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Organic Chemistry II Drill (CHEM2220D). Module 4. Sample Problems
No full textThis module teaches about aromatic compounds
Organic Chemistry II Drill (CHEM 2220D). Reactions Review. Sample B. Answer Key
Get PDFAnswer key to reactions revie
Effect of Block Scheduling on End-Of-Course Test Achievement for High School Students Diagnosed with Attention Deficit Hyperactivity Disorder
Get PDFIn the United States over the past 25 years there has been a trend education using block scheduling in high schools (Zelkowski, 2010); however, there has been limited research into the impact that school-day schedules have on students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The purpose of this study is to compare the effects of traditional scheduling versus block scheduling on Algebra I, Geometry, English II, and English III End-of-Course standardized assessment achievement for high school students diagnosed with ADHD. Data were analyzed from different Southeastern Louisiana high school sites. Student Algebra I, Geometry, English II, and English III End-of-Course (EOC) results were compared using the mean achievement standard scores of participating schools across Southeastern Louisiana, across two schedule types, block and traditional for the 2013-2014 and 2014-2015 school years using the Mann-Whitney U test. The independent variable was schedule type, and the dependent variable was the median achievement score. The median standard scores of the different tests across schedule types indicated whether there were any significant differences in scores between block and traditional schedules. The results from this study suggest that the type of scheduling-block or traditional-does not significantly influence the EOC performance of high school students diagnosed with ADHD. The findings of this research can help guide instructional practices of teachers as well as the way administrators structure their school days and years
Organic Chemistry II Drill (CHEM2220D). Module 5. Aromatic Reactions
Get PDFThis module teaches Aromatic reactions
Geographic Information Systems (GIS) Basics
Get PDFStraightforward mapping basics with Google MyMaps!https://digitalcommons.xula.edu/data_instruct/1003/thumbnail.jp
LncEGFL7OS Regulates Human Angiogenesis by Interacting with MAX at the EGFL7/miR-126 locus
Get PDFIn an effort to identify human endothelial cell (EC)-enriched lncRNAs,~500 lncRNAswere shown to be highly restricted in primary human ECs. Among them,lncEGFL7OS, located inthe opposite strand of theEGFL7/miR-126gene, is regulated by ETS factors through abidirectional promoter in ECs. It is enriched in highly vascularized human tissues, and upregulatedin the hearts of dilated cardiomyopathy patients. LncEGFL7OS silencing impairs angiogenesis asshown by EC/fibroblast co-culture, in vitro/in vivo and ex vivo human choroid sproutingangiogenesis assays, while lncEGFL7OS overexpression has the opposite function. Mechanistically,lncEGFL7OS is required for MAPK and AKT pathway activation by regulating EGFL7/miR-126expression. MAX protein was identified as a lncEGFL7OS-interacting protein that functions toregulate histone acetylation in the EGFL7/miR-126 promoter/enhancer. CRISPR-mediated targetingof EGLF7/miR-126/lncEGFL7OS locus inhibits angiogenesis, inciting therapeutic potentialargeting this locus. Our study establishes lncEGFL7OS as a human/primate-specific EC-restricted lncRNA critical for human angiogenesis
