WorldWideScience

Sample records for culturally responsive instruction

  1. Culturally Responsive Social Skill Instruction for Latino Male Students

    Science.gov (United States)

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  2. Culturally Responsive Social Skills Instruction for Adolescent Black Males

    Science.gov (United States)

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Keyes, Starr

    2011-01-01

    The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…

  3. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  4. Influence of encoding instructions and response bias on cross-cultural differences in specific recognition.

    Science.gov (United States)

    Paige, Laura E; Amado, Selen; Gutchess, Angela H

    2017-10-01

    Prior cross-cultural research has reported cultural variations in memory. One study revealed that Americans remembered images with more perceptual detail than East Asians (Millar et al. in Cult Brain 1(2-4):138-157, 2013). However, in a later study, this expected pattern was not replicated, possibly due to differences in encoding instructions (Paige et al. in Cortex 91:250-261, 2017). The present study sought to examine when cultural variation in memory-related decisions occur and the role of instructions. American and East Asian participants viewed images of objects while making a Purchase decision or an Approach decision and later completed a surprise recognition test. Results revealed Americans had higher hit rates for specific memory, regardless of instruction type, and a less stringent response criterion relative to East Asians. Additionally, a pattern emerged where the Approach decision enhanced hit rates for specific memory relative to the Purchase decision only when administered first; this pattern did not differ across cultures. Results suggest encoding instructions do not magnify cross-cultural differences in memory. Ultimately, cross-cultural differences in response bias, rather than memory sensitivity per se, may account for findings of cultural differences in memory specificity.

  5. Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

    Science.gov (United States)

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

    2016-01-01

    This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

  6. Towards Cultural Responsiveness in Music Instruction with Black Detained Youth: An Analytic Autoethnography

    Science.gov (United States)

    Thompson, Jason D.

    2015-01-01

    There is an increased interest in music instruction and research with incarcerated populations. Amid this attention is a need to learn more about how music teachers develop competencies for working with juvenile offenders and navigate this unfamiliar context, how they come to learn more about culturally diverse music, and how they become aware of…

  7. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

    Science.gov (United States)

    Hernandez, Cecilia M.

    2011-12-01

    Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

  8. "Can't Nobody Sleep" and Other Characteristics of Culturally Responsive English Instruction

    Science.gov (United States)

    Adkins, Theresa A.

    2012-01-01

    In this article the author presents a collective case study of two English teachers identified as particularly successful with Black students. Through the use of ethnographic techniques, the study provides a snapshot of how these teachers facilitated academic gains in urban high schools through their use of culturally responsive English…

  9. Culturally Responsive Instruction for Students with Multiple or Severe Physical Impairments

    Science.gov (United States)

    Glimps, Blanche Jackson; Ford, Theron

    2006-01-01

    Are there students with physical disabilities who are so severely impaired that their culture can not be taken into consideration? Growing numbers of preschool and school age children with such disabilities are from non-European countries including Africa, South America, East Asia, and the Caribbean Islands. In addition, children who are American…

  10. "Hold up..do pigs eat bacon?!" An investigation of science instruction for urban Black youth and the need for a culturally considerate response

    Science.gov (United States)

    Ridgeway, Monica Lynn

    As a critical race ethnography, this dissertation attempts to foreground the richness of Black urban youth culture during and around science classroom instruction. Ironically, during an era of much diversity rhetoric in the United States, the culture of urban Black youth is rarely reflected in mainstream public school culture. I attempt to explicate such a worldview compassionately and authentically for both insiders and outsiders of the lived experiences of Black America. Education in the United States can be damning for Black youth who do not fit the mainstream mold, and several authors have provided detailed critique of mechanisms that shape, direct, and marginalize outliers to the successful academic cultural model. The U.S. through this lens is experiencing an opportunity gap, not an achievement gap--one which equitable educational experience can best be viewed through the richness of critical ethnographic methods. This methodical approach allowed me as a researcher to listen to marginalized voices and to incorporate lived interactions with youth, their parents, and community stakeholders all committed to provide support for the today's youth. As a Black female science educator, I explore the evidence for reform impact as I examine in school experiences and science teaching of culturally relevant pedagogies for urban, working-class and poor families of color in grades six-eight who participated in a Western New York academic enrichment program. Findings suggest that skepticism of reform efforts and new pedagogical approaches existed for all stakeholders aforementioned, but that students were the most amenable and responsive to alternative educational approaches. Specific recommendations for engaging students in inquiry processes are given for teachers, institutions, parents and students on the basis of videotaped lessons, interviews, and instructional artifacts. Implications include the recommendations that educators working with youth of color need to be

  11. Cultural dimensions of learning: Addressing the challenges of multicultural instruction

    OpenAIRE

    Patrick Parrish; Jennifer A. Linder-VanBerschot

    2010-01-01

    The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framewor...

  12. Physics Instruction Utilizing Culture-Based Pedagogy

    Directory of Open Access Journals (Sweden)

    Nerrie E. Malaluan

    2015-11-01

    Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

  13. Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction

    Science.gov (United States)

    Parrish, Patrick; Linder-VanBerschot, Jennifer A.

    2010-01-01

    The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify…

  14. Cultural dimensions of learning: Addressing the challenges of multicultural instruction

    Directory of Open Access Journals (Sweden)

    Patrick Parrish

    2010-05-01

    Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

  15. A Model of Instruction for Integrating Culture and Language.

    Science.gov (United States)

    Papalia, Anthony

    An integrated model of instruction in language and culture uses a sequential method of discovering sensation, perception, concept, and principle to develop self-analysis skills in students. When planning activities for learning a language and developing cultural understanding, teachers might follow a sequence such as the following: introduce…

  16. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Science.gov (United States)

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

  17. Redefining Classroom Culture through Instructional Design

    Science.gov (United States)

    Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin

    2007-01-01

    This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…

  18. Teachers' Implicit Attitudes, Explicit Beliefs, and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-Focused Instructional Practices

    Science.gov (United States)

    Kumar, Revathy; Karabenick, Stuart A.; Burgoon, Jacob N.

    2015-01-01

    The theory of planned behavior and the dual process attitude-to-behavior MODE model framed an examination of how White teachers' (N = 241) implicit and explicit attitudes toward White versus non-White students were related to their classroom instructional practices in 2 school districts with a high percentage of Arab American and Chaldean American…

  19. Defining culturally responsive teaching: The case of mathematics

    Directory of Open Access Journals (Sweden)

    Jenni L. Harding-DeKam

    2014-12-01

    Full Text Available Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students’ home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.

  20. Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration

    Science.gov (United States)

    McKenney, Elizabeth L. W.; Mann, Kacee A.; Brown, Danice L.; Jewell, Jeremy D.

    2017-01-01

    This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management…

  1. Culturally Responsive Physics Teaching: Content or Conveyance?

    Science.gov (United States)

    Stewart, Taquan Seth

    2011-12-01

    This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

  2. Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

    Directory of Open Access Journals (Sweden)

    Jia Li

    2015-10-01

    Full Text Available Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1 urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2 they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

  3. Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

    Science.gov (United States)

    Cole, Mikel Walker

    2015-12-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

  4. Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

    Science.gov (United States)

    Cole, Mikel Walker

    2015-01-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

  5. Constructed-Response Matching to Sample and Spelling Instruction.

    Science.gov (United States)

    Dube, William V.; And Others

    1991-01-01

    This paper describes a computer-based spelling program grounded in programed instructional techniques and using constructed-response matching-to-sample procedures. Following use of the program, two mentally retarded men successfully spelled previously misspelled words. (JDD)

  6. Faculty Perspectives on Culturally Responsive Teaching Practices in Developmental Education

    Science.gov (United States)

    Raney, Kristen A.

    2013-01-01

    This mixed methods study examined the perspectives of developmental math faculty at a two-year technical college regarding culturally responsive beliefs and instructional practices. Thirteen faculty who taught the developmental class Elementary Algebra with Applications were surveyed. Nine of the 13 faculty responded. One section of Wisconsin's…

  7. Preparing teachers for ambitious and culturally responsive science teaching

    Science.gov (United States)

    Seiler, Gale

    2013-03-01

    Communities, schools and classrooms across North America are becoming more ethnically, racially, and linguistically diverse, particularly in urban areas. Against this backdrop, underrepresentation of certain groups in science continues. Much attention has been devoted to multicultural education and the preparation of teachers for student diversity. In science education, much research has focused on classrooms as cultural spaces and the need for teachers to value and build upon students' everyday science knowledge and ways of sense-making. However it remains unclear how best to prepare science teachers for this kind of culturally responsive teaching. In attempting to envision how to prepare science teachers with cross-cultural competency, we can draw from a parallel line of research on preparing teachers for ambitious science instruction. In ambitious science instruction, students solve authentic problems and generate evidence and models to develop explanations of scientific phenomenon, an approach that necessitates great attention to students' thinking and sense-making, thus making it applicable to cultural relevance aims. In addition, this line of research on teacher preparation has developed specific tools and engages teachers in cycles of reflection and rehearsal as they develop instructional skills. While not addressing cross-cultural teaching specifically, this research provides insights into specific ways through which to prepare teachers for culturally responsive practices. In my presentation, I will report on efforts to join these two areas of research, that is, to combine ideas about multicultural science teacher preparation with what has been learned about how to develop ambitious science instruction. This research suggests a new model for urban science teacher preparation--one that focuses on developing specific teaching practices that elicit and build on student thinking, and doing so through cycles of individual and collective planning, rehearsal

  8. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    Science.gov (United States)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  9. Culturally Responsive Leadership for Community Empowerment

    Science.gov (United States)

    Johnson, Lauri

    2014-01-01

    Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive…

  10. Response switching and self-efficacy in Peer Instruction classrooms

    Science.gov (United States)

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

    2015-06-01

    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  11. Cultures differ in the ability to enhance affective neural responses.

    Science.gov (United States)

    Varnum, Michael E W; Hampton, Ryan S

    2017-10-01

    The present study (N = 55) used an event-related potential paradigm to investigate whether cultures differ in the ability to upregulate affective responses. Using stimuli selected from the International Affective Picture System, we found that European-Americans (N = 29) enhanced central-parietal late positive potential (LPP) (400-800 ms post-stimulus) responses to affective stimuli when instructed to do so, whereas East Asians (N = 26) did not. We observed cultural differences in the ability to enhance central-parietal LPP responses for both positively and negativelyvalenced stimuli, and the ability to enhance these two types of responses was positively correlated for Americans but negatively for East Asians. These results are consistent with the notion that cultural variations in norms and values regarding affective expression and experiences shape how the brain regulates emotions.

  12. Relationship between Language Learners’ Attitudes toward Cultural Instruction and Pragmatic Comprehension and Production

    Directory of Open Access Journals (Sweden)

    Vahid Rafieyan

    2016-08-01

    Full Text Available Development of target language pragmatic competence in language learners requires not only provision of cultural features of target language community in language classes but also language learner’s willingness to learn and use those cultural features. To investigate the relationship between language learners’ attitudes toward cultural instruction and their gains in comprehension and production aspects of pragmatic competence, the current study was conducted on 50 undergraduate Japanese students of English education at a university in Japan. The adapted version of the attitude questionnaire developed by Albirini (2009 was used to measure language learners’ attitudes toward cultural instruction. A 24-item pragmatic comprehension test developed by Taguchi (2007, 2008 was used to measure language learners’ pragmatic comprehension ability. Finally, a 32-item discourse completion task developed by Bardovi-Harlig (2009 was used to measure language learners’ pragmatic production ability. The analysis of Pearson product–moment correlation coefficient (r revealed a strong positive relationship between attitude toward cultural instruction and pragmatic comprehension ability as well as attitude toward cultural instruction and pragmatic production ability. The pedagogical implications of the findings suggested incorporation of interesting cultural features of the target language community in language classes and presenting them in interesting ways to attract language learners’ attention and interest. Keywords: Attitude, Cultural Instruction, Pragmatic Comprehension, Pragmatic Production

  13. The Best Practices for Shaping School Culture for Instructional Leaders

    Science.gov (United States)

    Lewis, Jennifer; Asberry, Jacqueline; DeJarnett, Gregory; King, Gwendolyn

    2016-01-01

    School culture is the belief and attitude influencing every aspect of how a school functions. Culture shared by all school stakeholders makes the actualization of both short-and long-term objectives easier. In this context, the best practices for shaping school culture for professional educators are personal mastery, team learning, and building a…

  14. Aligning Objectives and Assessment in Responsible Conduct of Research Instruction

    Science.gov (United States)

    Antes, Alison L.; DuBois, James M.

    2014-01-01

    Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used. PMID:25574258

  15. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

  16. Critical-Cultural Studies in Research and Instruction.

    Science.gov (United States)

    Switzer, Les; McNamara, John; Ryan, Michael

    1999-01-01

    Outlines two paradigms in critical-cultural analysis that seek to identify and explain the meaning of phenomena that make a culture, focusing on their relevance to research and teaching in journalism and mass communication. Identifies key issues and implications for mass communication research and teaching. Suggests ways educators can apply…

  17. Conceptual question response times in Peer Instruction classrooms

    Directory of Open Access Journals (Sweden)

    Kelly Miller

    2014-08-01

    Full Text Available Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

  18. Culturally Responsive Leadership in School Libraries

    Science.gov (United States)

    Summers, Laura L.

    2010-01-01

    Students need culturally responsive teacher-librarians who focus on 21st century skills for all students. Basic principles for culturally responsive leadership in school libraries are articulated by multicultural educators who know that social equity is more important than ever, as the number of diverse and underserved students increase each year.…

  19. Culturally Responsive Pedagogy for Teachers of Color

    Science.gov (United States)

    Gist, Conra D.

    2017-01-01

    This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

  20. Cultures of the Western World. Grade Ten. Instructional Guide.

    Science.gov (United States)

    West Chester School District, PA.

    This curriculum guide presents nine units for the study of western cultures in the tenth grade. The units contain up to 13 lessons each and comprise a two-semester course. Content includes ancient Greece and Rome, the Middle Ages, the Renaissance and Reformation, Great Britain, France as a case study of revolution, Russia, and nationalism and the…

  1. Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students' Perspectives

    Science.gov (United States)

    Li, Jia; Snow, Catherine; White, Claire

    2015-01-01

    Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students' language and literacy skills and general academic success. However, there is no consensus on the effect of…

  2. Emerging Culture of English-Medium Instruction in Korea: Experiences of Korean and International Students

    Science.gov (United States)

    Kim, Jeongyeon; Tatar, Bradley; Choi, Jinsook

    2014-01-01

    This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The…

  3. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

  4. Using Bureaucratic and Cultural Linkages to Improve Instruction: The Principal's Contribution.

    Science.gov (United States)

    Firestone, William A.; Wilson, Bruce L.

    1985-01-01

    Principals can influence teachers and instructional behavior by working through linkage mechanisms within the organizational structure of the school. Two types of linkages are identified: bureaucratic and cultural. Principals have access to linkages of both kinds; using linkages effectively, they can generate a common purpose in their schools. (MD)

  5. Network Culture, Performance & Corporate Responsibility

    OpenAIRE

    Silvio M. Brondoni

    2003-01-01

    The growth and sustainability of free market economies highlights the need to define rules more suited to the current condition of market globalisation and also encourages firms to adopt more transparent and accountable corporate responsibility (and corporate social responsibility, namely the relationship between the company, environment and social setting). From a managerial perspective, corporate responsibility is linked to ensure the lasting pursuit of the company mission, seeking increasi...

  6. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

    Science.gov (United States)

    Farrar, Cynthia Hamen

    In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

  7. Promoting Culturally Responsive Standards-Based Teaching

    Science.gov (United States)

    Saifer, Steffen; Barton, Rhonda

    2007-01-01

    Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

  8. Towards a Culturally Situated Reader Response Theory

    Science.gov (United States)

    Brooks, Wanda; Browne, Susan

    2012-01-01

    This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data examples illustrate the four cultural positions middle grade students in our research assumed when…

  9. Culture and Listeners' Gaze Responses to Stuttering

    Science.gov (United States)

    Zhang, Jianliang; Kalinowski, Joseph

    2012-01-01

    Background: It is frequently observed that listeners demonstrate gaze aversion to stuttering. This response may have profound social/communicative implications for both fluent and stuttering individuals. However, there is a lack of empirical examination of listeners' eye gaze responses to stuttering, and it is unclear whether cultural background…

  10. Dealing with Difference: Building Culturally Responsive Classrooms

    Directory of Open Access Journals (Sweden)

    Nina Burridge

    2009-11-01

    Full Text Available Australia continues to develop as a multicultural society with levels of immigration increasing significantly over recent years as a result of government policies. More recently, the new period of financial turmoil, continuing threats from terrorism and environmental concerns, have all exacerbated the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally response classrooms is a perennial issue for both teachers and educators. A major challenge for teachers is to at a minimum, understand cultural differences as they manifest in their particular school settings and to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of recent school policies, highlight a number of frameworks for addressing cultural diversity in the classroom, in particular the approaches by Kalantzis and Cope’s (1999 and Hickling-Hudson (2003. We also draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney metropolitan schools to discuss the need for more greater resource and policy support for progressive teaching approaches that support the development of a more tolerant and inclusive multicultural society. Key words: cultural diversity, schools, teacher education, classroom practice, social inclusion

  11. A Design-Based Research Case Study Documenting a Constructivist ID Process and Instructional Solution for a Cross-Cultural Workforce

    Science.gov (United States)

    Tracey, Monica W.; Unger, Kelly L.

    2012-01-01

    As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a…

  12. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  13. Organizational culture during the accident response process

    International Nuclear Information System (INIS)

    Shurberg, D.A.; Haber, S.B.

    1992-01-01

    A large volume of literature hypothesizes a direct relationship between organizational culture and organizational effectiveness. Culture data have been collected by the authors and others at nuclear power plants (NPPs) and other organizations that demand high reliability. In this paper, the literature and data are used to explore a critical dimension of the accident response process in an NPP: the transition from an anticipatory strategy to an ad hoc strategy. In particular, the effect of organizational culture on the implementation of each of these strategies is examined

  14. Response Strategies and Response Styles in Cross-Cultural Surveys

    NARCIS (Netherlands)

    Morren, M.H.; Gelissen, J.P.T.M.; Vermunt, J.K.

    2012-01-01

    This article addresses the following research questions: Do respondents participating in cross-cultural surveys differ in their response style when responding to attitude statements? If so, are characteristics of the response process associated with their ethnicity and generation of immigration? To

  15. Culturally divergent responses to mortality salience.

    Science.gov (United States)

    Ma-Kellams, Christine; Blascovich, Jim

    2011-08-01

    Two experiments compared the effects of death thoughts, or mortality salience, on European and Asian Americans. Research on terror management theory has demonstrated that in Western cultural groups, individuals typically employ self-protective strategies in the face of death-related thoughts. Given fundamental East-West differences in self-construal (i.e., the independent vs. interdependent self), we predicted that members of Eastern cultural groups would affirm other people, rather than defend and affirm the self, after encountering conditions of mortality salience. We primed European Americans and Asian Americans with either a death or a control prime and examined the effect of this manipulation on attitudes about a person who violates cultural norms (Study 1) and on attributions about the plight of an innocent victim (Study 2). Mortality salience promoted culturally divergent responses, leading European Americans to defend the self and Asian Americans to defend other people.

  16. Toward a More Culturally Responsive General Music Classroom

    Science.gov (United States)

    Abril, Carlos R.

    2013-01-01

    This article seeks to characterize culturally responsive teaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturally responsive.

  17. The Dispositions for Culturally Responsive Pedagogy Scale

    Science.gov (United States)

    Whitaker, Manya C.; Valtierra, Kristina Marie

    2018-01-01

    Purpose: The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS). Design/methodology/approach: Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent…

  18. Complex patterns of response to oral hygiene instructions: longitudinal evaluation of periodontal patients.

    Science.gov (United States)

    Amoo-Achampong, Felice; Vitunac, David E; Deeley, Kathleen; Modesto, Adriana; Vieira, Alexandre R

    2018-05-02

    Oral hygiene instruction is an intervention widely practiced but increased knowledge about oral health does not necessarily dramatically impact oral disease prevalence in populations. We aimed to measure plaque and bleeding in periodontal patients over time to determine patterns of patient response to oral hygiene instructions. Longitudinal plaque and bleeding index data were evaluated in 227 periodontal patients to determine the impact of oral hygiene instructions. Over multiple visits, we determined relative plaque accumulation and gingival bleeding for each patient. Subsequently, we grouped them in three types of oral hygiene status in response to initial instructions, using the longitudinal data over the period they were treated and followed for their periodontal needs. These patterns of oral hygiene based on the plaque and gingival bleeding indexes were evaluated based on age, sex, ethnic background, interleukin 1 alpha and beta genotypes, diabetes status, smoking habits, and other concomitant diseases. Chi-square and Fisher's exact tests were used to determine if any differences between these variables were statistically significant with alpha set at 0.05. Three patterns in response to oral hygiene instructions emerged. Plaque and gingival bleeding indexes improved, worsened, or fluctuated over time in the periodontal patients studied. Out of all the confounders considered, only ethnic background showed statistically significant differences. White individuals more often than other ethnic groups fluctuated in regards to oral hygiene quality after instructions. There are different responses to professional oral hygiene instructions. These responses may be related to ethnicity.

  19. Teaching for Diversity: Addressing Diversity Issues in Responsive ESL Instruction

    Science.gov (United States)

    Fu, Jing

    2013-01-01

    Student diversity has become a typical phenomenon in American public schools. The impact of increasing diversity on literacy instruction is unchallenged. Teachers reinforce this message by often citing ESL student diversity as a barrier for literacy teaching. In order to better understand the complexity of diversity issues, I explored two ESL…

  20. Games in Instruction Leading To Environmentally Responsible Behavior.

    Science.gov (United States)

    Hewitt, Patricia

    1997-01-01

    Focuses on instructional games designed to teach about environmental topics such as wetlands, pollution, endangered species, population, energy, and individual effects on the environment. Fourth-, fifth-, and sixth-grade students (N=295) were tested, and significant results were found between students who played four games and those who did not…

  1. Corporate Social Responsibility and Managing Ethical Culture

    OpenAIRE

    Yeney Widya Prihatiningtias

    2012-01-01

    This essay argues that the promotion of Corporate Social Responsibility (CSR) and ethical business conduct is very important. CSR nowadays has become crucial issue as major companies are expected to demonstrate their commitment to society’s values through actions. The current article explains, evaluates, and applies to relevant examples of the narrow, broader socio-economic, as well as broad maximal view of CSR. It also critically describes how organizations can develop ethical cultures and c...

  2. ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

    Science.gov (United States)

    Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

    2016-01-01

    The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

  3. Cell Culture Assay for Human Noroviruses [response

    Energy Technology Data Exchange (ETDEWEB)

    Straub, Tim M.; Honer Zu Bentrup, Kerstin; Orosz Coghlan, Patricia; Dohnalkova, Alice; Mayer, Brooke K.; Bartholomew, Rachel A.; Valdez, Catherine O.; Bruckner-Lea, Cindy J.; Gerba, Charles P.; Abbaszadegan, Morteza A.; Nickerson, Cheryl A.

    2007-07-01

    We appreciate the comments provided by Leung et al., in response to our recently published article “In Vitro Cell Culture Infectivity Assay for Human Noroviruses” by Straub et al. (1). The specific aim of our project was to develop an in vitro cell culture infectivity assay for human noroviruses (hNoV) to enhance risk assessments when they are detected in water supplies. Reverse transcription (RT) qualitative or quantitative PCR are the primary assays for waterborne NoV monitoring. However, these assays cannot distinguish between infectious vs. non-infectious virions. When hNoV is detected in water supplies, information provided by our infectivity assay will significantly improve risk assessment models and protect human health, regardless of whether we are propagating NoV. Indeed, in vitro cell culture infectivity assays for the waterborne pathogen Cryptosporidium parvum that supplement approved fluorescent microscopy assays, do not result in amplification of the environmentally resistant hard-walled oocysts (2). However, identification of life cycle stages in cell culture provides evidence of infectious oocysts in a water supply. Nonetheless, Leung et al.’s assertion regarding the suitability of our method for the in vitro propagation of high titers of NoV is valid for the medical research community. In this case, well-characterized challenge pools of virus would be useful for developing and testing diagnostics, therapeutics, and vaccines. As further validation of our published findings, we have now optimized RT quantitative PCR to assess the level of viral production in cell culture, where we are indeed finding significant increases in viral titer. The magnitude and time course of these increases is dependent on both virus strain and multiplicity of infection. We are currently preparing a manuscript that will discuss these findings in greater detail, and the implications this may have for creating viral challenge pools

  4. Corporate Social Responsibility and Managing Ethical Culture

    Directory of Open Access Journals (Sweden)

    Yeney Widya Prihatiningtias

    2012-04-01

    Full Text Available This essay argues that the promotion of Corporate Social Responsibility (CSR and ethical business conduct is very important. CSR nowadays has become crucial issue as major companies are expected to demonstrate their commitment to society’s values through actions. The current article explains, evaluates, and applies to relevant examples of the narrow, broader socio-economic, as well as broad maximal view of CSR. It also critically describes how organizations can develop ethical cultures and corporate ethics programs for CSR.

  5. Economic analysis of CDC's culture- and smear-based tuberculosis instructions for Filipino immigrants.

    Science.gov (United States)

    Maskery, B; Posey, D L; Coleman, M S; Asis, R; Zhou, W; Painter, J A; Wingate, L T; Roque, M; Cetron, M S

    2018-04-01

    In 2007, the US Centers for Disease Control and Prevention (CDC) revised its tuberculosis (TB) technical instructions for panel physicians who administer mandatory medical examinations among US-bound immigrants. Many US-bound immigrants come from the Philippines, a high TB prevalence country. To quantify economic and health impacts of smear- vs. culture-based TB screening. Decision tree modeling was used to compare three Filipino screening programs: 1) no screening, 2) smear-based screening, and 3) culture-based screening. The model incorporated pre-departure TB screening results from Filipino panel physicians and CDC databases with post-arrival follow-up outcomes. Costs (2013 $US) were examined from societal, immigrant, US Public Health Department and hospitalization perspectives. With no screening, an annual cohort of 35 722 Filipino immigrants would include an estimated 450 TB patients with 264 hospitalizations, at a societal cost of US$9.90 million. Culture-based vs. smear-based screening would result in fewer imported cases (80.9 vs. 310.5), hospitalizations (19.7 vs. 68.1), and treatment costs (US$1.57 million vs. US$4.28 million). Societal screening costs, including US follow-up, were greater for culture-based screening (US$5.98 million) than for smear-based screening (US$3.38 million). Culture-based screening requirements increased immigrant costs by 61% (US$1.7 million), but reduced costs for the US Public Health Department (22%, US$750 000) and of hospitalization (70%, US$1 020 000). Culture-based screening reduced imported TB and US costs among Filipino immigrants.

  6. Organizational culture during the accident response process

    International Nuclear Information System (INIS)

    Shurberg, D.A.; Haber, S.B.

    1992-01-01

    The ability of an organization to effectively move from an anticipatory to an ad hoc strategy may well depend on the organization having the ability to balance these two apparently dichotomous cultural styles. The organization which is most capable of making the necessary transition in an optimal manner may well exhibit some aspects of both cultural styles during normal operations. Data collected at one NPP does exhibit this pattern of results, with the organization exhibiting a clear hierarchical chain of command and perceived conventional behavioral expectations as well as exhibiting a more decentralized and collegial approach to decisionmaking, a team work orientation, and informal communications. Thus, it is expected that this organization possesses the capabilities to make a successful transition from an anticipatory to an ad hoc strategy. Data collected at a second NPP more strongly exhibits the traditional style suggested as being important during the anticipatory strategy, with more formal communications and bureaucratically controlled decision-making. This organization may experience difficulty if faced with the need to make a transition from an anticipatory to an ad hoc strategy. These conclusions are further validated based on observation of Emergency Preparedness Exercise Inspections, which suggest that the more anticipatory types of behaviors actually inhibit successful performance during an ad hoc response. The final validation of these hypotheses needs to be demonstrated with cultural data collected during emergency simulations. The mechanism to obtain such data during these types of situations is an area for future research

  7. Children Evoke Similar Affective and Instructional Responses from Their Teachers and Mothers

    Science.gov (United States)

    Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik

    2015-01-01

    In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…

  8. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  9. An NCME Instructional Module on Polytomous Item Response Theory Models

    Science.gov (United States)

    Penfield, Randall David

    2014-01-01

    A polytomous item is one for which the responses are scored according to three or more categories. Given the increasing use of polytomous items in assessment practices, item response theory (IRT) models specialized for polytomous items are becoming increasingly common. The purpose of this ITEMS module is to provide an accessible overview of…

  10. Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates

    Science.gov (United States)

    Genao, Soribel

    2016-01-01

    Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…

  11. The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

    Science.gov (United States)

    Falkert, Anika

    2016-01-01

    The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

  12. Teaching, Learning, and Writing in the Third Space: A Study of Language and Culture Intersecting with Instruction

    Science.gov (United States)

    Toma-Berge, Susan

    2011-01-01

    The purpose of this dissertation was to compare the characteristics and attributes of an effective first grade teacher of writing to English learners through the lens of the "third space." The "third space" represents a place where sociocultural theory interacts with language and culture, and authentic, integrated literacy instruction. Because…

  13. Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: replicating a Dutch study in Indonesia.

    Science.gov (United States)

    Suhoyo, Yoyo; van Hell, Elisabeth A; Prihatiningsih, Titi S; Kuks, Jan B M; Cohen-Schotanus, Janke

    2014-03-01

    Cultural differences between countries may entail differences in feedback processes. By replicating a Dutch study in Indonesia, we analysed whether differences in processes influenced the perceived instructiveness of feedback. Over a two-week period, Indonesian students (n = 215) recorded feedback moments during clerkships, noting who provided the feedback, whether the feedback was based on observations, who initiated the feedback, and its perceived instructiveness. Data were compared with the earlier Dutch study and analysed with χ(2) tests, t-tests and multilevel techniques. Cultural differences were explored using Hofstede's Model, with Indonesia and the Netherlands differing on "power distance" and "individualism." Perceived instructiveness of feedback did not differ significantly between both countries. However, significant differences were found in feedback provider, observation and initiative. Indonesian students perceived feedback as more instructive if provided by specialists and initiated jointly by the supervisor and student (βresidents = -0.201, p culture. Further research is necessary to unravel other possible influences of culture in implementing feedback procedures in different countries.

  14. Teaching and Reaching All Students: An Instructional Model for Closing the Gap

    Science.gov (United States)

    Powell, Rebecca; Cantrell, Susan Chambers; Rightmyer, Elizabeth

    2013-01-01

    This article presents a model for culturally responsive instruction (CRI) that represents a synthesis of research on effective literacy and content instruction for diverse middle grades learners.The article discusses the various elements of the Culturally Responsive Instruction Observation Protocol (CRIOP) model. It then examines these elements by…

  15. Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching

    Science.gov (United States)

    Beitzel, Brian D.

    2013-01-01

    The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…

  16. An NCME Instructional Module on Item-Fit Statistics for Item Response Theory Models

    Science.gov (United States)

    Ames, Allison J.; Penfield, Randall D.

    2015-01-01

    Drawing valid inferences from item response theory (IRT) models is contingent upon a good fit of the data to the model. Violations of model-data fit have numerous consequences, limiting the usefulness and applicability of the model. This instructional module provides an overview of methods used for evaluating the fit of IRT models. Upon completing…

  17. ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction

    Science.gov (United States)

    Pawan, Faridah; Craig, Daniel A.

    2011-01-01

    The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…

  18. “Clicking” with your audience: Evaluating the use of personal response systems in library instruction

    Directory of Open Access Journals (Sweden)

    Emily K. Chan

    2011-03-01

    Full Text Available University of the Pacific librarians used personal response systems (PRS or clickers in first-year mandatory library instructional sessions to assess their effects on student engagement and retention of learning outcomes. Students who utilized clickers during their library session reported greater enjoyment and encouragement to participate (n=291. Students in the sessions not utilizing the clickers achieved better learning outcomes than their counterparts who utilized clickers (n=326. The implications of these results are discussed, specifically within the context of pedagogy and tailoring instruction to the Millennial generation.

  19. Evaluating the effects that existing instruction on responsible conduct of research has on ethical decision making.

    Science.gov (United States)

    Antes, Alison L; Wang, Xiaoqian; Mumford, Michael D; Brown, Ryan P; Connelly, Shane; Devenport, Lynn D

    2010-03-01

    To examine the effects that existing courses on the responsible conduct of research (RCR) have on ethical decision making by assessing the ethicality of decisions made in response to ethical problems and the underlying processes involved in ethical decision making. These processes included how an individual thinks through ethical problems (i.e., meta-cognitive reasoning strategies) and the emphasis placed on social dimensions of ethical problems (i.e., social-behavioral responses). In 2005-2007, recruitment announcements were made, stating that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Recruitment yielded contacts with over 200 RCR faculty at 21 research universities and medical schools; 40 (20%) RCR instructors enrolled their courses in the current study. From those courses, 173 participants completed an ethical decision-making measure. A mixed pattern of effects emerged. The ethicality of decisions did not improve as a result of RCR instruction and even decreased for decisions pertaining to business aspects of research, such as contract bidding. Course participants improved on some meta-cognitive reasoning strategies, such as awareness of the situation and consideration of personal motivations, but declined for seeking help and considering others' perspectives. Participants also increased their endorsement of detrimental social-behavioral responses, such as deception, retaliation, and avoidance of personal responsibility. These findings indicated that RCR instruction may not be as effective as intended and, in fact, may even be harmful. Harmful effects might result if instruction leads students to overstress avoidance of ethical problems, be overconfident in their ability to handle ethical problems, or overemphasize their ethical nature. Future research must examine these and other possible obstacles to effective RCR instruction.

  20. Electrodermal responses during appetitive conditioning are sensitive to contingency instruction ambiguity.

    Science.gov (United States)

    van den Akker, Karolien; Nederkoorn, Chantal; Jansen, Anita

    2017-08-01

    Studies on human appetitive conditioning using food rewards can benefit from including psychophysiological outcome measures. The present study tested whether the skin conductance response can function as a measure of differential responding in an appetitive conditioning paradigm including an acquisition and extinction phase, and examined which time window during a trial is most sensitive to conditioning effects. As a secondary aim, the effects of ambiguous vs. non-ambiguous contingency instructions on conditioned responses (skin conductance responses, US expectancies, chocolate desires, and CS evaluations) were assessed. Results indicated differential skin conductance responses in an anticipatory time window and during unexpected omission of the US in early extinction. Interestingly however, anticipatory responses were only found for participants who received ambiguous contingency instructions - possibly indicating a call for additional processing resources in response to the ambiguous CS+. Further, ambiguous instructions slowed the extinction of US expectancies but did not influence chocolate desires and CS evaluations. It is concluded that skin conductance can function as a sensitive measure of differential responding in appetitive conditioning, though its sensitivity might depend on the specific task context. Copyright © 2017 Elsevier B.V. All rights reserved.

  1. Culturally Responsive: Art Education in a Global Era

    Science.gov (United States)

    Lai, Alice

    2012-01-01

    Facing the era of globalization, culturally responsive art teachers must recognize that students' home culture, including local artistic expression, is inevitably influenced by global forces. They should strive to engage with students systems and issues of globalization and its impact on their community culture and art. In this article, the author…

  2. Only reappraisers profit from reappraisal instructions: Effects of instructed and habitual reappraisal on stress responses during interpersonal conflicts.

    Science.gov (United States)

    Mauersberger, Heidi; Hoppe, Annekatrin; Brockmann, Gudrun; Hess, Ursula

    2018-04-22

    Conflicts are an undesirable yet common aspect of daily interactions with wide-ranging negative consequences. The present research aimed to examine the buffering effect of experimentally instructed reappraisal on self-reported, physiological and behavioral stress indices during interpersonal conflicts, taking into account habitual emotion regulation strategies. For this, 145 participants experienced a standardized laboratory conflict with the instruction to either reappraise (n = 48), to suppress (n = 50), or with no instruction (n = 47) while cardiovascular and neuroendocrine measures were taken. Participants were allowed to eat sweet and salty snacks during the conflict situation. Prior to as well as after the conflict, participants reported on their subjective stress level. Reappraisal instructions were only effective for high habitual reappraisers who exhibited lower cardiovascular and cortisol reactivity and demonstrated fewer snack-eating behaviors under reappraisal instructions than under suppression or no instructions. The opposite pattern emerged for low habitual reappraisers. Neither experimentally instructed nor habitual reappraisal by itself reduced the negative effects of conflicts. Our findings complement the literature on the diverging effects of instructed reappraisal in tense social interactions. © 2018 Society for Psychophysiological Research.

  3. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    Science.gov (United States)

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  4. The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

    Science.gov (United States)

    Patish, Yelena

    2016-01-01

    While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

  5. Envisioning Instructional Communication Research as a Multi-Paradigmatic Response to Neoliberalism's Effect on Instruction. Forum: The Future of Instructional Communication

    Science.gov (United States)

    Kahl, David H., Jr.

    2017-01-01

    Throughout its history, instructional communication research has played an important role in the discipline of Communication. In tracing its lineage, Myers (2010) explains that instructional communication research has focused on communicative behaviors that instructors use with their students to better understand and facilitate affective and…

  6. Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory

    Science.gov (United States)

    Barrett-Tatum, Jennifer

    2015-01-01

    The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestr?m's…

  7. Cultural responses to climate change during the late Holocene.

    Science.gov (United States)

    deMenocal, P B

    2001-04-27

    Modern complex societies exhibit marked resilience to interannual-to- decadal droughts, but cultural responses to multidecadal-to-multicentury droughts can only be addressed by integrating detailed archaeological and paleoclimatic records. Four case studies drawn from New and Old World civilizations document societal responses to prolonged drought, including population dislocations, urban abandonment, and state collapse. Further study of past cultural adaptations to persistent climate change may provide valuable perspective on possible responses of modern societies to future climate change.

  8. Teachers' Texts in Culturally Responsive Teaching

    Science.gov (United States)

    Kesler, Ted

    2011-01-01

    In this paper, the author shares three teaching stories that demonstrate the social, cultural, political, and historical factors of all texts in specific interpretive communities. The author shows how the texts that comprised his curriculum constructed particular subject positions that inevitably included some students but marginalized and…

  9. Culturally Responsive Marketing of Coach and Pepsi

    OpenAIRE

    Edwin Quinn; Renika Quinn

    2015-01-01

    This study will focus on the cultural aspects of China and how the brands Coach and Pepsi will target Chinese consumers. Information will be provided on the society, economical facets, marketing analysis and positive and normative perspectives of the study. China, like with many other countries has developed certain marketing techniques as a way of gaining the interest of their consumers.

  10. Practicing Culturally Responsive Pedagogy in Physical Education

    Science.gov (United States)

    Young, Shawna; Sternod, Brandon M.

    2011-01-01

    As a result of continuous global immigration to the United States, several microcultures coexist within the country. Today's classroom should provide an interface where individuals from different cultural backgrounds have the potential for sharing a rich place of learning--a place where the teacher embraces and celebrates individual differences,…

  11. Olympism, physical education and culturally responsive pedagogies ...

    African Journals Online (AJOL)

    The ubiquitous forces of the globalisation of sport and other social constructs, such as economic and political, create cultural necessities for physical education (PE) to connect and celebrate diversity, yet at the same time, commit to contextualised educative and social purposes. The commitment is the need for an inclusive ...

  12. Culturally Responsive Contexts: Establishing Relationships for Inclusion

    Science.gov (United States)

    Berryman, Mere; Ford, Therese; Nevin, Ann; SooHoo, Suzanne

    2015-01-01

    As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or…

  13. Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context

    Directory of Open Access Journals (Sweden)

    Valentin Ekiaka Nzai

    2012-12-01

    Full Text Available Culturally responsive instruction has been suggested as quality education (Edwards, 2003 for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentricand Ethno-centric (Euro/Western-centric approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English assecond language (ESL and English as foreign language (EFL settings, but also to effectively train culturally responsive non-native Englishspeaking (NNES English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNESEnglish teachers’ culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To behighly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implicationsfor NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

  14. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth

    Science.gov (United States)

    Garvin, Brittany A.

    There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline. This mixed methods study examined the impact of a culturally responsive approach on student attitudes, interests in science education and STEM careers, and basic science content knowledge before and after participation in an upward bound summer program. Quantitative results indicated using a culturally responsive approach to teach science in an informal learning space significantly increases student achievement. Students receiving culturally responsive science instruction exhibited statistically significant increases in their posttest science scores compared to pretest science scores, M = 0.376, 95% CI [0.266, 0.487], t (10) = 7.610, p < 0.001. Likewise, students receiving culturally responsive science instruction had a significantly higher interest in science (M = 1.740, SD = 0.548) and STEM careers, M = 0.597, 95% CI [0.276, 0.919], p = 0.001. The qualitative data obtained in this study sought to gain a more in-depth understanding of the impact of a culturally responsive approach on students' attitudes, interests in science and STEM careers. Findings suggest providing students the opportunity to do and learn science utilizing a

  15. An Empirical Perspective on the Culture - Corporate Social Responsibility Relationship

    Directory of Open Access Journals (Sweden)

    Dumitru ZAIȚ

    2013-12-01

    Full Text Available Business competition and pressure of European directives put Romanian company in a position to find answers to issues related to long-term survival and development. In this context we believe it is necessary to analyze some of the most important components that should be taken into consideration at the strategic level: national and organizational culture. The results indicate that corporate social responsibility is supported by learning and change-oriented organizational culture, but also by a favorable cultural and national economic framework. Based on these theoretical considerations we intent to emphasize the relationships between national culture / corporate culture and corporate social responsibility (CSR, elaborating an empirical argument by analyzing the results provided by Global 100, an annual project initiated by Corporate Knights Inc. (Davos. Starting with 2005, it has the largest database in the world and an appropriate evaluation methodology that provides a ranking of the top 100 most responsible companies in the world.

  16. Crisis and Man: Literary Responses Across Cultures

    OpenAIRE

    Krishnaswami, Mallika

    2012-01-01

    Myth of Sisyphus exemplifies the situation man finds himself in irrespective of his ethnic and geographical background. Art and cultural forms gave expression to this situation and the intensity of the expression depended upon the political and social dimensions. War or peace, man is always condemned to struggle with his problems, moral or otherwise. Post war English writers focused on the social problems the British society found itself in and its helplessness in dealing with them. It was th...

  17. Diallel analysis of anther culture response in wheat ( Triticum ...

    African Journals Online (AJOL)

    The four wheat (Triticum aestivum L.) genotypes differing in their ability to produce embryogenic callus from anther culture were reciprocally crossed and inheritance of anther culture response [callus induction frequency (CIF, %), embryogenic callus induction frequency (ECIF, %), regeneration capacity of callus (RCC, %) ...

  18. Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

    Science.gov (United States)

    Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

    2017-08-01

    The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

  19. Statistical optimization of cultural conditions by response surface ...

    African Journals Online (AJOL)

    STORAGESEVER

    2009-08-04

    Aug 4, 2009 ... Full Length Research Paper. Statistical optimization of cultural conditions by response surface methodology for phenol degradation by a novel ... Phenol is a hydrocarbon compound that is highly toxic, ... Microorganism.

