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Correlation of Claim, Evidence, and Reasoning as a Writing Framework and Students’ Success Rates in High School Science District Standardized Tests
The purpose of this mixed-methods study was to examine the relationship between
science writing and student science achievement and how teachers implement the writing
strategy claim, evidence, and reasoning (CER) in their science classrooms. Writing is a
critical tool for scientific literacy and student achievement. We must teach our students to
write well. To accomplish the study, twenty-five science teachers from five high schools
of a large urban school district located in southeast Texas participated in the study. The
study provided significant results of students' achievement in science by the implantation
of writing CER in science classrooms. Nine teachers from two schools where the
researcher served, participated in the semi-structured interviews regarding the
implementation of the CER writing framework in their science classrooms. Interviewees'
responses revealed that teachers showed positive perceptions regarding CER, CER
training, and its implementation in science classrooms
Social Functions (1)
One of eleven photographs showing various social functions. Kodak paper
Determining teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics
Teachers play one of the most pivotal roles in successful student outcomes (Hattie, 2013; Kincheloe, Slattery, & Steinberg, 2000; Meijer, Geijsel, Kuijpers, Boei, & Vrieling, 2016). A major challenge for teachers is that education is a career that is forever changing and requires education professionals to be lifelong learners for a continually evolving audience of learners (Meijer et al., 2016). This mixed-methods study investigated the relationship between teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics (Meijer et al., 2016). The quantitative data analyzed teachers’ reported implementation of lessons that integrate science, technology, engineering, and mathematics (STEM) in relation with their inquiry attitude, the teachers’ participation in developing the lesson, and by school type. The qualitative data was collected through interviews and analyzed transcription data received during the data collection phase. Once transcribed, data were coded to determine themes through constant comparative methodology in support of the grounded theory process (Berg, 2009; Glaser & Strauss, 1967). All data sources were triangulated during the analysis process
Loss of Vacuolar Acidity Results in Iron Sulfur Cluster Defects and Divergent Homeostatic Responses During Aging in Saccharomyces Cerevisiae
The loss of vacuolar/lysosomal acidity is an early event during aging that has been linked to mitochondrial dysfunction. However, it is unclear how loss of vacuolar acidity results in age-related dysfunction. Through unbiased genetic screens, we determine that increased iron uptake can suppress the mitochondrial respiratory deficiency phenotype of yeast vma mutants, which have lost vacuolar acidity due to genetic disruption of the vacuolar ATPase proton pump. Yeast vma mutants exhibited nuclear localization of Aft1, which turns on the iron regulon in response to iron-sulfur cluster (ISC) deficiency. This led us to find that loss of vacuolar acidity with age in wild-type yeast causes ISC defects and a DNA damage response. Using microfluidics to investigate aging at the single-cell level, we observe grossly divergent trajectories of iron homeostasis within an isogenic and environmentally homeogeneous population. One subpopulation of cells fails to mount the expected compensatory iron regulon gene expression program, and suffers progressively severe ISC deficiency with little to no activation of the iron regulon. In contract, other cells show robust iron regulon activity with limited ISC deficiency, which allows extended passage and survival through a period of genomic instability during aging. These divergent trajectories suggest that iron regulation and ISC homeostasis represent a possible target for aging interventions
Demolition of Kroger Grocery Store in Miramar Center (4)
Text on back of photo reads "#5 Demolished old Kroger Store Old Parking Lot : Looking North East".One of five photographs (front and back numbered 1-3 and 5-6) showing the demolition of the old Kroger grocery store in Miramar Center in May of 1997
Effects of Volinanserin on Sleep and Wake Stages and the EEG Spectrum During Nicotine Withdrawal in Rats
Sleep disturbances, such as sleep onset latency and fragmentation commonly occur during nicotine intake and withdrawal. They may be one major factor in supporting relapse during smoking cessation. In a laboratory model of these disturbances, rats underwent surgical implantation of EEG and EMG electrodes. They were monitored and allowed to recover over several days, and a 24-hour baseline was recorded for sleep and wake stages, as well as the frequency spectrum of EEG activity. The rats were then implanted with an osmotic minipump infusing either saline or 9mg/kg/day nicotine bitartrate solution for one week. Seventeen hours after removal of the minipump, rats in their primary sleeping phase (lights on) were given an injection of either vehicle (20% DMSO and 20% Tween-80 in saline) or 3mg/kg volinanserin in that vehicle. The injection was repeated 12 hours later in their primary waking phase. EEG and EMG recordings were analyzed by KisseiComtec SleepSign Software and checked manually by the researcher. Compared with the non dependent controls, untreated nicotine withdrawal induced increased sleep wake fragmentation in the lights-off phase, and alterations in the power of several EEG frequency bands. There were trends for volinanserin to prevent the fragmentation and several of the alterations in band power. Inhibiting the 5-HT2A serotonin receptor with drugs like volinanserin might be a novel treatment approach to help nicotine users avoid sleep disturbances during tobacco cessation