of these teacher behaviors, teacher-posed questions dominated and these consist of fill-in-the-blank, affirmation, second-order, descriptive, and explanatory. Article three represented the results of the IQWST Unit Achievement Test (IUAT) and students' understanding of the concepts of energy and energy transformation. The IUAT indicated that students (N=37) in the experimental group taught with the science center exhibits augmented IQWST curriculum unit achieved scores (p<0.001) about the same as students in the control group (N=31) taught only with the IQWST curriculum unit. However, the experimental (Deltapost-pre = 4.78) and control (Deltapost-pre = 4.04) groups revealed significant gains (p<0.001) from pre-test scores to post-test scores. These findings confirm that underserved urban students' learning can be enhanced with an augmented standards-based curriculum unit. The students also can realize significant achievement gains when professionally developed and administration supported teachers use standards-driven science curriculum whether or not augmented with science

A new method for scoring financial conflicts of interest.

PubMed

Maharaj, S V M

2015-01-01

There is a large and consistent body of evidence showing that research sponsored by for-profit industries tends to have pro-industry conclusions in comparison with similar research or re-analyses not funded by industry. Disclosure of financial conflicts via statements is presently the standard method for notification of potential biases. However, many journals are not consistent in publishing financial conflicts of interest (FCoI) statements. Furthermore, even when divulged, disclosure merely shifts the burden of evaluating conflicts to readers and the general public. Moreover, there has been an absence of a means of quantifying FCoI. To propose a solution for the question: What are we doing about FCoI that continue to compromise the integrity of the scientific enterprise? The FCoI Scale was developed for scoring and comparing FCoI and describing potential biases. The FCoI Scale consists of a score that may be expressed in whole numbers and decimal fractions, correlated to descriptive terms for potential biases and examples of financial conflicts at 11 levels. The FCoI score (FCoIS) provides a means for a more uniform and concise method of disclosure compared to statements, while at the same time permitting flexibility. It encourages the disclosure of relevant information and transparency in the reporting of financial conflicts. The FCoI Scale has the potential to become the standard basis for measuring, reporting, and comparing financial conflicts, suitable for disciplines in science, medicine, and beyond.

Parents' and children's beliefs about science and science careers

NASA Astrophysics Data System (ADS)

Telfer, Jo Ann

Science has become an essential part of our cultural, social and technological lives. Around the world economic policies are giving high priority to the production of new knowledge generated by scientists. Unfortunately, gender equality in science-related careers has not been achieved. Women who possess high intellectual and personal abilities are succeeding in many occupational areas previously closed to all but the most impervious women, but females are still largely underrepresented in physical science and mathematics related careers. The purpose of the current study was to examine the reasons for this underrepresentation of women in science-related careers. Participants included a subset of mothers (n = 174), fathers (n = 132) and children (n = 186) from a larger study at the University of Calgary entitled Gender Differences in Student Participation and Achievement in the Sciences: Choice or Chance ? Telephone interview and survey questionnaire data were examined for gender and achievement level differences, focusing on high achieving girls who are most likely to succeed in science-related careers. Relationships between parents' and children's responses were also examined using the theoretical construct of Eccles' Model of Achievement Related Choices. Gathered data were studied using factor analysis, multivariate analysis of variance, analysis of variance as well as categorical analysis of qualitative results. Girls and boys achieved similar grades on all academic measures except the Alberta Science Achievement Test, where boys scored significantly higher than girls. Mothers, fathers, and children indicated positive attitudes towards science, no gender stereotyping about science and science careers, and gender neutral beliefs about science achievement. Gender differences were found in expressed possibility of future career choice. Science/Professional Careers were viewed as male occupations by mothers and children, but as gender neutral occupations by fathers

Biological treatments in giant cell arteritis & Takayasu arteritis.