  20. Defining genes using "blueprint" versus "instruction" metaphors: effects for genetic determinism, response efficacy, and perceived control.

    Science.gov (United States)

    Parrott, Roxanne; Smith, Rachel A

    2014-01-01

    Evidence supports mixed attributions aligned with personal and/or clinical control and gene expression for health in this era of genomic science and health care. We consider variance in these attributions and possible relationships to individual mind sets associated with essentialist beliefs that genes determine health versus threat beliefs that genes increase susceptibility for disease and severity linked to gene-environment interactions. Further, we contribute to theory and empirical research to evaluate the use of metaphors to define genes. Participants (N = 324) read a message that varied the introduction by providing a definition of genes that used either an "instruction" metaphor or a "blueprint" metaphor. The "instruction" metaphor compared to the "blueprint" metaphor promoted stronger threat perceptions, which aligned with both belief in the response efficacy of genetic research for health and perceived behavioral control linked to genes and health. The "blueprint" metaphor compared to the "instruction" metaphor promoted stronger essentialist beliefs, which aligned with more intense positive regard for the efficacy of genetic research and human health. Implications for health communicators include societal effects aligned with stigma and discrimination that such findings portend.

  1. Instruction in the responsible conduct of research: an inventory of programs and materials within CTSAs.

    Science.gov (United States)

    DuBois, James M; Schilling, Debie A; Heitman, Elizabeth; Steneck, Nicholas H; Kon, Alexander A

    2010-06-01

    The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium's Clinical Research Ethics Key Function Committee (CRE-KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8-item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources.

  2. Cultural Consensus Theory: Aggregating Continuous Responses in a Finite Interval

    Science.gov (United States)

    Batchelder, William H.; Strashny, Alex; Romney, A. Kimball

    Cultural consensus theory (CCT) consists of cognitive models for aggregating responses of "informants" to test items about some domain of their shared cultural knowledge. This paper develops a CCT model for items requiring bounded numerical responses, e.g. probability estimates, confidence judgments, or similarity judgments. The model assumes that each item generates a latent random representation in each informant, with mean equal to the consensus answer and variance depending jointly on the informant and the location of the consensus answer. The manifest responses may reflect biases of the informants. Markov Chain Monte Carlo (MCMC) methods were used to estimate the model, and simulation studies validated the approach. The model was applied to an existing cross-cultural dataset involving native Japanese and English speakers judging the similarity of emotion terms. The results sharpened earlier studies that showed that both cultures appear to have very similar cognitive representations of emotion terms.

  3. Solutions to academic failure: The cognitive and cultural realities ofEnglish as the medium of instruction among black learners

    Directory of Open Access Journals (Sweden)

    R. Gamaroff

    2013-02-01

    Full Text Available In South Africa, black learners who are speakers of Bantu languages have to use a second language, namely English, as the medium of instruction from Std 3 onwards. The differences between English language-culture and Bantu languages-culture(s have generated a host of problems (and pseudo-problems?, where the main problem is academic failure. Three solutions to academic failure are discussed in the light of cultural and cognitive factors in multicultural education: 1. The use of the mother tongue as the exclusive medium of instruction 2. Critical Language Study (CLS and People's English 3. The separation of high ability learners from limited ability learners in the teaching situation. It is emphasised that culture is closely connected to a symbolic system, and thus an understanding of cognitive processes in academic learning requires an understanding of culture, and vice versa. Ultimately, of primary importance in academic study are the cognitive underpinnings of Cognitive Academic Language Proficiency (CALP developed in the first language. In Suid-Afrika word swart leerders wie se moedertaal een van die Afrika tale is, tans vanaf st. 3 in 'n tweede taal, naamlik Engels, onderrig. As gevolg van die verskille tussen die Engelse taalkultuur en die taalkulture van die A.frika tale het daar 'n groot aantal probleme (en pseudoprobleme? ontstaan, waarvan akademiese mislukking die belangrikste is. Drie oplossings vir hierdie akademiese mislukking word bespreek aan die hand van kulturele en kognitiewe faktore in multikulturele onderwys: 1. Die gebruik van die moedertaal as eksklusiewe medium van onderrig 2. "Critical Language Study" (CLS en "People's English" 3. Die afsonderlike hantering van hoogsbegaafde en minder begaafde leerlinge. Dit moet beklemtoon word dat kultuur nouverwant is aan 'n simbolesisteem. Gevolglik is 'n be grip van die kognitiewe prosesse betrokke by akademiese leer 'n voorvereiste vir 'n be grip van kultuur, en omgekeerd. Vera

  4. Revision and Validation of a Culturally-Adapted Online Instructional Module Using Edmundson's CAP Model: A DBR Study

    Science.gov (United States)

    Tapanes, Marie A.

    2011-01-01

    In the present study, the Cultural Adaptation Process Model was applied to an online module to include adaptations responsive to the online students' culturally-influenced learning styles and preferences. The purpose was to provide the online learners with a variety of course material presentations, where the e-learners had the opportunity to…

  5. Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties

    Science.gov (United States)

    Lonigan, Christopher J.; Phillips, Beth M.

    2015-01-01

    Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. PMID:26869730

  6. Relationship between Attitude toward Target Language Culture Instruction and Pragmatic Comprehension Development

    Science.gov (United States)

    Rafieyan, Vahid; Majid, Norazman Bin Abdul; Eng, Lin Siew

    2013-01-01

    Familiarity with the cultural features of the target language society and interest in learning those cultural features are the key factors to determine language learners' level of pragmatic comprehension. To investigate this issue, this study attempted to assess the relationship between attitude toward incorporating target language culture into…

  7. Designing Reading Instruction for Cultural Minorities: The Case of the Kamehameha Early Education Program.

    Science.gov (United States)

    Calfee, Robert C.; And Others

    This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for…

  8. Comparative Effectiveness of Echoic and Modeling Procedures in Language Instruction With Culturally Disadvantaged Children.

    Science.gov (United States)

    Stern, Carolyn; Keislar, Evan

    In an attempt to explore a systematic approach to language expansion and improved sentence structure, echoic and modeling procedures for language instruction were compared. Four hypotheses were formulated: (1) children who use modeling procedures will produce better structured sentences than children who use echoic prompting, (2) both echoic and…

  9. Shared Vulnerability in Professional Learning: Growing Instructional Coaches in a Culture of PDS Partnership

    Science.gov (United States)

    Corkery, Jill; Hall, Kris; Jeffries, Jess; Laskowski, Kristen; Romig, Gail; Tranell, Jennifer; Peters, Brian; Whitney, Anne Elrod

    2015-01-01

    In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer…

  10. Management Culture as Part of Organizational Culture in the Context of Corporate Social Responsibility Implementation

    Directory of Open Access Journals (Sweden)

    Jolita Vveinhardt

    2017-10-01

    Full Text Available The article is theoretically based on management culture as part of the formal organizational culture, separately reviewing some of its elements. Expert evaluation organization, process and results of the instrument shaped by the authors and meant for qualitative research are briefly presented. The structure of the instrument is detailed by presenting its component parts and explanations. The research was carried out by interviewing the top managers of two big manufacturing company groups consisting of six enterprises. The article presents passages of an interview with the top managers of the six companies, revealing management culture as part of the formal organizational culture expression aiming to implement corporate social responsibility. It should be emphasized that the companies of both groups are preparing to become socially responsible and this results in the timeliness and importance of the research. Structured interviewing method was applied for the research, and the substantive content of the interview included strategy, organizational structure, rules and regulations, technologies, processes, information systems, control and incentive issues. The results of the research show that in both groups of the manufacturing companies management culture and corporate social responsibility, analysing them in terms of formal organizational culture, are perceived in very narrow aspects and their development is not part of the organizations’ strategic goals. The results of the study suggest that the ideas of corporate social responsibility cannot be implemented in a consistent way unless they are integrated into the formal part of organisational culture which plays an instrumental role.

  11. Using Culturally Responsive Stories in Mathematics: Responses from the Target Audience

    Science.gov (United States)

    Corp, Amy

    2017-01-01

    This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

  12. A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

    Science.gov (United States)

    Negishi, Meiko

    Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as

  13. An Empirical Perspective on the Culture - Corporate Social Responsibility Relationship

    OpenAIRE

    Dumitru ZAIȚ; Angelica-Nicoleta ONEA; Ruxandra CIULU; Maria TĂTĂRUȘANU

    2013-01-01

    Business competition and pressure of European directives put Romanian company in a position to find answers to issues related to long-term survival and development. In this context we believe it is necessary to analyze some of the most important components that should be taken into consideration at the strategic level: national and organizational culture. The results indicate that corporate social responsibility is supported by learning and change-oriented organizational culture, but also by ...

  14. The evolution of cognitive mechanisms in response to cultural innovations.

    Science.gov (United States)

    Lotem, Arnon; Halpern, Joseph Y; Edelman, Shimon; Kolodny, Oren

    2017-07-24

    When humans and other animals make cultural innovations, they also change their environment, thereby imposing new selective pressures that can modify their biological traits. For example, there is evidence that dairy farming by humans favored alleles for adult lactose tolerance. Similarly, the invention of cooking possibly affected the evolution of jaw and tooth morphology. However, when it comes to cognitive traits and learning mechanisms, it is much more difficult to determine whether and how their evolution was affected by culture or by their use in cultural transmission. Here we argue that, excluding very recent cultural innovations, the assumption that culture shaped the evolution of cognition is both more parsimonious and more productive than assuming the opposite. In considering how culture shapes cognition, we suggest that a process-level model of cognitive evolution is necessary and offer such a model. The model employs relatively simple coevolving mechanisms of learning and data acquisition that jointly construct a complex network of a type previously shown to be capable of supporting a range of cognitive abilities. The evolution of cognition, and thus the effect of culture on cognitive evolution, is captured through small modifications of these coevolving learning and data-acquisition mechanisms, whose coordinated action is critical for building an effective network. We use the model to show how these mechanisms are likely to evolve in response to cultural phenomena, such as language and tool-making, which are associated with major changes in data patterns and with new computational and statistical challenges.

  15. Perspectives on the German "Energiewende": Culture and Ecology in German Instruction

    Science.gov (United States)

    Berg, Bartell M.

    2013-01-01

    This article addresses a dual desire for teaching units that (1) incorporate green issues into the language curriculum, (2) fulfill the need for comparative cultural studies in the language classroom, and (3) incorporate the ACTFL "Standards for Foreign Language Learning." Included are a review of recent approaches to teaching culture in…

  16. The Influence of Socio-Cultural Factors on Leadership Practices for Instructional Improvement in Indonesian Schools

    Science.gov (United States)

    Jawas, Umiati

    2017-01-01

    Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This…

  17. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    Science.gov (United States)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

  18. Einige didaktische Ueberlegungen fuer den Kulturkunde-Unterricht (Some Instructional Considerations for the Teaching of Culture)

    Science.gov (United States)

    Ruttkowski, Wolfgang V.

    1976-01-01

    Discusses the necessity of teaching German culture in English translation and the difficulty of selecting relevant subject matter and appropriate materials. Some guidelines for the structure and content of such courses are suggested. (Text is in German.) (TL)

  19. Behavioral Theory and Culture Special Issue: Authors' Response to Commentaries

    Science.gov (United States)

    Pasick, Rena J.; Burke, Nancy J.; Joseph, Galen

    2009-01-01

    This article presents the authors' response to commentaries that focus on the "Behavioral Constructs and Culture in Cancer Screening" (3Cs) study. The 3Cs study had an unremarkable beginning, with two colleagues discussing their frustration over the narrow range of behavioral theories and the limited guidance the theories offered for a study…

  20. German financial media's responsiveness to Deutsche Bank's cultural change

    NARCIS (Netherlands)

    Strauß, N.

    2015-01-01

    Based on first-order and second-order agenda building theory, this study analyzes the responsiveness of German financial media to frames of the "cultural change" proclaimed in the banking industry, exemplified by Deutsche Bank. Findings suggest a difference between the two major German financial

  1. Culturally Responsive Teaching. Second Edition. Multicultural Education Series

    Science.gov (United States)

    Gay, Geneva

    2010-01-01

    The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with…

  2. Universities' Responses to Globalisation: The Influence of Organisational Culture

    Science.gov (United States)

    Burnett, Sally-Ann; Huisman, Jeroen

    2010-01-01

    This study sought to assess how and why some higher education institutions have responded to aspects of globalisation and, in particular how organisational culture influences universities' responses to globalisation. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalisation at…

  3. A Systemic Approach to Culturally Responsive Assessment Practices and Evaluation

    Science.gov (United States)

    Slee, June

    2010-01-01

    In an earlier paper, Slee and Keenan demonstrated that it was possible for tertiary education institutions to design culturally responsive assessment procedures that complied with standardised assessment policy. The authors' paper described "Growing Our Own," an initiative between Charles Darwin University and Northern Territory Catholic…

  4. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    Science.gov (United States)

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

    2016-01-01

    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  5. Culturally Responsive Education in Music Education: A Literature Review

    Science.gov (United States)

    Bond, Vanessa L.

    2017-01-01

    Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

  6. An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Inquiry

    Directory of Open Access Journals (Sweden)

    Carol A. Gordon

    2009-09-01

    research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin‐Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done.Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self‐oriented action research (AR(S1 targets self‐improvement on the local level of teaching and learning in school libraries; social‐oriented action research (AR(S2 targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research.Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self‐ and social‐oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory‐based practices, such as user‐centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner‐researchers who are proficient in making the information‐to‐knowledge connection that informs their professional performance.

  7. A Nordic comparison of national objectives for reading instruction and teachers' responses about actual reading practice

    DEFF Research Database (Denmark)

    Rønberg, Louise; Mejding, Jan

    2014-01-01

    and functional goals in Finland. It appears that the Finnish descriptions are more aligned with current empirical research on reading comprehension. Swedish and Norwegian teachers have the most varied used of both literary and informational text types during a week, whereas Finnish teachers give informational...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark......This article presents a comparison of the Nordic countries’ official objectives for reading and analyses of 1005 Nordic teachers’ responses regarding their reading instruction. The specificity and transparency vary greatly in the objectives, from broad outlines in Norway to more specific...

  8. Radiation adaptive response for the growth of cultured glial cells

    International Nuclear Information System (INIS)

    Suzuki, S.; Miura, Y.; Kano, M.; Toda, T.; Urano, S.

    2003-01-01

    Full text: To examine the molecular mechanism of radiation adaptive response (RAR) for the growth of cultured glial cells and to investigate the influence of aging on the response, glial cells were cultured from young and aged rats (1 month and 24 months old). RAR for the growth of glial cells conditioned with a low dose of X-rays and subsequently exposed to a high dose of X-rays was examined for cell number and BrdU incorporation. Involvement of the subcellular signaling pathway factors in RAR was investigated using their inhibitors, activators and mutated glial cells. RAR was observed in cells cultured from young rats, but was not in cells from aged rats. The inhibitors of protein kinase C (PKC) and DNA-dependent protein kinase (DNA-PK) or phosphatidylinositol 3-kinase (PI3K) suppressed RAR. The activators of PKC instead of low dose irradiation also caused RAR. Moreover, glial cells cultured from severe combined immunodeficiency (scid) mice (CB-17 scid) and ataxia-telangiectasia (AT) cells from AT patients showed no RAR. These results indicated that PKC, ATM, DNAPK and/or PI3K were involved in RAR for growth and BrdU incorporation of cultured glial cells and RAR decreased with aging. Proteomics data of glial cells exposed to severe stress of H 2 O 2 or X-rays also will be presented in the conference since little or no difference has not been observed with slight stress yet

  9. Principals' Perceptions of Instructional Leadership for Middle School Students of Color with Specific Learning Disabilities

    Science.gov (United States)

    Shannon-Luster, Beverly

    2013-01-01

    Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education…

  10. The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

    Science.gov (United States)

    Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

    2014-06-01

    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  11. Latin America: A Cultural Region of the World; An Instructional Unit for Grades 8, 9, 10.

    Science.gov (United States)

    Gill, Clark C.; Conroy, William B.

    This teaching package or unit is part of a sequence of materials developed by the Latin American Curriculum Project. Concepts, key ideas and facts introduced in earlier grades on socio-cultural patterns are reinforced by this multidisciplinary approach. The major topic emphasis is the history of the periods since the beginning of the Independence…

  12. Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

    Science.gov (United States)

    Swanson, Julie Dingle

    2016-01-01

    Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

  13. The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction

    Science.gov (United States)

    Bridwell-Mitchell, E. N.

    2013-01-01

    The research herein uses a mixed methods approach to examine how organizational phenomena at the macro level of analysis translate into phenomena at the micro level. Specifically, the research attempts to explain how cultural institutions may translate into individual attitudes and actions, such as public school teachers' decisions about using…

  14. Geoethics and geological culture: awareness, responsibility and challenges

    Directory of Open Access Journals (Sweden)

    Silvia Peppoloni

    2012-07-01

    Full Text Available The international debate in the field of geoethics focuses on some of the most important environmental emergencies, while highlighting the great responsibilities of geoscientists, whatever field they work in, and the important social, cultural and economic repercussions that their choices can have on society. The GeoItalia 2009 and 2011 conferences that were held in Rimini and Turin, respectively, and were organized by the Italian Federation of Earth Science, were two important moments for the promotion of geoethics in Italy. They were devoted to the highlighting of how, and with what tools and contents, can the geosciences contribute to the cultural renewal of society. They also covered the active roles of geoscientists in the dissemination of scientific information, contributing in this way to the correct construction of social knowledge. Geology is culture, and as such it can help to dispel misconceptions and cultural stereotypes that concern natural phenomena, disasters, resources, and land management. Geological culture consists of methods, goals, values, history, ways of thinking about nature, and specific sensitivity for approaching problems and their solutions. So geology has to fix referenced values, as indispensable prerequisites for geoethics. Together, geological culture and geoethics can strengthen the bond that joins people to their territory, and can help to find solutions and answers to some important challenges in the coming years regarding natural risks, resources, and climate change. Starting from these considerations, we stress the importance of establishing an ethical criterion for Earth scientists, to focus attention on the issue of the responsibility of geoscientists, and the need to more clearly define their scientific identity and the value of their specificities.

  15. Using Culture beyond Its Borders: The Use of Content-Enriched Instruction and the Effects of Input Enhancement on Learning in High School French Classes

    Science.gov (United States)

    Grim, Frédérique

    2014-01-01

    The American Council on the Teaching of Foreign Languages Standards emphasizes the integration of Communication, Cultures, Connections, Comparisons, and Communities within teaching. "Content-enriched instruction" aims at teaching linguistic forms within content and eases the implementation of the five Cs. The focus is at beginning levels…

  16. FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research

    Science.gov (United States)

    Rudick, Kyle C.; Ellison, Scott

    2016-01-01

    In response to the articles in this forum, the authors write that they were struck by the way most of the authors assumed that generations are stable entities characterized by readily identifiable factors, such as age, attitudes or circumstances. Following a constitutive philosophy of communication and instruction (Fassett & Warren, 2007;…

  17. Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Maura Alicia Matesic

    2008-06-01

    Full Text Available The appearance of Personal Response Systems (PRS or “clickers” in universityclassrooms has opened an avenue for new forms of communication betweeninstructors and students in large-enrolment classes. Because it allows instructorsto pose questions and receive tabulated responses from students in real-time,proponents of this technology herald it as an innovative means for encouraginghigher levels of participation, fostering student engagement, and streamlining theassessment process. Having already been experimentally deployed acrossdisciplines ranging from business to the arts and sciences, it is also beginning tobe used in the context of information literacy instruction. In this project weemployed the technology not to transfer actual skills, but to advertise theexistence of online library guides, promote the use of the library within thecontext of the course itself, and “provoke” students to adopt a more activeapproach to research as a recursive process. Our findings suggest that studentsadapt easily to the use of this technology and feel democratically empowered torespond to their instructors in a variety of ways that include anonymous clickerresponses as well as more traditional means such as the raising of hands andposing questions verbally. The particular value of this study was to show thatthese broader findings seem equally applicable to pedagogical settings in whichlearning objectives are built around and integrated with the principles ofinformation literacy.

  18. Cultural responsiveness in EFL teaching: reflections from native instructors

    Directory of Open Access Journals (Sweden)

    Cinarbas H. Ibrahim

    2016-05-01

    Full Text Available In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

  19. Cultural Responsive Teaching Readiness Scale Validity and Reliability Study

    Directory of Open Access Journals (Sweden)

    Kasım KARATAŞ

    2017-12-01

    Full Text Available The aim of this research is to develop a measurement instrument that will determine the cultural responsive teaching readiness level of teacher candidates. The study group consisted of a total of 231 candidate teachers, of which 83 were males and 148 were females, who were attending their final year of class teacher education programs at various Turkish universities during the 2016-2017 education year. In the first phase, a 33-item draft form was presented to experts to be reviewed. Based on the feedback received, revisions were made and the final scale was applied to a group of 231 candidate teachers. In the analysis of the data obtained as the result of the application, Exploratory Factor Analysis (EFA was performed. The EFA produced 21 items within a two-factor structure as, “Personal Readiness” and “Professional Readiness.” It was observed that the sub-factors were components of the “cultural responsive teaching readiness” dimension, and that the goodness of fit measures obtained as a result of the First and Second Level Confirmatory Factor Analyzes (CFA were high. In addition, reliability coefficients were found to be high as a result of reliability measurements. With the help of these findings, this study concludes that the Cultural Responsive Teaching Readiness scale is both valid and reliable.

  20. Cultural and ethnic differences in content validation responses.

    Science.gov (United States)

    Evans, Bronwynne C

    2004-04-01

    Eight instruments to evaluate grant interventions aimed at increasing recruitment and retention of Hispanic/Latino and American Indian nurses were developed for a Nursing Workforce Diversity Grant. This article compares expert reviewer responses during content validation of these instruments with (a) current literature and (b) seven filmed intervals of Hispanic/Latino and American Indian nurses speaking about their educational experiences. White reviewers responded differently to certain items than did Hispanic/Latino and American Indian reviewers (or reviewers closely affiliated with such persons). Responses of Hispanic/Latino and American Indian experts were aligned with one another but not aligned with the responses of White experts, who also agreed with one another, prompting literature and film comparisons with their responses. Faculty development may be needed to help teachers uncover their assumptions about students of color, acquire knowledge about cultural perspectives, recognize institutional racism, and attain the skills necessary to develop and implement a curriculum of inclusion.

  1. Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction

    Science.gov (United States)

    Berne, Jennifer; Degener, Sophie C.

    2010-01-01

    Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

  2. SNARC Effects with Numerical and Non-Numerical Symbolic Comparative Judgments: Instructional and Cultural Dependencies

    Science.gov (United States)

    Shaki, Samuel; Petrusic, William M.; Leth-Steensen, Craig

    2012-01-01

    With English-language readers in an experiment requiring pairwise comparative judgments of the sizes of animals, the nature of the association between the magnitudes of the animal pairs and the left or right sides of response (i.e., the SNARC effect) was reversed depending on whether the participants had to choose either the smaller or the larger…

  3. Developing cultural competence and social responsibility in preclinical dental students.

    Science.gov (United States)

    Rubin, Richard W

    2004-04-01

    Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

  4. The Effectiveness of Library Instruction: Do Student Response Systems (Clickers Enhance Learning?

    Directory of Open Access Journals (Sweden)

    Katherine McGuire

    2010-06-01

    Full Text Available In the present study, we were interested in determining if library instruction would be more effective if personal response systems (clickers were used during instruction. Furthermore we were interested in examining if students in a class could benefit from clicker technology even if they did not have access to a personal clicker. To examine these issues, we conducted 3 library instruction sessions: Session 1-half of the students were randomly assigned a clicker; Session 2-all students had individual clickers; and Session 3-clickers were not used. Although half of the students in Session 1 did not have clickers, they were presented with all of the information, were aware of the clicker questions, and were presented with the graphs of responses. Students in all 3 sessions completed a pretest and posttest and difference scores were calculated such that positive numbers indicated higher scores. Overall, scores were significantly higher for students who had access to clickers. A comparison of specific clicker use showed that both the individual and group clicker sessions led to significantly higher difference scores. Results indicated that the benefits of clickers are not limited to individual access and group clicker use was as effective. Overall, these results confirm research supporting the integration of technology into classroom instruction.Dans cette étude, nous avons cherché à déterminer si la formation en recherche documentaire était plus efficace lorsqu’on utilisait des systèmes de réponse personnelle (télévoteur. De plus, nous voulions savoir si les étudiants en classe profiteraient de cette technologie même s’ils n’avaient pas accès à un télévoteur individuel. Pour ce faire, nous avons organisé trois séances de formation en recherche documentaire. Pendant la première, nous avons distribué un télévoteur à la moitié des étudiants choisis au hasard. Pendant la deuxième séance, chaque étudiant disposait d

  5. Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences--A Response.

    Science.gov (United States)

    Gourley, Dick R.

    1979-01-01

    Issues concerning graduate programs in the pharmaceutical sciences are discussed, including: recent trends, recruitment, clinical instruction, doctoral programs, graduate faculty, master's programs, competition, supply and demand, and professional education of professionals. (SF)

  6. Support for teachers in improving science instruction and building a professional culture: An investigation

    Science.gov (United States)

    Morris, Meg

    Teachers, already working in a demanding and complex occupation, face new challenges posed by current recommendations for changes in science teaching. Reform challenges that teachers face today and principles for professional development suggested by Judith Warren Little are used as a conceptual framework for this study. The study examines one professional development opportunity, the South Coast Science Project (SCSP) which is one site of the statewide California Science Project. In 1995 twenty-eight teachers of grades K--12 participated in the SCSPs four week summer institute and six follow-up days during the next two school years. Responses to open-ended questions on questionnaires answered by each teacher and my observation as a participant were used to study teachers' experiences in the institute. In classroom observations and interviews I gathered data about teaching practice and leadership activities of the teachers after the institute. Findings show that after the institute participating teachers made changes in teaching practice and leadership activities congruent with the aims of the SCSP. Important factors in the institute's success in supporting teachers to make changes include: the institute's mission, design, principles, and aims are in agreement with Little's (1993) suggested principles for professional development; investigations in an inquiry method are used to emphasize teaching science, rather than separating science and teaching; teacher leadership was enhanced by modeling and opportunities for the participants to practice leadership; a non-elitist model gave all teachers access to this learning opportunity. The method used for this study shows a way to better understand how professional development can have an impact on classroom practice. By collecting data in both the contexts---the learning opportunity and the subsequent classroom applications---the impact of the professional development can be traced. Findings for this study show that well

  7. Individual and culture-level components of survey response styles: A multi-level analysis using cultural models of selfhood.

    Science.gov (United States)

    Smith, Peter B; Vignoles, Vivian L; Becker, Maja; Owe, Ellinor; Easterbrook, Matthew J; Brown, Rupert; Bourguignon, David; Garðarsdóttir, Ragna B; Kreuzbauer, Robert; Cendales Ayala, Boris; Yuki, Masaki; Zhang, Jianxin; Lv, Shaobo; Chobthamkit, Phatthanakit; Jaafar, Jas Laile; Fischer, Ronald; Milfont, Taciano L; Gavreliuc, Alin; Baguma, Peter; Bond, Michael Harris; Martin, Mariana; Gausel, Nicolay; Schwartz, Seth J; Des Rosiers, Sabrina E; Tatarko, Alexander; González, Roberto; Didier, Nicolas; Carrasco, Diego; Lay, Siugmin; Nizharadze, George; Torres, Ana; Camino, Leoncio; Abuhamdeh, Sami; Macapagal, Ma Elizabeth J; Koller, Silvia H; Herman, Ginette; Courtois, Marie; Fritsche, Immo; Espinosa, Agustín; Villamar, Juan A; Regalia, Camillo; Manzi, Claudia; Brambilla, Maria; Zinkeng, Martina; Jalal, Baland; Kusdil, Ersin; Amponsah, Benjamin; Çağlar, Selinay; Mekonnen, Kassahun Habtamu; Möller, Bettina; Zhang, Xiao; Schweiger Gallo, Inge; Prieto Gil, Paula; Lorente Clemares, Raquel; Campara, Gabriella; Aldhafri, Said; Fülöp, Márta; Pyszczynski, Tom; Kesebir, Pelin; Harb, Charles

    2016-12-01

    Variations in acquiescence and extremity pose substantial threats to the validity of cross-cultural research that relies on survey methods. Individual and cultural correlates of response styles when using 2 contrasting types of response mode were investigated, drawing on data from 55 cultural groups across 33 nations. Using 7 dimensions of self-other relatedness that have often been confounded within the broader distinction between independence and interdependence, our analysis yields more specific understandings of both individual- and culture-level variations in response style. When using a Likert-scale response format, acquiescence is strongest among individuals seeing themselves as similar to others, and where cultural models of selfhood favour harmony, similarity with others and receptiveness to influence. However, when using Schwartz's (2007) portrait-comparison response procedure, acquiescence is strongest among individuals seeing themselves as self-reliant but also connected to others, and where cultural models of selfhood favour self-reliance and self-consistency. Extreme responding varies less between the two types of response modes, and is most prevalent among individuals seeing themselves as self-reliant, and in cultures favouring self-reliance. As both types of response mode elicit distinctive styles of response, it remains important to estimate and control for style effects to ensure valid comparisons. © 2016 International Union of Psychological Science.

  8. Hemopoietic cell precursor responses to erythropoietin in plasma clot cultures

    Energy Technology Data Exchange (ETDEWEB)

    Kennedy, W.L.

    1979-01-01

    The time dependence of the response of mouse bone marrow cells to erythropoietin (Ep) in vitro was studied. Experiments include studies on the Ep response of marrow cells from normal, plethoric, or bled mice. Results with normal marrow reveal: (1) Not all erythroid precursors (CFU-E) are alike in their response to Ep. A significant number of the precursors develop to a mature erythroid colony after very short Ep exposures, but they account for only approx. 13% of the total colonies generated when Ep is active for 48 hrs. If Ep is active more than 6 hrs, a second population of erythroid colonies emerges at a nearly constant rate until the end of the culture. Full erythroid colony production requires prolonged exposure to erythropoietin. (2) The longer erythropoietin is actively present, the larger the number of erythroid colonies that reach 17 cells or more. Two distinct populations of immediate erythroid precursors are also present in marrow from plethoric mice. In these mice, total colony numbers are equal to or below those obtained from normal mice. However, the population of fast-responding CFU-E is consistently decreased to 10 to 20% of that found in normal marrow. The remaining colonies are formed from plethoric marrow at a rate equal to normal marrow. With increasing Ep exposures, the number of large colonies produced increases. From the marrow of bled mice, total erythroid colony production is equal to or above that of normal marrow. Two populations of colony-forming cells are again evident, with the fast-responding CFU-E being below normal levels. The lack of colonies from this group was compensated in bled mice by rapid colony production in the second population. A real increase in numbers of precursors present in this pool increased the rate of colony production in culture to twice that of normal marrow. The number of large colonies obtained from bled mice was again increased as the Ep exposure was lengthened. (ERB)

  9. The response of human glioblastoma in culture to radiation

    International Nuclear Information System (INIS)

    Masuda, Koji; Aramaki, Ryoji; Takagi, Tosuke

    1980-01-01

    Cells from two human glioblastoma multiforme and one mouse glioma were grown in tissue cultures and their X-ray survival curve parameters were determined under oxygenated and hypoxic conditions. These were compared with the survival parameters for mouse fibroblasts (L5) and established cell lines from human carcinoma coli (HeLa S3) irradiated under identical conditions. There was no significant difference in response among the cell lines used. Repair of potentially lethal damage for human glioblastoma and HeLa S3 was assessed by the increase in survival which occurred as the cells were held in density inhibited stationary phase. The magnitude of repair of potentially lethal damage (slope modifying factors) for the glioblastoma and HeLa were 1.9 and 1.1, respectively. (author)

  10. Instructional Leadership Responsibilities of Assistant Principals in Large Texas High Schools

    Science.gov (United States)

    Howard-Schwind, Michelle

    2010-01-01

    The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal…

  11. Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

    Science.gov (United States)

    Sarsar, Firat

    2017-01-01

    The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

  12. The Relationship of Instructional Methods with Student Responses to the Survey of Attitudes Toward Statistics.

    Science.gov (United States)

    Faghihi, Foroozandeh; Rakow, Ernest A.

    This study, conducted at the University of Memphis (Tennessee), compared the effects of a self-paced method of instruction on the attitudes and perceptions of students enrolled in an undergraduate statistics course with those of a comparable group of students taking statistics in a traditional lecture setting. The non-traditional course used a…

  13. An Alternative View of the Instructional Design Process: A Response to Smith and Boling

    Science.gov (United States)

    Gibbons, Andrew S.; Yanchar, Stephen C.

    2010-01-01

    A recent literature review by Smith and Boling (2009) critically examines the received view of instructional design in educational technology. Smith and Boling conclude that the foundational literature characterizes design in a way that leads to a constrained understanding of design, especially by novices. They suggest that as a field we move…

  14. Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

    Science.gov (United States)

    Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

    2013-01-01

    Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

  15. A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

    Science.gov (United States)

    Bakken, Jeffrey P.; Smith, Beverly A.

    2011-01-01

    This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

  16. BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

  17. The Instructional Capacitor

    Science.gov (United States)

    Walton, Elizabeth

    2012-01-01

    Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

  18. Towards a politics of disaster response: presidential disaster instructions in China, 1998-2012.

    Science.gov (United States)

    Tao, Peng; Chen, Chunliang

    2018-04-01

    China's disaster management system contains no law-based presidential disaster declarations; however, the national leader's instructions (pishi in Chinese) play a similar role to disaster declarations, which increase the intensity of disaster relief. This raises the question of what affects presidential disaster instructions within an authoritarian regime. This research shows that China's disaster politics depend on a crisis threshold system for operation and that the public and social features of disasters are at the core of this system. China's political cycle has no significant impact on disaster politics. A change in the emergency management system has a significant bearing on presidential disaster instructions, reflecting the strong influence of the concept of rule of law and benefiting the sustainable development of the emergency management system. In terms of disaster politics research, unlocking the black box of China's disaster politics and increasing the number of comparative political studies will benefit the development of empirical and theoretical study. © 2018 The Author(s). Disasters © Overseas Development Institute, 2018.

  19. Culturally Responsive Positive Behavior Supports: Considerations for Practice

    Science.gov (United States)

    Banks, Tachelle; Obiakor, Festus E.

    2015-01-01

    Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are…

  20. The Development of a Model of Culturally Responsive Science and Mathematics Teaching

    Science.gov (United States)

    Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

    2013-01-01

    This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the…

  1. Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-11-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

  2. RTI and the Adolescent Reader: Responsive Literacy Instruction in Secondary Schools (Middle and High School). Language & Literacy Series Practitioners Bookshelf

    Science.gov (United States)

    Brozo, William G.

    2011-01-01

    "RTI and the Adolescent Reader" focuses exclusively on Response to Intervention (RTI) for literacy at the secondary level. In this accessible guide, William Brozo defines RTI and explains why and how it is considered a viable intervention model for adolescent readers. He analyzes the authentic structural, political, cultural, and teacher…

  3. The Multiple Influences on Nonformal Instructional Practices in Rural Mozambique: Exploring the Limits of World Culture Theory

    Science.gov (United States)

    Straubhaar, Rolf

    2014-01-01

    This article presents findings from 12 months of ethnographic observations of nonformal adult education classes offered by an internationally funded nonprofit, referred to in this article as Comunidades de Poder (CDP). The primary objective of this article is to examine the various contextual factors that influenced CDP teachers' instruction and…

  4. An examination of acquiescent response styles in cross-cultural research

    NARCIS (Netherlands)

    Fischer, R.; Fontaine, J.R.J.; van de Vijver, F.J.R.; van Hemert, D.A.; Gari, A.; Mylonas, K.

    2009-01-01

    Response styles constitute a formidable challenge for cross-cultural research. In this article, three different response styles are discussed (acquiescence, extremity scoring, and social desirability). Acquiescence responding (ARS) is then integrated into a larger classical test theoretical

  5. Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants

    Science.gov (United States)

    Wu, Ya-Ling

    2016-01-01

    Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide…

  6. An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

    Science.gov (United States)

    Tuck Bonner, Natalie Christine

    A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

  7. The influences of task repetition, napping, time of day, and instruction on the Sustained Attention to Response Task.

    Science.gov (United States)

    van Schie, Mojca K M; Alblas, Eva E; Thijs, Roland D; Fronczek, Rolf; Lammers, Gert Jan; van Dijk, J Gert

    2014-01-01

    The Sustained Attention to Response Task (SART) helps to quantify vigilance impairments.Previous studies, in which five SART sessions on one day were administered, demonstrated worse performance during the first session than during the others. The present study comprises two experiments to identify a cause of this phenomenon. Experiment 1, counting eighty healthy participants, assessed effects of repetition,napping, and time of day on SART performance through a between-groups design. The SART was performed twice in the morning or twice in the afternoon; half of the participants took a 20-minute nap before the second SART. A strong correlation between error count and reaction time (RT) suggested effects of test instruction. Participants gave equal weight to speed and accuracy in Experiment 1; therefore, results of 20 participants were compared to those of 20 additional participants who were told to prefer accuracy (Experiment 2). The average SART error count in Experiment 1 was 10.1; the median RT was 280 ms. Neither repetition nor napping influenced error count or RT. Time of day did not influence error count, but RT was significantly longer for morning than for afternoon SARTs. The additional participants in Experiment 2 had a 49% lower error count and a 14% higher RT than the participants in Experiment 1. Error counts reduced by 50% from the first to the second session of Experiment 2, irrespective of napping or time of day. Preferring accuracy over speed was associated with a significantly lower error count. The data suggest that a worse performance in the first SART session only occurs when instructing participants to prefer accuracy, which is caused by repetition, not by napping or time of day. We advise that participants are instructed to prefer accuracy over speed when performing the SART and that a full practice session is included.

  8. Developing a Scale for Culturally Responsive Practice: Validation, Relationship with School Organizational Factors, and Application

    Science.gov (United States)

    Han, Jae-Bum

    2017-01-01

    The primary goal of this dissertation is to develop and provide preliminary validation for a new measure of culturally responsive practice. This instrument, which is called the Culturally Responsive Practice Scale (CRPS), includes items that reflect ways that teachers teach multicultural students in their classrooms. To accomplish the goal, three…

  9. Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

    Science.gov (United States)

    Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

    2011-01-01

    There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

  10. Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

    Science.gov (United States)

    Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

    2017-01-01

    The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

  11. Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

    Science.gov (United States)

    Averill, Robin; Anderson, Dayle; Drake, Michael

    2015-01-01

    Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from…

  12. Selection-Based Instruction with Touch-Screen Video and the Emergence of Exact, Recombinative, and Novel Topography-Based Responses to Interview Questions

    Science.gov (United States)

    O'Neill, John; Rehfeldt, Ruth Anne

    2016-01-01

    The purpose of the present experiment was to replicate and extend the literature on using selection-based instruction to teach responses to interview questions by (a) evaluating the emergence of recombinative (i.e., combinations of taught) and novel (i.e., untaught) topography-based intraverbal responses, in addition to exact repetitions of taught…

  13. "Because That's Who I Am": Extending Theories of Culturally Responsive Pedagogy to Consider Religious Identity, Belief, and Practice

    Science.gov (United States)

    Dallavis, Christian

    2011-01-01

    In this conceptual article the author explores the intersection of culturally responsive pedagogy and religious school contexts. He extends theories of culturally responsive pedagogy to consider how religion, a dimension of student culture that has largely been overlooked in the literature surrounding culturally responsive pedagogy, can inflect…

  14. Response to Richard Widdess: Music, Meaning and Culture

    Directory of Open Access Journals (Sweden)

    Jerome Lewis

    2012-09-01

    Full Text Available This commentary discusses the anthropological implications of Richard Widess’ paper by summarizing some anthropological approaches to music, especially focusing on the way musical participation inculcates and transmits an aesthetic orientation that guides action across cultural domains such as politics, economics and religion. The paper ends by suggesting that the heart of human culture is more likely to be an aesthetic orientation than a script or set of rules, and traces out some reasons why music does this so well.

  15. Thermo-responsive cell culture carrier: Effects on macrophage functionality and detachment efficiency.

    Science.gov (United States)

    Rennert, Knut; Nitschke, Mirko; Wallert, Maria; Keune, Natalie; Raasch, Martin; Lorkowski, Stefan; Mosig, Alexander S

    2017-01-01

    Harvesting cultivated macrophages for tissue engineering purposes by enzymatic digestion of cell adhesion molecules can potentially result in unintended activation, altered function, or behavior of these cells. Thermo-responsive polymer is a promising tool that allows for gentle macrophage detachment without artificial activation prior to subculture within engineered tissue constructs. We therefore characterized different species of thermo-responsive polymers for their suitability as cell substrate and to mediate gentle macrophage detachment by temperature shift. Primary human monocyte- and THP-1-derived macrophages were cultured on thermo-responsive polymers and characterized for phagocytosis and cytokine secretion in response to lipopolysaccharide stimulation. We found that both cell types differentially respond in dependence of culture and stimulation on thermo-responsive polymers. In contrast to THP-1 macrophages, primary monocyte-derived macrophages showed no signs of impaired viability, artificial activation, or altered functionality due to culture on thermo-responsive polymers compared to conventional cell culture. Our study demonstrates that along with commercially available UpCell carriers, two other thermo-responsive polymers based on poly(vinyl methyl ether) blends are attractive candidates for differentiation and gentle detachment of primary monocyte-derived macrophages. In summary, we observed similar functionality and viability of primary monocyte-derived macrophages cultured on thermo-responsive polymers compared to standard cell culture surfaces. While this first generation of custom-made thermo-responsive polymers does not yet outperform standard culture approaches, our results are very promising and provide the basis for exploiting the unique advantages offered by custom-made thermo-responsive polymers to further improve macrophage culture and recovery in the future, including the covalent binding of signaling molecules and the reduction of

  16. Responsiveness of culture-based segmentation of organizational buyers

    Directory of Open Access Journals (Sweden)

    Veronika Jadczaková

    2013-01-01

    Full Text Available Much published work over the four decades has acknowledged market segmentation in business-to-business settings yet primarily focusing on observable segmentation bases such as firmographics or geographics. However, such bases were proved to have a weak predictive validity with respect to industrial buying behavior. Therefore, this paper attempts to add a debate to this topic by introducing new (unobservable segmentation base incorporating several facets of business culture, denoted as psychographics. The justification for this approach is that the business culture captures the collective mindset of an organization and thus enables marketers to target the organization as a whole. Given the hypothesis that culture has a merit for micro-segmentation a sample of 278 manufacturing firms was first subjected to principal component analysis and Varimax to reveal underlying cultural traits. In next step, cluster analysis was performed on retained factors to construct business profiles. Finally, non-parametric one-way analysis of variance confirmed discriminative power between profiles based on psychographics in terms of industrial buying behavior. Owing to this, business culture may assist marketers when targeting more effectively than some traditional approaches.

  17. Oviposition Attractancy of Bacterial Culture Filtrates: response of Culex quinquefasciatus

    Directory of Open Access Journals (Sweden)

    S Poonam

    2002-04-01

    Full Text Available Oviposition attractants could be used for monitoring as well as controlling mosquitoes by attracting them to lay eggs at chosen sites. In the present study, culture filtrates of seven bacterial species were tested for their attractancy against gravid females of Culex quinquefasciatus. When their oviposition active indices (OAI were studied, the culture filtrates of Bacillus cereus and Pseudomonas fluorescens exhibited oviposition attractancy (OAI = >0.3 at 100 ppm and the OAI were respectively 0.70 and 0.47. Culture filtrates of B. thuringiensis var. israelensis (wild type, B. t. var. israelensis (mutant and B. sphaericus showed attractancy at 2000 ppm with OAI of respectively 0.71, 0.59 and 0.68. However, the OAI of B. megaterium as well as Azospirillum brasilense was 0.13 (at 2000 ppm, which was less than 0.3 required to be considered them as attractants. When the oviposition attractancy of the bacterial culture filtrates were compared with that of a known oviposition attractant, p-cresol (at 10 ppm, the culture filtrates of B. t. var. israelensis (wild type and B. cereus were found to be more active than p-cresol, respectively with 64.2 and 54.3% oviposition.

  18. Culturally responsible curriculum development in hospitality, tourism and events management

    Directory of Open Access Journals (Sweden)

    Erwin Losekoot

    2014-06-01

    Full Text Available This paper considers the importance of the Treaty of Waitangi (1840 to Higher Education in New Zealand and how this influences the educational experience of hospitality, tourism and event management students. The paper reviews the literature on cultural diversity, internationalization and curriculum development, the role of culture in educating domestic and international students, and how the acculturation Higher Education students experience as part of their studies might lead to a deeper understanding of culture and identity in the hospitality workplace. The gap in the literature concerns how a higher education curriculum can assist in the development of cultural awareness and an understanding of historical commitments. The paper therefore identifies a number of key principles which are regarded as essential to the identity of those living in New Zealand/Aotearoa. The paper then goes on to illustrate how these principles could be applied to Higher Education. It suggests that these principles enshrined in the Treaty of Waitangi are also worth considering when creating an inclusive curriculum which supports all hospitality, tourism and events management students, irrespective of ethnic background, culture or upbringing. Finally, this paper proposes a matrix of ‘hooks’ - tools which academics can use to ensure their lectures address the needs of all learners. This matrix is developed from a study of the educational goals of the Principles of the Treaty of Waitangi (ToW, the founding document of this country. This research adds value by creating an awareness of the diverse environment in which academics and students operate, thereby enabling students to develop a cultural sensitivity to the international hospitality industry they will be employed in on graduation.

  19. Affordances of the Cultural Inquiry Process in Building Secondary Mathematics Teachers' Capacity for Cultural Responsiveness

    Science.gov (United States)

    Parker, Frieda; Bartell, Tonya; Novak, Jodie D.

    2017-01-01

    Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students' experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is…

  20. Making Culturally Responsive Mathematics Teaching Explicit: A Lesson Analysis Tool

    Science.gov (United States)

    Aguirre, Julia M.; Zavala, Maria del Rosario

    2013-01-01

    In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

  1. Culturally Responsive Literacy Practices in an Early Childhood Community

    Science.gov (United States)

    Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

    2018-01-01

    Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

  2. Models and Frameworks for Culturally Responsive Adaptations of Interventions

    Science.gov (United States)

    Peterson, Lisa S.; Villarreal, Victor; Castro, Maria J.

    2017-01-01

    Research suggests that culturally and linguistically diverse (CLD) youths are underserved by mental health systems; CLD youths are less likely to receive mental health services and more likely to receive services that are inappropriate or inadequate. The lack of well-established treatments for CLD youths has been cited as one contributing factor…

  3. Pure culture response of ectomycorrhizal fungi to imposed water stress

    Science.gov (United States)

    Mark D. Coleman; Caroline S. Bledsoe; William Lopushinsky

    1989-01-01

    The ability of ectomycorrhizal fungal isolates to tolerate imposed water stress in pure culture was examined in 55 isolates of 18 species. Water potential treatments, adjusted with polyethylene glycol, were applied to Petri dish units. These units allowed colony diameter measurements of fungi grown on liquid media. Delayed growth initiation and inhibition of growth...

  4. Culturally Responsive Practice and the Role of School Administrators

    Science.gov (United States)

    Minkos, Marlena L.; Sassu, Kari A.; Gregory, Jess L.; Patwa, Shamim S.; Theodore, Lea A.; Femc-Bagwell, Michele

    2017-01-01

    In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ…

  5. Understanding the Motivation and Transformation of White Culturally Responsive Professors

    Science.gov (United States)

    Jenkins, China; Alfred, Mary

    2018-01-01

    The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was…

  6. Cultural differences in survey responding: Issues and insights in the study of response biases.

    Science.gov (United States)

    Kemmelmeier, Markus

    2016-12-01

    This paper introduces the special section "Cultural differences in questionnaire responding" and discusses central topics in the research on response biases in cross-cultural survey research. Based on current conceptions of acquiescent, extreme, and socially desirable responding, the author considers current data on the correlated nature of response biases and the conditions under which different response styles they emerge. Based on evidence relating different response styles to the cultural dimension of individualism-collectivism, the paper explores how research presented as part of this special section might help resolves some tensions in this literature. The paper concludes by arguing that response styles should not be treated merely as measurement error, but as cultural behaviors in themselves. © 2016 International Union of Psychological Science.

  7. A mixed methods study of culturally responsive teaching in science and math classrooms

    Science.gov (United States)

    Holocker, Angela Y.

    Through the dawn of education, student achievement has always been the primary focus of educators. The United States has not changed the structure of their educational institutions since the Industrial Revolution. With the achievement gap between mainstream and non-mainstream students continually growing, it is the responsibility of every educator to contribute to student success. However, teachers cannot be held accountable for teaching what they do not know. This study investigates the correlation between Culturally Responsive Teaching professional development and the effects on minority students. The yearlong professional development models as well as culturally responsive strategies are discussed in great length. The study reflects the attitudes of teachers before and after participation in the culturally responsive professional development. Student growth was tracked over the school year as well as teacher implementation of the culturally responsive strategies. The final teacher survey and overall student growth was analyzed for correlation.

  8. Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

    Science.gov (United States)

    Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

    2017-06-01

    Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

  9. The Place of "Culture" in the College English Classroom

    Science.gov (United States)

    Xu, Qing

    2009-01-01

    In response to the contrast between the instructional focus of the classroom practice and the actual communicative requirements of campus setting, this paper points out the constructive suggestions for the cultivation of culture awareness in college English education.

  10. Dealing with extreme response style in cross-cultural research: A restricted latent class factor approach

    NARCIS (Netherlands)

    Morren, M.H.; Gelissen, J.P.T.M.; Vermunt, J.K.

    2011-01-01

    Cross-cultural comparison of attitudes using rating scales may be seriously biased by response styles. This paper deals with statistical methods for detection of and correction for extreme response style (ERS), which is one of the well-documented response styles. After providing an overview of

  11. Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

    Science.gov (United States)

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

    2011-01-01

    This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

  12. Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English.

    Science.gov (United States)

    Carey-Webb, Allen

    Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

  13. Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School

    Science.gov (United States)

    Buck, Brandon

    2016-01-01

    This paper presents a case study of a yearlong research-based peace education program at one urban K-8 private Catholic school situated in a community plagued by structural violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence,…

  14. Cultural Responsiveness and Routines: When Center and Home Don't Match

    Science.gov (United States)

    Gonzalez-Mena, Janet

    2010-01-01

    This article discusses cultural responsiveness and routines of child care centers that do not match what families are accustomed to at home. It can be difficult to discuss cultural differences in some routine caregiving activities because of the standards, rules, regulations, best practices, and health concerns that those trained in early…

  15. The Cultural Responsiveness of Teacher Candidates Towards Roma Pupils in Serbia and Slovenia--Case Studies

    Science.gov (United States)

    Pecek, Mojca; Macura-Milovanovic, Suncica; Vujisic-Živkovic, Nataša

    2014-01-01

    In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences…

  16. The Impact of an In-Service Workshop on Cooperating Teachers' Perceptions of Culturally Responsive Teaching

    Science.gov (United States)

    McKoy, Constance L.; MacLeod, Rebecca B.; Walter, Jennifer S.; Nolker, D. Brett

    2017-01-01

    Culturally responsive teaching values students' identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally…

  17. The What, Why, and How of Culturally Responsive Teaching: International Mandates, Challenges, and Opportunities

    Science.gov (United States)

    Gay, Geneva

    2015-01-01

    This discussion acknowledges that culturally responsive teaching is relevant for international contexts. However, it needs to be nuanced to fit the specific characteristics and needs of these different settings, relative to societal dynamics, and student ethnic, cultural, racial, immigration/migration, economic, and linguistic demographics.…

  18. Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

    Science.gov (United States)

    Gunn, AnnMarie Alberton; Bennett, Susan V.; Evans, Linda Shuford; Peterson, Barbara J.; Welsh, James L.

    2013-01-01

    Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess…

  19. How Cultural Differences Affect Written and Oral Communication: The Case of Peer Response Groups.

    Science.gov (United States)

    Nelson, Gayle L.

    1997-01-01

    Peer response groups contribute to students' effectiveness as writers in any field, but cultural differences in communication affect interactions within the group. Culture-based dimensions on which communication may differ include individualism/collectivism, power distance, concept of "face," and communication style. Recommendations are…

  20. Nrp2 is sufficient to instruct circuit formation of mitral-cells to mediate odour-induced attractive social responses.

    Science.gov (United States)

    Inokuchi, Kasumi; Imamura, Fumiaki; Takeuchi, Haruki; Kim, Ryang; Okuno, Hiroyuki; Nishizumi, Hirofumi; Bito, Haruhiko; Kikusui, Takefumi; Sakano, Hitoshi

    2017-07-21

    Odour information induces various innate responses that are critical to the survival of the individual and for the species. An axon guidance molecule, Neuropilin 2 (Nrp2), is known to mediate targeting of olfactory sensory neurons (primary neurons), to the posteroventral main olfactory bulb (PV MOB) in mice. Here we report that Nrp2-positive (Nrp2 + ) mitral cells (MCs, second-order neurons) play crucial roles in transmitting attractive social signals from the PV MOB to the anterior part of medial amygdala (MeA). Semaphorin 3F, a repulsive ligand to Nrp2, regulates both migration of Nrp2 + MCs to the PV MOB and their axonal projection to the anterior MeA. In the MC-specific Nrp2 knockout mice, circuit formation of Nrp2 + MCs and odour-induced attractive social responses are impaired. In utero, electroporation demonstrates that activation of the Nrp2 gene in MCs is sufficient to instruct their circuit formation from the PV MOB to the anterior MeA.

  1. Creating Culturally Responsive Environments: Ethnic Minority Teachers' Constructs of Cultural Diversity in Hong Kong Secondary Schools

    Science.gov (United States)

    Hue, Ming-tak; Kennedy, Kerry John

    2014-01-01

    One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…

  2. Reinscribing the Goddess into the Culturally Relative Minutiae of Tantric Texts and Practices: A Perennialist Response to Tantric Visual Culture

    Directory of Open Access Journals (Sweden)

    Jeffrey S. Lidke

    2017-10-01

    Full Text Available A celebration and critical evaluation of Sthaneshwar Timalsina’s brilliant book, Tantric Visual Culture: A Cognitive Approach. In this groundbreaking work, Timalsina utilizes the lens of cognitive studies to shed interpretive light on the Tantric visualization practices that he knows both as a scholar and lifetime practitioner. Timalsina argues that mastery of Tantric practice requires immersion in the culturally relative metonymic and holographic logic framed by the Tantric ritual texts. The conclusion that arises from his analysis is that Tantric “truths” are bound to the linguistic and cultural systems that frame them. In response, I herewith offer a perennialist critique and argument for a more nuanced consideration of the transcendent “truth” or “being” that is the stated aim of Tantric practice.

  3. Using Mixed Methods Research to Examine the Benefits of Culturally Relevant Instruction on Latino Students' Writing Skills

    Science.gov (United States)

    Murphy, Joel P.; Murphy, Shirley A.

    2016-01-01

    A convergent mixed methods research design addressed the extent of benefit obtained from reading culturally inclusive prompts (i.e., four brief essays written by Latino authors) to improve essay writing in a developmental (pre-college) English course. Participants were 45 Latino students who provided quantitative data. Chi square analysis showed…

  4. Survey Response Styles, Acculturation, and Culture Among a Sample of Mexican American Adults.

    Science.gov (United States)

    Davis, Rachel E; Resnicow, Ken; Couper, Mick P

    2011-10-01

    A number of studies have investigated use of extreme (ERS) and acquiescent (ARS) response styles across cultural groups. However, due to within-group heterogeneity, it is important to also examine use of response styles, acculturation, and endorsement of cultural variables at the individual level. This study explores relationships between acculturation, six Mexican cultural factors, ERS, and ARS among a sample of 288 Mexican American telephone survey respondents. Three aspects of acculturation were assessed: Spanish use, the importance of preserving Mexican culture, and interaction with Mexican Americans versus Anglos. These variables were hypothesized to positively associate with ERS and ARS. Participants with higher Spanish use did utilize more ERS and ARS; however, value for preserving Mexican culture and interaction with Mexican Americans were not associated with response style use. In analyses of cultural factors, endorsement of familismo and simpatia were related to more frequent ERS and ARS, machismo was associated with lower ERS among men, and la mujer was related to higher ERS among women. Caballerismo was marginally associated with utilization of ERS among men. No association was found between la mujer abnegada and ERS among women. Relationships between male gender roles and ARS were nonsignificant. Relationships between female gender roles and ARS were mixed but trended in the positive direction. Overall, these findings suggest that Mexican American respondents vary in their use of response styles by acculturation and cultural factors. This usage may be specifically influenced by participants' valuing of and engagement with constructs directly associated with social behavior.

  5. A Conceptual Framework for Creating Culturally Responsive Token Economies

    Science.gov (United States)

    LeBlanc, Gess

    2016-01-01

    Numerous studies indicate that token economy systems continue to be used by teachers as a means to either increase or decrease behaviours observed in their classrooms. However, studies find that student demographic characteristics such as ethnicity, race, and gender inform teachers' identification of target behaviours. In response to these…

  6. Supervising Research in Maori Cultural Contexts: A Decolonizing, Relational Response

    Science.gov (United States)

    Berryman, Mere; Glynn, Ted; Woller, Paul

    2017-01-01

    We have collaborated for 25 years as indigenous Maori and non-Maori researchers undertaking research with Maori families, their schools and communities. We have endeavored to meet our responsibilities to the Maori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and…

  7. Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

    Directory of Open Access Journals (Sweden)

    Nalini J. Negi

    2010-10-01

    Full Text Available A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

  8. Measuring Changes in Interest in Science and Technology at the College Level in Response to Two Instructional Interventions

    Science.gov (United States)

    Romine, William L.; Sadler, Troy D.

    2016-06-01

    Improving interest in science, technology, engineering, and mathematics (STEM) is crucial to widening participation and success in STEM studies at the college level. To understand how classroom and extracurricular interventions affect interest, it is necessary to have appropriate measurement tools. We describe the adaptation and revalidation of a previously existing multidimensional instrument to the end of measuring interest in environmental science and technology in college nonscience majors. We demonstrate the revised instrument's ability to detect change in this group over an 8-week time period. While collection of demographic information was not part of the study design, participating students were similar in that they hailed from three environmental science nonmajor classes sharing a common syllabus and instructional delivery method. Change in interest was measured in response to two types of scientific literature-based learning approaches: a scientific practice approach and a traditional, quiz-driven approach. We found that both approaches led to moderate gains in interest in learning environmental science and careers in environmental science across an 8-week time period. Interest in using technology for learning increased among students using the scientific practice approach; in contrast, the same measure decreased among students using the reading/quiz approach. This result invites the possibility that interest in using technology as a learning tool may relate to technological literacy, which must be taught explicitly in the context of authentic inquiry experiences.

  9. An experimental strategy validated to design cost-effective culture media based on response surface methodology.

    Science.gov (United States)

    Navarrete-Bolaños, J L; Téllez-Martínez, M G; Miranda-López, R; Jiménez-Islas, H

    2017-07-03

    For any fermentation process, the production cost depends on several factors, such as the genetics of the microorganism, the process condition, and the culture medium composition. In this work, a guideline for the design of cost-efficient culture media using a sequential approach based on response surface methodology is described. The procedure was applied to analyze and optimize a culture medium of registered trademark and a base culture medium obtained as a result of the screening analysis from different culture media used to grow the same strain according to the literature. During the experiments, the procedure quantitatively identified an appropriate array of micronutrients to obtain a significant yield and find a minimum number of culture medium ingredients without limiting the process efficiency. The resultant culture medium showed an efficiency that compares favorably with the registered trademark medium at a 95% lower cost as well as reduced the number of ingredients in the base culture medium by 60% without limiting the process efficiency. These results demonstrated that, aside from satisfying the qualitative requirements, an optimum quantity of each constituent is needed to obtain a cost-effective culture medium. Study process variables for optimized culture medium and scaling-up production for the optimal values are desirable.

  10. Logo design: examining consumer response to figurativeness across cultures

    OpenAIRE

    Machado, Joana César; Vacas de Carvalho, Leonor; Torres, Anna; Van de Velden, Michel; Costa, Patrício

    2014-01-01

    Literature concerned with logo strategy suggests that the aesthetic appeal of brand logo significantly influences consumer reactions. The main purpose of this research is to study the influence of the different categories of figurative logo designs on consumer response. Through two studies in three countries, this research sheds light on consumer logo preferences, by investigating the psychological properties of the figurativeness of logo design. Results showed that figurativeness is an essen...

  11. Response to: Chimpanzee culture extends beyond matrilineal family units.

    Science.gov (United States)

    Wrangham, Richard W; Worthington, Steven; Bernard, Andrew B; Koops, Kathelijne; Machanda, Zarin P; Muller, Martin N

    2017-06-19

    We thank van Leeuwen et al.[1] for their response to our finding that matrilineal relationships strongly influence the style of high-arm grooming in wild chimpanzees of the Kanyawara community. We agree with them that grooming styles could be transmitted by different mechanisms in different contexts, and we appreciate their effort to assess whether the transmission of grooming styles within two captive groups in Chimfunshi accords with our result. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Is it a Practical Strategy of Foreign Language Teaching? Unpacking the Integrated Language and Culture Instruction (ILCI Method in its Application to Learning of German as a Foreign Language in Zimbabwe

    Directory of Open Access Journals (Sweden)

    Alfred Ndhlovu

    2017-12-01

    Full Text Available It is without doubt, that most contemporary methods of language teaching are based on the Communicative language Teaching (CLT model. The principle that these methods share is that language can only be considered meaningful when it is not taught separately from its context, which is the context of the target language speakers. In other words, second and foreign language teachers are encouraged to pursue methods of instruction that seek to simultaneously improve not only the linguistic knowledge of the L2/foreign language learners (such as vocabulary and grammar but also their learning of the “appropriate” contextual meaning of this knowledge. To mention a few, these methods include the integrated content and language learning instruction (ICLI, theme based language instruction (TBI, Task based instruction (TBI and the integrated language and culture Instruction (ILCI. The last method of instruction which is the central subject of discussion in this study is not commonly addressed by most researchers despite its growing popularity in most foreign language teaching classrooms. It is mainly related to the theme based language instruction since it advocates for the teaching of language in tandem with topics in culture and civilisation and realises the importance of both culture (as content and language (as a medium of communication. This study unpacks this method, looking at its benefits and limitations when it comes to its application to the foreign language classroom. The major concern of this study therefore, is pedagogical implications of this method in actual foreign language teaching. To illustrate this, the study gives insights into learning of German in Zimbabwe, with the University of Zimbabwe as a close example. The underlying position in this study is that, while the integrated language and culture Instruction (ILCI method is a very attractive method on paper, there are a number of obstacles that can censor its practical application

  13. Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

    Science.gov (United States)

    Henige, Kimberly Ann

    The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate

  14. The Culture of Corporate Social Responsibility (CSR) in the Academic Framework: Some Literary Implications

    Science.gov (United States)

    Mehta, Sandhya Rao

    2011-01-01

    Corporate Social Responsibility (CSR) is swiftly emerging as an integral part of corporate culture and discourse. Associated with notions of responsibility, accountability and community involvement, it remains privileged with concerns that increasingly define the new millennium. Less developed, however, is the relevance of CSR ideas to academic…

  15. The Impact of Learning Culture on Worker Response to New Technology

    Science.gov (United States)

    Reardon, Robert F.

    2010-01-01

    Purpose: The aim of this paper is to provide a framework to measure the response of blue-collar workers to new technology in manufacturing and to establish the relationship between learning culture and that response. Design/methodology/approach: The data were collected with a survey questionnaire from 12 manufacturing sites that were implementing…

  16. Effects of cortisol on the primary response of mouse spleen cell cultures to heterologous erythrocytes

    International Nuclear Information System (INIS)

    Dracott, B.N.

    1974-01-01

    Cell viability and the production of direct PFC were studied in mouse spleen cell cultures after cortisol treatment in vivo or in vitro at various times relative to primary stimulation with SRBC in vitro. Cortisol treatment in vivo reduced spleen cell numbers by 88 percent after 48 hr, but cultures of the remaining cells produced as many PFC in vitro as did cultures of equal numbers of normal spleen cells. In normal spleen cell cultures incubated with cortisol for 4 hr prior to the addition of antigen, peak responses of PFC/culture and PFC/10 6 cells occurred 24 hr later than in controls and averaged, respectively, 27 and 141 percent of control values. Minimum viable cell numbers were observed in cortisol-treated cultures after 3 days; thereafter cell numbers gradually increased. These results were not significantly altered when cultures were treated simultaneously with cortisol and antigen. The response was not suppressed if the addition of antigen preceded that of cortisol by more than 4 hr. Suppression was also considerably reduced if fetal calf serum was used when preparing cells for culture

  17. [Organisational responsibility versus individual responsibility: safety culture? About the relationship between patient safety and medical malpractice law].

    Science.gov (United States)

    Hart, Dieter

    2009-01-01

    The contribution is concerned with the correlations between risk information, patient safety, responsibility and liability, in particular in terms of liability law. These correlations have an impact on safety culture in healthcare, which can be evaluated positively if--in addition to good quality of medical care--as many sources of error as possible can be identified, analysed, and minimised or eliminated by corresponding measures (safety or risk management). Liability influences the conduct of individuals and enterprises; safety is (probably) also a function of liability; this should also apply to safety culture. The standard of safety culture does not only depend on individual liability for damages, but first of all on strict enterprise liability (system responsibility) and its preventive effects. Patient safety through quality and risk management is therefore also an organisational programme of considerable relevance in terms of liability law.

  18. Consumers’ responses to CSR in a cross-cultural setting

    Directory of Open Access Journals (Sweden)

    Hakan Karaosman

    2015-12-01

    Full Text Available The paper aims to clarify the relationship between corporate social responsibility (CSR and consumer behaviour in an international setting. Consumers’ responses to CSR activities and the impact on the purchase decision are limited discourses. CSR-based studies in the fashion and apparel industry are also scarce. Therefore, this study attempts to enlighten the subject of how consumers from different countries respond to CSR adopted in the fashion and apparel industry. This study is based on an exploratory qualitative research for which focus group interviews, including six group discussions with Spanish and Turkish consumers, have been used. The fundamental dimension for sampling was consumers’ interest and knowledge of CSR-related issues. The data were examined by constant comparison analysis. The paper provides empirical insights that suggest that these consumers, regardless of their country of origin, perceive CSR actions as part of companies’ marketing strategies, while overall consumer awareness to CSR is low. Moreover, the criteria, which determine the purchase decision is to be governed by self-interest. A difference between participants from both countries has been found with regard to their demand for more regulation towards CSR. An identified research need in international marketing discipline, is fulfilled in this study.

  19. Ethical control and cultural change (in cultural dreams begin organizational responsibilities)

    NARCIS (Netherlands)

    S.J. Magala (Slawomir)

    2010-01-01

    textabstractEthical control is based on transparent access to the accounts of responsible behaviour on the part of individual and organizational actors. It is usually linked to the idea of a checkpoint: where celibate rules, no sexual interaction can be allowed. However, organizing and managing

  20. Cultural Differences and Similarities in Responses to the Silver Drawing Test in the USA, Brazil, Russia, Estonia, Thailand, and Australia.

    Science.gov (United States)

    Silver, Rawley

    2003-01-01

    Summarizes cross-cultural studies of cognitive skills, emotions, and self-images found in responses to drawing tasks by children, adolescents, and adults. Its aim is to find out whether cultural differences in scores on the Silver Drawing Test can illuminate cultural preferences and contribute to cultural practices. (Contains 21 references.) (GCP)

  1. Digital Repatriation: Constructing a Culturally Responsive Virtual Museum Tour

    Directory of Open Access Journals (Sweden)

    Loriene Roy、Mark Christal

    2002-04-01

    Full Text Available

    頁次:14-18

    This paper describe a project that involved educators and three Native American communities in the construction of a virtual tour now available on the Web site of the National Museum of the American Indian(http://www. conexus.si.edu/. In fall 1998, the Pueblo of Laguna Department of Education, the College of Education and Graduate School of Library and Information Science at The University of Texas at Austin, and the Smithsonians National Museum of the American Indian (NMAI began the first collaboration that brought Native American students, teachers, and cultural representatives to the NMAI George Gustav Heye Center in New York City. The virtual tour makes extensive use of QuickTime Virtual Reality (QTVR. The panoramas of the exhibition space serve as an interface for accessing the featured objects selected by the students. Clicking on a hot spot over the museum display of a featured object causes the QTVR object to load in a separate Webpage frame accompanied by an interpreted essay written by a student. Clickable floor plans of the exhibition- space offer another method of navigating the virtual tour and accessing the virtual objects.

  2. The effects of corporate social responsibility on employees' affective commitment: a cross-cultural investigation.

    Science.gov (United States)

    Mueller, Karsten; Hattrup, Kate; Spiess, Sven-Oliver; Lin-Hi, Nick

    2012-11-01

    This study investigated the moderating effects of several Global Leadership and Organizational Behavior Effectiveness (GLOBE) cultural value dimensions on the relationship between employees' perceptions of their organization's social responsibility and their affective organizational commitment. Based on data from a sample of 1,084 employees from 17 countries, results showed that perceived corporate social responsibility (CSR) was positively related to employees' affective commitment (AC), after controlling for individual job satisfaction and gender as well as for nation-level differences in unemployment rates. In addition, several GLOBE value dimensions moderated the effects of CSR on AC. In particular, perceptions of CSR were more positively related to AC in cultures higher in humane orientation, institutional collectivism, ingroup collectivism, and future orientation and in cultures lower in power distance. Implications for future CSR research and cross-cultural human resources management are discussed. (c) 2012 APA, all rights reserved.

  3. Dose response of tracheal epithelial cells to ionizing radiation in air-liquid interface cultures

    International Nuclear Information System (INIS)

    Fukutsu, K.; Yamada, Y.; Shimo, M.

    2002-01-01

    The dose-response relationships of tracheal epithelial cells to ionizing radiation was examined in air-liquid interface cultures, which were developed for the purpose of simulating in vivo conditions. The cultures investigated in this study were expected to be advantageous for the performance of irradiation experiments using short-range α rays. The level of dose response of air-liquid interface cultures to ionizing radiation proved to be the same as that for in vivo conditions. This result indicates that air-liquid interface cultures will prove most useful, to facilitate future studies for the investigation of the biological effects induced in tracheal epithelial cells by ionizing radiation, especially by α-rays. (orig.)

  4. Cell-cycle distributions and radiation responses of Chinese hamster cells cultured continuously under hypoxic conditions

    International Nuclear Information System (INIS)

    Tokita, N.; Carpenter, S.G.; Raju, M.R.

    1984-01-01

    Cell-cycle distributions were measured by flow cytometry for Chinese hamster (CHO) cells cultured continuously under hypoxic conditions. DNA histograms showed an accumulation of cells in the early S phase followed by a traverse delay through the S phase, and a G 2 block. During hypoxic culturing, cell viability decreased rapidly to less than 0.1% at 120 h. Radiation responses for cells cultured under these conditions showed an extreme radioresistance at 72 h. Results suggest that hypoxia induces a condition similar to cell synchrony which itself changes the radioresistance of hypoxic cells. (author)

  5. Culture.

    Science.gov (United States)

    Smith, Timothy B; Rodríguez, Melanie Domenech; Bernal, Guillermo

    2011-02-01

    This article summarizes the definitions, means, and research of adapting psychotherapy to clients' cultural backgrounds. We begin by reviewing the prevailing definitions of cultural adaptation and providing a clinical example. We present an original meta-analysis of 65 experimental and quasi-experimental studies involving 8,620 participants. The omnibus effect size of d = .46 indicates that treatments specifically adapted for clients of color were moderately more effective with that clientele than traditional treatments. The most effective treatments tended to be those with greater numbers of cultural adaptations. Mental health services targeted to a specific cultural group were several times more effective than those provided to clients from a variety of cultural backgrounds. We recommend a series of research-supported therapeutic practices that account for clients' culture, with culture-specific treatments being more effective than generally culture-sensitive treatments. © 2010 Wiley Periodicals, Inc.

  6. Distinct fronto-striatal couplings reveal the double-faced nature of response-outcome relations in instruction-based learning.

    Science.gov (United States)

    Ruge, Hannes; Wolfensteller, Uta

    2015-06-01

    Higher species commonly learn novel behaviors by evaluating retrospectively whether actions have yielded desirable outcomes. By relying on explicit behavioral instructions, only humans can use an acquisition shortcut that prospectively specifies how to yield intended outcomes under the appropriate stimulus conditions. A recent and largely unexplored hypothesis suggests that striatal areas interact with lateral prefrontal cortex (LPFC) when novel behaviors are learned via explicit instruction, and that regional subspecialization exists for the integration of differential response-outcome contingencies into the current task model. Behaviorally, outcome integration during instruction-based learning has been linked to functionally distinct performance indices. This includes (1) compatibility effects, measured in a postlearning test procedure probing the encoding strength of outcome-response (O-R) associations, and (2) increasing response slowing across learning, putatively indicating active usage of O-R associations for the online control of goal-directed action. In the present fMRI study, we examined correlations between these behavioral indices and the dynamics of fronto-striatal couplings in order to mutually constrain and refine the interpretation of neural and behavioral measures in terms of separable subprocesses during outcome integration. We found that O-R encoding strength correlated with LPFC-putamen coupling, suggesting that the putamen is relevant for the formation of both S-R habits and habit-like O-R associations. By contrast, response slowing as a putative index of active usage of O-R associations correlated with LPFC-caudate coupling. This finding highlights the relevance of the caudate for the online control of goal-directed action also under instruction-based learning conditions, and in turn clarifies the functional relevance of the behavioral slowing effect.

  7. Adaptive response of yeast cultures (Saccharomyces Cerevisiae) exposed to low dose of gamma radiation

    International Nuclear Information System (INIS)

    Kulcsar, Agnes; Savu, D.; Petcu, I.; Gherasim, Raluca

    2003-01-01

    The present study was planned as follows: (i) setting up of standard experimental conditions for investigation of radio-induced adaptive response in lower Eucaryotes; (ii) developing of procedures for synchronizing Saccharomyces cerevisiae X 310 D cell cultures and cell cycle stages monitoring; (iii) investigation of gamma (Co-60) and UV irradiation effects on the viability of synchronized and non-synchronized cell cultures of Saccharomyces cerevisiae; the effects were correlated with the cell density and cell cycle stage; (iv) study of the adaptive response induced by irradiation and setting up of the experimental conditions for which this response is optimized. The irradiations were performed by using a Co-60 with doses of 10 2 - 10 4 Gy and dose rates ranging from 2.2 x 10 2 Gy/h to 8.7 x 10 3 Gy/h. The study of radioinduced adaptive response was performed by applying a pre-irradiation treatment of 100-500 Gy, followed by challenge doses of 2-4 kGy delivered at different time intervals, ranging from 1 h to 4 h. The survival rate of synchronized and non-synchronized cultures as a function of exposure dose shows an exponential decay shape. No difference in viability of the cells occurred between synchronized and non-synchronized cultures. The pre-irradiation of cells with 100 and 200 Gy were most efficient to induce an adaptive response for the yeast cells. In this stage of work we proved the occurrence of the adaptive response in the case of synchronized yeast cultures exposed to gamma radiation. The results will be used in the future to investigate the dependence of this response on the cell cycle and the possibility to induce such a response by a low level electromagnetic field. (authors)

  8. Materializing Culture - Culturizing Material. On the Status, Responsibilities and Function of Cultural Property Repositories within the Framework of a "Transformative Scholarship"

    Directory of Open Access Journals (Sweden)

    Markus Hilgert

    2014-12-01

    Full Text Available Certain theoretical streams in the cultural and social sciences that are occasionally subsumed under the term “New Materialism” 2 (see Witzgall, as well as recent social, political, cultural and media technology developments require a theoretical and research-political repositioning of academic object repositories. For it is obvious that under the influence of these multi-layered, partly interwoven processes, the status, responsibilities, as well as the function and spheres of activity of these object or cultural property repositories with research commitment (on the term see section 2 below are currently undergoing long-lasting change. For the respective institutions, these changes not only result in complex challenges regarding contents and structure, but also present extraordinary opportunities for the fulfillment of their academic, social and political responsibilities. The appropriate handling of these challenges and opportunities can substantially contribute to the sharpening of the academic and social profile of these institutions and increase their visibility on both a national and international level.

  9. Windows into Instructional Practice

    Science.gov (United States)

    Steinbacher-Reed, Christina; Rotella, Sam A.

    2017-01-01

    Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices,…

  10. Listening strategies instruction

    DEFF Research Database (Denmark)

    Nogueroles López, Marta

    2017-01-01

    , who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

  11. Culture shapes a mesolimbic response to signals of dominance and subordination that associates with behavior.

    Science.gov (United States)

    Freeman, Jonathan B; Rule, Nicholas O; Adams, Reginald B; Ambady, Nalini

    2009-08-01

    It has long been understood that culture shapes individuals' behavior, but how this is accomplished in the human brain has remained largely unknown. To examine this, we made use of a well-established cross-cultural difference in behavior: American culture tends to reinforce dominant behavior whereas, conversely, Japanese culture tends to reinforce subordinate behavior. In 17 Americans and 17 Japanese individuals, we assessed behavioral tendencies towards dominance versus subordination and measured neural responses using fMRI during the passive viewing of stimuli related to dominance and subordination. In Americans, dominant stimuli selectively engaged the caudate nucleus, bilaterally, and the medial prefrontal cortex (mPFC), whereas these were selectively engaged by subordinate stimuli in Japanese. Correspondingly, Americans self-reported a tendency towards more dominant behavior whereas Japanese self-reported a tendency towards more subordinate behavior. Moreover, activity in the right caudate and mPFC correlated with behavioral tendencies towards dominance versus subordination, such that stronger responses in the caudate and mPFC to dominant stimuli were associated with more dominant behavior and stronger responses in the caudate and mPFC to subordinate stimuli were associated with more subordinate behavior. The findings provide a first demonstration that culture can flexibly shape functional activity in the mesolimbic reward system, which in turn may guide behavior.

  12. Effects of Culture and Gender on Judgments of Intent and Responsibility

    Science.gov (United States)

    Plaks, Jason E.; Fortune, Jennifer L.; Liang, Lindie H.; Robinson, Jeffrey S.

    2016-01-01

    Do different cultures hold different views of intentionality? In four studies, participants read scenarios in which the actor’s distal intent (a focus on a broader goal) and proximal intent (a focus on the mechanics of the act) were manipulated. In Studies 1–2, when distal intent was more prominent in the actor’s mind, North Americans rated the actor more responsible than did Chinese and South Asian participants. When proximal intent was more prominent, Chinese and South Asian participants, if anything, rated the actor more responsible. In Studies 3–4, when distal intent was more prominent, male Americans rated the actor more responsible than did female Americans. When proximal intent was more prominent, females rated the actor more responsible. The authors discuss these findings in relation to the literatures on moral reasoning and cultural psychology. PMID:27123858

  13. Effects of Culture and Gender on Judgments of Intent and Responsibility.

    Directory of Open Access Journals (Sweden)

    Jason E Plaks

    Full Text Available Do different cultures hold different views of intentionality? In four studies, participants read scenarios in which the actor's distal intent (a focus on a broader goal and proximal intent (a focus on the mechanics of the act were manipulated. In Studies 1-2, when distal intent was more prominent in the actor's mind, North Americans rated the actor more responsible than did Chinese and South Asian participants. When proximal intent was more prominent, Chinese and South Asian participants, if anything, rated the actor more responsible. In Studies 3-4, when distal intent was more prominent, male Americans rated the actor more responsible than did female Americans. When proximal intent was more prominent, females rated the actor more responsible. The authors discuss these findings in relation to the literatures on moral reasoning and cultural psychology.

  14. Cytogenetic adaptive response of cultured fish cells to low doses of X-rays

    International Nuclear Information System (INIS)

    Kurihara, Yasuyuki; Etoh, Hisami; Rienkjkarn, M.

    1992-01-01

    The adaptive response was examining chromosomal aberrations and micronucleus in cultured fish cells, ULF-23 (mudminnow) and CAF-31 (gold fish). When cultured fish cells were first irradiated with small doses of X-rays, they became less sensitive to subsequent exposures to high doses. The effective adaptive dose was 4.8 cGy-9.5 cGy. Adaptive doses given cells in the G1 phase were more effective than when given in the S phase. The adaptive response was maximal at 5 hours and disappeared at 10 hours after the adaptive dose. The expression of the response was inhibited by treatment with 3-aminobenzamide, as reported for mammalian cells, and with arabinofuranoside cytosine, an inhibitor of DNA polymerase alpha. Caffeine, an inhibitor of post-replicational repair, had no effect on the response. (author)

  15. Cytogenetic adaptive response of cultured fish cells to low doses of X-rays

    Energy Technology Data Exchange (ETDEWEB)

    Kurihara, Yasuyuki; Etoh, Hisami (National Inst. of Radiological Sciences, Chiba (Japan)); Rienkjkarn, M.

    1992-12-01

    The adaptive response was examining chromosomal aberrations and micronucleus in cultured fish cells, ULF-23 (mudminnow) and CAF-31 (gold fish). When cultured fish cells were first irradiated with small doses of X-rays, they became less sensitive to subsequent exposures to high doses. The effective adaptive dose was 4.8 cGy-9.5 cGy. Adaptive doses given cells in the G1 phase were more effective than when given in the S phase. The adaptive response was maximal at 5 hours and disappeared at 10 hours after the adaptive dose. The expression of the response was inhibited by treatment with 3-aminobenzamide, as reported for mammalian cells, and with arabinofuranoside cytosine, an inhibitor of DNA polymerase alpha. Caffeine, an inhibitor of post-replicational repair, had no effect on the response. (author).

  16. Evidence for universality and cultural variation of differential emotion response patterning.

    Science.gov (United States)

    Scherer, K R; Wallbott, H G

    1994-02-01

    The major controversy concerning psychobiological universality of differential emotion patterning versus cultural relativity of emotional experience is briefly reviewed. Data from a series of cross-cultural questionnaire studies in 37 countries on 5 continents are reported and used to evaluate the respective claims of the proponents in the debate. Results show highly significant main effects and strong effect sizes for the response differences across 7 major emotions (joy, fear, anger, sadness, disgust, shame, and guilt). Profiles of cross-culturally stable differences among the emotions with respect to subjective feeling, physiological symptoms, and expressive behavior are also reported. The empirical evidence is interpreted as supporting theories that postulate both a high degree of universality of differential emotion patterning and important cultural differences in emotion elicitation, regulation, symbolic representation, and social sharing.

  17. Assessment of (Fouquieria splendens ssp. breviflora Cell Cultures Response Under to Water Stress

    Directory of Open Access Journals (Sweden)

    Leonor Angélica Guerrero Zúñiga

    2017-05-01

    Full Text Available Plant cell cultures are homogenous experimental systems, highly controllable that allow the study of short and large water stress adaptations without the interference of the different tissues and development of plants. An approach to understand these adaptations is through the presence of induced proteins; as a result of changes in genetic expression. This work analyze the response of Fouquieria splendens ssp. breviflora cell cultures exposed to abscisic acid (ABA, through the electrophoretic characterization of quantity and quality of stress induced proteins. There were recorded low molecular weight polypeptides (< 35kDa, common in experiments under ABA 10mM, followed by the association with 20 and 30mM ABA conditions, with a particularly response of cell cultures without the stress agent.

  18. Initiating Culturally Responsive Teaching for Identity Construction in the Malaysian Classrooms

    Science.gov (United States)

    Idrus, Faizah

    2014-01-01

    This article presents evidence to the need for Culturally Responsive Teaching (CRT) to construct students' identity in the Malaysian classrooms. Since an important objective of education is to prepare individuals to exercise efficaciously in their environment, all students in multicultural society could benefit from exposure to CRT (Gay, 2000). In…

  19. Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework

    Science.gov (United States)

    Kennedy, Brianna L.; Brinegar, Kathleen; Hurd, Ellis; Harrison, Lisa

    2016-01-01

    In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it difficult to synthesize across articles. Using a conceptual framework that required: a) clear definitions of terms; b) a…

  20. Learning by Leading: Dynamic Mentoring to Support Culturally Responsive Mathematical Inquiry Communities

    Science.gov (United States)

    Hunter, Roberta; Hunter, Jodie; Bills, Trevor; Thompson, Zain

    2016-01-01

    While there is widespread agreement that "all" learners of the 21st century need to be numerate and literate, reforming pedagogical practices to achieve such an outcome is challenging for many teachers. This is a report of one aspect of a project which aims to integrate a culturally responsive pedagogical mathematics practice within…

  1. Teaching about Refugees: Developing Culturally Responsive Educators in Contexts of Politicised Transnationalism

    Science.gov (United States)

    Gagné, Antoinette; Schmidt, Clea; Markus, Paula

    2017-01-01

    This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around…

  2. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    Science.gov (United States)

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  3. Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

    Science.gov (United States)

    Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

    2017-01-01

    Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

  4. Engaging High School Girls in Native American Culturally Responsive STEAM Enrichment Activities

    Science.gov (United States)

    Kant, Joanita M.; Burckhard, Suzette R.; Meyers, Richard T.

    2018-01-01

    Providing science, technology, engineering, art, and mathematics (STEAM) culturally responsive enrichment activities is one way of promoting more interest in science, technology, engineering, and mathematics (STEM) studies and careers among indigenous students. The purpose of the study was to explore the impact, if any, of STEAM culturally…

  5. Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching

    Science.gov (United States)

    Walter, Jennifer S.

    2018-01-01

    In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a…

  6. A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression

    Science.gov (United States)

    Pochtar, Randi; Del Vecchio, Tamara

    2014-01-01

    The associations among preschool teachers' attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children's aggressive behavior are examined in United States ("N"?=?82) and Vietnamese ("N"?=?91) preschool teachers. The results suggest cross-cultural differences as…

  7. Responsible Adult Culture (RAC): Cognitive and Behavioral Changes at a Community-Based Correctional Facility

    Science.gov (United States)

    Devlin, Renee S.; Gibbs, John C.