PubMed

Samson, Maxime; Espígol-Frigolé, Georgina; Terrades-García, Nekane; Prieto-González, Sergio; Corbera-Bellalta, Marc; Alba-Rovira, Roser; Hernández-Rodríguez, José; Audia, Sylvain; Bonnotte, Bernard; Cid, Maria C

2018-04-01

Giant cell arteritis (GCA) and Takayasu arteritis (TAK) are the two main large vessel vasculitides. They share some similarities regarding their clinical, radiological and histological presentations but some pathogenic processes in GCA and TAK are activated differently, thus explaining their different sensitivity to biological therapies. The treatment of GCA and TAK essentially relies on glucocorticoids. However, thanks to major progress in our understanding of their pathogenesis, the role of biological therapies in the treatment of these two vasculitides is expanding, especially in relapsing or refractory diseases. In this review, the efficacy, the safety and the limits of the main biological therapies ever tested in GCA and TAK are discussed. Briefly, anti TNF-α agents appear to be effective in treating TAK but not GCA. Recent randomized placebo-controlled trials have reported on the efficacy and safety of abatacept and mostly tocilizumab in inducing and maintaining remission of GCA. Abatacept was not effective in TAK and robust data are still lacking to draw any conclusions concerning the use of tocilizumab in TAK. Furthermore, ustekinumab appears promising in relapsing/refractory GCA whereas rituximab has been reported to be effective in only a few cases of refractory TAK patients. If a biological therapy is indicated, and in light of the data discussed in this review, the first choice would be tocilizumab in GCA and anti-TNF-α agents (mainly infliximab) in TAK. Copyright © 2017 European Federation of Internal Medicine. Published by Elsevier B.V. All rights reserved.

[Susceptibility HLA alleles and amino acids to Takayasu arteritis].

PubMed

Terao, Chikashi; Yoshifuji, Hajime; Mimori, Tsuneyo; Matsuda, Fumihiko

2014-01-01

Takayasu arteritis (TAK) is a systemic vasculitis affecting aorta and its large branches which were firstly reported from Japan. TAK develops mainly in young females and the number of patients with TAK in Japan is estimated about 6,000 to 10,000. This low prevalence has made genetic studies of TAK difficult to elucidate its genetic background. The HLA region, especially HLA-B locus, is the strongest susceptibility locus to TAK. The association between TAK and HLA-B*52:01 has been established beyond ethnicity. Recently, two different Japanese research groups identified HLA-B67:01, a relatively rare allele in East Asian population, as a novel susceptibility allele. At the same time, two amino acid variations, namely, histidine at position 171 and phenylalanine at position 67 were reported as susceptibility and protective variations, respectively. Since these positions of amino acid are in the peptide binding grooves of HLA-B protein, changes of peptide-binding in MHC class I seem to play a critical role on susceptibility to TAK. Furthermore, the importance of these two amino acid variations would explain the lack of susceptibility effect of HLA-B*51:01 to TAK, which shares most of amino acid sequences with HLA-B*52:01 except for two amino acids including the position 67.

Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

Modeling the Interrelationships among Pre-Service Science Teachers' Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution

ERIC Educational Resources Information Center

Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne

2012-01-01

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…

Relationship between Teacher-Student Rapport and High-Stakes Testing Performance in Science

ERIC Educational Resources Information Center

Kimbro, Nathan Shawn

2017-01-01

The purpose of this predictive correlational study was to determine if a predictive relationship existed between teacher-student rapport, as perceived by students, and biology achievement scores. The Teacher-Student Likert Scale Questionnaire was used to measure students' perceptions of rapport with their science instructor. Students' scores on…

Medical teachers' attitudes towards science and motivational orientation for medical research.

PubMed

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Test Accommodations and Equating Invariance on a Fifth-Grade Science Exam

ERIC Educational Resources Information Center

Huggins, Anne Corinne; Elbaum, Batya

2013-01-01

The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on…

Walk Score®

PubMed Central

Brown, Scott C.; Pantin, Hilda; Lombard, Joanna; Toro, Matthew; Huang, Shi; Plater-Zyberk, Elizabeth; Perrino, Tatiana; Perez-Gomez, Gianna; Barrera-Allen, Lloyd; Szapocznik, José