    2010-01-01

    This article examined cognitive and behavioral changes among participants in Responsible Adult Culture (RAC), a cognitive-behavioral (especially, cognitive restructuring) treatment program in use at the Franklin County Community-Based Correctional Facility (CBCF). Participants were adult felony offenders (approximately three-fourths male). A…

  8. Immigrant Children Promoting Environmental Care: Enhancing Learning, Agency and Integration through Culturally-Responsive Environmental Education

    Science.gov (United States)

    Blanchet-Cohen, Natasha; Reilly, Rosemary C.

    2017-01-01

    This paper examines the potential of culturally-responsive environmental education to engage immigrant early adolescents. Our study suggests that environmental involvement can become a means and an end for children to bridge their school and home in agential ways. Drawing from a multi-phase study involving focus groups with children, parents, and…

  9. Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

    Science.gov (United States)

    Brown, Dave F.

    2004-01-01

    Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

  10. COMPUGIRLS' Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color

    Science.gov (United States)

    Scott, Kimberly A.; White, Mary Aleta

    2013-01-01

    This article investigates the motivations of African American and Latino girls ("N" = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally responsive multimedia program after school and into the summer. Understanding that girls from economically disadvantaged settings are indeed…

  11. The response rate in postal epidemiological studies in the context of national cultural behaviour

    DEFF Research Database (Denmark)

    Angelova, Radostina A.; Naydenov, Kiril; Hägerhed-Engman, Linda

    2012-01-01

    The purpose of this study was to analyse the effect of national cultural differences on the response rate, obtained in questionnaire based epidemiological studies on allergy and asthma, performed in Sweden (DBH) and Bulgaria (ALLHOME). The two studies used one and the same methodology, but the ob...

  12. INFLUENCE OF PROBIOTIC CULTURE LACTOBACILLUS RHAMNOSUS GG (LGG) ON IMMUNE RESPONSE OF ORGANISM

    OpenAIRE

    A.V. Surzhik

    2009-01-01

    This article presents review of data of influence of probiotic culture Lactobacillus rhamnosus GG on intestinal biocenosis. Main attention was given to influence of L. rhamnosus GG on functions of immune system.Key words: probiotics, Lactobacillus rhamnosus GG, immune response.(Voprosy sovremennoi pediatrii — Current Pediatrics. 2009;8(2):54-58)

  13. Writing the Male Abuser in Cultural Responses to Domestic Violence in Spain

    Science.gov (United States)

    Godsland, Shelley

    2012-01-01

    The article analyzes the portrayal of the male perpetrator of heterosexual domestic violence in a selection of contemporary Spanish texts (novel, drama, and autobiography) that form part of a clearly discernible cultural response to the issue of intimate partner violence in Spain today. It reads the figure of the abuser in conjunction with a range…

  14. 75 FR 76997 - Public Consultation on Personnel Reliability and Culture of Responsibility Issues

    Science.gov (United States)

    2010-12-10

    ... recommendations in this regard and to develop specific guidance that reflects broad input from the scientific... institutional leadership for promoting biosecurity, personnel reliability, and a culture of responsibility; (2... on the meeting agenda, which can be accessed at http://www.biosecurityboard.gov . The meeting is open...

  15. SOME INTERCULTURAL CONSIDERATIONS ON CORPORATE SOCIAL RESPONSIBILITY - CASE STUDY: ROMANIA AND HOFSTEDE'S CULTURAL DIMENSIONS

    OpenAIRE

    BALTADOR Lia; BUDAC Camelia; BELASCU Lucian

    2013-01-01

    Globalization is creating the need for new ways of understanding, managing and coping with culture differences. Corporations should take into account these differences when fundamenting their international strategies, even in regard to their business ethic and social responsibility goals. In this article we try to indicate some of the implications that intercultural factors can have on the companies actions regarding CSR.

  16. Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study

    Science.gov (United States)

    Bonner, Emily P.; Adams, Thomasenia L.

    2012-01-01

    In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These…

  17. The Coconut Wireless Project: Sharing Culturally Responsive Pedagogy through the World Wide Web.

    Science.gov (United States)

    Nelson-Barber, Sharon; Trumbull, Elise; Wenn, Richard

    Beginning in the 1997-98 school year, WestEd staff, with the support of the Pacific Resources for Education and Learning (PREL), worked intensively with a group of five Chamorro teachers from Rota Elementary School (Hawaii) to develop culturally responsive, standards-based science units. The larger goal was to develop Web-based case examples of…

  18. Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

    Science.gov (United States)

    Douglas, Cynthia M.

    2015-01-01

    This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

  19. A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

    Science.gov (United States)

    Rhodes, Christy M.

    2013-01-01

    The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

  20. Application of item response theory to achieve cross-cultural comparability of occupational stress measurement

    NARCIS (Netherlands)

    Tsutsumi, A.; Iwata, N.; Watanabe, N.; Jonge, de J.; Pikhart, H.; Férnandez-López, J.A.; Xu, Liying; Peter, R.; Knutsson, A.; Niedhammer, I.; Kawakami, N.; Siegrist, J.

    2009-01-01

    Our objective was to examine cross-cultural comparability of standard scales of the Effort-Reward Imbalance occupational stress scales by item response theory (IRT) analyses. Data were from 20,256 Japanese employees, 1464 Dutch nurses and nurses' aides, 2128 representative employees from

  1. Responsible Practices are Culturally Embedded: Theoretical Considerations on Industry-Specific Corporate Social Responsibility

    OpenAIRE

    Beschorner, Thomas; Hajduk, Thomas

    2017-01-01

    In this paper, we develop our argument in three steps: Firstly, we elaborate on some theoretical perspectives for industry-specific CSR by referring to cultural business ethics, a theoretical approach which is located between purely business perspectives and purely normative perspectives on CSR. Secondly, we briefly introduce the papers of this special issue, which covers a wide range of theoretical approaches and empirical studies in the field of industry-specific CSR. Thirdly, we draw atten...

  2. Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-01-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service…

  3. Responsibility and Social Solidarity as Values of Organizational Culture in Venezuelan Schools

    Directory of Open Access Journals (Sweden)

    Eva Pasek De Pinto

    2018-05-01

    Full Text Available The controversial and even hostile climate of coexistence of many schools formed a culture where prevailing values contrary to the stated vision and mission. Therefore, the objective of the study was to describe the responsibility and social solidarity as values of organizational culture in Venezuelan schools. Methodologically, it was a descriptive research with field design. The population was 200 subjects and sample of 74 members of staff managerial, teaching, administrative and environmental support of three schools. To gather information about the variables responsibility and social solidarity a valid and reliable questionnaire was applied (79.7%, alpha of Cronbach. As result it was found empirical evidence that 69% of the staff is responsible and 40% is solidarity. In conclusion, the practice of organizational values is not ideal or generalized because only some of its aspects are practiced in addition that not all the staff practice them. Low solidarity makes it difficult the coexistence, for the success and excellence of institutions.

  4. Creating Spaces for Urban Youth: The Emergence of Culturally Responsive (Hip-Hop) School Leadership and Pedagogy

    Science.gov (United States)

    Khalifa, Muhammad

    2013-01-01

    Ladson-Billings, Gay and among others have demonstrated the strong need for educational curriculum and practice to respond to the specific academic, cultural, and social needs of culturally unique, minoritized students. This article focuses on culturally responsive leadership practices for students with Hip-Hop identity performatives. This…

  5. Children's Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Heritage Across Generations.

    Science.gov (United States)

    Fernández, David Lorente

    2015-01-01

    This chapter uses a comparative approach to examine the maintenance of Indigenous practices related with Learning by Observing and Pitching In in two generations--parent generation and current child generation--in a Central Mexican Nahua community. In spite of cultural changes and the increase of Western schooling experience, these practices persist, to different degrees, as a Nahua cultural heritage with close historical relations to the key value of cuidado (stewardship). The chapter explores how children learn the value of cuidado in a variety of everyday activities, which include assuming responsibility in many social situations, primarily in cultivating corn, raising and protecting domestic animals, health practices, and participating in family ceremonial life. The chapter focuses on three main points: (1) Cuidado (assuming responsibility for), in the Nahua socio-cultural context, refers to the concepts of protection and "raising" as well as fostering other beings, whether humans, plants, or animals, to reach their potential and fulfill their development. (2) Children learn cuidado by contributing to family endeavors: They develop attention and self-motivation; they are capable of responsible actions; and they are able to transform participation to achieve the status of a competent member of local society. (3) This collaborative participation allows children to continue the cultural tradition and to preserve a Nahua heritage at a deeper level in a community in which Nahuatl language and dress have disappeared, and people do not identify themselves as Indigenous. © 2015 Elsevier Inc. All rights reserved.

  6. A Comparison of the Policy Response to Cultural Diversity in China and India

    Institute of Scientific and Technical Information of China (English)

    宋丽娜

    2015-01-01

    This essay attempts to explore the current cultural diversity in China and India with the comparison of policy responses, especially the multiculturalism and language policies, as well as the policies on the workplace. Results show that India enriched and deepened its multiculturalism through the recognition of languages diversity, while China weakened its cultural diversity by popularizing one official language, Mandarin. However, both China and India should do more in practice to make different ethnic groups live and participant as equal partners in the social life.

  7. Teaching Culturally Diverse Students.

    Science.gov (United States)

    Correa, Vivian; Tulbert, Beth

    1991-01-01

    Characteristics of culturally diverse students are discussed in terms of language, culture, and socioeconomic factors. Meeting the educational needs of culturally diverse students can involve interactive teaming of professionals; parent involvement; and providing appropriate services, assessment, curriculum, and instruction. (JDD)

  8. Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

    Science.gov (United States)

    Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L.

    2018-01-01

    The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

  9. EFFECTS OF TWO METHODS OF INSTRUCTION ON STUDENTS’ CRITICAL RESPONSE TO PROSE LITERATURE TEXT IN ENGLISH IN SOME SECONDARY SCHOOLS IN BENIN CITY

    Directory of Open Access Journals (Sweden)

    F. O. EZEOKOLI

    2016-08-01

    Full Text Available This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design. The participants in the study were 84 Senior Secondary II students of Literature-in-English purposively selected from four Schools in Ikpoba-Okha Local Government Area of Edo State. Two intact classes were randomly assigned to each of the treatment and control groups. Three hypotheses were tested at 0.05 alpha level. The instruments used were: Critical Response to Prose Literature Test (r = .75, Questionnaire on Home Background of Students (r = .82, and Critical Response to Prose Literature Test Marking Guide. Data obtained were subjected to Analysis of Covariance and graph. The results showed significant main effect of treatment on students’ critical response to Prose Literature (F (1, 77 = 44.731; p < .05. Students exposed to Engagement Strategies Method performed better than those exposed to the Conventional Method of instruction. Further, home background of students had no significant effect on students’ critical response to Prose Literature text (F (2, 77 = 4.902; p < .05. There was significant interaction effect of treatment and home background of students on students’ critical response to Prose Literature text (F (2, 77 = 3.508; p < .05. It was concluded that Engagement Strategies Method is effective in promoting students’ critical response to Prose Literature text. Teachers of Literature-in-English should employ Engagement Strategies Method in teaching Prose Literature to students in Senior Secondary Schools.

  10. Plant response to heavy metals and organic pollutants in cell culture and at whole plant level

    Energy Technology Data Exchange (ETDEWEB)

    Golan-Goldhirsh, A.; Barazani, O. [Ben-Gurion Univ. of The Negev, The Jacob Blaustein Inst. for Desert Research, Albert Katz Dept. of Dryland Biotechnologies, Desert Plant Biotechnology Lab., Sede Boqer Campus (Israel); Nepovim, A.; Soudek, P.; Vanek, T. [Inst. of Organic Chemistry and Biochemistry (Czech Republic); Smrcek, S.; Dufkova, L.; Krenkova, S. [Faculty of Natural Sciences, Charles Univ. (Czech Republic); Yrjala, K. [Univ. of Helsinki, Dept. of Biosciences, Div. of General Microbiology, Helsinki (Finland); Schroeder, P. [Inst. for Soil Ecology, GSF National Research Center for Environment and Health, Neuherberg, Oberschleissheim (Germany)

    2004-07-01

    Background. Increasing awareness in the last decade concerning environmental quality had prompted research into 'green solutions' for soil and water remediation, progressing from laboratory in vitro experiments to pot and field trials. In vitro cell culture experiments provide a convenient system to study basic biological processes, by which biochemical pathways, enzymatic activity and metabolites can be specifically studied. However, it is difficult to relate cell cultures, calli or even hydroponic experiments to the whole plant response to pollutant stress. In the field, plants are exposed to additional a-biotic and biotic factors, which complicate further plant response. Hence, we often see that in vitro selected species perform poorly under soil and field conditions. Soil physical and chemical properties, plant-mycorrhizal association and soil-microbial activity affect the process of contaminant degradation by plants and/or microorganisms, pointing to the importance of pot and field experiments. Objective. This paper is a joint effort of a group of scientists in COST action 837. It represents experimental work and an overview on plant response to environmental stress from in vitro tissue culture to whole plant experiments in soil. Results. Results obtained from in vitro plant tissue cultures and whole plant hydroponic experiments indicate the phytoremediation potential of different plant species and the biochemical mechanisms involved in plant tolerance. In pot experiments, several selected desert plant species, which accumulated heavy metal in hydroponic systems, succeeded in accumulating the heavy metal in soil conditions as well. Conclusions and recommendations. In vitro plant tissue cultures provide a useful experimental system for the study of the mechanisms involved in the detoxification of organic and heavy metal pollutants. However, whole plant experimental systems, as well as hydroponics followed by pot and field trials, are essential when

  11. Culture modulates the brain response to human expressions of emotion: electrophysiological evidence.

    Science.gov (United States)

    Liu, Pan; Rigoulot, Simon; Pell, Marc D

    2015-01-01

    To understand how culture modulates on-line neural responses to social information, this study compared how individuals from two distinct cultural groups, English-speaking North Americans and Chinese, process emotional meanings of multi-sensory stimuli as indexed by both behaviour (accuracy) and event-related potential (N400) measures. In an emotional Stroop-like task, participants were presented face-voice pairs expressing congruent or incongruent emotions in conditions where they judged the emotion of one modality while ignoring the other (face or voice focus task). Results indicated that while both groups were sensitive to emotional differences between channels (with lower accuracy and higher N400 amplitudes for incongruent face-voice pairs), there were marked group differences in how intruding facial or vocal cues affected accuracy and N400 amplitudes, with English participants showing greater interference from irrelevant faces than Chinese. Our data illuminate distinct biases in how adults from East Asian versus Western cultures process socio-emotional cues, supplying new evidence that cultural learning modulates not only behaviour, but the neurocognitive response to different features of multi-channel emotion expressions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Women-Centered and Culturally Responsive Heart Health Promotion Among Indigenous Women in Canada.

    Science.gov (United States)

    Ziabakhsh, Shabnam; Pederson, Ann; Prodan-Bhalla, Natasha; Middagh, Diane; Jinkerson-Brass, Sharon

    2016-11-01

    Most women in Canada confront a combination of bio-psychosocial factors that put them at risk for cardiovascular disease. The challenge for health planners is to address these factors while contextualizing interventions that meet the specific needs of particular social and cultural groupings. The article will discuss a women-centered, group-based heart health pilot initiative designed to engage with indigenous approaches to healing. The nurse practitioners co-led the group with a representative from the indigenous community to balance women-centered practices with more traditional and culturally appropriate ones. In particular, indigenous processes, such as a Talking Circle, combined with indigenous knowledge/content were integrated into the pilot program. The project was evaluated to investigate its outcomes (how the intervention impacted the participants) and processes (how participants perceived the intervention). Evaluation involved analysis of the Talking Circle's content, a focus group, field observations, and self-completed surveys. Most women made changes regarding their diet, some began physical activities, and others focused on better managing their emotional health. Women viewed the group as successful because it embraced both women-centered and culturally appropriate health promotion practices. The intervention created a culturally safe space for learning and transformation. The findings confirm the need for employing culturally relevant, gender-specific approaches to heart health promotion that are situated in and responsive to community needs. © 2016 Society for Public Health Education.

  13. Temperament trait of sensory processing sensitivity moderates cultural differences in neural response.

    Science.gov (United States)

    Aron, Arthur; Ketay, Sarah; Hedden, Trey; Aron, Elaine N; Rose Markus, Hazel; Gabrieli, John D E

    2010-06-01

    This study focused on a possible temperament-by-culture interaction. Specifically, it explored whether a basic temperament/personality trait (sensory processing sensitivity; SPS), perhaps having a genetic component, might moderate a previously established cultural difference in neural responses when making context-dependent vs context-independent judgments of simple visual stimuli. SPS has been hypothesized to underlie what has been called inhibitedness or reactivity in infants, introversion in adults, and reactivity or responsivness in diverse animal species. Some biologists view the trait as one of two innate strategies-observing carefully before acting vs being first to act. Thus the central characteristic of SPS is hypothesized to be a deep processing of information. Here, 10 European-Americans and 10 East Asians underwent functional magnetic resonance imaging while performing simple visuospatial tasks emphasizing judgments that were either context independent (typically easier for Americans) or context dependent (typically easier for Asians). As reported elsewhere, each group exhibited greater activation for the culturally non-preferred task in frontal and parietal regions associated with greater effort in attention and working memory. However, further analyses, reported here for the first time, provided preliminary support for moderation by SPS. Consistent with the careful-processing theory, high-SPS individuals showed little cultural difference; low-SPS, strong culture differences.

  14. Exploring intergenerational relations in a multi-cultural context: the example of filial responsibility in Mauritius.

    Science.gov (United States)

    Hillcoat-Nallétamby, Sarah

    2010-03-01

    The purpose of this study is to explore attitudes towards filial responsibility amongst dyads of parents and young adult children using qualitative data from Mauritius, and to draw on the intergenerational solidarity-conflict and ambivalence frameworks to see whether they provide relevant interpretive tools for understanding these attitudes in a multi-cultural society. The study shows that although both generations agree that younger kin should support parents in later life, their motives vary: parents' attitudes reflect norms of obligation, children those of reciprocity; parents want autonomy and independence, but are ambivalent about expectations of future support. Both generations think providing support will be mediated by past parent-child relationships, socialization experiences, gender expectations and cultural tradition. The study suggests that attitudes towards filial responsibility are influenced by a broad set of mechanisms, which can be equated with concepts of structure, function, association, consensus and norm, as well as conflict and ambivalence.

  15. Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

    Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

  16. Contrasting Nephropathic Responses to Oral Administration of Extract of Cultured Penicillium polonicum in Rat and Primate

    Directory of Open Access Journals (Sweden)

    John E. Fincham

    2010-08-01

    Full Text Available Liquid- or solid substrate-cultured Penicillium polonicum administered in feed to rats over several days evokes a histopathological response in kidney involving apoptosis and abnormal mitosis in proximal tubules. The amphoteric toxin is yet only partly characterized, but can be isolated from cultured sporulating biomass in a fraction that is soluble in water and ethanol, and exchangeable on either anion- or cation-exchange resins. After several weeks of treatment renal proximal tubule distortion became striking on account of karyocytomegaly, but even treatment for nearly two years remained asymptomatic. Extract from a batch of solid substrate fermentation of P. polonicum on shredded wheat was incorporated into feed for rats during four consecutive days, and also given as an aqueous solution by oral gavage to a vervet monkey daily for 10 days. Treatment was asymptomatic for both types of animal. Rat response was evident as the typical renal apoptosis and karyomegaly. In contrast there was no such response in the primate; and neither creatinine clearance nor any haematological characteristic or serum component concentration deviated from a control or from historical data for this primate. The contrast is discussed concerning other negative findings for P. polonicum in pigs and hamsters. Renal karyomegaly, as a common rat response to persistent exposure to ochratoxin A, is not known in humans suspected as being exposed to more than the usual trace amounts of dietary ochratoxin A. Therefore the present findings question assumptions that human response to ochratoxin A conforms to that in the rat.

  17. Neuromyelitis optica IgG stimulates an immunological response in rat astrocyte cultures.

    Science.gov (United States)

    Howe, Charles L; Kaptzan, Tatiana; Magaña, Setty M; Ayers-Ringler, Jennifer R; LaFrance-Corey, Reghann G; Lucchinetti, Claudia F

    2014-05-01

    Neuromyelitis optica (NMO) is a primary astrocyte disease associated with central nervous system inflammation, demyelination, and tissue injury. Brain lesions are frequently observed in regions enriched in expression of the aquaporin-4 (AQP4) water channel, an antigenic target of the NMO IgG serologic marker. Based on observations of disease reversibility and careful characterization of NMO lesion development, we propose that the NMO IgG may induce a dynamic immunological response in astrocytes. Using primary rat astrocyte-enriched cultures and treatment with NMO patient-derived serum or purified IgG, we observed a robust pattern of gene expression changes consistent with the induction of a reactive and inflammatory phenotype in astrocytes. The reactive astrocyte factor lipocalin-2 and a broad spectrum of chemokines, cytokines, and stress response factors were induced by either NMO patient serum or purified IgG. Treatment with IgG from healthy controls had no effect. The effect is disease-specific, as serum from patients with relapsing-remitting multiple sclerosis, Sjögren's, or systemic lupus erythematosus did not induce a response in the cultures. We hypothesize that binding of the NMO IgG to AQP4 induces a cellular response that results in transcriptional and translational events within the astrocyte that are consistent with a reactive and inflammatory phenotype. Strategies aimed at reducing the inflammatory response of astrocytes may short circuit an amplification loop associated with NMO lesion development. Copyright © 2014 Wiley Periodicals, Inc.

  18. RESPONSE STYLES IN CROSS-CULTURAL RESEARCH – EVIDENCE FROM HISTORICAL REGIONS

    Directory of Open Access Journals (Sweden)

    Patricea Elena BERTEA

    2014-06-01

    Full Text Available The study aims to identify differences in response styles between regions which belong to Romania, but have previously been under foreign occupation. To do that, we employ data from the European Social Survey, the 2006 round. We investigate extreme response styles as this is known as a common problem in cross-cultural research. Extreme response styles increase reliability, but affect the validity as all correlation specific methods can be biased in this case. We compare response styles across regions and inside regions using language as a factor variable to identify ethnic groups. Results show that in some cases there are significant differences between regions of the same country, whereas there are none for neighbouring regions belonging to different countries.

  19. Science in Hawaii/Haawina Hoopapau: A Culturally Responsive Curriculum Project

    Science.gov (United States)

    Galloway, L. M.; Roberts, K.; Leake, D. W.; Stodden, R. S.; Crabbe, V.

    2005-12-01

    The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year's worth of materials by teaming with kupuna (respected elders), local cultural experts and role models, educators (new, veteran, Hawaiian, non-Hawaiian, mainland, general and special education teachers), and professionals at the Center on Disability Studies at the University of Hawaii and ALU LIKE, Inc, a non-profit organization to assist Native Hawaiians. The materials created thus far are available for viewing at: www.scihi.hawaii.edu The curriculum, designed for grades 8-11 science classes, can be used to teach a year-long course, a unit, or single lesson related to astronomy, biology, botany, chemistry, geology, oceanography, physical and environmental sciences. This project is in its final year of field testing, polishing and dissemination, and therefore this session will encourage idea sharing, as does our copyright free Web site.

  20. Physiological Response of In Vitro Cultured MAGNOLIA SP. to Nutrient Medium Composition

    Directory of Open Access Journals (Sweden)

    S. Sokolov Rossen

    2014-09-01

    Full Text Available The objective of this study was to assess the regeneration response of in vitro cultured Magnolia × soulangeana ‘Alexandrina’ and Magnolia liliiflora ‘Nigra’ to nutrient medium composition. In the primary culture (initiated from dormant axillary buds combinations of Murashige and Skoog (MS basal salts with 6-benzylaminopurine and α-naphthaleneacetic acid were tested. The primary explants of cv. ‘Alexandrina’ expressed higher regeneration rate than cv. ‘Nigra’. For both species, the regen eration was most strongly potentiated at addition of 0.25 mg dm−3 of the cytokinin alone. The auxin exerted undesir–able effects. Several basal salts media were applied in proliferation stage and their physiological effects were evaluated in reference to traditionally used MS. At culturing on Chée & Pool C2d Vitis Medium (VM that is for the first time introduced to magnolia and on MS, M. liliiflora formed more but less elongated shoots than M. soulangeana. However, on VM, substantial increase (25-30% of the number of axillary shoots and leaves, shoot length and fresh and dry weights over MS was established for both species. This suggested VM as promising composition of nutrients in multiplication stage. Microshoots obtained on MS, VM, Rugini Olive Medium and DKW Juglans Medium were successfully rooted in vitro and subsequently established ex vitro. The findings expand the information on magnolia response to culture conditions and contribute to elaboration of innovative elements of protocols for establishing tissue cultures with high regeneration capacity.

  1. A responsive evaluation of mental health treatment in Cambodia: Intentionally addressing poverty to increase cultural responsiveness in therapy.

    Science.gov (United States)

    Seponski, Desiree M; Lewis, Denise C; Megginson, Maegan C

    2014-01-01

    Mental health issues are significant contributors to the global burden of disease with the highest incidence in resource poor countries; 90% of those in need of mental health treatment reside in low resource countries but receive only 10% of the world's resources. Cambodia, the eighth least developed country in the world, serves as one example of the need to address mental health concerns in low-income, resource poor countries. The current study utilises responsive evaluation methodology to explore how poverty-stricken Cambodian clients, therapists and supervisors experience Western models of therapy as culturally responsive to their unique needs. Quantitative and qualitative data were triangulated across multiple stakeholders using numerous methods including a focus group, interviews, surveys, case illustrations and live supervision observation and analysed using constant comparative analysis. Emerging findings suggest that poverty, material needs, therapy location and financial situations greatly impact the daily lives and mental health conditions of Cambodians and hinder clients' therapeutic progress. The local community needs and context of poverty greatly hinder clients' therapeutic progress in therapy treatment and when therapy does not directly address the culture of poverty, clients did not experience therapy as valuable despite some temporary decreases in mental health symptoms.

  2. School Leadership Practice and Preparation: Comparative Perspectives on Organizational Learning (OL), Instructional Leadership (IL) and Culturally Responsive Practices (CRP)

    Science.gov (United States)

    Ylimaki, Rose; Jacobson, Stephen

    2013-01-01

    Purpose: The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation. Design/methodology/approach: This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals,…

  3. Role of peroxynitrite in the responses induced by heat stress in tobacco BY-2 cultured cells.

    Science.gov (United States)

    Malerba, Massimo; Cerana, Raffaella

    2018-07-01

    Temperatures above the optimum are sensed as heat stress (HS) by all living organisms and represent one of the major environmental challenges for plants. Plants can cope with HS by activating specific defense mechanisms to minimize damage and ensure cellular functionality. One of the most common effects of HS is the overproduction of reactive oxygen and nitrogen species (ROS and RNS). The role of ROS and RNS in the regulation of many plant physiological processes is well established. On the contrary, in plants very little is known about the physiological role of peroxynitrite (ONOO - ), the RNS species generated by the interaction between NO and O 2 - . In this work, the role of ONOO - on some of the stress responses induced by HS in tobacco BY-2 cultured cells has been investigated by measuring these responses both in the presence and in the absence of 2,6,8-trihydroxypurine (urate), a specific scavenger of ONOO - . The obtained results suggest a potential role for ONOO - in some of the responses induced by HS in tobacco cultured cells. In particular, ONOO - seems implicated in a form of cell death showing apoptotic features and in the regulation of the levels of proteins involved in the response to stress.

  4. The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

    Science.gov (United States)

    Bondima, Michelle Harris

    This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

  5. Counter-storying the grand narrative of science (teacher) education: towards culturally responsive teaching

    Science.gov (United States)

    Taylor, Peter Charles

    2011-12-01

    John Settlage's article— Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different `other.' Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John's pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education.

  6. Tutorial Instruction in Science Education

    Directory of Open Access Journals (Sweden)

    Rhea Miles

    2015-06-01

    Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.

  7. Comparison of tumour age response to radiation for cells derived from tissue culture or solid tumours

    International Nuclear Information System (INIS)

    Keng, P.C.; Siemann, D.W.; Rochester Univ., NY; Rochester Univ., NY; Wheeler, K.T.

    1984-01-01

    Direct comparison of the cell age response of 9L and KHT tumour cells derived either from tissue culture or solid tumours was achieved. Cells from dissociated KHT and 9L tumours (the latter implanted either subcutaneously or intracerebrally) and cells from tissue culture were separated into homogenous sized populations by centrifugal elutriation. In both tumour models these homogeneous sized populations correspond to populations enriched at different stages of the cell cycle. The survival of these elutriated cell populations was measured after a single dose of Cs-137 gamma rays. For cells isolated from 9L solid tumours, there was little variation in radiosensitivity throughout the cell cycle; however, a very small but significant increase in resistance was found in late G 1 cells. This lack of a large variation in radiosensitivity through the cell cycle for 9L cells from solid tumours also was seen in 9L cells growing in monolayer tissue culture. When similar experiments were performed using the KHT sarcoma tumour model, the results showed that KHT cells in vitro exhibited a fairly conventional increase in radioresistance in both mid G 1 and late S. However, the cell age response of KHT cells from solid tumours was different; particularly in the late S and G 2 + M phases. (author)

  8. Response of cultured human airway epithelial cells to X-rays and energetic α-particles

    International Nuclear Information System (INIS)

    Yang, T.C.; Holley, W.R.; Curtis, S.B.; Gruenert, D.C.; California Univ., San Francisco, CA

    1990-01-01

    Radon and its progeny, which emit α-particles during decay, may play an important role in inducing human lung cancer. To gain a better understanding of the biological effects of α-particles in human lung we studied the response of cultured human airway epithelial cells to X-rays and monoenergetic helium ions. Experimental results indicated that the radiation response of primary cultures was similar to that for airway epithelial cells that were transformed with a plasmid containing an origin-defective SV40 virus. The RBE for cell inactivation determined by the ratio of D 0 for X-rays to that for 8 MeV helium ions was 1.8-2.2. The cross-section for helium ions, calculated from the D 0 value, was about 24 μm 2 for cells of the primary culture. This cross-section is significantly smaller than the average geometric nuclear area (∼ 180 μm 2 ), suggesting that an average of 7.5 α-particles (8 MeV helium ions) per cell nucleus are needed to induce a lethal lesion. (author)

  9. Organotypic Cultures of Intervertebral Disc Cells: Responses to Growth Factors and Signaling Pathways Involved

    Directory of Open Access Journals (Sweden)

    Harris Pratsinis

    2015-01-01

    Full Text Available Intervertebral disc (IVD degeneration is strongly associated with low back pain, a major cause of disability worldwide. An in-depth understanding of IVD cell physiology is required for the design of novel regenerative therapies. Accordingly, aim of this work was the study of IVD cell responses to mitogenic growth factors in a three-dimensional (3D organotypic milieu, comprising characteristic molecules of IVD’s extracellular matrix. In particular, annulus fibrosus (AF cells were cultured inside collagen type-I gels, while nucleus pulposus (NP cells in chondroitin sulfate A (CSA supplemented collagen gels, and the effects of Platelet-Derived Growth Factor (PDGF, basic Fibroblast Growth Factor (bFGF, and Insulin-Like Growth Factor-I (IGF-I were assessed. All three growth factors stimulated DNA synthesis in both AF and NP 3D cell cultures, with potencies similar to those observed previously in monolayers. CSA supplementation inhibited basal DNA synthesis rates, without affecting the response to growth factors. ERK and Akt were found to be phosphorylated following growth factor stimulation. Blockade of these two signaling pathways using pharmacologic inhibitors significantly, though not completely, inhibited growth factor-induced DNA synthesis. The proposed culture systems may prove useful for further in vitro studies aiming at future interventions for IVD regeneration.

  10. cultural

    Directory of Open Access Journals (Sweden)

    Irene Kreutz

    2006-01-01

    Full Text Available Es un estudio cualitativo que adoptó como referencial teorico-motodológico la antropología y la etnografía. Presenta las experiencias vivenciadas por mujeres de una comunidad en el proceso salud-enfermedad, con el objetivo de comprender los determinantes sócio-culturales e históricos de las prácticas de prevención y tratamiento adoptados por el grupo cultural por medio de la entrevista semi-estructurada. Los temas que emergieron fueron: la relación entre la alimentación y lo proceso salud-enfermedad, las relaciones con el sistema de salud oficial y el proceso salud-enfermedad y lo sobrenatural. Los dados revelaron que los moradores de la comunidad investigada tienen un modo particular de explicar sus procedimientos terapéuticos. Consideramos que es papel de los profesionales de la salud en sus prácticas, la adopción de abordajes o enfoques que consideren al individuo en su dimensión sócio-cultural e histórica, considerando la enorme diversidad cultural en nuestro país.

  11. Quantitative proteome changes in Arabidopsis thaliana suspension-cultured cells in response to plant natriuretic peptides

    KAUST Repository

    Turek, Ilona; Wheeler, Janet I.; Gehring, Christoph A; Irving, Helen R.; Marondedze, Claudius

    2015-01-01

    Proteome changes in the Arabidopsis thaliana suspension cells in response to the A. thaliana plant natriuretic peptide (PNP), AtPNP-A (At2g18660) were assessed using quantitative proteomics employing tandem mass tag (TMT) labeling and tandem mass spectrometry (LC–MS/MS). In this study, we characterized temporal responses of suspension-cultured cells to 1 nM and 10 pM AtPNP-A at 0, 10 and 30 min post-treatment. Both concentrations we found to yield a distinct differential proteome signature. The data shown in this article are associated with the article “Plant natriuretic peptides induce a specific set of proteins diagnostic for an adaptive response to abiotic stress” by Turek et al. (Front. Plant Sci. 5 (2014) 661) and have been deposited to the ProteomeXchange with identifier PXD001386.

  12. Quantitative proteome changes in Arabidopsis thaliana suspension-cultured cells in response to plant natriuretic peptides

    KAUST Repository

    Turek, Ilona

    2015-06-30

    Proteome changes in the Arabidopsis thaliana suspension cells in response to the A. thaliana plant natriuretic peptide (PNP), AtPNP-A (At2g18660) were assessed using quantitative proteomics employing tandem mass tag (TMT) labeling and tandem mass spectrometry (LC–MS/MS). In this study, we characterized temporal responses of suspension-cultured cells to 1 nM and 10 pM AtPNP-A at 0, 10 and 30 min post-treatment. Both concentrations we found to yield a distinct differential proteome signature. The data shown in this article are associated with the article “Plant natriuretic peptides induce a specific set of proteins diagnostic for an adaptive response to abiotic stress” by Turek et al. (Front. Plant Sci. 5 (2014) 661) and have been deposited to the ProteomeXchange with identifier PXD001386.

  13. Crossing Cultures with Multi-Voiced Journals

    Science.gov (United States)

    Styslinger, Mary E.; Whisenant, Alison

    2004-01-01

    In this article, the authors discuss the benefits of using multi-voiced journals as a teaching strategy in reading instruction. Multi-voiced journals, an adaptation of dual-voiced journals, encourage responses to reading in varied, cultured voices of characters. It is similar to reading journals in that they prod students to connect to the lives…

  14. Cross-Cultural Validity of the Ruminative Responses Scale in Argentina and the United States.

    Science.gov (United States)

    Arana, Fernán G; Rice, Kenneth G

    2017-09-01

    Although frequently used in the United States, the Ruminative Response Scale (RRS) has not been extensively studied in cross-cultural samples. The present study evaluated the factor structure of Treynor et al.'s 10-item version of the RRS in samples from Argentina ( N = 308) and the United States ( N = 371). In addition to testing measurement invariance between the countries, we evaluated whether the maladaptive implications of rumination were weaker for the Argentinians than for the U.S. group. Self-critical perfectionism was the criterion in those tests. Partial scalar invariance supported an 8-item version of the RRS. There were no differences in factor means or factor correlations in RRS dimensions between countries. Brooding and Reflection were positively correlated with self-critical perfectionism in both countries, with no significant differences in the sizes of these relations between the two samples. Results are discussed in terms of psychometric and cross-cultural implications for rumination.

  15. Response Surface Modelling of Noradrenaline Production in Hairy Root Culture of Purslane (Portulaca oleracea L.

    Directory of Open Access Journals (Sweden)

    Mehdi Ghorbani

    2015-03-01

    Full Text Available Common purslane (Portulaca oleracea L. is an annual plant as one of the natural sources for noradrenaline hormone. In this research, hairy root culture of purslane was established by using Agrobacterium rhizogenes strain ATCC 15834. In the following, Box-Behnken model of response surface methodology (RSM was employed to optimize B5 medium for the growth of P. oleracea L. hairy root line. According to the results, modelling and optimization conditions, including sucrose, CaCl2.H2O, H2PO4 and NO3-/NH4+ concentrations on maximum dry weight (0.155 g and noradrenaline content (0.36 mg.g-1 DW was predicted. These optimal conditions predicted by RSM were confirmed the enhancement of noradrenaline production as an application potential for production by hairy root cultures.

  16. Naringenin-responsive riboswitch-based fluorescent biosensor module for Escherichia coli co-cultures.

    Science.gov (United States)

    Xiu, Yu; Jang, Sungho; Jones, J Andrew; Zill, Nicholas A; Linhardt, Robert J; Yuan, Qipeng; Jung, Gyoo Yeol; Koffas, Mattheos A G

    2017-10-01

    The ability to design and construct combinatorial synthetic metabolic pathways has far exceeded our capacity for efficient screening and selection of the resulting microbial strains. The need for high-throughput rapid screening techniques is of upmost importance for the future of synthetic biology and metabolic engineering. Here we describe the development of an RNA riboswitch-based biosensor module with dual fluorescent reporters, and demonstrate a high-throughput flow cytometry-based screening method for identification of naringenin over producing Escherichia coli strains in co-culture. Our efforts helped identify a number of key operating parameters that affect biosensor performance, including the selection of promoter and linker elements within the sensor-actuator domain, and the effect of host strain, fermentation time, and growth medium on sensor dynamic range. The resulting biosensor demonstrates a high correlation between specific fluorescence of the biosensor strain and naringenin titer produced by the second member of the synthetic co-culture system. This technique represents a novel application for synthetic microbial co-cultures and can be expanded from naringenin to any metabolite if a suitable riboswitch is identified. The co-culture technique presented here can be applied to a variety of target metabolites in combination with the SELEX approach for aptamer design. Due to the compartmentalization of the two genetic constructs responsible for production and detection into separate cells and application as independent modules of a synthetic microbial co-culture we have subsequently reduced the need for re-optimization of the producer module when the biosensor is replaced or removed. Biotechnol. Bioeng. 2017;114: 2235-2244. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  17. 3D culture of Her2+ breast cancer cells promotes AKT to MAPK switching and a loss of therapeutic response.

    Science.gov (United States)

    Gangadhara, Sharath; Smith, Chris; Barrett-Lee, Peter; Hiscox, Stephen

    2016-06-01

    The Her2 receptor is overexpressed in up to 25 % of breast cancers and is associated with a poor prognosis. Around half of Her2+ breast cancers also express the estrogen receptor and treatment for such tumours can involve both endocrine and Her2-targeted therapies. However, despite preclinical data supporting the effectiveness of these agents, responses can vary widely in the clinical setting. In light of the increasing evidence pointing to the interplay between the tumour and its extracellular microenvironment as a significant determinant of therapeutic sensitivity and response here we investigated the impact of 3D matrix culture of breast cancer cells on their therapeutic sensitivity. A 3D Matrigel-based culture system was established and optimized for the growth of ER+/Her2+ breast cancer cell models. Growth of cells in response to trastuzumab and endocrine agents in 3D culture versus routine monolayer culture were assessed using cell counting and Ki67 staining. Endogenous and trastuzumab-modulated signalling pathway activity in 2D and 3D cultures were assessed using Western blotting. Breast cancer cells in 3D culture displayed an attenuated response to both endocrine agents and trastuzumab compared with cells cultured in traditional 2D monolayers. Underlying this phenomenon was an apparent matrix-induced shift from AKT to MAPK signalling; consequently, suppression of MAPK in 3D cultures restores therapeutic response. These data suggest that breast cancer cells in 3D culture display a reduced sensitivity to therapeutic agents which may be mediated by internal MAPK-mediated signalling. Targeting of adaptive pathways that maintain growth in 3D culture may represent an effective strategy to improve therapeutic response clinically.

  18. The Art and Skill of Delivering Culturally Responsive TF-CBT in Tanzania and Kenya

    Science.gov (United States)

    Kava, Christine M.; Akiba, Christopher F.; Lucid, Leah; Dorsey, Shannon

    2016-01-01

    Objective This study explored the facilitators, barriers, and strategies used to deliver a child mental health evidence-based treatment (EBT), trauma-focused cognitive behavioral therapy (TF-CBT), in a culturally responsive manner. In low- and middle-income countries most individuals with mental health problems do not receive treatment due to a shortage of mental health professionals. One approach to addressing this problem is task-sharing, in which lay counselors are trained to deliver mental health treatment. Combining this approach with a focus on EBT provides a strategy for bridging the mental health treatment gap. However, little is known how about western-developed EBTs are delivered in a culturally responsive manner. Method Semistructured qualitative interviews were conducted with 12 TF-CBT lay counselors involved in a large randomized controlled trial of TF-CBT in Kenya and Tanzania. An inductive approach was used to analyze the data. Results Lay counselors described the importance of being responsive to TF-CBT participants’ customs, beliefs, and socioeconomic conditions and highlighted the value of TF-CBT for their community. They also discussed the importance of partnering with other organizations to address unmet socioeconomic needs. Conclusion The findings from this study provide support for the acceptability and appropriateness of TF-CBT as a treatment approach for improving child mental health. Having a better understanding of the strategies used by lay counselors to ensure that treatment is relevant to the cultural and socioeconomic context of participants can help to inform the implementation of future EBTs. PMID:27414470

  19. Practitioners' Perceptions of Culturally Responsive School-Based Mental Health Services for Low-Income African American Girls

    Science.gov (United States)

    Harper, Erin; Kruger, Ann Cale; Hamilton, Chela; Meyers, Joel; Truscott, Stephen D.; Varjas, Kris

    2016-01-01

    School-based mental health practitioners are positioned to address low-income urban African American girls' mental health needs through culturally responsive services. Despite the importance of culturally reflective practice, it is understudied. We asked school-based mental health practitioners (N = 7) to reflect on barriers and facilitators to…

  20. Cultural and leadership predictors of corporate social responsibility values of top management: A GLOBE study of 15 countries.

    NARCIS (Netherlands)

    Waldman, D.A.; Sully De Luque, M.; Washburn, N.; House, R.J.; de Hoogh, A.H.B.; Koopman, P.L.

    2007-01-01

    This paper examines cultural and leadership variables associated with corporate social responsibility values that managers apply to their decision-making. In this longitudinal study, we analyze data from 561 firms located in 15 countries on five continents to illustrate how the cultural dimensions

  1. Cultural and leadership predictors of corporate social responsibility values of top management: A GLOBE study of 15 countries

    NARCIS (Netherlands)

    Waldman, D.A.; Sully De Luque, M.; Washburn, N.; House, R.J.; GLOBE Country Co-investigators, incl. De Hoogh, A.H.B.

    2006-01-01

    This paper examines cultural and leadership variables associated with corporate social responsibility values that managers apply to their decision-making. In this longitudinal study, we analyze data from 561 firms located in 15 countries on five continents to illustrate how the cultural dimensions

  2. Determination of loblolly pine response to cultural treatments based on soil class, base productivity, and competition level

    Science.gov (United States)

    David Garrett; Michael Kane; Daniel Markewitz; Dehai Zhao

    2015-01-01

    The objective of this research is to better understand what factors drive loblolly pine (Pinus taeda L.) growth response to intensive culture in the University of Georgia Plantation Management Research Cooperative’s Culture x Density study in the Piedmont and Upper Coastal Plain. Twenty study sites were established ranging from southern Alabama to South Carolina in...

  3. Editorial - Instructions

    DEFF Research Database (Denmark)

    Kastberg, Peter; Grinsted, Annelise

    2007-01-01

    Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....

  4. L'enseignement des langues secondes standard aux minorites culturelles a Bruxelles (Standard Second Language Instruction to Cultural Minorities in Brussels).

    Science.gov (United States)

    de Vriendt, Sera

    Three major issues in the second language instruction of migrant primary school children in Brussels are discussed: (1) how to develop communicative competence; (2) how to ensure correct pronunciation; and (3) how to improve nonverbal communication. In the case of pronunciation, a "soft" method without explanation about articulation or…

  5. Measurement control workshop instructional materials

    Energy Technology Data Exchange (ETDEWEB)

    Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Crawford, Cary [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); McGinnis, Brent [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Insolves LLC, Piketon, OH (United States)

    2014-04-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  6. Measurement Control Workshop Instructional Materials

    International Nuclear Information System (INIS)

    Gibbs, Philip; Crawford, Cary; McGinnis, Brent

    2014-01-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  7. ART culture conditions change the probability of mouse embryo gestation through defined cellular and molecular responses.

    Science.gov (United States)

    Schwarzer, Caroline; Esteves, Telma Cristina; Araúzo-Bravo, Marcos J; Le Gac, Séverine; Nordhoff, Verena; Schlatt, Stefan; Boiani, Michele

    2012-09-01

    (low fetal rate), were analyzed in depth using outbred and inbred fertilization schemes. Resultant blastocysts show imbalances of cell lineage composition; culture medium-specific deviation of gene expression (38 genes, ≥ 4-fold) compared with the in vivo pattern; and produce different litter sizes (P ≤ 0.0076) after transfer into fosters. Confounding effects of subfertility, life style and genetic heterogeneity are reduced to a minimum in the mouse model compared with ART patients. This is an animal model study. Mouse embryo responses to human ART media are not transferable 1-to-1 to human development due to structural and physiologic differences between oocytes of the two species. Our data promote awareness that human ART culture media affect embryo development. Effects reported here in the mouse may apply also in human, because no ART medium presently available on the market has been optimized for human embryo development. The mouse embryo assay (MEA), which requires ART media to support at least 80% blastocyst formation, is in need of reform and should be extended to include post-implantation development.

  8. Microfluidic synthesis of microfibers for magnetic-responsive controlled drug release and cell culture.

    Directory of Open Access Journals (Sweden)

    Yung-Sheng Lin

    Full Text Available This study demonstrated the fabrication of alginate microfibers using a modular microfluidic system for magnetic-responsive controlled drug release and cell culture. A novel two-dimensional fluid-focusing technique with multi-inlets and junctions was used to spatiotemporally control the continuous laminar flow of alginate solutions. The diameter of the manufactured microfibers, which ranged from 211 µm to 364 µm, could be well controlled by changing the flow rate of the continuous phase. While the model drug, diclofenac, was encapsulated into microfibers, the drug release profile exhibited the characteristic of a proper and steady release. Furthermore, the diclofenac release kinetics from the magnetic iron oxide-loaded microfibers could be controlled externally, allowing for a rapid drug release by applying a magnetic force. In addition, the successful culture of glioblastoma multiforme cells in the microfibers demonstrated a good structural integrity and environment to grow cells that could be applied in drug screening for targeting cancer cells. The proposed microfluidic system has the advantages of ease of fabrication, simplicity, and a fast and low-cost process that is capable of generating functional microfibers with the potential for biomedical applications, such as drug controlled release and cell culture.

  9. A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel.

    Directory of Open Access Journals (Sweden)

    Gregory Camilli

    2008-08-01

    Full Text Available A recent article by Stuebing, Barth, Cirino, Francis and Fletcher critiqued the findings of Camilli, Vargas, and Yurecko (2003 and Camilli, Wolfe, and Smith (2006. With a methodological argument, they attempted to resolve the conflict between these studies and the original report Teaching Children to Read (National Reading Panel, 2000. In response, it is argued that three issues must be considered in a fair assessment of the NRP report—program labels or bins, alternative bins, and the role of literacy activities in reading instruction. In this light, three hypotheses ventured by Stuebing et al. are analyzed. It is concluded that the argument by Stuebing et al. does not reveal flaws in the original NRP report by Camilli et al. (2003, though some points of agreement are acknowledged.

  10. Leiomyoma Cells in 3-Dimensional Cultures Demonstrate an Attenuated Response to Fasudil, a Rho-Kinase Inhibitor, When Compared to 2-Dimensional Cultures

    Science.gov (United States)

    Malik, Minnie; Britten, Joy; Segars, James

    2014-01-01

    Uterine leiomyomata are common benign tumors in women of reproductive age and demonstrate an attenuated response to mechanical signaling that involves Rho and integrins. To further characterize the impairment in Rho signaling, we studied the effect of Rho-kinase inhibitor, fasudil, on extracellular matrix production, in 2-dimensional (2D) and 3-dimensional (3D) cultures of leiomyoma and myometrial cells. Leiomyoma 2D cultures demonstrated a rapid decrease in gene transcripts and protein for fibronectin, procollagen 1A, and versican. In 3D cultures, fibronectin and procollagen 1A proteins demonstrated increased levels at lower concentrations of fasudil, followed by a concentration-dependent decrease. Versican protein increased up to 3-fold, whereas fibromodulin demonstrated a significant decrease of 1.92-fold. Myometrial 2D or 3D cultures demonstrated a decrease in all proteins after 72 hours of treatment. The 3D leiomyoma cultures demonstrated a significant increase in active RhoA, followed by a concentration-dependent decrease at higher concentrations. A concentration-dependent increase in phospho-extracellular regulated signal kinase and proapoptotic protein Bax was observed in 3D leiomyoma cultures. Fasudil relaxed the contraction of the 3D collagen gels caused by myometrium and leiomyoma cell growth. These findings indicate that the altered state of Rho signaling in leiomyoma was more clearly observed in 3D cultures. The results also suggest that fasudil may have clinical applicability for treatment of uterine leiomyoma. PMID:25084783

  11. Timescale of silver nanoparticle transformation in neural cell cultures impacts measured cell response

    International Nuclear Information System (INIS)

    Hume, Stephanie L.; Chiaramonti, Ann N.; Rice, Katherine P.; Schwindt, Rani K.; MacCuspie, Robert I.; Jeerage, Kavita M.

    2015-01-01

    Both serum protein concentration and ionic strength are important factors in nanoparticle transformation within cell culture environments. However, silver nanoparticles are not routinely tracked at their working concentration in the specific medium used for in vitro toxicology studies. Here we evaluated the transformation of electrostatically stabilized citrate nanoparticles (C-AgNPs) and sterically stabilized polyvinylpyrrolidone nanoparticles (PVP-AgNPs) in a low-serum (∼ 0.2 mg/mL bovine serum albumin) culture medium, while measuring the response of rat cortex neural progenitor cells, which differentiate in this culture environment. After 24 h, silver nanoparticles at concentrations up to 10 µg/mL did not affect adenosine triphosphate levels, whereas silver ions decreased adenosine triphosphate levels at concentrations of 1.1 µg/mL or higher. After 240 h, both silver nanoparticles, as well as silver ion, unambiguously decreased adenosine triphosphate levels at concentrations of 1 and 1.1 µg/mL, respectively, suggesting particle dissolution. Particle transformation was investigated in 1:10 diluted, 1:2 diluted, or undiluted differentiation medium, all having an identical protein concentration, to separate the effect of serum protein stabilization from ionic strength destabilization. Transmission electron microscopy images indicated that particles in 1:10 medium were not surrounded by proteins, whereas particles became clustered within a non-crystalline protein matrix after 24 h in 1:2 medium and at 0 h in undiluted medium. Despite evidence for a protein corona, particles were rapidly destabilized by high ionic strength media. Polyvinylpyrrolidone increased the stability of singly dispersed particles compared to citrate ligands; however, differences were negligible after 4 h in 1:2 medium or after 1 h in undiluted medium. Thus low-serum culture environments do not provide sufficient colloidal stability for long-term toxicology studies with citrate

  12. Timescale of silver nanoparticle transformation in neural cell cultures impacts measured cell response

    Energy Technology Data Exchange (ETDEWEB)

    Hume, Stephanie L.; Chiaramonti, Ann N.; Rice, Katherine P.; Schwindt, Rani K. [National Institute of Standards and Technology (NIST), Applied Chemicals and Materials Division (United States); MacCuspie, Robert I. [National Institute of Standards and Technology (NIST), Materials Measurement Science Division (United States); Jeerage, Kavita M., E-mail: jeerage@boulder.nist.gov [National Institute of Standards and Technology (NIST), Applied Chemicals and Materials Division (United States)

    2015-07-15

    Both serum protein concentration and ionic strength are important factors in nanoparticle transformation within cell culture environments. However, silver nanoparticles are not routinely tracked at their working concentration in the specific medium used for in vitro toxicology studies. Here we evaluated the transformation of electrostatically stabilized citrate nanoparticles (C-AgNPs) and sterically stabilized polyvinylpyrrolidone nanoparticles (PVP-AgNPs) in a low-serum (∼ 0.2 mg/mL bovine serum albumin) culture medium, while measuring the response of rat cortex neural progenitor cells, which differentiate in this culture environment. After 24 h, silver nanoparticles at concentrations up to 10 µg/mL did not affect adenosine triphosphate levels, whereas silver ions decreased adenosine triphosphate levels at concentrations of 1.1 µg/mL or higher. After 240 h, both silver nanoparticles, as well as silver ion, unambiguously decreased adenosine triphosphate levels at concentrations of 1 and 1.1 µg/mL, respectively, suggesting particle dissolution. Particle transformation was investigated in 1:10 diluted, 1:2 diluted, or undiluted differentiation medium, all having an identical protein concentration, to separate the effect of serum protein stabilization from ionic strength destabilization. Transmission electron microscopy images indicated that particles in 1:10 medium were not surrounded by proteins, whereas particles became clustered within a non-crystalline protein matrix after 24 h in 1:2 medium and at 0 h in undiluted medium. Despite evidence for a protein corona, particles were rapidly destabilized by high ionic strength media. Polyvinylpyrrolidone increased the stability of singly dispersed particles compared to citrate ligands; however, differences were negligible after 4 h in 1:2 medium or after 1 h in undiluted medium. Thus low-serum culture environments do not provide sufficient colloidal stability for long-term toxicology studies with citrate

  13. The implications of extreme response style (ERS for cross-cultural and comparative research

    Directory of Open Access Journals (Sweden)

    M. L. Watkins

    1992-06-01

    Full Text Available Cross-cultural research in which fivepoint, Likert-type and semantic-differential scales are utilized, is a popular research practice. Extreme response style (ERS may contaminate the validity of research results, however this possibility is often ignored in behavioural science research. In this study, the influence of biographical variables on extreme response style and the contaminating effect thereof on the validity of research results is investigated. The results of the study reveal that culture separately, and interaction with age and gender has a meaningful influence on ERS when five-point scales are utilized. The underlying causes of the phenomenon can however not exclusively be ascribed to biographical variables. Opsomming Kruiskulturele navorsing waarin vyfpunt, Likerttipe- en semanties-differensiale skale benut word, is 'n bekende navorsingspraktyk. Ekstreme responsiestyl is egter daartoe in staat om die geldigheid van sondanige navorsingsresultate te kontamineer, maar hierdie moontlikheid word dikwels in die gedragswetenskaplike navorsingspraktyk geignoreer. In hierdie studie word ondersoek ingestel na die invloed van biografiese faktore op ekstreme responsiestyl en die kontaminerende effek daarvan op die geldigheid van navorsingsresultate. Daar is gevind dat kultuur in interaksie met ouderdom en geslag, ERS betekenisvol beinvloed wanneer vyfpuntskale gebruik word. Die onderliggende oorsake van die verskynsel kan egter nie uitsluitlik aan biografiese veranderlikes toegeskryf word nie.

  14. Changes in microfilament and focal adhesion distribution with loss of androgen responsiveness in cultured mammary tumor cells

    DEFF Research Database (Denmark)

    Couchman, J R; Yates, J; King, R J

    1981-01-01

    of the cells to grow in suspension culture. All these parameters were documented for androgen-responsive and -unresponsive cells grown in culture, as well as the transition of androgen-responsive to -unresponsive cells when deprived of androgen. The androgen-unresponsive cells had extensive and prominent...... microfilament bundles together with focal adhesions on the lower cell surface and also showed strict anchorage dependence for growth. In contrast, microfilament bundles and focal adhesions were absent from androgen-responsive cells, which furthermore had the ability to grow in suspension culture. Differences......, characteristics of both cell types were visible in the cell populations. However, at the stage where all androgen-responsive characteristics were lost, the cells were no longer androgen sensitive. The loss of androgen responsiveness in Shionogi 115 mouse mammary tumor cells is correlated with changes at the cell...

  15. Report: Cultural Research Centre (CRC)

    OpenAIRE

    Cross-Cultural Foundation of Uganda

    2010-01-01

    This report arises from research carried out in Iganga and Namutumba districts in late 2006/early 2007 by the Cultural Research Centre (CRC), based in Jinja. Our research focus was to gauge the impact of using Lusoga as a medium of instruction (since 2005 in "pilot" lower primary classes) within and outside the classroom. This initiative was in response to a new set of circumstances in the education sector in Uganda, especially the introduction by Government of teaching in local languages in ...

  16. A Study of the Emergence of Student Tacit Knowledge in Response to Environmental Images and Science Instruction

    Science.gov (United States)

    Glass, Rory J.

    The purpose of this study was to identify the presence of students' tacit understandings as they apply to environmental science content, and to discover how these understandings emerge and are viewed and interpreted by teachers. Towards that end over ten hours of classroom video was recorded and analyzed, from both large urban and smaller urban classrooms. Additionally, interviews were conducted with 15 students and two teachers to gain insight into their thinking on an array of topics related to the environment and environmental reasoning. It was hypothesized that students' understandings and teachers' interpretations of them may be influenced by their personal experiences with the natural world. For that reason, demographic information and self-reports of experiences were used to determine the extent to which tacit understandings are influenced by environmental experiences, and whether tacit understandings differed significantly by gender. The results indicate that there are significant differences between students from larger and smaller urban school districts, and males and females, in their interpretation of various environmental scenes. The data suggests that at least some of these differences are directly related to the students' experiences. The data also suggests that teachers are well aware of the importance of these less formal understandings though they are not always able to integrate them into their instruction in a timely manner. It is argued here that science education must change its focus if it is going to meet the needs of a 21st Century citizenship, making it necessary to find ways to embrace the understandings that students bring with them to school; including those, perhaps even especially those, that are mainly tacit.

  17. Assessing the Impact of the National Cultural Framework on Responsible Corporate Behaviour towards Consumers: an Application of Geert Hofstede`s Cultural Model

    Directory of Open Access Journals (Sweden)

    Cristina Gănescu

    2014-02-01

    Full Text Available This article aims to define and measure responsible corporate behaviour towards consumers in EU countries by defining an index of responsible corporate behaviour towards consumers and to establish the impact of Geert Hofstede's cultural dimensions on the responsible behaviour of organisations towards consumers. The index uses a specific measurement methodology based on three major components of responsible corporate behaviour towards customers and on content analysis of the Eurostat databases, the RAPEX 2012 Annual Report, the 2012-2013 Global Competitiveness Report and the Global Reporting Initiative database. We used the multifactorial regression and the Wald significance test to demonstrate that organisations operating in countries characterised by low power distance, individualism, femininity, tolerance of unknown and long-term orientation pay more attention to responsible corporate behaviour towards customers. The study highlights theoretical considerations that support the influence of the national cultural framework on responsible corporate behaviour towards consumers. The methodology for calculating the index of responsible corporate behaviour towards consumers can become a basis of analysis of responsible corporate behaviour towards local consumers or other stakeholders.

  18. A Letter of Apology Nearly 50 Years in the Making: How We've Failed to Solve the Cultural Bind of the American Male. Response to "The Cultural Bind of the American Male"

    Science.gov (United States)

    McCandless, Greg

    2012-01-01

    This article presents the author's letter of apology as a response to "The Cultural Bind of the American Male". In the letter, the author offers his apologies because educators have failed to solve the cultural bind of the American male.

  19. Culture medium type affects endocytosis of multi-walled carbon nanotubes in BEAS-2B cells and subsequent biological response.

    Science.gov (United States)

    Haniu, Hisao; Saito, Naoto; Matsuda, Yoshikazu; Tsukahara, Tamotsu; Maruyama, Kayo; Usui, Yuki; Aoki, Kaoru; Takanashi, Seiji; Kobayashi, Shinsuke; Nomura, Hiroki; Okamoto, Masanori; Shimizu, Masayuki; Kato, Hiroyuki

    2013-09-01

    We examined the cytotoxicity of multi-walled carbon nanotubes (MWCNTs) and the resulting cytokine secretion in BEAS-2B cells or normal human bronchial epithelial cells (HBEpCs) in two types of culture media (Ham's F12 containing 10% FBS [Ham's F12] and serum-free growth medium [SFGM]). Cellular uptake of MWCNT was observed by fluorescent microscopy and analyzed using flow cytometry. Moreover, we evaluated whether MWCNT uptake was suppressed by 2 types of endocytosis inhibitors. We found that BEAS-2B cells cultured in Ham's F12 and HBEpCs cultured in SFGM showed similar biological responses, but BEAS-2B cells cultured in SFGM did not internalize MWCNTs, and the 50% inhibitory concentration value, i.e., the cytotoxicity, was increased by more than 10-fold. MWCNT uptake was suppressed by a clathrin-mediated endocytosis inhibitor and a caveolae-mediated endocytosis inhibitor in BEAS-2B cells cultured in Ham's F12 and HBEpCs cultured in SFGM. In conclusion, we suggest that BEAS-2B cells cultured in a medium containing serum should be used for the safety evaluation of nanomaterials as a model of normal human bronchial epithelial cells. However, the culture medium composition may affect the proteins that are expressed on the cytoplasmic membrane, which may influence the biological response to MWCNTs. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

  20. The influences of task repetition, napping, time of day, and instruction on the Sustained Attention to Response Task

    NARCIS (Netherlands)

    Schie, M.K.M. van; Alblas, E.E.; Thijs, R.D.; Fronczek, R.; Lammers, G.J.; Dijk, J.G. van

    2014-01-01

    Introduction: The Sustained Attention to Response Task (SART) helps to quantify vigilance impairments. Previous studies, in which five SART sessions on one day were administered, demonstrated worse performance during the first session than during the others. The present study comprises two

  1. Salmonella Typhimurium type III secretion effectors stimulate innate immune responses in cultured epithelial cells.

    Directory of Open Access Journals (Sweden)

    Vincent M Bruno

    2009-08-01

    Full Text Available Recognition of conserved bacterial products by innate immune receptors leads to inflammatory responses that control pathogen spread but that can also result in pathology. Intestinal epithelial cells are exposed to bacterial products and therefore must prevent signaling through innate immune receptors to avoid pathology. However, enteric pathogens are able to stimulate intestinal inflammation. We show here that the enteric pathogen Salmonella Typhimurium can stimulate innate immune responses in cultured epithelial cells by mechanisms that do not involve receptors of the innate immune system. Instead, S. Typhimurium stimulates these responses by delivering through its type III secretion system the bacterial effector proteins SopE, SopE2, and SopB, which in a redundant fashion stimulate Rho-family GTPases leading to the activation of mitogen-activated protein (MAP kinase and NF-kappaB signaling. These observations have implications for the understanding of the mechanisms by which Salmonella Typhimurium induces intestinal inflammation as well as other intestinal inflammatory pathologies.

  2. Anaplasma phagocytophilum and Anaplasma marginale Elicit Different Gene Expression Responses in Cultured Tick Cells

    Directory of Open Access Journals (Sweden)

    Zorica Zivkovic

    2009-01-01

    Full Text Available The genus Anaplasma (Rickettsiales: Anaplasmataceae includes obligate tick-transmitted intracellular organisms, Anaplasma phagocytophilum and Anaplasma marginale that multiply in both vertebrate and tick host cells. Recently, we showed that A. marginale affects the expression of tick genes that are involved in tick survival and pathogen infection and multiplication. However, the gene expression profile in A. phagocytophilum-infected tick cells is currently poorly characterized. The objectives of this study were to characterize tick gene expression profile in Ixodes scapularis ticks and cultured ISE6 cells in response to infection with A. phagocypthilum and to compare tick gene expression responses in A. phagocytophilum- and A. marginale-infected tick cells by microarray and real-time RT-PCR analyses. The results of these studies demonstrated modulation of tick gene expression by A. phagocytophilum and provided evidence of different gene expression responses in tick cells infected with A. phagocytophilum and A. marginale. These differences in Anaplasma-tick interactions may reflect differences in pathogen life cycle in the tick cells.

  3. Formation in Citizen Culture, Space for the Social Responsibility of Business Organizations

    Directory of Open Access Journals (Sweden)

    Elita Marina Méndez Jiménez

    2017-11-01

    Full Text Available In Venezuela, we live together in a time of thirst for peace, commitment and social coexistence, social equality, every day we hear that there is a social crisis, a crisis of values. At this juncture, the education imparted is the central factor in reflecting, inculcating, strengthening and consolidating in the citizens, values, personal formation, ethical training and other binding issues, in short, citizen culture. It is the purpose of this essay to generate reflections around the citizen's culture, for it mentions some roles, that as managerial actions of social co-responsibility, can realize the private business organizations, to strengthen the social action of the individual in order to promote the necessary stimuli to reach the status of a good citizen, for whom the idea of ​​living in a prosperous and participatory community is represented in a space where education, good treatment, equality in opportunities and respect for their fellow human beings, habitat and life in any of its expressions are the norm.

  4. The Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): item response theory findings.

    Science.gov (United States)

    Grigg, Kaine; Manderson, Lenore

    2016-03-17

    Racism and associated discrimination are pervasive and persistent challenges with multiple cumulative deleterious effects contributing to inequities in various health outcomes. Globally, research over the past decade has shown consistent associations between racism and negative health concerns. Such research confirms that race endures as one of the strongest predictors of poor health. Due to the lack of validated Australian measures of racist attitudes, RACES (Racism, Acceptance, and Cultural-Ethnocentrism Scale) was developed. Here, we examine RACES' psychometric properties, including the latent structure, utilising Item Response Theory (IRT). Unidimensional and Multidimensional Rating Scale Model (RSM) Rasch analyses were utilised with 296 Victorian primary school students and 182 adolescents and 220 adults from the Australian community. RACES was demonstrated to be a robust 24-item three-dimensional scale of Accepting Attitudes (12 items), Racist Attitudes (8 items), and Ethnocentric Attitudes (4 items). RSM Rasch analyses provide strong support for the instrument as a robust measure of racist attitudes in the Australian context, and for the overall factorial and construct validity of RACES across primary school children, adolescents, and adults. RACES provides a reliable and valid measure that can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural, and religious groups. A core function of RACES is to assess the effectiveness of interventions to reduce community levels of racism and in turn inequities in health outcomes within Australia.

  5. Effectiveness of Instruction and Video Feedback on Staff's Use of Prompts and Children's Adaptive Responses during One-to-One Training in Children with Severe to Profound Intellectual Disability

    Science.gov (United States)

    van Vonderen, Annemarie; de Swart, Charlotte; Didden, Robert

    2010-01-01

    Although relatively many studies have addressed staff training and its effect on trainer behavior, the effects of staff training on trainee's adaptive behaviors have seldomly been examined. We therefore assessed effectiveness of staff training, consisting of instruction and video feedback, on (a) staff's response prompting, and (b) staff's trainer…

  6. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Science.gov (United States)

    Indiana State Dept. of Public Instruction, Indianapolis.

    This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

  7. Functional and biochemical responses of cultured heart cells to angiotensin II

    International Nuclear Information System (INIS)

    Allen, I.; Gaa, S.; Rogers, T.B.

    1986-01-01

    The authors have utilized a cultured neonatal rat heart myocyte system to study the molecular mechanisms involved in the stimulation of heart cells by angiotensin II (AII). The intact cultured cells, and membranes from these cells, have specific, high affinity receptors for 125 I-AII and for an AII antagonist, 125 I-Sar 1 ,Leu 8 -AII. Binding affinity was in the nanomolar range and was inhibited by guanine nucleotides. Functional studies on intact, beating cells revealed a maximal increase in contractile frequency of 50%, observed at 5 nM AII, with half maximal effects noted at around 1 nM. These responses were reversible and specific as the antagonist, Sar 1 , Ala 8 -AII, inhibited AII-induced chronotropic stimulation. AII (100 nM) had no effect on basal adenylate cyclase activity (20 pmoles cAMP/mg prot/min at 2.5mM Mg 2+ ) in cell membranes. Further, in membranes where cyclase activity was stimulated with isoproterenol (290 pmoles cAMP/mg prot/min at 2.5mM Mg 2+ ), addition of AII had no effect. The cyclase-inhibitory muscarinic agonist, carbachol, also failed to reduce isoproterenol-stimulated activity. In preliminary work with the intact cells, AII again did not alter basal cAMP levels (3-10 pmoles cAMP/mg prot). However, the hormone increased isoproterenol-stimulated cAMP levels by almost 50%. These cells are an excellent system for correlating AII receptor binding with functional and biochemical responses

  8. Response of Cultured Neuronal Network Activity After High-Intensity Power Frequency Magnetic Field Exposure

    Directory of Open Access Journals (Sweden)

    Atsushi Saito

    2018-03-01

    Full Text Available High-intensity and low frequency (1–100 kHz time-varying electromagnetic fields stimulate the human body through excitation of the nervous system. In power frequency range (50/60 Hz, a frequency-dependent threshold of the external electric field-induced neuronal modulation in cultured neuronal networks was used as one of the biological indicator in international guidelines; however, the threshold of the magnetic field-induced neuronal modulation has not been elucidated. In this study, we exposed rat brain-derived neuronal networks to a high-intensity power frequency magnetic field (hPF-MF, and evaluated the modulation of synchronized bursting activity using a multi-electrode array (MEA-based extracellular recording technique. As a result of short-term hPF-MF exposure (50–400 mT root-mean-square (rms, 50 Hz, sinusoidal wave, 6 s, the synchronized bursting activity was increased in the 400 mT-exposed group. On the other hand, no change was observed in the 50–200 mT-exposed groups. In order to clarify the mechanisms of the 400 mT hPF-MF exposure-induced neuronal response, we evaluated it after blocking inhibitory synapses using bicuculline methiodide (BMI; subsequently, increase in bursting activity was observed with BMI application, and the response of 400 mT hPF-MF exposure disappeared. Therefore, it was suggested that the response of hPF-MF exposure was involved in the inhibitory input. Next, we screened the inhibitory pacemaker-like neuronal activity which showed autonomous 4–10 Hz firing with CNQX and D-AP5 application, and it was confirmed that the activity was reduced after 400 mT hPF-MF exposure. Comparison of these experimental results with estimated values of the induced electric field (E-field in the culture medium revealed that the change in synchronized bursting activity occurred over 0.3 V/m, which was equivalent to the findings of a previous study that used the external electric fields. In addition, the results suggested that

  9. Suppression of in vitro primary immune response by L1210 cells and their culture supernatant: evidence for cytotoxic effects

    International Nuclear Information System (INIS)

    Huget, R.P.; Flad, H.D.; Opitz, H.G.

    1977-01-01

    L1210 cells and their culture supernatants were found to inhibit the generation of PFC in the in vitro primary immune response of spleen cells to SRBC. As few as 1 percent of L1210 cells and 1 percent of culture fluid were inhibitory. Inhibition of DNA or protein synthesis of L1210 cells did not abolish their immunosuppressive activity, excluding exhaustion of culture medium as a possible mechanism of inhibition of PFC. Heating of the supernatant completely abrogated the suppressive effect and resulted in a marked increase of PFC. Daily evaluation of cell viability in the cultures revealed that, in the presence of L1210 and supernatants, the fraction of surviving cells is markedly reduced. We conclude that a direct cytotoxic effect on splenic lymphocytes and macrophages is the predominant immunosuppressive mechanism of L1210 cells and their culture supernatants

  10. Facility transition instruction

    International Nuclear Information System (INIS)

    Morton, M.R.

    1997-01-01

    The Bechtel Hanford, Inc. facility transition instruction was initiated in response to the need for a common, streamlined process for facility transitions and to capture the knowledge and experience that has accumulated over the last few years. The instruction serves as an educational resource and defines the process for transitioning facilities to long-term surveillance and maintenance (S and M). Generally, these facilities do not have identified operations missions and must be transitioned from operational status to a safe and stable configuration for long-term S and M. The instruction can be applied to a wide range of facilities--from process canyon complexes like the Plutonium Uranium Extraction Facility or B Plant, to stand-alone, lower hazard facilities like the 242B/BL facility. The facility transition process is implemented (under the direction of the US Department of Energy, Richland Operations Office [RL] Assistant Manager-Environmental) by Bechtel Hanford, Inc. management, with input and interaction with the appropriate RL division and Hanford site contractors as noted in the instruction. The application of the steps identified herein and the early participation of all organizations involved are expected to provide a cost-effective, safe, and smooth transition from operational status to deactivation and S and M for a wide range of Hanford Site facilities

  11. The presence of a culturally similar or dissimilar social partner affects neural responses to emotional stimuli

    Directory of Open Access Journals (Sweden)

    Kate A. Woodcock

    2013-06-01

    Full Text Available Background: Emotional responding is sensitive to social context; however, little emphasis has been placed on the mechanisms by which social context effects changes in emotional responding. Objective: We aimed to investigate the effects of social context on neural responses to emotional stimuli to inform on the mechanisms underpinning context-linked changes in emotional responding. Design: We measured event-related potential (ERP components known to index specific emotion processes and self-reports of explicit emotion regulation strategies and emotional arousal. Female Chinese university students observed positive, negative, and neutral photographs, whilst alone or accompanied by a culturally similar (Chinese or dissimilar researcher (British. Results: There was a reduction in the positive versus neutral differential N1 amplitude (indexing attentional capture by positive stimuli in the dissimilar relative to alone context. In this context, there was also a corresponding increase in amplitude of a frontal late positive potential (LPP component (indexing engagement of cognitive control resources. In the similar relative to alone context, these effects on differential N1 and frontal LPP amplitudes were less pronounced, but there was an additional decrease in the amplitude of a parietal LPP component (indexing motivational relevance in response to positive stimuli. In response to negative stimuli, the differential N1 component was increased in the similar relative to dissimilar and alone (trend context. Conclusion: These data suggest that neural processes engaged in response to emotional stimuli are modulated by social context. Possible mechanisms for the social-context-linked changes in attentional capture by emotional stimuli include a context-directed modulation of the focus of attention, or an altered interpretation of the emotional stimuli based on additional information proportioned by the context.

  12. Culture & Advertising : How masculinity or femininity of a culture is influencing the consumers’ responses on the gender appearance in advertisements?

    OpenAIRE

    Sadek-Endrawes, Marlin

    2008-01-01

    Everybody has seen advertisements in his/her life even if this person is never watching television or listening to radio. However, an average person watches television 1 to 4 hours per day. In these hours of watching television, there is a big probability that this person will see an advertisement. But how does he/she react to this advertisement? There are probabilities of reacting positively or negatively or indifferently. Culture is one of the significant aspects that can determine the reac...

  13. Dedifferentiation of intrinsic response properties of motoneurons in organotypic cultures of the spinal cord of the adult turtle

    DEFF Research Database (Denmark)

    Perrier, J.F.; Noraberg, J.; Simon, M.

    2000-01-01

    Explant cultures from the spinal cord of adult turtles were established and used to study the sensitivity of the intrinsic response properties of motoneurons to the changes in connectivity and milieu imposed by isolation in culture. Transverse sections 700 microm thick were explanted on cover slips...... the ability to fire repetitively. By the second week in culture, a fraction of motoneurons displayed fast and slow transient outward rectification and low-threshold calcium spikes, features not seen in turtle motoneurons in acute slices. On the other hand, properties mediated by L-type Ca2+ channels...

  14. Culture-dependent and culture-independent characterization of potentially functional biphenyl-degrading bacterial community in response to extracellular organic matter from Micrococcus luteus.

    Science.gov (United States)

    Su, Xiao-Mei; Liu, Yin-Dong; Hashmi, Muhammad Zaffar; Ding, Lin-Xian; Shen, Chao-Feng

    2015-05-01

    Biphenyl (BP)-degrading bacteria were identified to degrade various polychlorinated BP (PCB) congers in long-term PCB-contaminated sites. Exploring BP-degrading capability of potentially useful bacteria was performed for enhancing PCB bioremediation. In the present study, the bacterial composition of the PCB-contaminated sediment sample was first investigated. Then extracellular organic matter (EOM) from Micrococcus luteus was used to enhance BP biodegradation. The effect of the EOM on the composition of bacterial community was investigated by combining with culture-dependent and culture-independent methods. The obtained results indicate that Proteobacteria and Actinobacteria were predominant community in the PCB-contaminated sediment. EOM from M. luteus could stimulate the activity of some potentially difficult-to-culture BP degraders, which contribute to significant enhancement of BP biodegradation. The potentially difficult-to-culture bacteria in response to EOM addition were mainly Rhodococcus and Pseudomonas belonging to Gammaproteobacteria and Actinobacteria respectively. This study provides new insights into exploration of functional difficult-to-culture bacteria with EOM addition and points out broader BP/PCB degrading, which could be employed for enhancing PCB-bioremediation processes. © 2015 The Authors. Microbial Biotechnology published by John Wiley & Sons Ltd and Society for Applied Microbiology.

  15. Optimization of Culture Medium for the Growth of Candida sp. and Blastobotrys sp. as Starter Culture in Fermentation of Cocoa Beans (Theobroma cacao) Using Response Surface Methodology (RSM).

    Science.gov (United States)

    Mahazar, N H; Zakuan, Z; Norhayati, H; MeorHussin, A S; Rukayadi, Y

    2017-01-01

    Inoculation of starter culture in cocoa bean fermentation produces consistent, predictable and high quality of fermented cocoa beans. It is important to produce healthy inoculum in cocoa bean fermentation for better fermented products. Inoculum could minimize the length of the lag phase in fermentation. The purpose of this study was to optimize the component of culture medium for the maximum cultivation of Candida sp. and Blastobotrys sp. Molasses and yeast extract were chosen as medium composition and Response Surface Methodology (RSM) was then employed to optimize the molasses and yeast extract. Maximum growth of Candida sp. (7.63 log CFU mL-1) and Blastobotrys sp. (8.30 log CFU mL-1) were obtained from the fermentation. Optimum culture media for the growth of Candida sp., consist of 10% (w/v) molasses and 2% (w/v) yeast extract, while for Blastobotrys sp., were 1.94% (w/v) molasses and 2% (w/v) yeast extract. This study shows that culture medium consists of molasses and yeast extract were able to produce maximum growth of Candida sp. and Blastobotrys sp., as a starter culture for cocoa bean fermentation.

  16. Reorganizing the Instructional Reading Components: Could There Be a Better Way to Design Remedial Reading Programs to Maximize Middle School Students with Reading Disabilities' Response to Treatment?

    Science.gov (United States)

    Calhoon, Mary Beth; Sandow, Alexia; Hunter, Charles V.

    2010-01-01

    The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities…

  17. Dynamic culture substrate that captures a specific extracellular matrix protein in response to light

    International Nuclear Information System (INIS)

    Nakanishi, Jun; Nakayama, Hidekazu; Horiike, Yasuhiro; Yamaguchi, Kazuo; Garcia, Andres J

    2011-01-01

    The development of methods for the off-on switching of immobilization or presentation of cell-adhesive peptides and proteins during cell culture is important because such surfaces are useful for the analysis of the dynamic processes of cell adhesion and migration. This paper describes a chemically functionalized gold substrate that captures a genetically tagged extracellular matrix protein in response to light. The substrate was composed of mixed self-assembled monolayers (SAMs) of three disulfide compounds containing (i) a photocleavable poly(ethylene glycol) (PEG), (ii) nitrilotriacetic acid (NTA) and (iii) hepta(ethylene glycol) (EG 7 ). Although the NTA group has an intrinsic high affinity for oligohistidine tag (His-tag) sequences in its Ni 2+ -ion complex, the interaction was suppressed by the steric hindrance of coexisting PEG on the substrate surface. Upon photoirradiation of the substrate to release the PEG chain from the surface, this interaction became possible and hence the protein was captured at the irradiated regions, while keeping the non-specific adsorption of non-His-tagged proteins blocked by the EG 7 underbrush. In this way, we selectively immobilized a His-tagged fibronectin fragment (FNIII 7-10 ) to the irradiated regions. In contrast, when bovine serum albumin-a major serum protein-was added as a non-His-tagged protein, the surface did not permit its capture, with or without irradiation. In agreement with these results, cells were selectively attached to the irradiated patterns only when a His-tagged FNIII 7-10 was added to the medium. These results indicate that the present method is useful for studying the cellular behavior on the specific extracellular matrix protein in cell-culturing environments.

  18. Increased production of outer membrane vesicles by cultured freshwater bacteria in response to ultraviolet radiation.

    Science.gov (United States)

    Gamalier, Juliana P; Silva, Thiago P; Zarantonello, Victor; Dias, Felipe F; Melo, Rossana C N

    2017-01-01

    Secretion of membrane vesicles is an important biological process of both eukaryotic and prokaryotic cells. This process has been characterized in pathogenic bacteria, but is less clear in non-pathogenic bacteria from aquatic ecosystems. Here, we investigated, for the first time, the process of formation of outer membranes vesicles (OMVs), nanoscale vesicles extruded from the outer membrane (OM) of gram-negative bacteria, in cultures of freshwater bacteria after exposure or not to ultraviolet radiation (UVR) as an environmental stressor. Non-axenic cultures of freshwater bacteria isolated from a Brazilian aquatic ecosystem (Funil reservoir) were exposed or not to UVR (UVA+UVB) over a 3h period, during which cell density, viability and ultrastructure were analyzed. First, we showed that UVR induce bacterial death. UVR triggered significant negative effect on cell density after 3h of UVR treatment. This decrease was directly associated with cell death as revealed by a cell viability fluorescent probe that enables the distinction of live/dead bacteria. Transmission electron microscopy (TEM) revealed changes indicative of cell death after 3h of UVR exposure, with significant increase of damaged cells compared to the control group. Second, we demonstrated that gram-negative bacteria release OMVs during normal growth and after UVR exposure. OMVs were clearly identified as round, membrane-bound vesicles budding off from the bacterial OM as isolated or clustered vesicles or free in the extracellular medium. Remarkably, quantitative TEM analyses showed that bacteria respond to UVR with increased formation of OMVs. Moreover, while OMVs numbers per intact or damaged cell did not differ in the untreated group, UVR led to a higher vesiculation by bacteria in process of death. This means that degenerating bacteria release OMVs before lysis and that this secretion might be an adaptive/protective response to rapid changes in environmental conditions such as UV radiation. Copyright

  19. Dose–response analysis of phthalate effects on gene expression in rat whole embryo culture

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Joshua F. [National Institute for Public Health and the Environment (RIVM), Bilthoven (Netherlands); Department of Toxicogenomics, Maastricht University, Maastricht (Netherlands); Verhoef, Aart; Beelen, Vincent A. van; Pennings, Jeroen L.A. [National Institute for Public Health and the Environment (RIVM), Bilthoven (Netherlands); Piersma, Aldert H., E-mail: aldert.piersma@rivm.nl [National Institute for Public Health and the Environment (RIVM), Bilthoven (Netherlands); Institute for Risk Assessment Sciences (IRAS), Utrecht University, Utrecht (Netherlands)

    2012-10-01

    The rat postimplantation whole embryo culture (WEC) model serves as a potential screening tool for developmental toxicity. In this model, cultured rat embryos are exposed during early embryogenesis and evaluated for morphological effects. The integration of molecular-based markers may lead to improved objectivity, sensitivity and predictability of WEC in assessing developmental toxic properties of compounds. In this study, we investigated the concentration-dependent effects of two phthalates differing in potency, mono(2-ethylhexyl) phthalate (MEHP) and monomethyl phthalate (MMP, less toxic), on the transcriptome in WEC to examine gene expression in relation with dysmorphogenesis. MEHP was more potent than MMP in inducing gene expression changes as well as changes on morphology. MEHP induced significant enrichment of cholesterol/lipid/steroid (CLS) metabolism and apoptosis pathways which was associated with developmental toxicity. Regulation of genes within CLS metabolism pathways represented the most sensitive markers of MEHP exposure, more sensitive than classical morphological endpoints. As shown in direct comparisons with toxicogenomic in vivo studies, alterations in the regulation of CLS metabolism pathways has been previously identified to be associated with developmental toxicity due to phthalate exposure in utero. Our results support the application of WEC as a model to examine relative phthalate potency through gene expression and morphological responses. Additionally, our results further define the applicability domain of the WEC model for developmental toxicological investigations. -- Highlights: ► We examine the effect of two phthalates on gene expression and morphology in WEC. ► MEHP is more potent than MMP in inducing gene expression changes and dysmorphogenesis. ► MEHP significantly disrupts cholesterol metabolism pathways in a dose-dependent manner. ► Specific phthalate-related mechanisms in WEC are relevant to mechanisms in vivo.

  20. Dynamic culture substrate that captures a specific extracellular matrix protein in response to light

    Energy Technology Data Exchange (ETDEWEB)

    Nakanishi, Jun; Nakayama, Hidekazu; Horiike, Yasuhiro [World Premier International (WPI) Research Center Initiative, International Center for Materials Nanoarchitectonics (MANA), National Institute for Materials Science - NIMS (Japan); Yamaguchi, Kazuo [Department of Chemistry, Faculty of Science and Research Institute for Photofunctionalized Materials, Kanagawa University (Japan); Garcia, Andres J, E-mail: NAKANISHI.Jun@nims.go.jp [Institute for Bioengineering and Bioscience, Woodruff School of Mechanical Engineering, Georgia Institute of Technology (United States)

    2011-08-15

    The development of methods for the off-on switching of immobilization or presentation of cell-adhesive peptides and proteins during cell culture is important because such surfaces are useful for the analysis of the dynamic processes of cell adhesion and migration. This paper describes a chemically functionalized gold substrate that captures a genetically tagged extracellular matrix protein in response to light. The substrate was composed of mixed self-assembled monolayers (SAMs) of three disulfide compounds containing (i) a photocleavable poly(ethylene glycol) (PEG), (ii) nitrilotriacetic acid (NTA) and (iii) hepta(ethylene glycol) (EG{sub 7}). Although the NTA group has an intrinsic high affinity for oligohistidine tag (His-tag) sequences in its Ni{sup 2+}-ion complex, the interaction was suppressed by the steric hindrance of coexisting PEG on the substrate surface. Upon photoirradiation of the substrate to release the PEG chain from the surface, this interaction became possible and hence the protein was captured at the irradiated regions, while keeping the non-specific adsorption of non-His-tagged proteins blocked by the EG{sub 7} underbrush. In this way, we selectively immobilized a His-tagged fibronectin fragment (FNIII{sub 7-10}) to the irradiated regions. In contrast, when bovine serum albumin-a major serum protein-was added as a non-His-tagged protein, the surface did not permit its capture, with or without irradiation. In agreement with these results, cells were selectively attached to the irradiated patterns only when a His-tagged FNIII{sub 7-10} was added to the medium. These results indicate that the present method is useful for studying the cellular behavior on the specific extracellular matrix protein in cell-culturing environments.