2013-01-01

Background Walk Score® is a nationally and publicly available metric of neighborhood walkability based on proximity to amenities (e.g., retail, food, schools). However, few studies have examined the relationship of Walk Score to walking behavior. Purpose To examine the relationship of Walk Score to walking behavior in a sample of recent Cuban immigrants, who overwhelmingly report little choice in their selection of neighborhood built environments when they arrive in the U.S. Methods Participants were 391 recent healthy Cuban immigrants (M age=37.1 years) recruited within 90 days of arrival in the U.S., and assessed within 4 months of arrival (M=41.0 days in the U.S.), who resided throughout Miami-Dade County FL. Data on participants’ addresses, walking and sociodemographics were collected prospectively from 2008 to 2010. Analyses conducted in 2011 examined the relationship of Walk Score for each participant’s residential address in the U.S. to purposive walking, controlling for age, gender, education, BMI, days in the U.S., and habitual physical activity level in Cuba. Results For each 10-point increase in Walk Score, adjusting for covariates, there was a significant 19% increase in the likelihood of purposive walking, a 26% increase in the likelihood of meeting physical activity recommendations by walking, and 27% more minutes walked in the previous week. Conclusions Results suggest that Walk Score is associated with walking in a sample of recent immigrants who initially had little choice in where they lived in the U.S. These results support existing guidelines indicating that mixed land use (such as parks and restaurants near homes) should be included when designing walkable communities. PMID:23867028

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

Medical laboratory science and nursing students’ perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM)

PubMed Central

2016-01-01

Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement. PMID:27649901

Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

PubMed

Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

NASA Astrophysics Data System (ADS)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

[Comparison of predictive factors related to the mortality and rebleeding caused by variceal bleeding: Child-Pugh score, MELD score, and Rockall score].

PubMed

Lee, Ja Young; Lee, Jin Heon; Kim, Soo Jin; Choi, Dae Rho; Kim, Kyung Ho; Kim, Yong Bum; Kim, Hak Yang; Yoo, Jae Young

2002-12-01

The first episode of variceal bleeding is one of the most frequent causes of death in patients with liver cirrhosis. The Child-Pugh(CP) scoring system has been widely accepted for prognostic assessment. Recently, MELD has been known to be better than the CP scoring system for predicting mortality in patients with end-stage liver diseases. The Rockall risk scoring system was developed to predict the outcome of upper GI bleeding including variceal bleeding. The aim of this study was to investigate the mortality rate of first variceal bleeding and the predictability of each scoring system. We evaluated the 6-week mortality rate, rebleeding rate, and 1-year mortality rate of all the 136 patients with acute variceal bleeding without previous episode of hemorrhage between January 1, 1998 and December 31, 2000. The CP score, MELD score, and Rockall score were estimated and analyzed. Among 136 patients, 35 patients with hepatoma and 8 patients with follow-up loss were excluded. Six-week mortality rate, 1-year mortality rate, and rebleeding rate of first variceal bleeding were 24.7%, 35.5%, and 12.9%, respectively. The c-statistics of CP, MELD, and Rockall score for predicting 6-week mortality rate were 0.809 (p<0.001, 95% CI, 0.720-0.898), 0.804 (p<0.001, 95% CI, 0.696-0.911), 0.787 (p<0.001, 95% CI, 0.683-0.890), respectively. For 1-year mortality rate, c-statistics were 0.765 (p<0.005, 95% CI, 0.665-0.865), 0.780 (p<0.005, 95% CI, 0.676-0.883), 0.730 (p<0.01, 95% CI, 0.627-0.834), respectively. The CP, MELD, and Rockall scores were reliable measures of mortality risk in patients with first variceal bleeding. The CP classification is useful in its easy applicability.

The saline load test of the knee redefined: a test to detect traumatic arthrotomies and rule out periarticular wounds not requiring surgical intervention.