  1. Dynamic culture substrate that captures a specific extracellular matrix protein in response to light

    Directory of Open Access Journals (Sweden)

    Jun Nakanishi, Hidekazu Nakayama, Kazuo Yamaguchi, Andres J Garcia and Yasuhiro Horiike

    2011-01-01

    Full Text Available The development of methods for the off–on switching of immobilization or presentation of cell-adhesive peptides and proteins during cell culture is important because such surfaces are useful for the analysis of the dynamic processes of cell adhesion and migration. This paper describes a chemically functionalized gold substrate that captures a genetically tagged extracellular matrix protein in response to light. The substrate was composed of mixed self-assembled monolayers (SAMs of three disulfide compounds containing (i a photocleavable poly(ethylene glycol (PEG, (ii nitrilotriacetic acid (NTA and (iii hepta(ethylene glycol (EG7. Although the NTA group has an intrinsic high affinity for oligohistidine tag (His-tag sequences in its Ni2+-ion complex, the interaction was suppressed by the steric hindrance of coexisting PEG on the substrate surface. Upon photoirradiation of the substrate to release the PEG chain from the surface, this interaction became possible and hence the protein was captured at the irradiated regions, while keeping the non-specific adsorption of non-His-tagged proteins blocked by the EG7 underbrush. In this way, we selectively immobilized a His-tagged fibronectin fragment (FNIII7–10 to the irradiated regions. In contrast, when bovine serum albumin—a major serum protein—was added as a non-His-tagged protein, the surface did not permit its capture, with or without irradiation. In agreement with these results, cells were selectively attached to the irradiated patterns only when a His-tagged FNIII7-10 was added to the medium. These results indicate that the present method is useful for studying the cellular behavior on the specific extracellular matrix protein in cell-culturing environments.

  2. Innate immune responses of equine monocytes cultured in equine platelet lysate.

    Science.gov (United States)

    Naskou, Maria C; Norton, Natalie A; Copland, Ian B; Galipeau, Jacques; Peroni, John F

    2018-01-01

    Platelet lysate (PL) has been extensively used for the laboratory expansion of human mesenchymal stem cells (MSC) in order to avoid fetal bovine serum (FBS) which has been associated with immune-mediated host reactions and transmission of bovine-origin microbial contaminants. Before suggesting the routine use of PL for MSC culture, we wanted to further investigate whether PL alone might trigger inflammatory responses when exposed to reactive white blood cells such as monocytes. Our objectives were to evaluate the inflammatory profile of equine monocytes cultured with equine PL (ePL) and to determine if ePL can modulate the expression of inflammatory cytokines in lipopolysaccharide (LPS)-stimulated monocytes. In a first experiment, equine monocytes were isolated and incubated with donor horse serum (DHS), FBS, six individual donors ePL or pooled ePL from all horses. In a second experiment, monocytes were stimulated with E. coli LPS in the presence of 1, 5 or 10% DHS and/or pooled ePL. After 6h of incubation, cell culture supernatants were assayed via ELISA for production of the pro-inflammatory cytokines tumor necrosis factor alpha (TNF-α) and Interleukin 1β (IL-1β) as well as for the anti-inflammatory Interleukin 10 (IL-10). Equine monocytes incubated with pooled ePL produced significantly less TNF-α and significantly more IL-10 than monocytes incubated in FBS. A statistically significant difference was not identified for the production of IL-1β. The second experiment showed that pooled ePL added to LPS-stimulated equine monocytes resulted in a significant reduction in TNF-α and IL-1β production. IL-10 production was not significantly upregulated by the addition of ePL to LPS-stimulated monocytes. Finally, the addition of ePL to LPS-stimulated monocytes in the presence of various concentrations of DHS resulted to statistically significant decrease of TNF-α and IL-1β compared to the control groups. This is the first study to demonstrate that ePL suppresses

  3. A New Model of School Culture: A Response to a Call for Conceptual Clarity

    Science.gov (United States)

    Schoen, La Tefy; Teddlie, Charles

    2008-01-01

    Van Houtte (2005) called for clarification of the terms "school culture" and "school climate" and the role of each in school effectiveness research. This article presents a theoretical framework for school culture that asserts that it is a context-specific branch of organizational culture comprised of 4 dimensions and 3 levels. This…

  4. Response to Dengue virus infections altered by cytokine-like substances from mosquito cell cultures

    Directory of Open Access Journals (Sweden)

    Laosutthipong Chaowanee

    2010-11-01

    Full Text Available Abstract Background With both shrimp and commercial insects such as honey bees, it is known that stable, persistent viral infections characterized by absence of disease can sometimes shift to overt disease states as a result of various stress triggers and that this can result in serious economic losses. The main research interest of our group is to understand the dynamics of stable viral infections in shrimp and how they can be destabilized by stress. Since there are no continuous cell lines for crustaceans, we have used a C6/36 mosquito cell line infected with Dengue virus to test hypotheses regarding these interactions. As a result, we accidentally discovered two new cytokine-like substances in 5 kDa extracts from supernatant solutions of acutely and persistently infected mosquito cells. Results Naïve C6/36 cells were exposed for 48 h to 5 kDa membrane filtrates prepared from the supernatant medium of stable C6/36 mosquito cell cultures persistently-infected with Dengue virus. Subsequent challenge of naïve cells with a virulent stock of Dengue virus 2 (DEN-2 and analysis by confocal immunofluorescence microscopy using anti-DEN-2 antibody revealed a dramatic reduction in the percentage of DEN-2 infected cells when compared to control cells. Similar filtrates prepared from C6/36 cells with acute DEN-2 infections were used to treat stable C6/36 mosquito cell cultures persistently-infected with Dengue virus. Confocal immunofluorescence microscopy revealed destabilization in the form of an apoptosis-like response. Proteinase K treatment removed the cell-altering activities indicating that they were caused by small polypeptides similar to those previously reported from insects. Conclusions This is the first report of cytokine-like substances that can alter the responses of mosquito cells to Dengue virus. This simple model system allows detailed molecular studies on insect cytokine production and on cytokine activity in a standard insect cell line.

  5. Instructional immediacy in elearning.

    Science.gov (United States)

    Walkem, Kerrie

    2014-01-01

    Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

  6. Heterogeneous response to X-ray and ultraviolet light irradiations of cultured skin fibroblasts in two families with Gardner's Syndrome

    International Nuclear Information System (INIS)

    Kinsella, T.J.; Little, J.B.; Nove, J.; Weichselbaum, R.R.; Li, F.P.; Meyer, R.J.; Marchetto, D.J.; Patterson, W.B.

    1982-01-01

    A heterogeneous response to X-ray and far UV (254 nm) light irradiations was found in cultured skin fibroblast lines from 2 separate families with Gardner's syndrome. When compared to 2 normal control cultures and cultures from 2 patients with nonfamilial colon cancer, cultures from 4 clinically affected members of family 1 showed increased sensitivity to the lethal effects of both X-ray and UV light irradiations. These cells also showed a delayed pattern of X-ray potentially lethal damage repair (PLDR) and absent UV PLDR. In contrast, cultures from 3 members of family 2 (2 of whom were clinically affected) showed a normal response of survival and PLDR to both X-ray and UV light irradiations. Thus increased sensitivity of cultured skin fibroblasts to X-ray and UV light irradiations was not a consistent in vitro finding in patients with Gardner's syndrome. However, in families with Gardner's syndrome who demonstrate in vitro radiosensitivity, additional studies are needed to assess the usefulness of these techniques in detecting affected individuals prior to the development of colon carcinoma and other manifestations

  7. Identifying and Integrating Relevant Educational/Instructional Technology (E/IT) for Culturally and Linguistically Diverse (CLD) Students with Disabilities in Urban Environments

    Science.gov (United States)

    Brown, Monica R.

    2013-01-01

    The aim of this manuscript is to address the significant void in the literature related to technology integration for culturally and linguistically diverse (CLD) students with disabilities living in urban communities. Given that the vast majority of CLD students attend school within urban districts, the focus of this article is to (a) identify and…

  8. English as a Medium of Instruction in East Asia's Higher Education Sector: A Critical Realist Cultural Political Economy Analysis of Underlying Logics

    Science.gov (United States)

    Kedzierski, Matt

    2016-01-01

    As discourses of globalisation and the knowledge-based economy become increasingly influential in both policy-making and in public debates about education, employability and national competitiveness--the choice of language in the classroom takes on a strategic importance. The paper employs a critical realist Cultural Political Economy lens to…

  9. We Need More Drama: A Comparison of Ford, Hurston, and Boykin's African American Characteristics and Instructional Strategies for the Culturally Different Classroom

    Science.gov (United States)

    Trotman Scott, Michelle; Moss-Bouldin, Shondrika

    2014-01-01

    Teachers who are not considered to be culturally competent may misinterpret many characteristics exhibited by African American students. They may be unaware of the African American linguistic practices and characteristics and they may also be unfamiliar with research conducted by scholars such as Zora Neale Hurston and A. Wade Boykin. This lack of…

  10. Fabrication of thermo-responsive PNIPAAm-g-ETFE for cell culture dishes by pre-irradiation grafting

    Science.gov (United States)

    Yamahara, Yumi; Nagasawa, Naotsugu; Taguchi, Mitsumasa; Oshima, Akihiro; Washio, Masakazu

    2018-01-01

    Thermo-responsive templates for the cell cultivation based on Poly(tetrafluoroethylene-co-ethylene) (ETFE) were fabricated by pre-irradiation grafting of N-isoproplyacrylamide (NIPAAm) monomer by electron beam (EB) irradiation under nitrogen gas atmosphere at room temperature, and their characteristic properties were studied. The detachment of cultured HeLa cells from fabricated thermo-responsive templates were attempted. Furthermore, the reaction mechanism is proposed using ESR spectroscopy and FT-IR spectroscopy. It is confirmed that the cultured HeLa cells were detached from fabricated thermo-responsive templates at 20 °C. Water contact angle analysis indicated that obtained templates had thermo-response around 30 °C. It is suggested that the grafted polymer chains would mainly react with peroxy radicals (-CF2-CF(OO・)-) on tetrafluoroethylene unit in ETFE.

  11. Individual Differences in Verbal and Non-Verbal Affective Responses to Smells: Influence of Odor Label Across Cultures.

    Science.gov (United States)

    Ferdenzi, Camille; Joussain, Pauline; Digard, Bérengère; Luneau, Lucie; Djordjevic, Jelena; Bensafi, Moustafa

    2017-01-01

    Olfactory perception is highly variable from one person to another, as a function of individual and contextual factors. Here, we investigated the influence of 2 important factors of variation: culture and semantic information. More specifically, we tested whether cultural-specific knowledge and presence versus absence of odor names modulate odor perception, by measuring these effects in 2 populations differing in cultural background but not in language. Participants from France and Quebec, Canada, smelled 4 culture-specific and 2 non-specific odorants in 2 conditions: first without label, then with label. Their ratings of pleasantness, familiarity, edibility, and intensity were collected as well as their psychophysiological and olfactomotor responses. The results revealed significant effects of culture and semantic information, both at the verbal and non-verbal level. They also provided evidence that availability of semantic information reduced cultural differences. Semantic information had a unifying action on olfactory perception that overrode the influence of cultural background. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Sharpening the lens of culturally responsive science teaching: a call for liberatory education for oppressed student groups

    Science.gov (United States)

    Codrington, Jamila

    2014-12-01

    Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups.

  13. The response of type 2 quorum sensing in Klebsiella pneumoniae to a fluctuating culture environment.

    Science.gov (United States)

    Zhu, Hu; Liu, Hui-Jun; Ning, Shou-Jiao; Gao, Yu-Li

    2012-04-01

    Bacterial cells communicate with one another using chemical signaling molecules. This phenomenon is termed quorum sensing (QS). QS in Klebsiella pneumoniae is mediated by the synthesis of interspecies autoinducer 2 (AI-2), a furanosyl borate diester molecule. The response of Type 2 QS to environmental cues such as carbon sources, the initial pH of the medium, and boracic acid was investigated in the present study using a Vibrio harveyi BB170 reporter assay and quantitative reverse transcription-polymerase chain reaction (qRT-PCR) analysis. The results show that glucose can affect AI-2 synthesis to the greatest extent, and 3.0% glucose can stimulate K. pneumoniae to produce more AI-2, with a four times increase in activity compared with that of the control culture. According to our previous research, Type 2 QS in K. pneumoniae is luxS dependent. Therefore, the close relationship between glucose concentration and luxS transcription level was confirmed with qRT-PCR technology. The results show that the response of QS to a fluctuating glucose concentration was observed as a change in the amount of luxS RNA transcripts. A maximum of luxS transcription appeared during the exponential growth phase when the glucose concentration was 30.0 g/L. At the same time, AI-2 production was also slightly impacted by the low initial pH. It is noteworthy that the addition of boracic acid at microdosage (0.1 g/L) can also induce AI-2 synthesis. Presumably, in K. pneumoniae, the 4,5-dihydroxy-2,3-pentanedione cyclizes by the addition of borate and loss of water, is hydrated, and is converted to the final AI-2 signaling molecule.

  14. Cross-cultural adaptation of the Filial Responsibility protocol for use in Brazil

    Directory of Open Access Journals (Sweden)

    Marines Aires

    Full Text Available ABSTRACT Objective: To carry out a cross-cultural adaptation of the Filial Responsibility protocol for use in Brazil with adult child caregivers for elderly parents. Method: A methodological study that included the steps of initial translation, synthesis of translations, back-translation, committee of experts, pre-test, evaluation of psychometric measures and submission to authors. The protocol comprises a qualitative step, closed questions and seven scales: Filial Expectation, Subsidiary Compassion, Caregiver burden, Life Satisfaction, Personal Well-being and Quality of Relationships. Results: The final version in Portuguese was applied, through a pre-test, to a sample of 30 caregivers for elderly parents. In order to verify internal consistency, we used Cronbach’s alpha coefficient: Filial Expectation (α = 0.64, Filial Duty (α = 0.65, Satisfaction with Life (α = 0.75, Personal Wellbeing (α = 0.87. Final considerations: The Brazilian version presented good conceptual and face equivalence. The results demonstrate that the concepts used in the Canadian protocol are applicable in the Brazilian context.

  15. Thinking on luxury or pragmatic brand products: Brain responses to different categories of culturally based brands.

    Science.gov (United States)

    Schaefer, Michael; Rotte, Michael

    2007-08-24

    Culturally based brands have a high impact on people's economic actions. Here we aimed to examine whether socioeconomic information conveyed by certain classes of brands (prestigious versus pragmatic classes) differentially evoke brain response. We presented icons of brands while recording subject's brain activity during a functional magnetic resonance imaging (fMRI) session. After the experiment, we asked subjects to assess the brands according to different characteristics. Results revealed an active network of bilateral superior frontal gyri, hippocampus and posterior cingulate related to familiar brands in general. Brands of the category sports and luxury activated regions in medial prefrontal cortex (MPFC) and precuneus. In contrast, brands rated as value products activated the left superior frontal gyrus and anterior cingulate cortex (ACC). The results suggest an active cortical network related to cognitive control for value brands and a network known to be associated with self-relevant processing for prestigious brands. We discuss the results as differential engagement of the prefrontal cortex depending on the attributed characteristic of a brand.

  16. Phenotypic responses to interspecies competition and commensalism in a naturally-derived microbial co-culture

    Energy Technology Data Exchange (ETDEWEB)

    Khan, Nymul; Maezato, Yukari; McClure, Ryan S.; Brislawn, Colin J.; Mobberley, Jennifer M.; Isern, Nancy; Chrisler, William B.; Markillie, Lye Meng; Barney, Brett M.; Song, Hyun-Seob; Nelson, William C.; Bernstein, Hans C.

    2018-01-10

    The fundamental question of whether different microbial species will co-exist or compete in a given environment depends on context, composition and environmental constraints. Model microbial systems can yield some general principles related to this question. In this study we employed a naturally occurring co-culture composed of heterotrophic bacteria, Halomonas sp. HL-48 and Marinobacter sp. HL-58, to ask two fundamental scientific questions: 1) how do the phenotypes of two naturally co-existing species respond to partnership as compared to axenic growth? and 2) how do growth and molecular phenotypes of these species change with respect to competitive and commensal interactions? We hypothesized – and confirmed – that co-cultivation under glucose as the sole carbon source would result in a competitive interactions. Similarly, when glucose was swapped with xylose, the interactions became commensal because Marinobacter HL-58 was supported by metabolites derived from Halomonas HL-48. Each species responded to partnership by changing both its growth and molecular phenotype as assayed via batch growth kinetics and global transcriptomics. These phenotypic responses depended nutrient availability and so the environment ultimately controlled how they responded to each other. This simplified model community revealed that microbial interactions are context-specific and different environmental conditions dictate how interspecies partnerships will unfold.

  17. Cross-cultural sex differences in situational triggers of aggressive responses.

    Science.gov (United States)

    Zajenkowska, Anna; Mylonas, Kostas; Lawrence, Claire; Konopka, Karolina; Rajchert, Joanna

    2014-10-01

    This paper examines male and female individual differences in situational triggers of aggressive responses (STAR) in three countries as well as cross-cultural sex differences in trait aggression (aggression questionnaire, AQ). Convenience sampling was employed (university students) for the descriptive correlational study (Poland N = 300, 63% female, mean age 21.86, SD = 2.12; UK N = 196, 60% female, mean age 20.48, SD = 3.79; Greece N = 299, 57% female, mean age 20.71, SD = 4.42). The results showed that the STAR scale is an equivalent construct across all three countries. Overall, females were more sensitive to both provocation (SP) and frustration (SF) than males. When controlling for trait aggression, Polish and Greek females scored similarly in SP and higher than UK females. No sex differences in SP or SF were found in the UK sample. Additionally, Polish participants scored the highest in SP. Furthermore, when trait aggression was removed, the Greek participants were most sensitive to frustration, whereas Polish and English participants' SF did not differ. We discuss the results with regard to intercultural differences between investigated countries. © 2014 International Union of Psychological Science.

  18. Early Adolescents' Responses upon Witnessing Peer Victimization: A Cross-Culture Comparison between Students in Taiwan and the United States

    Science.gov (United States)

    Ma, Ting-Lan; Bellmore, Amy

    2016-01-01

    To examine cross-cultural differences in behavior upon witnessing peer victimization and the reasons behind the behavior, this study evaluated the responses of early adolescents from both the United States and Taiwan. Two questions were addressed: (1) Do adolescents in Taiwan and in the United States differ in their willingness to help peer…

  19. Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color

    Science.gov (United States)

    Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan

    2016-01-01

    Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…

  20. Scuba diving & underwater cultural resources: differences in environmental beliefs, ascriptions of responsibility, and management preferences based on level of development

    Science.gov (United States)

    Sharon L. Todd; Tiffany Cooper; Alan R. Graefe

    2001-01-01

    This study examined SCUBA divers' level of development in relationship to environmental beliefs, ascriptions of responsibility, and management preferences concerning the use and management of New York's Great Lakes' underwater cultural resources. More than 850 New York State divers were surveyed during the fall of 1999, ranging from novices to experts...

  1. The Growing Awareness Inventory: Building Capacity for Culturally Responsive Science and Mathematics with a Structured Observation Protocol

    Science.gov (United States)

    Brown, Julie C.; Crippen, Kent J.

    2016-01-01

    This study represents a first iteration in the design process of the Growing Awareness Inventory (GAIn), a structured observation protocol for building the awareness of preservice teachers (PSTs) for resources in mathematics and science classrooms that can be used for culturally responsive pedagogy (CRP). The GAIn is designed to develop awareness…

  2. Effects of Science Interest and Environmental Responsibility on Science Aspiration and Achievement: Gender Differences and Cultural Supports

    Science.gov (United States)

    Chiu, Mei-Shiu

    2010-01-01

    The aim of the present study is twofold: (1) to investigate gender differences in the effects of science interest and environmental responsibility on science aspiration and achievement and (2) to explore the relations between cultural supports (macroeconomic and gender equality) and both boys' and girls' tendencies to integrate the aforementioned…

  3. "It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

    Science.gov (United States)

    Keddie, Amanda

    2014-01-01

    This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

  4. [Patient safety culture based on a non-punitive response to error and freedom of expression of healthcare professionals].

    Science.gov (United States)

    Mahjoub, Mohamed; Bouafia, Nabiha; Cheikh, Asma Ben; Ezzi, Olfa; Njah, Mansour

    2016-11-25

    This study provided an overview of healthcare professionals’ perception of patient safety based on analysis of the concept of freedom of expression and non-punitive response in order to identify and correct errors in our health system. This concept is a cornerstone of the patient safety culture among healthcare professionals and plays a central role in the quality improvement strategy..

  5. Theory and Practice of Positive Feminist Therapy: A Culturally Responsive Approach to Divorce Therapy with Chinese Women

    Science.gov (United States)

    Tzou, Jean Yuh-Jin; Kim, Eunha; Waldheim, Kim

    2012-01-01

    Positive Feminist Therapy (PFT) is a strength-based culturally responsive therapy model specifically designed for helping Chinese women facing marital conflicts and divorce, integrating Empowerment Feminist Therapy, systems theory, and positive psychology. To help clients become change agents, PFT uses clients' existing strengths to develop…

  6. Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts

    Science.gov (United States)

    Mette, Ian M.; Nieuwenhuizen, Lisa; Hvidston, David J.

    2016-01-01

    The purpose of this study was to investigate the impact of one school's teacher-driven professional development effort to address culturally responsive teaching practices in a large district in a Midwestern state. During the 2011-2012 school year, a team of teachers and principals began a three-year long effort to provide job-embedded professional…

  7. Analysis of sensitive questions across cultures : An application of multigroup item randomized response theory to sexual attitudes and behavior

    NARCIS (Netherlands)

    de Jong, M.G.; Pieters, R.; Stremersch, S.

    2012-01-01

    Answers to sensitive questions are prone to social desirability bias. If not properly addressed, the validity of the research can be suspect. This article presents multigroup item randomized response theory (MIRRT) to measure self-reported sensitive topics across cultures. The method was

  8. Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing

    Science.gov (United States)

    Ashcraft, Catherine; Eger, Elizabeth K.; Scott, Kimberly A.

    2017-01-01

    Drawing from our two-year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls' emerging identities as technosocial change agents. In presenting this in-depth and up-close exploration, we simultaneously identify conditions that both facilitated and limited…

  9. Makiguchi Tsunesaburo and Language, Value-Creative Composition Instruction, and the Geography of Identity in Community Studies: A Response to Politicized Imagining and Ineffective Critical Approaches

    Science.gov (United States)

    Goulah, Jason

    2013-01-01

    In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends…

  10. Growth Response of Aboveground and Belowground of Eustoma grandiflorum to Elevated Co2 in Hydroponic Culture

    Directory of Open Access Journals (Sweden)

    mahin nikoo

    2018-03-01

    Full Text Available Introduction: One of the climate change sign is variation in greenhouse gases in the Earth's atmosphere. Carbon dioxide is the most important greenhouse gas that is released into the atmosphere by humans. It is expected that addition of carbon dioxide could effect the energy balance and global climate. Climate change is effective on agricultural productions. It is clear that different plants have different responses to Co2 variation. These responses are consisting of yield, growth characteristic and variation in root/shoot ratio of plants. On the other hand, using growing media are expanding for plants because of their advantages such as plants nutrient control, reducing the incidence of diseases and pests and increasing the quantity and quality rather than soil cultivation. Properties of various materials as substrates influence directly or indirectly on plant growth and crop production., Hydroponic method can be considered as one of the important methods to optimize water use in agriculture, especially in many countries are located in arid and semi-arid regions that have water crisis. Lisianthus is one of the most beautiful flowers with folded petals in white, blue and purple. I-ts scientific name is Eustoma grandiflorum from the family of Gentianaceae and native to North America. It has variety of annual, biennial or short-lived perennial. The aim of this study was to explore the effect of Co2 enrichment on growth response of aboveground and belowground of Eustoma grandiflorum under increasing of Co2 greenhouse gases in hydroponic culture. Materials and Methods: The experiment was done as a split-plot based on completely randomized experimental design with three replications at greenhouse of Ferdowsi University of Mashhad. The treatments were consists of three concentrations of carbon dioxide (380 as controls, 750 and 1050 ppm as main plots and two cultivars Yodel white and GCREC-blue as subplots. Some characteristic such as plant height

  11. Characterization and response of newly developed high-grade glioma cultures to the tyrosine kinase inhibitors, erlotinib, gefitinib and imatinib.

    LENUS (Irish Health Repository)

    Kinsella, Paula

    2012-03-10

    High-grade gliomas (HGG), are the most common aggressive brain tumours in adults. Inhibitors targeting growth factor signalling pathways in glioma have shown a low clinical response rate. To accurately evaluate response to targeted therapies further in vitro studies are necessary. Growth factor pathway expression using epidermal growth factor receptor (EGFR), mutant EGFR (EGFRvIII), platelet derived growth factor receptor (PDGFR), C-Kit and C-Abl together with phosphatase and tensin homolog (PTEN) expression and downstream activation of AKT and phosphorylated ribosomal protein S6 (P70S6K) was analysed in 26 primary glioma cultures treated with the tyrosine kinase inhibitors (TKIs) erlotinib, gefitinib and imatinib. Response to TKIs was assessed using 50% inhibitory concentrations (IC(50)). Response for each culture was compared with the EGFR\\/PDGFR immunocytochemical pathway profile using hierarchical cluster analysis (HCA) and principal component analysis (PCA). Erlotinib response was not strongly associated with high expression of the growth factor pathway components. PTEN expression did not correlate with response to any of the three TKIs. Increased EGFR expression was associated with gefitinib response; increased PDGFR-α expression was associated with imatinib response. The results of this in vitro study suggest gefitinib and imatinib may have therapeutic potential in HGG tumours with a corresponding growth factor receptor expression profile.

  12. A sociocultural analysis of Latino high school students' funds of knowledge and implications for culturally responsive engineering education

    Science.gov (United States)

    Mejia, Joel Alejandro

    Previous studies have suggested that, when funds of knowledge are incorporated into science and mathematics curricula, students are more engaged and often develop richer understandings of scientific concepts. While there has been a growing body of research addressing how teachers may integrate students' linguistic, social, and cultural practices with science and mathematics instruction, very little research has been conducted on how the same can be accomplished with Latino and Latina students in engineering. The purpose of this study was to address this gap in the literature by investigating how fourteen Latino and Latina high school adolescents used their funds of knowledge to address engineering design challenges. This project was intended to enhance the educational experience of underrepresented minorities whose social and cultural practices have been traditionally undervalued in schools. This ethnographic study investigated the funds of knowledge of fourteen Latino and Latina high school adolescents and how they used these funds of knowledge in engineering design. Participant observation, bi-monthly group discussion, retrospective and concurrent protocols, and monthly one-on-one interviews were conducted during the study. A constant comparative analysis suggested that Latino and Latina adolescents, although profoundly underrepresented in engineering, bring a wealth of knowledge and experiences that are relevant to engineering design thinking and practice.

  13. Baby, you light-up my face: culture-general physiological responses to infants and culture-specific cognitive judgements of adults.

    Directory of Open Access Journals (Sweden)

    Gianluca Esposito

    Full Text Available Infants universally elicit in adults a set of solicitous behaviors that are evolutionarily important for the survival of the species. However, exposure, experience, and prejudice appear to govern adults' social choice and ingroup attitudes towards other adults. In the current study, physiological arousal and behavioral judgments were assessed while adults processed unfamiliar infant and adult faces of ingroup vs. outgroup members in two contrasting cultures, Japan and Italy. Physiological arousal was investigated using the novel technique of infrared thermography and behavioral judgments using ratings. We uncovered a dissociation between physiological and behavioral responses. At the physiological level, both Japanese and Italian adults showed significant activation (increase of facial temperature for both ingroup and outgroup infant faces. At the behavioral level, both Japanese and Italian adults showed significant preferences for ingroup adults. Arousal responses to infants appear to be mediated by the autonomic nervous system and are not dependent on direct caregiving exposure, but behavioral responses appear to be mediated by higher-order cognitive processing based on social acceptance and cultural exposure.

  14. La mujer responsable de la salud de la familia: Constatando la universalidad cultural del cuidado Women in charge of family health-verifying cultural universality of care

    Directory of Open Access Journals (Sweden)

    María Concepción Pezo Silva

    2004-11-01

    a family member, the woman takes responsibility for their treatment adopting domestic, mystic practices and/or searches for prompt and effective medical service. The researches also showed that it is the woman who notices alterations in their health pattern. Conclusion: The different cultural contexts have similarities that approximate them and both indicate the need for health care providers' attention towards a kind of care focused on the women considering their culture.

  15. Making sense of climate change risks and responses at the community level: A cultural-political lens

    Directory of Open Access Journals (Sweden)

    Ainka A. Granderson

    2014-01-01

    Full Text Available How to better assess, communicate and respond to risks from climate change at the community level have emerged as key questions within climate risk management. Recent research to address these questions centres largely on psychological factors, exploring how cognition and emotion lead to biases in risk assessment. Yet, making sense of climate change and its responses at the community level demands attention to the cultural and political processes that shape how risk is conceived, prioritized and managed. I review the emergent literature on risk perceptions and responses to climate change using a cultural-political lens. This lens highlights how knowledge, meaning and power are produced and negotiated across multiple stakeholders at the community level. It draws attention to the different ways of constructing climate change risks and suggests an array of responses at the community level. It further illustrates how different constructions of risk intersect with agency and power to shape the capacity for response and collective action. What matters are whose constructions of risk, and whose responses, count in decision-making. I argue for greater engagement with the interpretive social sciences in research, practice and policy. The interpretive social sciences offer theories and tools for capturing and problematising the ways of knowing, sense-making and mobilising around risks from climate change. I also highlight the importance of participatory approaches in incorporating the multiplicity of interests at the community level into climate risk management in fair, transparent and culturally appropriate ways.

  16. How cultural capital, habitus and class influence the responses of older adults to the field of contemporary visual art☆

    Science.gov (United States)

    Newman, Andrew; Goulding, Anna; Whitehead, Christopher

    2013-01-01

    This article explores the responses of 38 older people to contemporary visual art through the results of a 28-month study entitled, Contemporary Visual Art and Identity Construction: Wellbeing amongst Older People. A framework for the analysis is provided by previous work on the consumption of art and by Bourdieu's constructs of cultural capital, habitus and field. Five groups of older people, with a range of different backgrounds, were taken to galleries and their responses were recorded, transcribed and analysed. It is concluded that participants’ responses are influenced by their cultural capital, habitus and class—which, in turn, are affected by their life course experiences. Those who could not recognise the field (e.g., did not view contemporary art as “art”) created their own meanings that they associated with the artworks. Evidence indicates that group dynamics and class mobility are likewise important. Participants also used the experience to respond to real or anticipated age-associated deficits. PMID:24748712

  17. How cultural capital, habitus and class influence the responses of older adults to the field of contemporary visual art.

    Science.gov (United States)

    Newman, Andrew; Goulding, Anna; Whitehead, Christopher

    2013-10-01

    This article explores the responses of 38 older people to contemporary visual art through the results of a 28-month study entitled, Contemporary Visual Art and Identity Construction: Wellbeing amongst Older People . A framework for the analysis is provided by previous work on the consumption of art and by Bourdieu's constructs of cultural capital, habitus and field. Five groups of older people, with a range of different backgrounds, were taken to galleries and their responses were recorded, transcribed and analysed. It is concluded that participants' responses are influenced by their cultural capital, habitus and class-which, in turn, are affected by their life course experiences. Those who could not recognise the field (e.g., did not view contemporary art as "art") created their own meanings that they associated with the artworks. Evidence indicates that group dynamics and class mobility are likewise important. Participants also used the experience to respond to real or anticipated age-associated deficits.

  18. Characterization and response of newly developed high-grade glioma cultures to the tyrosine kinase inhibitors, erlotinib, gefitinib and imatinib

    International Nuclear Information System (INIS)

    Kinsella, Paula; Howley, Rachel; Doolan, Padraig; Clarke, Colin; Madden, Stephen F.; Clynes, Martin; Farrell, Michael; Amberger-Murphy, Verena

    2012-01-01

    High-grade gliomas (HGG), are the most common aggressive brain tumours in adults. Inhibitors targeting growth factor signalling pathways in glioma have shown a low clinical response rate. To accurately evaluate response to targeted therapies further in vitro studies are necessary. Growth factor pathway expression using epidermal growth factor receptor (EGFR), mutant EGFR (EGFRvIII), platelet derived growth factor receptor (PDGFR), C-Kit and C-Abl together with phosphatase and tensin homolog (PTEN) expression and downstream activation of AKT and phosphorylated ribosomal protein S6 (P70S6K) was analysed in 26 primary glioma cultures treated with the tyrosine kinase inhibitors (TKIs) erlotinib, gefitinib and imatinib. Response to TKIs was assessed using 50% inhibitory concentrations (IC 50 ). Response for each culture was compared with the EGFR/PDGFR immunocytochemical pathway profile using hierarchical cluster analysis (HCA) and principal component analysis (PCA). Erlotinib response was not strongly associated with high expression of the growth factor pathway components. PTEN expression did not correlate with response to any of the three TKIs. Increased EGFR expression was associated with gefitinib response; increased PDGFR-α expression was associated with imatinib response. The results of this in vitro study suggest gefitinib and imatinib may have therapeutic potential in HGG tumours with a corresponding growth factor receptor expression profile. -- Highlights: ► Non-responders had low EGFR expression, high PDGFR-β, and a low proliferation rate. ► PTEN is not indicative of response to a TKI. ► Erlotinib response was not associated with expression of the proteins examined. ► Imatinib-response correlated with expression of PDGFR-α. ► Gefitinib response correlated with increased expression of EGFR.

  19. Responding to Reading Instruction in a Primary-Grade Classroom

    Science.gov (United States)

    Mokhtari, Kouider; Porter, Leah; Edwards, Patricia

    2010-01-01

    In this article, the authors present a snapshot of how one kindergarten and Reading Recovery teacher organized instruction in her classroom, enabling her to provide constructively responsive reading assessment and instruction for her developing and struggling readers. (Contains 2 figures.)

  20. The Role of Culture in the Language Classroom.

    Science.gov (United States)

    Dwyer, David; Folarin-Schleicher, Antonia; Moshi, Lioba

    1999-01-01

    Discusses the role of culture in second language instruction; Examines properties of culture, culture as a product of human activity, culture as a shared product, culture as an artificial product, cultural diversity, cultural relativism, cultural sensitivity, and stages of cultural awareness. Focuses on how to teach cultural knowledge, and the…

  1. Exploring the response process of culturally differing survey respondents with a response style: A sequential mixed-methods study

    NARCIS (Netherlands)

    Morren, M.H.; Gelissen, J.P.T.M.; Vermunt, J.K.

    2013-01-01

    This article presents a mixed methods approach that integrates quantitative and qualitative methods to analyze why the four largest minorities in the Netherlands-Turks, Moroccans, Antilleans, and Surinamese-respond differently to items treating cultural topics. First, we conducted latent class

  2. ART culture conditions change the probability of mouse embryo gestation through defined cellular and molecular responses

    NARCIS (Netherlands)

    Schwarzer, Caroline; Esteves, Telma Cristina; Arau´zo-Bravo, Marcos J.; le Gac, Severine; Nordhoff, Verena; Schlatt, Stefan; Boiani, Michele

    2012-01-01

    Do different human ART culture protocols prepare embryos differently for post-implantation development? ... Our data promote awareness that human ART culture media affect embryo development. Effects reported here in the mouse may apply also in human, because no ART medium presently available on the

  3. Physiological responses of suspension cultures of Catharanthus roseus to aluminum: changes in polyamines and inorganic ions

    Science.gov (United States)

    Xinhua Zhou; Rakesh Minocha; Subhash C. Minocha

    1995-01-01

    The effects of aluminum (Al) treatment on polyamines were studied using suspension cultures of Madagascar periwinkle [Catharanthus roseus (L.) G. Don]. The addition of A1 (0.2, 0.5, 1.0 mM) to the suspension cultures caused a significant increase in putrescine within 24h only in freshly transferred cells. By contrast, Al treatment reduced putrescine...

  4. The Effect of Culture on Enterprise's Perception of Corporate Social Responsibility: The Case of Vietnam

    DEFF Research Database (Denmark)

    Truong, Minh Quang; Nguyen, My

    2016-01-01

    including Vietnam, perception of CSR remains vague and the adoption of CSR is limited. This study reviews different approaches to CSR and gives a conceptual framework of how cultural values influence CSR perception of enterprise. Some analysis on culture and data collection in Vietnam's case are carried out...... as example for the proposed framework. The study suggests several directions for future research on CSR....

  5. Dose-response analysis of phthalate effects on gene expression in rat whole embryo culture

    NARCIS (Netherlands)

    Robinson, J.F.; Verhoef, A.; van Beelen, V.A.; Pennings, J.L.A.; Piersma, A.H.|info:eu-repo/dai/nl/071276947

    2012-01-01

    The rat postimplantation whole embryo culture (WEC) model serves as a potential screening tool for developmental toxicity. In this model, cultured rat embryos are exposed during early embryogenesis and evaluated for morphological effects. The integration of molecular-based markers may lead to

  6. C. P. Snow's "The Two Cultures": Michael Polanyi's Response and Context

    Science.gov (United States)

    Jacobs, Struan

    2011-01-01

    C. P. Snow's "The Two Cultures" controversially contrasted science and literature, suggesting that neither scientists nor literary intellectuals have much in common with, and seldom bother speaking to, the other. Responding to Snow, Michael Polanyi argued that specialization has made modern culture, not twofold but manifold. In his major work,…

  7. Culture, Gender and Health Care Stigma: Practitioners’ Response to Facial Masking Experienced by People with Parkinson’s Disease

    Science.gov (United States)

    Tickle-Degnen, Linda; Zebrowitz, Leslie A.; Ma, Hui-ing

    2011-01-01

    Facial masking in Parkinson’s disease is the reduction of automatic and controlled expressive movement of facial musculature, creating an appearance of apathy, social disengagement or compromised cognitive status. Research in western cultures demonstrates that practitioners form negatively biased impressions associated with patient masking. Socio-cultural norms about facial expressivity vary according to culture and gender, yet little research has studied the effect of these factors on practitioners’ responses toward patients who vary in facial expressivity. This study evaluated the effect of masking, culture and gender on practitioners’ impressions of patient psychological attributes. Practitioners (N=284) in the United States and Taiwan judged 12 Caucasian American and 12 Asian Taiwanese women and men patients in video clips from interviews. Half of each patient group had a moderate degree of facial masking and the other half had near-normal expressivity. Practitioners in both countries judged patients with higher masking to be more depressed and less sociable, less socially supportive, and less cognitively competent than patients with lower masking. Practitioners were more biased by masking when judging the sociability of the American patients, and American practitioners’ judgments of patient sociability were more negatively biased in response to masking than were those of Taiwanese practitioners. Practitioners were more biased by masking when judging the cognitive competence and social supportiveness of the Taiwanese patients, and Taiwanese practitioners’ judgments of patient cognitive competence were more negatively biased in response to masking than were those of American practitioners. The negative response to higher masking was stronger in practitioner judgments of women than men patients, particularly American patients. The findings suggest local cultural values as well as ethnic and gender stereotypes operate on practitioners’ use of facial

  8. Culture, gender and health care stigma: Practitioners' response to facial masking experienced by people with Parkinson's disease.

    Science.gov (United States)

    Tickle-Degnen, Linda; Zebrowitz, Leslie A; Ma, Hui-ing

    2011-07-01

    Facial masking in Parkinson's disease is the reduction of automatic and controlled expressive movement of facial musculature, creating an appearance of apathy, social disengagement or compromised cognitive status. Research in western cultures demonstrates that practitioners form negatively biased impressions associated with patient masking. Socio-cultural norms about facial expressivity vary according to culture and gender, yet little research has studied the effect of these factors on practitioners' responses toward patients who vary in facial expressivity. This study evaluated the effect of masking, culture and gender on practitioners' impressions of patient psychological attributes. Practitioners (N = 284) in the United States and Taiwan judged 12 Caucasian American and 12 Asian Taiwanese women and men patients in video clips from interviews. Half of each patient group had a moderate degree of facial masking and the other half had near-normal expressivity. Practitioners in both countries judged patients with higher masking to be more depressed and less sociable, less socially supportive, and less cognitively competent than patients with lower masking. Practitioners were more biased by masking when judging the sociability of the American patients, and American practitioners' judgments of patient sociability were more negatively biased in response to masking than were those of Taiwanese practitioners. Practitioners were more biased by masking when judging the cognitive competence and social supportiveness of the Taiwanese patients, and Taiwanese practitioners' judgments of patient cognitive competence were more negatively biased in response to masking than were those of American practitioners. The negative response to higher masking was stronger in practitioner judgments of women than men patients, particularly American patients. The findings suggest local cultural values as well as ethnic and gender stereotypes operate on practitioners' use of facial

  9. Dose-response relationship of cadmium or radiation-induced embryotoxicity in mouse whole embryo culture

    International Nuclear Information System (INIS)

    Nakashima, Kiyohito; Kawamata, Akitoshi; Matsuoka, Masato; Wakisaka, Takashi; Fujiki, Yoshishige

    1988-01-01

    Mouse embryos of B6C3F 1 strain were exposed in vitro to 1.2 to 2.2 μM cadmium chloride (Cd) or to 100 to 320 R x-rays, and the effects of the exposure on development were examined after 39 h of culture. Development of embryos was assessed from lethality, formation of the neural tube defect, diameter and protein of yolk sac, crown-rump and head lengths, embryonic protein, and number of somites. Incidence of the neural tube defect increased from 3.4 to 100% by 1.2 to 2.0 μM Cd, while embryo deaths increased from 13.8 to 93.3% by 2.0 to 2.2 μM Cd. Embryonic protein was significantly reduced at the teratogenic range, but the number of somites was only affected by 1.6 to 2.0 μM Cd. X-irradiation at 100 to 320 R induced the neural tube defect in 2.9 to 72.7% of the embryos. An embryolethal effect was observed only at the 320 R dose. Crown-rump and head lengths and embryonic protein were significantly affected at the teratogenic range, but the diameter and protein of yolk sac and number of somites were hardly affected. Cadmium- or radiation-induced response data of both teratogenicity and endpoints indicating inhibition of embryonic development were acceptably fitted to a linear log-probit regression. These regressions suggest that as an estimation of interference in development of embryos, embryonic protein and head length are sensitive endpoints while the number of somites is an insensitive criterion. (author)

  10. A Sensitive Sensor Cell Line for the Detection of Oxidative Stress Responses in Cultured Human Keratinocytes

    Directory of Open Access Journals (Sweden)

    Ute Hofmann

    2014-06-01

    Full Text Available In the progress of allergic and irritant contact dermatitis, chemicals that cause the generation of reactive oxygen species trigger a heat shock response in keratinocytes. In this study, an optical sensor cell line based on cultured human keratinocytes (HaCaT cells expressing green fluorescent protein (GFP under the control of the stress-inducible HSP70B’ promoter were constructed. Exposure of HaCaT sensor cells to 25 µM cadmium, a model substance for oxidative stress induction, provoked a 1.7-fold increase in total glutathione and a ~300-fold induction of transcript level of the gene coding for heat shock protein HSP70B’. An extract of Arnica montana flowers resulted in a strong induction of the HSP70B’ gene and a pronounced decrease of total glutathione in keratinocytes. The HSP70B’ promoter-based sensor cells conveniently detected cadmium-induced stress using GFP fluorescence as read-out with a limit of detection of 6 µM cadmium. In addition the sensor cells responded to exposure of cells to A. montana extract with induction of GFP fluorescence. Thus, the HaCaT sensor cells provide a means for the automated detection of the compromised redox status of keratinocytes as an early indicator of the development of human skin disorders and could be applied for the prediction of skin irritation in more complex in vitro 3D human skin models and in the development of micro-total analysis systems (µTAS that may be utilized in dermatology, toxicology, pharmacology and drug screenings.