PubMed

Konda, Sanjit R; Howard, Daniel; Davidovitch, Roy I; Egol, Kenneth A

2013-09-01

To describe the use of the saline load test (SLT) using a new definition that more adequately characterizes its use in the emergency department (ED) setting. Retrospective review. Level I trauma center. Fifty consecutive patients who underwent an SLT of the knee in the ED and had a minimum of 14 days follow-up. Saline Load Test. Positive traumatic arthrotomy of the knee (+TAK) defined as operating room (OR) confirmation of an arthrotomy (assumed to develop a septic knee) or -SLT with follow-up revealing a septic knee. Periarticular wound equivalent to no traumatic arthrotomy of the knee [pw = (-TAK)] defined as OR evaluation revealing no arthrotomy (assumed not to develop a septic knee) or -SLT whose follow-up revealed no septic knee. Development of a septic knee was considered the gold standard for determining true positives/negatives and false positives/negatives. The mean wound size was 3.9 ± 4.3 cm and the mean saline load volume was 74.9 ± 28.2 cm. There were 19 +SLTs of which there were 16 +TAK and 3 pw = (-TAK). The 3 pw = (-TAK) in the +SLT group were evaluated in the OR where inspection of the joint capsule revealed the absence of a traumatic arthrotomy. There were 31 -SLTs of which there were 1 +TAK and 30 pw = (-TAK). The SLT has a sensitivity of 94% and a specificity of 91% for detecting +TAKs and ruling out periarticular wounds not requiring surgical intervention [pw = (-TAK)]. The false-positive rate of the SLT to detect +TAK is 9%. Using +TAK and pw = (-TAK) as the newly defined measures of the SLT, we report the sensitivity (94%) and specificity (91%) of the SLT in the ED setting while still maintaining the clinical relevancy of the test. Based on a small sample size, knees with small periarticular wounds and a -SLT and no other radiographic or clinical evidence of an arthrotomy appear to have an infection rate of 0% with nonoperative management. Diagnostic Level III. See Instructions for Authors for a complete description of levels of evidence.

The book availability study as an objective measure of performance in a health sciences library.

PubMed Central

Kolner, S J; Welch, E C

1985-01-01

In its search for an objective overall diagnostic evaluation, the University of Illinois Library of the Health Sciences' Program Evaluation Committee selected a book availability measure; it is easy to administer and repeat, results are reproducible, and comparable data exist for other academic and health sciences libraries. The study followed the standard methodology in the literature with minor modifications. Patrons searching for particular books were asked to record item(s) needed and the outcome of the search. Library staff members then determined the reasons for failures in obtaining desired items. The results of the study are five performance scores. The first four represent the percentage probability of a library's operating with ideal effectiveness; the last provides an overall performance score. The scores of the Library of the Health Sciences demonstrated no unusual availability problems. The study was easy to implement and provided meaningful, quantitative, and objective data. PMID:3995202

Computer Health Score

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

The algorithm develops a single health score for office computers, today just Windows, but we plan to extend this to Apple computers. The score is derived from various parameters, including: CPU Utilization; Memory Utilization; Various Error logs; Disk Problems; and Disk write queue length. It then uses a weighting scheme to balance these parameters and provide an overall health score. By using these parameters, we are not just assessing the theoretical performance of the components of the computer, rather we are using actual performance metrics that are selected to be a more realistic representation of the experience of the personmore » using the computer. This includes compensating for the nature of their use. If there are two identical computers and the user of one places heavy demands on their computer compared with the user of the second computer, the former will have a lower health score. This allows us to provide a 'fit for purpose' score tailored to the assigned user. This is very helpful data to inform the mangers when individual computers need to be replaced. Additionally it provides specific information that can facilitate the fixing of the computer, to extend it's useful lifetime. This presents direct financial savings, time savings for users transferring from one computer to the next, and better environmental stewardship.« less

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

NASA Astrophysics Data System (ADS)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Establishing Passing Scores.

ERIC Educational Resources Information Center

McLarty, Joyce R.

The problem of establishing appropriate passing scores is one of evaluation rather than estimation and not amenable to exact solution. It must therefore be approached by (1) identifying criteria for judging the acceptability of the passing score, (2) collecting the data appropriate to assessing each relevant criterion, and (3) judging how well the…

Influence of Joyful Learning on Elementary School Students’ Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Anggoro, S.; Sopandi, W.; Sholehuddin, M.