  11. Comparative Assessment of Response to Cadmium in Heavy Metal-Tolerant Shrubs Cultured In Vitro.

    Science.gov (United States)

    Wiszniewska, A; Hanus-Fajerska, E; Muszyńska, E; Smoleń, S

    2017-01-01

    Two species of Pb-adapted shrubs, Alyssum montanum and Daphne jasminea , were evaluated in vitro for their tolerance to elevated concentrations of cadmium. Shoot cultures were treated with 0.5, 2.5, and 5.0 μM CdCl 2 for 16 weeks and analyzed for their organogenic response, biomass accretion, pigment content, and macronutrient status. Cadmium accumulation and its root-to-shoot translocation were also determined. In both species, rooted microplantlets, suitable for acclimatization, were obtained in the presence of Cd applied as selection agent. In A. montanum , low and moderate dose of Cd stimulated multiplication, rooting, and biomass production. Growth tolerance index (GTI) in Cd-treated shoots ranged from 120 to 215%, while in the roots 51-202%. In turn, in Cd-treated D. jasminea proliferation and rooting were inhibited, and GTI for shoots decreased with increasing doses of Cd. However, roots exposed to Cd had higher biomass accretion. Both species accumulated Cd in developed organs, and its content increased with increasing CdCl 2 dose. Interestingly, D. jasminea accumulated higher amounts of Cd in the roots than A. montanum and immobilized this metal in the root system. On the contrary, A. montanum translocated some part of accumulated Cd to the shoots, but with low efficiency. In the presence of Cd, A. montanum maintained macronutrient homeostasis and synthesized higher amounts of phytosynthetic pigments in the shoots. D. jasminea accumulated root biomass, immobilized Cd, and restricted its translocation at the expense of nutrient balance. Considering remediation potential, A. montanum could be exploited in phytoextraction, while D. jasminea in phytostabilization of polluted substrate.

  12. Exploring the Effectiveness of Interdisciplinary Instruction on Learning: A Case Study in a College Level Course on Culture, Aid, and Engineering

    Directory of Open Access Journals (Sweden)

    Timothy Frank

    2013-04-01

    Full Text Available The opportunity for higher education students to study a topic through multiple, integrated angles is rare even though life outside of the classroom is filled with problems that require blending of knowledge areas to make appropriate decisions. The authors created a course at the United States Air Force Academy called Foreign Area Studies (FAS 495 in the Spring 2012 semester that integrated African studies, economics, history, political science, literature, project management, military strategy, language, culture, and environmental engineering in the study of how foreign aid has affected Mozambique and how an engineering technology along with cultural consciousness can be effectively used for good. To determine effectiveness of the interdisciplinary approach, qualitative data from student reflection papers and in-class discussions were collected and analyzed. The intent of this paper is to highlight the challenges and lessons learned from developing a project based interdisciplinary course. Results suggest a project based course with interdisciplinary pedagogy can be effective in meeting course goals and increasing meaningful student learning.

  13. ATP and UTP responses of cultured rat aortic smooth muscle cells revisited: dominance of P2Y2 receptors

    Science.gov (United States)

    Kumari, Rajendra; Goh, Gareth; Ng, Leong L; Boarder, Michael R

    2003-01-01

    It has previously been shown that ATP and UTP stimulate P2Y receptors in vascular smooth muscle cells (VSMCs), but the nature of these receptors, in particular the contribution of P2Y2 and P2Y4 subtypes, has not been firmly established. Here we undertake a further pharmacological analysis of [3H]inositol polyphosphate responses to nucleotides in cultured rat VSMCs. ATP generated a response that was partial compared to UTP, as reported earlier. In the presence of a creatine phosphokinase (CPK) system for regenerating nucleoside triphosphates, the response to ATP was increased, the response to UTP was unchanged, and the difference between UTP and ATP concentration–response curves disappeared. Chromatographic analysis showed that ATP was degraded slightly faster than UTP. The response to UDP was always smaller than that to UTP, but with a shallow slope and a high potency component. In the presence of hexokinase (which prevents the accumulation of ATP/UTP from ADP/UDP), the maximum response to UDP was reduced and the high-potency component of the curve was retained. By contrast, the response to ADP was weaker throughout in the presence of hexokinase. ATPγS was an effective agonist with a similar EC50 to UTP, but with a lower maximum. ITP was a weak agonist compared with UTP. Suramin was an effective antagonist of the response to UTP (pA2=4.48), but not when ATP was the agonist. However, suramin was an effective antagonist (pA2=4.45) when stimulation with ATP was in the presence of the CPK regenerating system. Taken together with the results of others, these findings indicate that the response of cultured rat VSMCs to UTP and to ATP is predominantly at the P2Y2 receptor, and that there is also a response to UDP at the P2Y6 receptor. PMID:14597595

  14. Strategy Instruction in Mathematics.

    Science.gov (United States)

    Goldman, Susan R.

    1989-01-01

    Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

  15. The Effect of Plant Growth Regulators and Different Explants on the Response of Tissue Culture and Cell Suspension Cultures of German Chamomile (Matricaria chamomilla L.

    Directory of Open Access Journals (Sweden)

    L. Koohi,

    2014-07-01

    Full Text Available German chamomile (Matricaria chamomilla L. is one of the most important medicinal plants that its essential oils used in different medicinal industries. In this study which was carried out in 2013 growing season at the Faculty of Agricultural Sciences of the University of Mohaghegh Ardabili, the in vitro response of leaf and hypocotyl explants of German Chamomile in B5 medium supplemented with different levels of plant growth regulators including 2,4-D, naphthalene acetic acid (NAA, kinetin and 6-benzylaminopurine (BAP were investigated in a factorial experiment based on completely randomized design (CRD.In addition, cell suspension cultures were established and characterized. Hypocotyl and leaf explants exhibited cell proliferation and produced callus within 1-2 weeks. The highest fresh weight of the callus (264.1 mg was produced by leaf explants in the medium supplemented with 0.5 mg/l 2,4-D and 1 mg/l BAP. However, the leaf explants cultured on medium containing 1.5 mg/l 2,4-D showed the lowest cell proliferation and callus yield (40.42 mg. The highest percentage of root induction from leaf explants (58.73% was observed on the medium containing 4 mg/l 2,4-D and 1 mg/l Kin, and from hypocotyl explants (48.61% was observed on medium supplemented with 1.5 mg/l NAA. The 42.22% of calli derived from hypocotyl explants on B5 medium supplemented with 4 mg/l NAA and 3 mg/l BAP, were friable. Cell suspension cultures of German chamomile were established by transferring of hypocotyl-derived friable calli into the MS medium supplemented with 1.5 mg/l 2,4-D and 1 mg/l kinetin. The growth curve of cell proliferations started 4 days after culture and continued to grow until day 13th, where the cells entered stationary phase.

  16. Lay theory of race affects and moderates Asian Americans' responses toward American culture.

    Science.gov (United States)

    No, Sun; Hong, Ying-yi; Liao, Hsin-Ya; Lee, Kyoungmi; Wood, Dustin; Chao, Melody Manchi

    2008-10-01

    People may hold different understandings of race that might affect how they respond to the culture of groups deemed to be racially distinct. The present research tests how this process is moderated by the minority individual's lay theory of race. An essentialist lay theory of race (i.e., that race reflects deep-seated, inalterable essence and is indicative of traits and ability) would orient racial minorities to rigidly adhere to their ethnic culture, whereas a social constructionist lay theory of race (i.e., that race is socially constructed, malleable, and arbitrary) would orient racial minorities to identify and cognitively assimilate toward the majority culture. To test these predictions, the authors conducted 4 studies with Asian American participants. The first 2 studies examine the effect of one's lay theory of race on perceived racial differences and identification with American culture. The last 2 studies tested the moderating effect of lay theory of race on identification and assimilation toward the majority American culture after this culture had been primed. The results generally supported the prediction that the social constructionist theory was associated with more perceived similarity between Asians and Americans and more consistent identification and assimilation toward American culture, compared with the essentialist theory.

  17. What Kind of Culture?

    Science.gov (United States)

    Knoll, Samson B.

    The question of what should be taught as the cultural component of language instruction is discussed, with special reference to German. A present-directed humanism is urged, with emphasis on the relevance and immediacy of cultural materials. Mistaken and irrelevant directions in the teaching of German culture are discussed in some detail; similar…

  18. Making the Most of Instructional Coaches

    Science.gov (United States)

    Kane, Britnie Delinger; Rosenquist, Brooks

    2018-01-01

    Although coaching holds great promise for professional development, instructional coaches are often asked to take on responsibilities that are not focused on improving instruction. The authors discuss a quantitative study of four school districts and a qualitative analysis of a single district that, together, reveal how hiring practices and school…

  19. The Future of Instructional Teacher Leader Roles

    Science.gov (United States)

    Mangin, Melinda M.; Stoelinga, Sara Ray

    2010-01-01

    In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

  20. When seeds are scarce: Globalization and the responses of three cultures

    OpenAIRE

    Rhoades, Robert E.

    2004-01-01

    The objectives of this presentation are to describe three cultures' experiences with globalization and traditional plant loss; present and compare three projects interfacing repatriation and in situ conservation and to glean lessons learned from local people and projects.

  1. The multi-dimensional model of Māori identity and cultural engagement: item response theory analysis of scale properties.

    Science.gov (United States)

    Sibley, Chris G; Houkamau, Carla A

    2013-01-01

    We argue that there is a need for culture-specific measures of identity that delineate the factors that most make sense for specific cultural groups. One such measure, recently developed specifically for Māori peoples, is the Multi-Dimensional Model of Māori Identity and Cultural Engagement (MMM-ICE). Māori are the indigenous peoples of New Zealand. The MMM-ICE is a 6-factor measure that assesses the following aspects of identity and cultural engagement as Māori: (a) group membership evaluation, (b) socio-political consciousness, (c) cultural efficacy and active identity engagement, (d) spirituality, (e) interdependent self-concept, and (f) authenticity beliefs. This article examines the scale properties of the MMM-ICE using item response theory (IRT) analysis in a sample of 492 Māori. The MMM-ICE subscales showed reasonably even levels of measurement precision across the latent trait range. Analysis of age (cohort) effects further indicated that most aspects of Māori identification tended to be higher among older Māori, and these cohort effects were similar for both men and women. This study provides novel support for the reliability and measurement precision of the MMM-ICE. The study also provides a first step in exploring change and stability in Māori identity across the life span. A copy of the scale, along with recommendations for scale scoring, is included.

  2. Response of primiparous and multiparous buffaloes to yeast culture supplementation during early and mid-lactation

    Directory of Open Access Journals (Sweden)

    Hanne H. Hansen

    2017-12-01

    Full Text Available Strains of live Saccharomyces cerevisiae yeast have exhibited probiotic effects in ruminants. This study investigated the effects of the dietary yeast supplement, S. cerevisiae (Yea-Sacc1026, on primiparous (PP and multiparous (MP Egyptian buffaloes in early to mid-lactation. Lactating buffaloes were fed either a basal total mixed ration (TMR, control; 4 PP and 8 MP or the basal TMR plus 10 g Yea-Sacc1026 per buffalo cow per day (yeast; 4 PP and 8 MP. The feeds were given from 15 days prepartum to 180 days postpartum. Feed intake, body weight, and milk yields (MY were recorded, and milk and blood samples were collected for analyses. Feces were collected from days 45 to 47 during early lactation and from days 90 to 92 during mid-lactation to determine apparent digestibility of dry matter (DM, organic matter (OM, crude protein (CP and crude fiber (CF. Energy corrected milk yield (ECM, feed conversion, and energy and nitrogen conversion efficiency were calculated. Yeast treated MP buffaloes consumed more DM (P ≤ 0.041 and CP than the untreated control group. Apparent digestibility of DM and OM were significantly greater at mid-lactation for treated versus control group (P = 0.001. Crude fiber digestibility was greater in MP than in PP buffaloes (P = 0.049, and yeast supplemented MP cows had a greater CF digestibility than control MP buffaloes at mid-lactation (P = 0.010. Total blood lipids decreased after yeast supplementation (P = 0.029. Milk yields, ECM, fat and protein yields increased for yeast treated MP buffaloes (P ≤ 0.039. The study concluded that the response to yeast supplementation in buffalo cows is parity dependent. Multiparous buffaloes respond to yeast supplementation with an increased DM intake and CF digestibility without significant weight gains, allowing a greater ECM yield with less fat mobilization. Supplementing buffaloes with yeast culture may increase milk production in early lactation and results in a

  3. Library Instruction. SPEC Kit 17.

    Science.gov (United States)

    Association of Research Libraries, Washington, DC. Office of Management Studies.

    At the request of the Pennsylvania State University Library, the Office of Management Studies surveyed Association of Research Libraries (ARL) members requesting information and documentation illustrating the organization, nature, and level of the library instruction function at their institutions. A review of the responses from 64 of the 94 ARL…

  4. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  5. Increased Contractile Response to Noradrenaline Induced By Factors Associated with the Metabolic Syndrome in Cultured Small Mesenteric Arteries

    DEFF Research Database (Denmark)

    Blædel, Martin; Sams, Anette; Boonen, Harrie C M

    2016-01-01

    UNLABELLED: This study investigated the effect of the metabolic syndrome associated risk factors hyperglycemia (glucose [Glc]), hyperinsulinemia (insulin [Ins]) and low-grade inflammation (tumor necrosis factor α [TNFα]) on the vasomotor responses of resistance arteries. Isolated small mesenteric...... arteries from 3-month-old Sprague-Dawley rats, were suspended for 21-23 h in tissue cultures containing either elevated Glc (30 mmol/l), Ins (100 nmol/l), TNFα (100 ng/ml) or combinations thereof. After incubation, the vascular response to noradrenaline (NA), phenylephrine, isoprenaline and NA...... in vascular tone....

  6. Response of different genotypes of wheat, rice and black beans to anther, embryo and other tissue cultures

    International Nuclear Information System (INIS)

    Franco, E.; Amador, D.; Calderon, J.; Alvarez, G.; Alvarado, J.; Ramazzini, H.; Ramos, S.; Acuna, G.; Zuniga, B.

    1996-01-01

    The objective of the basic studies we have been conducting in our laboratory is to establish callus induction and in vitro plant regeneration protocols starting with several tissues of Guatemalan varieties of wheat (Triticum aesticum L.), rice (Oryza sativa L.) and especially black bean (Phaseolus vulgaris L.) in order to obtain disease resistance, earliness, and dwarf plants. Wheat anthers and immature embryos of varieties Patzun, Comalapa, Chocoyo, and Xequijel cultured in N 6 , Potato II, and MS basal media supplemented with auxin and cytokinin gave the best responses in callus induction and plant regeneration. Anthers and mature embryos of indica rice varieties Precozicta and Virginai, when cultured in MS, B 5 , N 6 , and Potato II basal media with different hormonal combinations gave a good response in callus induction. However, a satisfactory response in plant regeneration was not obtained. With black beans, when hypocotyls and mature embryos of black bean varieties Quinack Che and Parramos were cultured in MS basal medium supplemented with different concentrations of NAA and kinetin, more than 60% callus induction was produced. When Quinack Che calli were transferred to MS basal medium supplemented with 1 mg/l NAA plus 0.5 mg/l BAP, green points of regeneration were visible in these calli. (author). 34 refs, 28 tabs

  7. Alteration of cellular behavior and response to PI3K pathway inhibition by culture in 3D collagen gels.

    Directory of Open Access Journals (Sweden)

    Brian Fallica

    Full Text Available Most investigations into cancer cell drug response are performed with cells cultured on flat (2D tissue culture plastic. Emerging research has shown that the presence of a three-dimensional (3D extracellular matrix (ECM is critical for normal cell behavior including migration, adhesion, signaling, proliferation and apoptosis. In this study we investigate differences between cancer cell signaling in 2D culture and a 3D ECM, employing real-time, live cell tracking to directly observe U2OS human osteosarcoma and MCF7 human breast cancer cells embedded in type 1 collagen gels. The activation of the important PI3K signaling pathway under these different growth conditions is studied, and the response to inhibition of both PI3K and mTOR with PI103 investigated. Cells grown in 3D gels show reduced proliferation and migration as well as reduced PI3K pathway activation when compared to cells grown in 2D. Our results quantitatively demonstrate that a collagen ECM can protect U2OS cells from PI103. Overall, our data suggests that 3D gels may provide a better medium for investigation of anti-cancer drugs than 2D monolayers, therefore allowing better understanding of cellular response and behavior in native like environments.

  8. Conserved host response to highly pathogenic avian influenza virus infection in human cell culture, mouse and macaque model systems

    Directory of Open Access Journals (Sweden)

    McDermott Jason E

    2011-11-01

    Full Text Available Abstract Background Understanding host response to influenza virus infection will facilitate development of better diagnoses and therapeutic interventions. Several different experimental models have been used as a proxy for human infection, including cell cultures derived from human cells, mice, and non-human primates. Each of these systems has been studied extensively in isolation, but little effort has been directed toward systematically characterizing the conservation of host response on a global level beyond known immune signaling cascades. Results In the present study, we employed a multivariate modeling approach to characterize and compare the transcriptional regulatory networks between these three model systems after infection with a highly pathogenic avian influenza virus of the H5N1 subtype. Using this approach we identified functions and pathways that display similar behavior and/or regulation including the well-studied impact on the interferon response and the inflammasome. Our results also suggest a primary response role for airway epithelial cells in initiating hypercytokinemia, which is thought to contribute to the pathogenesis of H5N1 viruses. We further demonstrate that we can use a transcriptional regulatory model from the human cell culture data to make highly accurate predictions about the behavior of important components of the innate immune system in tissues from whole organisms. Conclusions This is the first demonstration of a global regulatory network modeling conserved host response between in vitro and in vivo models.

  9. Transposing reform pedagogy into new contexts: complex instruction in remote Australia

    Science.gov (United States)

    Sullivan, Peter; Jorgensen, Robyn; Boaler, Jo; Lerman, Steve

    2013-03-01

    This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.

  10. Aging, Genetic Variations, and Ethnopharmacology: Building Cultural Competence Through Awareness of Drug Responses in Ethnic Minority Elders.

    Science.gov (United States)

    Woods, Diana Lynn; Mentes, Janet C; Cadogan, Mary; Phillips, Linda R

    2017-01-01

    Unique drug responses that may result in adverse events are among the ethnocultural differences described by the Agency for Healthcare Research and Quality. These differences, often attributed to a lack of adherence on the part of the older adult, may be linked to genetic variations that influence drug responses in different ethnic groups. The paucity of research coupled with a lack of knowledge among health care providers compound the problem, contributing to further disparities, especially in this era of personalized medicine and pharmacogenomics. This article examines how age-related changes and genetic differences influence variations in drug responses among older adults in unique ethnocultural groups. The article starts with an overview of age-related changes and ethnopharmacology, moves to describing genetic differences that affect drug responses, with a focus on medications commonly prescribed for older adults, and ends with application of these issues to culturally congruent health care. © The Author(s) 2015.

  11. Radiation-induced p53 protein response in the A549 cell line is culture growth-phase dependent

    Energy Technology Data Exchange (ETDEWEB)

    Johnson, N.F.; Gurule, D.M.; Carpenter, T.R.

    1995-12-01

    One role of the p53 tumor suppressor protein has been recently revealed. Kastan, M.B. reported that p53 protein accumulates in cells exposed to ionizing radiation. The accumulation of p53 protein is in response to DNA damage, most importantly double-strand breaks, that results from exposure to ionizing radiation. The rise in cellular p53 levels is necessary for an arrest in the G{sub 1} phase of the cell cycle to provide additional time for DNA repair. The p53 response has also been demonstrated to enhance PCNA-dependent repair. p53 is thus an important regulator of the cellular response to DNA-damaging radiation. From this data, it can be concluded that the magnitude of the p53 response is not dependent on the phase of culture growth.

  12. A Self-Instructional Course in Student Financial Aid Administration. Module 4: The Roles and Responsibilities of the Financial Aid Office. Second Edition.

    Science.gov (United States)

    Washington Consulting Group, Inc., Washington, DC.

    The fourth module in a self-instructional course for student financial aid administrator neophytes provides an introduction to the management of federal financial aid programs authorized by the Higher Education Act Title IV with an emphasis on the role of the financial aid office. Areas covered in Module 4 include how to recognize the basic areas…

  13. Physical Activity Levels and Motivational Responses of Boys and Girls: A Comparison of Direct Instruction and Tactical Games Models of Games Teaching in Physical Education

    Science.gov (United States)

    Smith, Lindsey; Harvey, Stephen; Savory, Louise; Fairclough, Stuart; Kozub, Stephen; Kerr, Catherine

    2015-01-01

    The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6-12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was…

  14. The Center for Response to Intervention in Early Childhood: Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction

    Science.gov (United States)

    Greenwood, Charles R.; Carta, Judith J.; Goldstein, Howard; Kaminski, Ruth A.; McConnell, Scott R.; Atwater, Jane

    2014-01-01

    The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…

  15. The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

    Science.gov (United States)

    Reimer, Lynn Christine

    First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for

  16. Cultural shift in mental illness: a comparison of stress responses in World War I and the Vietnam War.

    Science.gov (United States)

    Skinner, Rasjid; Kaplick, Paul M

    2017-12-01

    Post-traumatic stress disorder is an established diagnostic category. In particular, over the past 20 years, there has been an interest in culture as a fundamental factor in post-traumatic stress disorder symptom manifestation. However, only a very limited portion of this literature studies the historical variability of post-traumatic stress within a particular culture. Therefore, this study examines whether stress responses to violence associated with armed conflicts have been a culturally stable reaction in Western troops. We have compared historical records from World War I to those of the Vietnam War. Reference is also made to observations of combat trauma reactions in pre-World War I conflicts, World War II, the Korean War, the Falklands War, and the First Gulf War. The data set consisted of literature that was published during and after these armed conflicts. Accounts of World War I Shell Shock that describe symptom presentation, incidence (both acute and delayed), and prognosis were compared to the observations made of Vietnam War post-traumatic stress disorder victims. Results suggest that the conditions observed in Vietnam veterans were not the same as those which were observed in World War I trauma victims. The paper argues that the concept of post-traumatic stress disorder cannot be stretched to cover the typical battle trauma reactions of World War I. It is suggested that relatively subtle changes in culture, over little more than a generation, have had a profound effect on how mental illness forms, manifests itself, and is effectively treated. We add new evidence to the argument that post-traumatic stress disorder in its current conceptualisation does not adequately account, not only for ethnocultural variation but also for historical variation in stress responses within the same culture.

  17. The effect of entomopathogenic fungal culture filtrate on the immune response of the greater wax moth, Galleria mellonella.

    Science.gov (United States)

    Mc Namara, Louise; Carolan, James C; Griffin, Christine T; Fitzpatrick, David; Kavanagh, Kevin

    2017-07-01

    Galleria mellonella is a well-established model species regularly employed in the study of the insect immune response at cellular and humoral levels to investigate fungal pathogenesis and biocontrol agents. A cellular and proteomic analysis of the effect of culture filtrate of three entomopathogenic fungi (EPF) species on the immune system of G. mellonella was performed. Treatment with Beauveria caledonica and Metarhizium anisopliae 96h culture filtrate facilitated a significantly increased yeast cell density in larvae (3-fold and 3.8-fold, respectively). Larvae co-injected with either M. anisopliae or B. caledonica culture filtrate and Candida albicans showed significantly increased mortality. The same was not seen for larvae injected with Beauveria bassiana filtrate. Together these results suggest that B. caledonica and M. anisopliae filtrate are modulating the insect immune system allowing a subsequent pathogen to proliferate. B. caledonica and M. anisopliae culture filtrates impact upon the larval prophenoloxidase (ProPO) cascade (e.g. ProPO activating factor 3 and proPO activating enzyme 3 were increased in abundance relative to controls), while B. bassiana treated larvae displayed higher abundances of alpha-esterase when compared to control larvae (2.4-fold greater) and larvae treated with M. anisopliae and B. caledonica. Treatment with EPF culture filtrate had a significant effect on antimicrobial peptide abundances particularly in M. anisopliae treated larvae where cecropin-D precursor, hemolin and gloverin were differentially abundant in comparison to controls. Differences in proteomic profiles for different treatments may reflect or even partially explain the differences in their immunomodulatory potential. Screening EPF for their ability to modulate the insect immune response represents a means of assessing EPF for use as biocontrol agents, particularly if the goal is to use them in combination with other control agents. Additionally EPF represent a

  18. Thermo-responsive poly(N-isopropylacrylamide)-grafted hollow fiber membranes for osteoblasts culture and non-invasive harvest

    Energy Technology Data Exchange (ETDEWEB)

    Zhuang, Meiling, E-mail: zhuangmeiling2006@126.com; Liu, Tianqing, E-mail: liutq@dlut.edu.cn; Song, Kedong, E-mail: kedongsong@dlut.edu.cn; Ge, Dan, E-mail: gedan@dlut.edu.cn; Li, Xiangqin, E-mail: xiangqinli@163.com

    2015-10-01

    Hollow fiber membrane (HFM) culture system is one of the most important bioreactors for the large-scale culture and expansion of therapeutic cells. However, enzymatic and mechanical treatments are traditionally applied to harvest the expanded cells from HFMs, which inevitably causes harm to the cells. In this study, thermo-responsive cellulose acetate HFMs for cell culture and non-invasive harvest were prepared for the first time via free radical polymerization in the presence of cerium (IV). ATR-FTIR and elemental analysis results indicated that the poly(N-isopropylacrylamide) (PNIPAAm) was covalently grafted on HFMs successfully. Dynamic contact angle measurements at different temperatures revealed that the magnitude of volume phase transition was decreased with increasing grafted amount of PNIPAAm. And the amount of serum protein adsorbed on HFMs surface also displayed the same pattern. Meanwhile osteoblasts adhered and spread well on the surface of PNIPAAm-grafted HFMs at 37 °C. And Calcein-AM/PI staining, AB assay, ALP activity and OCN protein expression level all showed that PNIPAAm-grafted HFMs had good cell compatibility. After incubation at 20 °C for 120 min, the adhering cells on PNIPAAm-grafted HFMs turned to be round and detached after being gently pipetted. These results suggest that thermo-responsive HFMs are attractive cell culture substrates which enable cell culture, expansion and the recovery without proteolytic enzyme treatment for the application in tissue engineering and regenerative medicine. - Highlights: • PNIPAAm-grafted HFMs exhibited thermoresponsive characteristic. • The OB cells could adhere and spread well on the surface of PNIPAAm-grafted HFMs. • PNIPAAm-grafted HFMs do not significantly impact ALP activity and OCN protein expression level of OB cells. • Cell could be detached from PNIPAAm-grafted HFMs when temperature decreased from 37 °C to 20 °C.

  19. Exposing primary rat retina cell cultures to γ-rays: An in vitro model for evaluating radiation responses.

    Science.gov (United States)

    Gaddini, Lucia; Balduzzi, Maria; Campa, Alessandro; Esposito, Giuseppe; Malchiodi-Albedi, Fiorella; Patrono, Clarice; Matteucci, Andrea

    2018-01-01

    Retinal tissue can receive incidental γ-rays exposure during radiotherapy either of tumors of the eye and optic nerve or of head-and-neck tumors, and during medical diagnostic procedures. Healthy retina is therefore at risk of suffering radiation-related side effects and the knowledge of pathophysiological response of retinal cells to ionizing radiations could be useful to design possible strategies of prevention and management of radiotoxicity. In this study, we have exploited an in vitro model (primary rat retinal cell culture) to study an array of biological effects induced on retinal neurons by γ-rays. Most of the different cell types present in retinal tissue - either of the neuronal or glial lineages - are preserved in primary rat retinal cultures. Similar to the retina in situ, neuronal cells undergo in vitro a maturational development shown by the formation of polarized neuritic trees and operating synapses. Since 2 Gy is the incidental dose received by the healthy retina per fraction when the standard treatment is delivered to the brain, retina cell cultures have been exposed to 1 or 2 Gy of γ-rays at different level of neuronal differentiation in vitro: days in vitro (DIV)2 or DIV8. At DIV9, retinal cultures were analyzed in terms of viability, apoptosis and characterized by immunocytochemistry to identify alterations in neuronal differentiation. After irradiation at DIV2, MTT assay revealed an evident loss of cell viability and βIII-tubulin immunostaining highlighted a marked neuritic damage, indicating that survived neurons showed an impaired differentiation. Differentiated cultures (DIV8) appeared to be more resistant with respect to undifferentiated, DIV2 cultures, both in terms of cell viability and differentiation. Apoptosis evaluated with TUNEL assay showed that irradiation at both DIV2 and DIV8 induced a significant increase in the apoptotic rate. To further investigate the effects of γ-rays on retinal neurons, we evaluated the

  20. Response of an algal consortium to diesel under varying culture conditions.

    Science.gov (United States)

    Chavan, Anal; Mukherji, Suparna

    2010-03-01

    A diesel-tolerant sessile freshwater algal consortium obtained from the vicinity of Powai Lake (Mumbai, India) was cultured in the laboratory. The presence of diesel in batch cultures enhanced the maximum specific growth rate of the algal consortium. With decrease in light-dark (L:D) cycle from 20:4 to 4:20 h, the chlorophyll-a levels decreased; however, the removal of diesel was found to be maximum at L:D of 18:6 h with 37.6% degradation over and above controls. In addition to growth in the form of green clumps, white floating biomass was found surrounding the diesel droplets on the surface. This culture predominated at the least L:D ratio of 4:20 h. Studies confirmed the ability of the floating organisms to grow heterotrophically in the dark utilizing diesel as carbon source and also in the presence of light in a medium devoid of organic carbon sources.

  1. No one likes a copycat: a cross-cultural investigation of children's response to plagiarism.

    Science.gov (United States)

    Yang, F; Shaw, A; Garduno, E; Olson, K R

    2014-05-01

    Copying other people's ideas is evaluated negatively by American children and adults. The current study investigated the influence of culture on children's evaluations of plagiarism by comparing children from three countries--the United States, Mexico, and China--that differ in terms of their emphasis on the protection of intellectual property and ideas. Children (3- to 6-year-olds) were presented with videos involving two characters drawing pictures and were asked to evaluate the character who drew unique work or the character who copied someone else's drawing. The study showed that 5- and 6-year-olds from all three cultures evaluated copiers negatively compared with unique drawers. These results suggest that children from cultures that place different values on the protection of ideas nevertheless develop similar concerns with plagiarism by 5-year-olds. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. Concentration-dependent gene expression responses to flusilazole in embryonic stem cell differentiation cultures

    International Nuclear Information System (INIS)

    Dartel, Dorien A.M. van; Pennings, Jeroen L.A.; Fonteyne, Liset J.J. de la; Brauers, Karen J.J.; Claessen, Sandra; Delft, Joost H. van; Kleinjans, Jos C.S.; Piersma, Aldert H.

    2011-01-01

    The murine embryonic stem cell test (EST) is designed to evaluate developmental toxicity based on compound-induced inhibition of embryonic stem cell (ESC) differentiation into cardiomyocytes. The addition of transcriptomic evaluation within the EST may result in enhanced predictability and improved characterization of the applicability domain, therefore improving usage of the EST for regulatory testing strategies. Transcriptomic analyses assessing factors critical for risk assessment (i.e. dose) are needed to determine the value of transcriptomic evaluation in the EST. Here, using the developmentally toxic compound, flusilazole, we investigated the effect of compound concentration on gene expression regulation and toxicity prediction in ESC differentiation cultures. Cultures were exposed for 24 h to multiple concentrations of flusilazole (0.54-54 μM) and RNA was isolated. In addition, we sampled control cultures 0, 24, and 48 h to evaluate the transcriptomic status of the cultures across differentiation. Transcriptomic profiling identified a higher sensitivity of development-related processes as compared to cell division-related processes in flusilazole-exposed differentiation cultures. Furthermore, the sterol synthesis-related mode of action of flusilazole toxicity was detected. Principal component analysis using gene sets related to normal ESC differentiation was used to describe the dynamics of ESC differentiation, defined as the 'differentiation track'. The concentration-dependent effects on development were reflected in the significance of deviation of flusilazole-exposed cultures from this transcriptomic-based differentiation track. Thus, the detection of developmental toxicity in EST using transcriptomics was shown to be compound concentration-dependent. This study provides further insight into the possible application of transcriptomics in the EST as an improved alternative model system for developmental toxicity testing.

  3. Instructional Coaching Implementation: Considerations for K-12 Administrators

    Science.gov (United States)

    Johnson, Kelly Gomez

    2016-01-01

    Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…

  4. Instructional Leadership in Primary and Secondary Schools in Western Australia.

    Science.gov (United States)

    Wildy, Helen; Dimmock, Clive

    1993-01-01

    Investigates teachers' and principals' perceptions of instructional leadership in a sample of Western Australian government primary and secondary schools, using the Instructional Leadership Questionnaire. Instructional leadership was viewed as a shared responsibility; teachers felt principals were less involved than principals felt they were.…

  5. Celebrating Musical Diversity: Training Culturally Responsive Music Educators in Multiracial Singapore

    Science.gov (United States)

    Cain, Melissa

    2015-01-01

    This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…

  6. Banking culture and collective responsibility: A memorandum to the UK Parliamentary Commission on Banking Standards

    NARCIS (Netherlands)

    N. Dorn (Nicholas)

    2013-01-01

    textabstractBasic assumptions • There is wide interest in connecting issues of (i) occupational culture, (ii) compliance/ misconduct, (iii) remuneration and (iv) clawback (the bonus/malus debate). • Individual-focussed measures (supervision, remuneration and measures in civil or criminal law) must

  7. Organizational Culture and University Responses to Parenting Students: A Case Study

    Science.gov (United States)

    Nichols, Tracy R.; Biederman, Donna J.; Gringle, Meredith R.

    2017-01-01

    This case study examines implications of a university's culture on advocating for supportive policies and programs for parenting students. Four themes illuminated several key tensions within the institution that affected support for parenting students: the lack of formal policy, an emphasis on faculty practices around accommodations, concerns…

  8. Inducibility of carbamoylphosphate synthetase (ammonia) in cultures of embryonic hepatocytes: ontogenesis of the responsiveness to hormones

    NARCIS (Netherlands)

    Lamers, W. H.; Zonneveld, D.; Charles, R.

    1984-01-01

    Glucocorticosteroids and cyclic AMP induce carbamoylphosphate synthetase (ammonia) (CPS) in rat hepatocytes. Using an enzyme immunoassay applied to hepatocyte cultures fixed in situ, it has been demonstrated that the capacity of hepatocytes to synthesize CPS in the presence of both hormones is

  9. A Culturally Responsive Practice Model for Urban Indian Child Welfare Services.

    Science.gov (United States)

    Mindell, Robert; Vidal de Haymes, Maria; Francisco, Dale

    2003-01-01

    Describes a collaboration among a university, a state child welfare agency, and a Native American community organization to develop a culturally driven practice model for urban, Native American child welfare. Identifies challenges and opportunities in addressing the needs of urban Native American communities. Concludes with principles for…

  10. Bystander responses in three-dimensional cultures containing radiolabelled and unlabelled human cells

    International Nuclear Information System (INIS)

    Pinto, M.; Azzam, E. I.; Howell, R. W.

    2006-01-01

    Research on the radiation-induced bystander effect has been carried out mainly in 2-D tissue culture systems. This study uses a 3-D model, wherein apparently normal human diploid fibroblasts (AG1522) are grown in a carbon scaffold, to investigate the induction of a G 1 checkpoint in bystander cells present alongside radiolabelled cells. Cultures were simultaneously pulse-labelled with 3 H-deoxycytidine ( 3 HdC) to selectively irradiate a minor fraction of cells, and bromodeoxyuridine (BrdU) to identify the radiolabelled cells. After thorough washing of cultures, iododeoxyuridine (IdU) was administered to detect proliferating bystander cells. The cultures were harvested at various times thereafter, and cells were reacted with two monoclonal antibodies specific to IdU/BrdU or BrdU, respectively, stained with propidium iodide, and subjected to multi-parameter flow cytometry. Cell-cycle progression was followed in radiolabelled cells (BrdU + ) that were chronically irradiated by low energy beta particles emitted by DNA-incorporated 3 H, and in unlabelled bystander cells (BrdU - ) by a flow cytometry based cumulative labelling index assay. As expected, radiolabelled cells were delayed, in a dose-dependent manner, in G 2 and subsequently G 1 . No delay occurred in progression of bystander cells through G 1 , when the labelled cells were irradiated at dose rates up to 0.32 Gy h -1 . (authors)

  11. Engaging Students from the United Arab Emirates in Culturally Responsive Education

    Science.gov (United States)

    Crabtree, Sara Ashencaen

    2010-01-01

    The liberal arts education is one that is increasingly being adopted in regions far removed from the USA, such as the United Arab Emirates. The importing of this American educational model is, however, associated with the inexorable influences of dominant cultural forms through the effects of globalisation. However, at the same time international…

  12. Responsiveness of fetal rat brain cells to glia maturation factor during neoplastic transformation in cell culture

    DEFF Research Database (Denmark)

    Haugen, A; Laerum, O D; Bock, E

    1981-01-01

    of gestation. The brains of the treated fetuses were transferred to cell culture and underwent neoplastic transformation with a characteristic sequence of phenotypic alterations which could be divided into five different stages. During the first 40 days after explantation (stage I & II) BE induced...

  13. Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness

    Science.gov (United States)

    Harris, Bryn; Barton, Erin E.; Albert, Chantel

    2014-01-01

    While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism…

  14. Differential heat shock response of primary human cell cultures and established cell lines

    DEFF Research Database (Denmark)

    Richter, W W; Issinger, O G

    1986-01-01

    degrees C treatment, whereas in immortalized cell lines usually 90% of the cells were found in suspension. Enhanced expression of the major heat shock protein (hsp 70) was found in all heat-treated cells. In contrast to the primary cell cultures, established and transformed cell lines synthesized...

  15. Evolutionary responses to a constructed niche: ancient Mesoamericans as a model of gene-culture coevolution.

    Directory of Open Access Journals (Sweden)

    Tábita Hünemeier

    Full Text Available Culture and genetics rely on two distinct but not isolated transmission systems. Cultural processes may change the human selective environment and thereby affect which individuals survive and reproduce. Here, we evaluated whether the modes of subsistence in Native American populations and the frequencies of the ABCA1*Arg230Cys polymorphism were correlated. Further, we examined whether the evolutionary consequences of the agriculturally constructed niche in Mesoamerica could be considered as a gene-culture coevolution model. For this purpose, we genotyped 229 individuals affiliated with 19 Native American populations and added data for 41 other Native American groups (n = 1905 to the analysis. In combination with the SNP cluster of a neutral region, this dataset was then used to unravel the scenario involved in 230Cys evolutionary history. The estimated age of 230Cys is compatible with its origin occurring in the American continent. The correlation of its frequencies with the archeological data on Zea pollen in Mesoamerica/Central America, the neutral coalescent simulations, and the F(ST-based natural selection analysis suggest that maize domestication was the driving force in the increase in the frequencies of 230Cys in this region. These results may represent the first example of a gene-culture coevolution involving an autochthonous American allele.

  16. Consequences of 'tiger' parenting: a cross-cultural study of maternal psychological control and children's cortisol stress response.

    Science.gov (United States)

    Doan, Stacey N; Tardif, Twila; Miller, Alison; Olson, Sheryl; Kessler, Daniel; Felt, Barbara; Wang, Li

    2017-05-01

    Parenting strategies involving psychological control are associated with increased adjustment problems in children. However, no research has examined the extent to which culture and psychological control predict children's stress physiology. We examine cultural differences in maternal psychological control and its associations with children's cortisol. Chinese (N = 59) and American (N = 45) mother-child dyads participated in the study. Mothers reported on psychological control. Children's cortisol was collected during a stressor and two indices of Area Under the Curve (AUC) were computed: AUCg which accounts for total output, and AUCi, which captures reactivity. Results indicate that Chinese mothers reported higher levels of psychological control and Chinese children had higher levels of AUCg than their American counterparts. Across both cultures, psychological control was significantly associated with increased cortisol levels as indexed by AUCg. There were no associations for AUCi. Finally, mediation analyses demonstrated that psychological control fully explained cultural differences in children's cortisol stress response as indexed by AUCg. © 2016 John Wiley & Sons Ltd.

  17. Measurement of T-lymphocyte responses in whole-blood cultures using newly synthesized DNA and ATP.

    Science.gov (United States)

    Sottong, P R; Rosebrock, J A; Britz, J A; Kramer, T R

    2000-03-01

    The proliferative response is most frequently determined by estimating the amount of [(3)H]thymidine incorporated into newly synthesized DNA. The [(3)H]thymidine procedure requires the use of radioisotopes as well as lengthy periods of incubation (>72 h). An alternative method of assessing T-lymphocyte activation in whole-blood cultures involves the measurement of the nucleotide ATP instead of [(3)H]thymidine incorporation. In addition, the Luminetics assay of T-cell activation measures specific T-lymphocyte subset responses through the use of paramagnetic particles coated with monoclonal antibodies against CD antigens. This assay permits rapid (24 h) analysis of lymphocyte subset activation responses to mitogens and recall antigens in small amounts of blood.