2017-02-01

This study investigated the effects of joyful learning approach on elementary school students’ attitudes toward science. The method used is quasy experiment with the participants were divided into two groups. Thirty three of 4th grade students volunteered as an experimental group, and the other forty two act as a control group. The data was collected by questionnaire that are given before and after the lesson, observation sheet, and interview. The effect of joyful learning on students’ attitude was obtained by determining the n-gain and independent t-test. Observation and interview results were used to triangulate and support the quantitative findings. The data showed that the gain scores of the experimental group students’ attitudes toward science were significantly higher than the gain scores of control group. In addition, the experimental group made significantly greater progress in their cognitive, affective and conative experiences. Interviews and observations indicated that their attitude toward science changed over the intervention. This indicated that joyful learning approach can enhance the elementary school students’ attitudes toward science. According to these findings, it can be concluded that joyful learning approach can be used as an alternative approach to improve student’s attitude toward science.

Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter?

PubMed

Wong, Stanley K; Ramirez, Juan R; Helf, Scott C

2009-11-01

The effect of a variety of preadmission variables, including the number of elective preadmission upper-level science courses, on academic achievement is not well established. To investigate the relationship between number of preadmission variables and overall student academic achievement in osteopathic medical school. Academic records of osteopathic medical students in the 2008 and 2009 graduating classes of Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California, were analyzed. Multivariate linear regression analyses were performed to identify predictors of academic achievement based on Medical College Admission Test (MCAT) subscores, undergraduate grade point average (GPA), GPA in medical school basic science (preclinical GPA) and clinical clerkship (clinical GPA), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE). Records of 358 osteopathic medical students were evaluated. Analysis of beta coefficients suggested that undergraduate science GPA was the most important predictor of overall student academic achievement (P<.01). Biological sciences MCAT subscore was a more modest but still statistically significant predictor of preclinical GPA and COMLEX-USA Level 1 score (P<.01). Physical sciences MCAT subscore was also a statistically significant predictor of preclinical GPA, and verbal reasoning MCAT subscore was a statistically significant predictor of COMLEX-USA Level 2-CE score (both P<.01). Women had statistically significantly higher preclinical GPA and COMLEX-USA Level 2-CE scores than men (P<.05). Differences in some outcome variables were also associated with racial-ethnic background and age. Number of preadmission elective upper-level science courses taken by students before matriculation was not significantly correlated with any academic achievement variable. Although undergraduate science GPA and MCAT biological

Association of Takayasu arteritis with HLA-B 67:01 and two amino acids in HLA-B protein.

PubMed

Terao, Chikashi; Yoshifuji, Hajime; Ohmura, Koichiro; Murakami, Kosaku; Kawabata, Daisuke; Yurugi, Kimiko; Tazaki, Junichi; Kinoshita, Hideyuki; Kimura, Akinori; Akizuki, Masashi; Kawaguchi, Yasushi; Yamanaka, Hisashi; Miura, Yasuo; Maekawa, Taira; Saji, Hiroo; Mimori, Tsuneyo; Matsuda, Fumihiko

2013-10-01

Takayasu arteritis (TAK) is a rare autoimmune arteritis that affects large arteries. Although the association between TAK and HLA-B 52:01 is established, the other susceptibility HLA-B alleles are not fully known. We performed genetic association studies to determine independent HLA-B susceptibility alleles other than HLA-B 52:01 and to identify important amino acids of HLA-B protein in TAK susceptibility. One hundred patients with TAK and 1000 unrelated healthy controls were genotyped for HLA-B alleles in the first set, followed by a replication set containing 73 patients with TAK and 1000 controls to compare the frequencies of HLA-B alleles. Step-up logistic regression analysis was performed to identify susceptibility amino acids of HLA-B protein. Strong associations of susceptibility to TAK with HLA-B 52:01 and HLA-B 67:01 were observed (P = 1.0 × 10(-16) and 9.5 × 10(-6), respectively). An independent susceptibility effect of HLA-B 67:01 from HLA-B 52:01 was also detected (P = 1.8 × 10(-7)). Amino acid residues of histidine at position 171 and phenylalanine at position 67, both of which are located in antigen binding grooves of the HLA-B protein, were associated with TAK susceptibility (P ≤ 3.8 × 10(-5)) with a significant difference from other amino acid variations (ΔAIC ≥ 9.65). HLA-B 67:01 is associated with TAK independently from HLA-B 52:01. Two amino acids in HLA-B protein are strongly associated with TAK susceptibility.

Protective effects of prescription n-3 fatty acids against impairment of spatial cognitive learning ability in amyloid β-infused rats.

PubMed

Hashimoto, Michio; Tozawa, Ryuichi; Katakura, Masanori; Shahdat, Hossain; Haque, Abdul Md; Tanabe, Yoko; Gamoh, Shuji; Shido, Osamu

2011-07-01

Deposition of amyloid β peptide (Aβ) into the brain causes cognitive impairment. We investigated whether prescription pre-administration of n-3 fatty acids improves cognitive learning ability in young rats and whether it protects against learning ability impairments in an animal model of Alzheimer's disease that was prepared by infusion of Aβ(1-40) into the cerebral ventricles of rats. Pre-administration of TAK-085 (highly purified and concentrated n-3 fatty acids containing eicosapentaenoic acid ethyl ester and docosahexaenoic acid ethyl ester) at 300 mg kg(-1) day(-1) for 12 weeks significantly reduced the number of reference memory errors in an 8-arm radial maze, suggesting that long-term administration of TAK-085 improves cognitive leaning ability in rats. After pre-administration, the control group was divided into the vehicle and Aβ-infused groups, whereas the TAK-085 pre-administration group was divided into the TAK-085 and TAK-085 + Aβ groups (TAK-085-pre-administered Aβ-infused rats). Aβ(1-40) or vehicle was infused into the cerebral ventricle using a mini osmotic pump. Pre-administration of TAK-085 to the Aβ-infused rats significantly suppressed the number of reference and working memory errors and decreased the levels of lipid peroxide and reactive oxygen species in the cerebral cortex and hippocampus of Aβ-infused rats, suggesting that TAK-085 increases antioxidative defenses. The present study suggests that long-term administration of TAK-085 is a possible therapeutic agent for protecting against Alzheimer's disease-induced learning deficiencies. This journal is © The Royal Society of Chemistry 2011

Discrepancies between modified Medical Research Council dyspnea score and COPD assessment test score in patients with COPD

PubMed Central

Rhee, Chin Kook; Kim, Jin Woo; Hwang, Yong Il; Lee, Jin Hwa; Jung, Ki-Suck; Lee, Myung Goo; Yoo, Kwang Ha; Lee, Sang Haak; Shin, Kyeong-Cheol; Yoon, Hyoung Kyu

2015-01-01

Background and objective According to the Global Initiative for Chronic Obstructive Lung Disease (GOLD) guidelines, either a modified Medical Research Council (mMRC) dyspnea score of ≥2 or a chronic obstructive pulmonary disease (COPD) assessment test (CAT) score of ≥10 is considered to represent COPD patients who are more symptomatic. We aimed to identify the ideal CAT score that exhibits minimal discrepancy with the mMRC score. Methods A receiver operating characteristic curve of the CAT score was generated for an mMRC scores of 1 and 2. A concordance analysis was applied to quantify the association between the frequencies of patients categorized into GOLD groups A–D using symptom cutoff points. A κ-coefficient was calculated. Results For an mMRC score of 2, a CAT score of 15 showed the maximum value of Youden’s index with a sensitivity and specificity of 0.70 and 0.66, respectively (area under the receiver operating characteristic curve [AUC] 0.74; 95% confidence interval [CI], 0.70–0.77). For an mMRC score of 1, a CAT score of 10 showed the maximum value of Youden’s index with a sensitivity and specificity of 0.77 and 0.65, respectively (AUC 0.77; 95% CI, 0.72–0.83). The κ value for concordance was highest between an mMRC score of 1 and a CAT score of 10 (0.66), followed by an mMRC score of 2 and a CAT score of 15 (0.56), an mMRC score of 2 and a CAT score of 10 (0.47), and an mMRC score of 1 and a CAT score of 15 (0.43). Conclusion A CAT score of 10 was most concordant with an mMRC score of 1 when classifying patients with COPD into GOLD groups A–D. However, a discrepancy remains between the CAT and mMRC scoring systems. PMID:26316736