  18. Magneto-responsive liquid crystalline elastomer nanocomposites as potential candidates for dynamic cell culture substrates

    International Nuclear Information System (INIS)

    Herrera-Posada, Stephany; Mora-Navarro, Camilo; Ortiz-Bermudez, Patricia; Torres-Lugo, Madeline; McElhinny, Kyle M.; Evans, Paul G.; Calcagno, Barbara O.; Acevedo, Aldo

    2016-01-01

    Recently, liquid crystalline elastomers (LCEs) have been proposed as active substrates for cell culture due to their potential to attach and orient cells, and impose dynamic mechanical signals through the application of external stimuli. In this report, the preparation of anisotropic and oriented nematic magnetic-sensitized LCEs with iron oxide nanoparticles, and the evaluation of the effect of particle addition at low concentrations on the resultant structural, thermal, thermo-mechanical, and mechanical properties is presented. Phase transformations produced by heating in alternating magnetic fields were investigated in LCEs in contact with air, water, and a common liquid cell culture medium was also evaluated. The inclusion of nanoparticles into the elastomers displaced the nematic-to-isotropic phase transition, without affecting the nematic structure as evidenced by similar values of the order parameter, while reducing the maximum thermomechanical deformations. Remote and reversible deformations of the magnetic LCEs were achieved through the application of alternating magnetic fields, which induces the nematic–isotropic phase transition through nanoparticle heat generation. Formulation parameters can be modified to allow for remote actuation at values closer to the human physiological temperature range and within the range of deformations that can affect the cellular behavior of fibroblasts. Finally, a collagen surface treatment was performed to improve compatibility with NIH-3T3 fibroblast cultures, which enabled the attachment and proliferation of fibroblasts on substrates with and without magnetic particles under quiescent conditions. The LCEs developed in this work, which are able to deform and experience stress changes by remote contact-less magnetic stimulation, may allow for further studies on the effect of substrate morphology changes and dynamic mechanical properties during in vitro cell culture. - Highlights: • Magnetic LCE nanocomposites were

  19. Magneto-responsive liquid crystalline elastomer nanocomposites as potential candidates for dynamic cell culture substrates

    Energy Technology Data Exchange (ETDEWEB)

    Herrera-Posada, Stephany; Mora-Navarro, Camilo; Ortiz-Bermudez, Patricia; Torres-Lugo, Madeline [Department of Chemical Engineering, Call Box 9000, University of Puerto Rico, Mayagüez PR 00681 (Puerto Rico); McElhinny, Kyle M.; Evans, Paul G. [Department of Materials Science and Engineering, 1509 University Avenue, University of Wisconsin-Madison, WI 53706 (United States); Calcagno, Barbara O. [Department of General Engineering, Call Box 9000, University of Puerto Rico, Mayagüez PR 00681 (Puerto Rico); Acevedo, Aldo, E-mail: aldo.acevedo@upr.edu [Department of Chemical Engineering, Call Box 9000, University of Puerto Rico, Mayagüez PR 00681 (Puerto Rico)

    2016-08-01

    Recently, liquid crystalline elastomers (LCEs) have been proposed as active substrates for cell culture due to their potential to attach and orient cells, and impose dynamic mechanical signals through the application of external stimuli. In this report, the preparation of anisotropic and oriented nematic magnetic-sensitized LCEs with iron oxide nanoparticles, and the evaluation of the effect of particle addition at low concentrations on the resultant structural, thermal, thermo-mechanical, and mechanical properties is presented. Phase transformations produced by heating in alternating magnetic fields were investigated in LCEs in contact with air, water, and a common liquid cell culture medium was also evaluated. The inclusion of nanoparticles into the elastomers displaced the nematic-to-isotropic phase transition, without affecting the nematic structure as evidenced by similar values of the order parameter, while reducing the maximum thermomechanical deformations. Remote and reversible deformations of the magnetic LCEs were achieved through the application of alternating magnetic fields, which induces the nematic–isotropic phase transition through nanoparticle heat generation. Formulation parameters can be modified to allow for remote actuation at values closer to the human physiological temperature range and within the range of deformations that can affect the cellular behavior of fibroblasts. Finally, a collagen surface treatment was performed to improve compatibility with NIH-3T3 fibroblast cultures, which enabled the attachment and proliferation of fibroblasts on substrates with and without magnetic particles under quiescent conditions. The LCEs developed in this work, which are able to deform and experience stress changes by remote contact-less magnetic stimulation, may allow for further studies on the effect of substrate morphology changes and dynamic mechanical properties during in vitro cell culture. - Highlights: • Magnetic LCE nanocomposites were

  20. Toward a Culturally Responsive Model of Mental Health Literacy: Facilitating Help-Seeking Among East Asian Immigrants to North America.

    Science.gov (United States)

    Na, Sumin; Ryder, Andrew G; Kirmayer, Laurence J

    2016-09-01

    Studies have consistently found that East Asian immigrants in North America are less likely to use mental health services even when they experience levels of distress comparable to Euro-Americans. Although cultural factors that may prevent East Asian immigrants from seeking mental health care have been identified, few studies have explored ways to foster appropriate help-seeking and use of mental health services. Recent work on mental health literacy provides a potential framework for strategies to increase appropriate help-seeking and use of services. This paper reviews the literature on help-seeking for mental health problems among East Asian immigrants living in Western countries to critically assess the relevance of the mental health literacy approach as a framework for interventions to improve appropriate use of services. Modifications needed to develop a culturally responsive framework for mental health literacy are identified. © Society for Community Research and Action 2016.

  1. Effects of anodizing parameters and heat treatment on nanotopographical features, bioactivity, and cell culture response of additively manufactured porous titanium.

    Science.gov (United States)

    Amin Yavari, S; Chai, Y C; Böttger, A J; Wauthle, R; Schrooten, J; Weinans, H; Zadpoor, A A

    2015-06-01

    Anodizing could be used for bio-functionalization of the surfaces of titanium alloys. In this study, we use anodizing for creating nanotubes on the surface of porous titanium alloy bone substitutes manufactured using selective laser melting. Different sets of anodizing parameters (voltage: 10 or 20V anodizing time: 30min to 3h) are used for anodizing porous titanium structures that were later heat treated at 500°C. The nanotopographical features are examined using electron microscopy while the bioactivity of anodized surfaces is measured using immersion tests in the simulated body fluid (SBF). Moreover, the effects of anodizing and heat treatment on the performance of one representative anodized porous titanium structures are evaluated using in vitro cell culture assays using human periosteum-derived cells (hPDCs). It has been shown that while anodizing with different anodizing parameters results in very different nanotopographical features, i.e. nanotubes in the range of 20 to 55nm, anodized surfaces have limited apatite-forming ability regardless of the applied anodizing parameters. The results of in vitro cell culture show that both anodizing, and thus generation of regular nanotopographical feature, and heat treatment improve the cell culture response of porous titanium. In particular, cell proliferation measured using metabolic activity and DNA content was improved for anodized and heat treated as well as for anodized but not heat-treated specimens. Heat treatment additionally improved the cell attachment of porous titanium surfaces and upregulated expression of osteogenic markers. Anodized but not heat-treated specimens showed some limited signs of upregulated expression of osteogenic markers. In conclusion, while varying the anodizing parameters creates different nanotube structure, it does not improve apatite-forming ability of porous titanium. However, both anodizing and heat treatment at 500°C improve the cell culture response of porous titanium

  2. Performance in intercultural interactions at work: cross-cultural differences in response to behavioral mirroring.

    Science.gov (United States)

    Sanchez-Burks, Jeffrey; Bartel, Caroline A; Blount, Sally

    2009-01-01

    This article examines how performance in intercultural workplace interactions can be compromised even in the absence of overt prejudice. The authors show that individuals respond differently to nonverbal behavioral mirroring cues exhibited in workplace interactions, depending on their cultural group membership. In a field study with experienced managers, U.S. Anglos and U.S. Latinos interacted with a confederate who, unbeknownst to the participant, engaged (or not) in behavioral mirroring. Results show that the level of the confederate's mirroring differentially affected Latinos' state anxiety, but not Anglos' state anxiety, as well as actual performance in the interaction. Two additional laboratory experiments provide further evidence of the interactive relationship of behavioral mirroring and cultural group membership on evaluations of workplace interactions. Implications for intercultural interactions and research are discussed. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

  3. Developing a culturally responsive breast cancer screening promotion with Native Hawaiian women in churches.

    Science.gov (United States)

    Ka'opua, Lana Sue

    2008-08-01

    This article presents findings from research to develop the promotional component of a breast cancer screening program for Native Hawaiian women associated with historically Hawaiian churches in medically underserved communities.The literature on adherence to health recommendations and health promotions marketing guided inquiry on screening influences. Focus groups and individual interviews patterned on the culturally familiar practice of talk story were conducted with 60 Hawaiian women recruited through religious and social organizations.Text data were analyzed with an incremental process involving content analysis and Airhihenbuwa's PEN-3 model. Key informants and senior colleagues reviewed preliminary findings to ensure accuracy of interpretation. Findings reflect collectivist values at the intersection of indigenous Hawaiian culture and religiosity. Inclusion of messages that encourage holistic health across the intergenerational continuum of extended family and fictive kin, reinforcement from spiritual leaders, and testimonials of cancer survivors and family members may facilitate Hawaiian women's screening intent.

  4. Response of cultured normal human mammary epithelial cells to X rays

    International Nuclear Information System (INIS)

    Yang, T.C.; Stampfer, M.R.; Smith, H.S.

    1983-01-01

    The effect of X rays on the reproductive death of cultured normal human mammary epithelial cells was examined. Techniques were developed for isolating and culturing normal human mammary epithelial cells which provide sufficient cells at second passage for radiation studies, and an efficient clonogenic assay suitable for measuring radiation survival curves. It was found that the survival curves for epithelial cells from normal breast tissue were exponential and had D 0 values of about 109-148 rad for 225 kVp X rays. No consistent change in cell radiosensitivity with the age of donor was observed, and no sublethal damage repair in these cells could be detected with the split-dose technique

  5. Investigating organizational culture adaptability of broadcasting firm in response to environmental changes

    OpenAIRE

    Seyed Mohammad Reza Salehi; Naser Mirsepasi; Ali Akbar Farhangi

    2015-01-01

    The primary objective of this paper is to study the present status of organizational adaptability in Iranian broadcasting system against environmental changes and present possible suggestions to empower the organization to cope with future changes. The study uses the method developed by Denison (1990) [Denison, D. R. (1990). Corporate culture and organizational effectiveness. John Wiley & Sons.] to study the organizational changes. Using a sample of 354 randomly selected employees who worked ...

  6. Cytocompatibility and early inflammatory response of human endothelial cells in direct culture with Mg-Zn-Sr alloys

    Science.gov (United States)

    Cipriano, Aaron F.; Sallee, Amy; Tayoba, Myla; Cortez Alcaraz, Mayra C.; Lin, Alan; Guan, Ren-Guo; Zhao, Zhan-Yong; Liu, Huinan

    2018-01-01

    Crystalline Mg-Zinc (Zn)-Strontium (Sr) ternary alloys consist of elements naturally present in the human body and provide attractive mechanical and biodegradable properties for a variety of biomedical applications. The first objective of this study was to investigate the degradation and cytocompatibility of four Mg-4Zn-xSr alloys (x = 0.15, 0.5, 1.0, 1.5 wt%; designated as ZSr41A, B, C, and D respectively) in the direct culture with human umbilical vein endothelial cells (HUVEC) in vitro. The second objective was to investigate, for the first time, the early-stage inflammatory response in cultured HUVECs as indicated by the induction of vascular cellular adhesion molecule-1 (VCAM-1). The results showed that the 24-h in vitro degradation of the ZSr41 alloys containing a β-phase with a Zn/Sr at% ratio ~1.5 was significantly faster than the ZSr41 alloys with Zn/Sr at% ~1. Additionally, the adhesion density of HUVECs in the direct culture but not in direct contact with the ZSr41 alloys for up to 24 h was not adversely affected by the degradation of the alloys. Importantly, neither culture media supplemented with up to 27.6 mM Mg2+ ions nor media intentionally adjusted up to alkaline pH 9 induced any detectable adverse effects on HUVEC responses. In contrast, the significantly higher, yet non-cytotoxic, Zn2+ ion concentration from the degradation of ZSr41D alloy was likely the cause for the initially higher VCAM-1 expression on cultured HUVECs. Lastly, analysis of the HUVEC-ZSr41 interface showed near-complete absence of cell adhesion directly on the sample surface, most likely caused by either a high local alkalinity, change in surface topography, and/or surface composition. The direct culture method used in this study was proposed as a valuable tool for studying the design aspects of Zn-containing Mg-based biomaterials in vitro, in order to engineer solutions to address current shortcomings of Mg alloys for vascular device applications. PMID:27746360

  7. Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

    Directory of Open Access Journals (Sweden)

    Vevere Velga

    2017-12-01

    Full Text Available Internationalisation of education and student mobility (incoming and outgoing has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.

  8. Chemical Profiling of Primary Mesothelioma Cultures Defines Subtypes with Different Expression Profiles and Clinical Responses.

    Science.gov (United States)

    Schunselaar, Laurel M; Quispel-Janssen, Josine M M F; Kim, Yongsoo; Alifrangis, Constantine; Zwart, Wilbert; Baas, Paul; Neefjes, Jacques

    2018-04-01

    Purpose: Finding new treatment options for patients with malignant pleural mesothelioma is challenging due to the rarity and heterogeneity of this cancer type. The absence of druggable targets further complicates the development of new therapies. Current treatment options are therefore limited, and prognosis remains poor. Experimental Design: We performed drug screening on primary mesothelioma cultures to guide treatment decisions of corresponding patients that were progressive after first- or second-line treatment. Results: We observed a high concordance between in vitro results and clinical outcomes. We defined three subgroups responding differently to the anticancer drugs tested. In addition, gene expression profiling yielded distinct signatures that segregated the differently responding subgroups. These genes signatures involved various pathways, most prominently the fibroblast growth factor pathway. Conclusions: Our primary mesothelioma culture system has proved to be suitable to test novel drugs. Chemical profiling of primary mesothelioma cultures allows personalizing treatment for a group of patients with a rare tumor type where clinical trials are notoriously difficult. This personalized treatment strategy is expected to improve the poor prospects of patients with mesothelioma. Clin Cancer Res; 24(7); 1761-70. ©2017 AACR See related commentary by John and Chia, p. 1513 . ©2017 American Association for Cancer Research.

  9. Consumers' perceptions of corporate social responsibilities : A cross-cultural comparison

    NARCIS (Netherlands)

    Maignan, [No Value

    Based on a consumer survey conducted in France, Germany, and the U.S., the study investigates consumers' readiness to support socially responsible organizations and examines their evaluations of the economic, legal, ethical, and philanthropic responsibilities of the firm. French and German consumers

  10. Investigating Apology Response Strategies in Australian English and Bahasa Indonesia: Gender and Cultural Perspectives

    Science.gov (United States)

    Adrefiza; Jones, Jeremy F.

    2013-01-01

    Studies on apologies have proliferated in pragmatics research, but little research has been conducted on apology responses (ARs). The present inquiry contributes to filling the gap in the literature, and it does so by examining such responses in two languages, Australian English (AE) and Bahasa Indonesia (BI). The study ultimately focuses on two…

  11. Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs

    Directory of Open Access Journals (Sweden)

    Chloe S. Gordon

    2017-02-01

    Full Text Available Abstract Background Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children’s drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Methods Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews, program evaluation questionnaires completed by children (n = 166, lesson observations completed by teachers (n = 35 observations, and reflective journal entries completed by the researcher (n = 44 entries. A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Results Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students’ life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper

  12. Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs.

    Science.gov (United States)

    Gordon, Chloe S; Kervin, Lisa K; Jones, Sandra C; Howard, Steven J

    2017-02-02

    Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic

  13. Effects of anodizing parameters and heat treatment on nanotopographical features, bioactivity, and cell culture response of additively manufactured porous titanium

    Energy Technology Data Exchange (ETDEWEB)

    Amin Yavari, S., E-mail: s.aminyavari@tudelft.nl [Faculty of Mechanical, Maritime, and Materials Engineering, Delft University of Technology (TU Delft), Mekelweg 2, 2628 CD Delft (Netherlands); Chai, Y.C. [Prometheus, Division of Skeletal Tissue Engineering, Bus 813, O& N1, Herestraat 49, KU Leuven, 3000 Leuven (Belgium); Tissue Engineering Laboratory, Skeletal Biology and Engineering Research Center, Bus 813, O& N1, Herestraat 49, KU Leuven, 3000 Leuven (Belgium); Department of Biomedical Engineering, Faculty of Engineering, University of Malaya, 50603 Kuala Lumpur (Malaysia); Böttger, A.J. [Faculty of Mechanical, Maritime, and Materials Engineering, Delft University of Technology (TU Delft), Mekelweg 2, 2628 CD Delft (Netherlands); Wauthle, R. [KU Leuven, Department of Mechanical Engineering, Section Production Engineering, Machine Design and Automation (PMA), Celestijnenlaan 300B, 3001 Leuven (Belgium); 3D Systems — LayerWise NV, Grauwmeer 14, 3001 Leuven (Belgium); Schrooten, J. [Department of Metallurgy and Materials Engineering, KU Leuven, Kasteelpark Arenberg 44 — PB2450, B-3001 Heverlee (Belgium); Weinans, H. [Faculty of Mechanical, Maritime, and Materials Engineering, Delft University of Technology (TU Delft), Mekelweg 2, 2628 CD Delft (Netherlands); Department of Orthopedics and Dept. Rheumatology, UMC Utrecht, Heidelberglaan100, 3584CX Utrecht (Netherlands); Zadpoor, A.A. [Faculty of Mechanical, Maritime, and Materials Engineering, Delft University of Technology (TU Delft), Mekelweg 2, 2628 CD Delft (Netherlands)

    2015-06-01

    Anodizing could be used for bio-functionalization of the surfaces of titanium alloys. In this study, we use anodizing for creating nanotubes on the surface of porous titanium alloy bone substitutes manufactured using selective laser melting. Different sets of anodizing parameters (voltage: 10 or 20 V anodizing time: 30 min to 3 h) are used for anodizing porous titanium structures that were later heat treated at 500 °C. The nanotopographical features are examined using electron microscopy while the bioactivity of anodized surfaces is measured using immersion tests in the simulated body fluid (SBF). Moreover, the effects of anodizing and heat treatment on the performance of one representative anodized porous titanium structures are evaluated using in vitro cell culture assays using human periosteum-derived cells (hPDCs). It has been shown that while anodizing with different anodizing parameters results in very different nanotopographical features, i.e. nanotubes in the range of 20 to 55 nm, anodized surfaces have limited apatite-forming ability regardless of the applied anodizing parameters. The results of in vitro cell culture show that both anodizing, and thus generation of regular nanotopographical feature, and heat treatment improve the cell culture response of porous titanium. In particular, cell proliferation measured using metabolic activity and DNA content was improved for anodized and heat treated as well as for anodized but not heat-treated specimens. Heat treatment additionally improved the cell attachment of porous titanium surfaces and upregulated expression of osteogenic markers. Anodized but not heat-treated specimens showed some limited signs of upregulated expression of osteogenic markers. In conclusion, while varying the anodizing parameters creates different nanotube structure, it does not improve apatite-forming ability of porous titanium. However, both anodizing and heat treatment at 500 °C improve the cell culture response of porous titanium

  14. Innovative Culture of the Organization and Its Role in the Concept of Corporate Social Responsibility ‒ Czech Republic Case Study

    Directory of Open Access Journals (Sweden)

    Hana Mohelska

    2017-08-01

    Full Text Available Rivalry among companies is increasing nowadays. Companies try to gain every possible advantage over their rivals and this very often means using a creative approach, for example, drawing from such resources as Corporate Social Responsibility (CSR. The CSR strategy is based on three fundamental pillars - economic, social and environmental (triplebottom-line, which express the key themes, programs, through which the strategy is implemented. Although, the key corporate responsibility is profit making, the CSR implementation in corporate vision contributes to company’s development. CSR can help increase business credibility, but it can also have significant internal effects due to innovation, readiness for future customer demands, employee motivation and loyalty. The primary objective of the paper is to explore organizational culture in connection with the implementation of the Corporate Social Responsibility concept in companies in the Czech Republic. The outputs are supported by the results of an extensive studies conducted in 2013 and 2015, exploring the organizational culture of companies in the Czech Republic. The results obtained are interpreted and compared in the context of development trends described in domestic and foreign scientific publications.

  15. In situ modification of cell-culture scaffolds by photocatalysis of visible-light-responsive TiO2 film

    Science.gov (United States)

    Kono, Sho; Furusawa, Kohei; Kurotobi, Atsushi; Hattori, Kohei; Yamamoto, Hideaki; Hirano-Iwata, Ayumi; Tanii, Takashi

    2018-02-01

    We propose a novel process to modify the cell affinity of scaffolds in a cell-culture environment using the photocatalytic activity of visible-light (VL)-responsive TiO2. The proposed process is the improved version of our previous demonstration in which ultraviolet (UV)-responsive TiO2 was utilized. In that demonstration, we showed that cell-repellent molecules on TiO2 were decomposed and replaced with cell-permissive molecules upon UV exposure in the medium where cells are being cultured. However, UV irradiation involves taking the risk of inducing damage to the cells. In this work, a TiO2 film was sputter-deposited on a quartz coverslip at 640 °C without O2 gas injection to create a rutile structure containing oxygen defects, which is known to exhibit photocatalytic activity upon VL exposure. We show that the cell adhesion site and migration area can be controlled with the photocatalytic activity of the VL-responsive TiO2 film, while the cellular oxidative stress is reduced markedly by the substitution of VL for UV.

  16. Universal Design for Instruction: The Paradigm, Its Principles, and Products for Enhancing Instructional Access

    Science.gov (United States)

    McGuire, Joan M.; Scott, Sally S.; Shaw, Stan F.

    2003-01-01

    Universal Design for Instruction (UDI), a construct that serves as the foundation for the work of a federally funded project at the University of Connecticut, offers an approach to inclusive instruction that is responsive to the diverse learning needs of a changing postsecondary population. In this article elements relating to the implementation…

  17. The ontogeny of cultural learning.

    Science.gov (United States)

    Tomasello, Michael

    2016-04-01

    All primates engage in one or another form of social learning. Humans engage in cultural learning. From very early in ontogeny human infants and young children do not just learn useful things from others, they conform to others in order to affiliate with them and to identify with the cultural group. The cultural group normatively expects such conformity, and adults actively instruct children so as to ensure it. Young children learn from this instruction how the world is viewed and how it works in their culture. These special forms of cultural learning enable powerful and species-unique processes of cumulative cultural evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Long-term culture change related to rapid response system implementation.

    Science.gov (United States)

    Stevens, Jennifer; Johansson, Anna; Lennes, Inga; Hsu, Douglas; Tess, Anjala; Howell, Michael

    2014-12-01

    Increasing attention to patient safety in training hospitals may come at the expense of trainee autonomy and professional growth. This study sought to examine changes in medical trainees' self-reported behaviour after the institution-wide implementation of a rapid response system. We conducted a two-point cross-sectional survey of medical trainees in 2006, during the implementation of a rapid response system, and in 2010, in a single academic medical centre. A novel instrument was used to measure trainee likelihood of calling for supervisory assistance, perception of autonomy, and comfort in managing decompensating patients. Non-parametric tests to assess for change were used and year of training was evaluated as an effect modifier. Response rates were 38% in 2006 and 70% in 2010. After 5 years of the full implementation of the rapid response system, residents were significantly more likely to report calling their attending physicians for assistance (rising from 40% to 65% of relevant situations; p autonomy at 5 years after the implementation of the rapid response system. These changes were mirrored in the actual use of the rapid response system, which increased by 41% during the 5-year period after adjustment for patient volume (p < 0.0001). A primary team-focused implementation of a rapid response system was associated with durable changes in resident physicians' reported behaviour, including increased comfort with involving more experienced physicians and managing unstable patients. © 2014 John Wiley & Sons Ltd.

  19. Transcriptional Responses of Bacillus cereus towards Challenges with the Polysaccharide Chitosan : Direct Dating, Culture and Behavior

    NARCIS (Netherlands)

    Mellegard, Hilde; Kovacs, Akos T.; Lindback, Toril; Christensen, Bjorn E.; Kuipers, Oscar P.; Granum, Per E.

    2011-01-01

    The antibacterial activity of the polysaccharide chitosan towards different bacterial species has been extensively documented. The response mechanisms of bacteria exposed to this biopolymer and the exact molecular mechanism of action, however, have hardly been investigated. This paper reports the

  20. Phenotypic variations in chondrocyte subpopulations and their response to in vitro culture and external stimuli.

    Science.gov (United States)

    Coates, Emily E; Fisher, John P

    2010-11-01

    Articular cartilage defects have limited capacity to self-repair, and cost society up to 60 billion dollars annually in both medical treatments and loss of working days. Recent developments in cartilage tissue engineering have resulted in many new products coming to market or entering clinical trials. However, there is a distinct lack of treatments which aim to recreate the complex zonal organization of articular cartilage. Cartilage tissue withstands repetitive strains throughout an individual's lifetime and provides frictionless movement between joints. The structure and composition of its intricately organized extracellular matrix varies with tissue depth to provide optimal resistance to loading, ensure ease of movement, and integrate with the subchondral bone. Each tissue zone is specially designed to resist the load it experiences, and maximize the tissue properties needed for its location. It is unlikely that a homogenous solution to tissue repair will be able to optimally restore the function of such a heterogeneous tissue. For zonal engineering of articular cartilage to become practical, maintenance of phenotypically stable zonal cell populations must be achieved. The chondrocyte phenotype varies considerably by zone, and it is the activity of these cells that help achieve the structural organization of the tissue. This review provides an examination of literature which has studied variations in cellular phenotype between cartilage zones. By doing so, we have identified critical differences between cell populations and highlighted areas of research which show potential in the field. Current research has made the morphological and metabolic variations between these cell populations clear, but an ideal way of maintaining these differences in vitro culture is yet to be established. Combinations of delivered growth factors, mechanical loading, and layered three-dimensional culture systems all show potential for achieving this goal. Furthermore, differentiation

  1. Assessing Concordance of Drug-Induced Transcriptional Response in Rodent Liver and Cultured Hepatocytes.

    Directory of Open Access Journals (Sweden)

    Jeffrey J Sutherland

    2016-03-01

    Full Text Available The effect of drugs, disease and other perturbations on mRNA levels are studied using gene expression microarrays or RNA-seq, with the goal of understanding molecular effects arising from the perturbation. Previous comparisons of reproducibility across laboratories have been limited in scale and focused on a single model. The use of model systems, such as cultured primary cells or cancer cell lines, assumes that mechanistic insights derived from the models would have been observed via in vivo studies. We examined the concordance of compound-induced transcriptional changes using data from several sources: rat liver and rat primary hepatocytes (RPH from Drug Matrix (DM and open TG-GATEs (TG, human primary hepatocytes (HPH from TG, and mouse liver/HepG2 results from the Gene Expression Omnibus (GEO repository. Gene expression changes for treatments were normalized to controls and analyzed with three methods: 1 gene level for 9071 high expression genes in rat liver, 2 gene set analysis (GSA using canonical pathways and gene ontology sets, 3 weighted gene co-expression network analysis (WGCNA. Co-expression networks performed better than genes or GSA when comparing treatment effects within rat liver and rat vs. mouse liver. Genes and modules performed similarly at Connectivity Map-style analyses, where success at identifying similar treatments among a collection of reference profiles is the goal. Comparisons between rat liver and RPH, and those between RPH, HPH and HepG2 cells reveal lower concordance for all methods. We observe that the baseline state of untreated cultured cells relative to untreated rat liver shows striking similarity with toxicant-exposed cells in vivo, indicating that gross systems level perturbation in the underlying networks in culture may contribute to the low concordance.

  2. Modulation of cultured porcine granulosa cell responsiveness to follicle stimulating hormone and epidermal growth factor

    Energy Technology Data Exchange (ETDEWEB)

    Buck, P.A.

    1986-01-01

    Ovarian follicular development is dependent upon the coordinated growth and differentiation of the granulosa cells which line the follicle. Follicle stimulating hormone (FSH) induces granulosa cell differentiation both in vivo and in vitro. Epidermal growth factor (EGF) stimulates granulosa cell proliferation in vitro. The interaction of these two effectors upon selected parameters of growth and differentiation was examined in monolayer cultures of porcine granulose cells. Analysis of the EGF receptor by /sup 125/I-EGF binding revealed that the receptor was of high affinity with an apparent dissociation constant of 4-6 x 10/sup -10/ M. The average number of receptors per cell varied with the state of differentiation both in vivo and in vitro; highly differentiated cells bound two-fold less /sup 125/I-EGF and this effect was at least partially induced by FSH in vitro. EGF receptor function was examined by assessing EGF effects on cell number and /sup 3/H-thymidine incorporation. EGF stimulated thymidine incorporation in both serum-free and serum-supplemented culture, but only in serum-supplemented conditions was cell number increased. EGF receptor function was inversely related to the state of differentiation and was attenuated by FSH. The FSH receptor was examined by /sup 125/I-FSH binding. EGF increased FSH receptor number, and lowered the affinity of the receptor. The function of these receptors was assessed by /sup 125/I-hCG binding and progesterone radioimmunoassay. If EGF was present continuously in the cultures. FSH receptor function was attenuated regardless of FSH receptor number. A preliminary effort to examine the mechanism of this interaction was performed by analyzing hormonally controlled protein synthesis with /sup 35/S-methionine labeling, SDS polyacrylamide gel electrophoresis and fluorography. FSH promoted the expression of a 27,000 dalton protein. This effect was attenuated by EGF.

  3. Storytelling as an Instructional Method: Research Perspectives (Modeling and Simulations for Learning and Instruction)

    Science.gov (United States)

    2010-01-01

    told. In fact, storytelling does not stop in the classroom or in a formal training setting. Much of the culture and tradition of the military is passed...2010 2. REPORT TYPE Book 3. DATES COVERED 08-11-2006 to 31-12-2009 4. TITLE AND SUBTITLE Storytelling as an Instructional Method Research...better instructional storytelling because military instructors have historically relied heavily on that technique. One of the workshops major goals was

  4. The Host Response to a Clinical MDR Mycobacterial Strain Cultured in a Detergent-Free Environment: A Global Transcriptomics Approach.

    Science.gov (United States)

    Leisching, Gina; Pietersen, Ray-Dean; Mpongoshe, Vuyiseka; van Heerden, Carel; van Helden, Paul; Wiid, Ian; Baker, Bienyameen

    2016-01-01

    During Mycobacterium tuberculosis (M.tb) infection, the initial interactions between the pathogen and the host cell determines internalization and innate immune response events. It is established that detergents such as Tween alter the mycobacterial cell wall and solubilize various lipids and proteins. The implication of this is significant since induced changes on the cell wall affect macrophage uptake and the immune response to M.tb. Importantly, during transmission between hosts, aerosolized M.tb enters the host in its native form, i.e. in a detergent-free environment, thus in vitro and in vivo studies should mimic this as closely as possible. To this end, we have optimized a procedure for growing and processing detergent-free M.tb and assessed the response of murine macrophages (BMDM) infected with multi drug-resistant M.tb (R179 Beijing 220 clinical isolate) using RNAseq. We compared the effects of the host response to M.tb cultured under standard laboratory conditions (Tween 80 containing medium -R179T), or in detergent-free medium (R179NT). RNAseq comparisons reveal 2651 differentially expressed genes in BMDMs infected with R179T M.tb vs. BMDMs infected with R179NT M.tb. A range of differentially expressed genes involved in BMDM receptor interaction with M.tb (Mrc1, Ifngr1, Tlr9, Fpr1 and Itgax) and pro-inflammatory cytokines/chemokines (Il6, Il1b, Tnf, Ccl5 and Cxcl14) were selected for analysis through qPCR. BMDMs infected with R179NT stimulate a robust inflammatory response. Interestingly, R179NT M.tb induce transcription of Fpr1, a receptor which detects bacterial formyl peptides and initiates a myriad of immune responses. Additionally we show that the host components Cxcl14, with an unknown role in M.tb infection, and Tlr9, an emerging role player, are only stimulated by infection with R179NT M.tb. Taken together, our results suggest that the host response differs significantly in response to Tween 80 cultured M.tb and should therefore not be used in

  5. The Host Response to a Clinical MDR Mycobacterial Strain Cultured in a Detergent-Free Environment: A Global Transcriptomics Approach.

    Directory of Open Access Journals (Sweden)

    Gina Leisching

    Full Text Available During Mycobacterium tuberculosis (M.tb infection, the initial interactions between the pathogen and the host cell determines internalization and innate immune response events. It is established that detergents such as Tween alter the mycobacterial cell wall and solubilize various lipids and proteins. The implication of this is significant since induced changes on the cell wall affect macrophage uptake and the immune response to M.tb. Importantly, during transmission between hosts, aerosolized M.tb enters the host in its native form, i.e. in a detergent-free environment, thus in vitro and in vivo studies should mimic this as closely as possible. To this end, we have optimized a procedure for growing and processing detergent-free M.tb and assessed the response of murine macrophages (BMDM infected with multi drug-resistant M.tb (R179 Beijing 220 clinical isolate using RNAseq. We compared the effects of the host response to M.tb cultured under standard laboratory conditions (Tween 80 containing medium -R179T, or in detergent-free medium (R179NT. RNAseq comparisons reveal 2651 differentially expressed genes in BMDMs infected with R179T M.tb vs. BMDMs infected with R179NT M.tb. A range of differentially expressed genes involved in BMDM receptor interaction with M.tb (Mrc1, Ifngr1, Tlr9, Fpr1 and Itgax and pro-inflammatory cytokines/chemokines (Il6, Il1b, Tnf, Ccl5 and Cxcl14 were selected for analysis through qPCR. BMDMs infected with R179NT stimulate a robust inflammatory response. Interestingly, R179NT M.tb induce transcription of Fpr1, a receptor which detects bacterial formyl peptides and initiates a myriad of immune responses. Additionally we show that the host components Cxcl14, with an unknown role in M.tb infection, and Tlr9, an emerging role player, are only stimulated by infection with R179NT M.tb. Taken together, our results suggest that the host response differs significantly in response to Tween 80 cultured M.tb and should therefore not

  6. Benzoic Acid Production with Respect to Starter Culture and Incubation Temperature during Yogurt Fermentation using Response Surface Methodology.

    Science.gov (United States)

    Yu, Hyung-Seok; Lee, Na-Kyoung; Jeon, Hye-Lin; Eom, Su Jin; Yoo, Mi-Young; Lim, Sang-Dong; Paik, Hyun-Dong

    2016-01-01

    Benzoic acid is occasionally used as a raw material supplement in food products and is sometimes generated during the fermentation process. In this study, the production of naturally occurring yogurt preservatives was investigated for various starter cultures and incubation temperatures, and considered food regulations. Streptococcus thermophilus, Lactobacillus acidophilus, Lactobacillus delbrueckii subsp. bulgaricus, Lactobacillus rhamnosus, Lactobacillus casei, Lactobacillus paracasei, Lactobacillus reuteri, Lactobacillus plantarum, Bifidobacterium longum, Bifidobacterium lactis, Bifidobacterium bifidum, Bifidobacterium infantis, and Bifidobacterium breve were used as yogurt starter cultures in commercial starters. Among these strains, L. rhamnosus and L. paracasei showed the highest production of benzoic acid. Therefore, the use of L. rhamnosus, L. paracasei, S. thermophilus, and different incubation temperatures were examined to optimize benzoic acid production. Response surface methodology (RSM) based on a central composite design was performed for various incubation temperatures (35-44℃) and starter culture inoculum ratios (0-0.04%) in a commercial range of dairy fermentation processes. The optimum conditions were 0.04% L. rhamnosus, 0.01% L. paracasei, 0.02% S. thermophilus, and 38.12℃, and the predicted and estimated concentrations of benzoic acid were 13.31 and 13.94 mg/kg, respectively. These conditions maximized naturally occurring benzoic acid production during the yogurt fermentation process, and the observed production levels satisfied regulatory guidelines for benzoic acid in dairy products.

  7. Teachers' Instructional Adaptations: A Research Synthesis

    Science.gov (United States)

    Parsons, Seth A.; Vaughn, Margaret; Scales, Roya Qualls; Gallagher, Melissa A.; Parsons, Allison Ward; Davis, Stephanie G.; Pierczynski, Melissa; Allen, Melony

    2018-01-01

    Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse…

  8. Beliefs and Practices of Writing Instruction in Japanese Elementary Schools

    Science.gov (United States)

    Spence, Lucy K.; Kite, Yuriko

    2018-01-01

    Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs…

  9. Student Preferences for Instructional Methods in an Accounting Curriculum

    Science.gov (United States)

    Abeysekera, Indra

    2015-01-01

    Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students' preferences of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic…

  10. Response to culturally competent drug treatment among homeless persons with different living arrangements.

    Science.gov (United States)

    Guerrero, Erick G; Song, Ahyoung; Henwood, Benjamin; Kong, Yinfei; Kim, Tina

    2018-02-01

    This study investigated the association between program cultural competence and homeless individuals' drug use after treatment in Los Angeles County, California. Los Angeles County has the largest and most diverse population of homeless individuals in the nation. We randomly selected for analysis 52 drug-treatment programs and 2158 participants who identified as homeless in the Los Angeles County Participant Reporting System in 2011. We included their living arrangements (indoors and stable, indoors and unstable, and outdoors) and individual and program characteristics (particularly whether their programs used six culturally competent practices) in multilevel regression analyses. The outcome was days of primary drug use at discharge.Results showed that higher levels of staff personal involvement in minority communities (IRR=0.437; 95% CI=0.222, 0.861) and outreach to minority communities (IRR = 0.406; 95% CI=0.213, 0.771) were associated with fewer days of drug use at discharge. Homeless individuals living outdoors used their primary drug more often than any other group. Yet, compared to individuals with other living arrangements, when outdoor homeless individuals were treated by programs with the highest community resources and linkages (IRR=0.364; 95% CI=0.157, 0.844), they reported the fewest days of drug use. We discuss implications for program evaluation and community engagement policies and practices. Copyright © 2017. Published by Elsevier Ltd.

  11. Growth and enzymatic responses of phytopathogenic fungi to glucose in culture media and soil

    Directory of Open Access Journals (Sweden)

    Beatriz de Oliveira Costa

    2012-03-01

    Full Text Available The effect of inoculation of Aspergillus flavus, Fusarium verticillioides, and Penicillium sp. in Dystrophic Red Latosol (DRL and Eutroferric Red Latosol (ERL soils with or without glucose on the total carbohydrate content and the dehydrogenase and amylase activities was studied. The fungal growth and spore production in culture medium with and without glucose were also evaluated. A completely randomized design with factorial arrangement was used. The addition of glucose in the culture medium increased the growth rate of A. flavus and Penicillium sp. but not of F. verticillioides. The number of spores increased 1.2 for F. verticillioides and 8.2 times for A. flavus in the medium with glucose, but was reduced 3.5 times for Penicillium sp. The total carbohydrates contents reduced significantly according to first and second degree equations. The consumption of total carbohydrates by A. flavus and Penicillium sp. was higher than the control or soil inoculated with F. verticillioides. The addition of glucose to soils benefited the use of carbohydrates, probably due to the stimulation of fungal growth. Dehydrogenase activity increased between 1.5 to 1.8 times (p <0.05 in soils with glucose and inoculated with the fungi (except F. verticillioides, in relation to soil without glucose. Amylase activity increased 1.3 to 1.5 times due to the addition of glucose in the soil. Increased amylase activity was observed in the DRL soil with glucose and inoculated with A. flavus and Penicillium sp. when compared to control.

  12. Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

    Science.gov (United States)

    Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

    The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

  13. Differential metabolic responses of Beauveria bassiana cultured in pupae extracts, root exudates and its interactions with insect and plant.

    Science.gov (United States)

    Luo, Feifei; Wang, Qian; Yin, Chunlin; Ge, Yinglu; Hu, Fenglin; Huang, Bo; Zhou, Hong; Bao, Guanhu; Wang, Bin; Lu, Ruili; Li, Zengzhi

    2015-09-01

    and distilled water. This indicates that fungal fatty acid metabolism is enhanced when contacting insect, but when in the absence of insect hosts NRP synthesis is increased. Ornithine, arginine and GABA are decreased in mycelia cultured in pupae extracts and root exudates but remain unchanged in distilled water, which suggests that they may be associated with fungal cross-talk with insects and plants. Trehalose and mannitol are decreased while adenine is increased in three conditions, signifying carbon shortage in cells. Together, these results unveil that B. bassiana has differential metabolic responses in pupae extracts and root exudates, and metabolic similarity in root exudates and distilled water is possibly due to the lack of insect components. Copyright © 2015. Published by Elsevier Inc.

  14. From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

    Science.gov (United States)

    Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

    2018-04-01

    In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

  15. Hatching response to temperature along a latitudinal gradient by the fairy shrimp Branchinecta lindahli (Crustacea; Branchiopoda; Anostraca in culture conditions

    Directory of Open Access Journals (Sweden)

    D. Christopher Rogers

    2014-08-01

    Full Text Available Branchinecta lindahli is a broadly distributed fairy shrimp, reported from a range of temporary wetland habitat types in arid western North America. This species’ eggs hatch after the habitat dries, refills from seasonal rain, and receives a strong cold shock during the winter low temperatures. I studied phenotypic variation in temperature responses in cultures collected from four populations across 8° of latitude with low average temperatures ranging from -8 to 8°C. Time to maturation, mature body size and first clutch size decreased, as temperature increased, with only minor body size variability at mortality, regardless of culture origin. No variation in individual egg size was observed, demonstrating that body size is sacrificed to produce at least a few normal eggs during unfavourable years. Latitudinal variation in hatching temperature demonstrated a pattern of adaptive significance, with some overlap between regional temperature hatching cues.  Phenotypic hatching temperature and growth rate responses may cause genetic segregation, selecting one cohort for warmer, dryer years and one cohort for cooler, wetter years.  Drier year selected cohorts can exploit habitats that have shorter hydroperiods even in wet years. This may lead to population specialisation and speciation by adapting to more extreme habitats

  16. Dimethyl sulfoxide is a potent modulator of estrogen receptor isoforms and xenoestrogen biomarker responses in primary culture of salmon hepatocytes

    International Nuclear Information System (INIS)

    Mortensen, Anne S.; Arukwe, Augustine

    2006-01-01

    Dimethyl sulfoxide (DMSO) has been frequently used as carrier solvent in toxicological experiments where the most compelling DMSO attributes are its exceptionally low toxicity and environmental impact. We were inspired by recent and consistent observations that ethanol and DMSO modulate endocrine-disruptor biomarker responses in both in vitro and in vivo studies in our laboratory, to take a critical evaluation of these effects. Quantitative (real-time) polymerase chain reaction (PCR) method with specific primer pairs was used in this study to measure DMSO-induced time-dependent modulation of estrogen receptor (ER) isoforms, vitellogenin (Vtg) and zona radiata-protein (Zr-protein) gene expression patterns in primary culture of salmon hepatocytes. In addition, immunochemical analysis, using indirect enzyme linked immunosorbent assay (ELISA) with monoclonal (Vtg) and polyclonal (Zr-proteins) antibodies was used to detect and measure Vtg and Zr-proteins secreted in culture media. Salmon hepatocytes were isolated by a two-step collagenase perfusion method and exposed to 0.1% or 10 μL/L of DMSO after 48 h pre-culture. Cells were harvested at 12, 24, 48 and 72 h after exposure and analysed for ERα, ERβ, Vtg and Zr-protein gene expression using real-time PCR method. Media samples were collected at similar time-intervals for protein analysis. Our data show that DMSO-induced significant increase in ERα, ERβ, Vtg and Zr-protein genes in a time-dependent manner. Indirect ELISA analysis showed a time-specific effect of DMSO. The use of DMSO as carrier solvent in fish endocrine disruption studies should be re-evaluated. We recommend more investigation, using other endocrine-disruptor biomarkers in order to validate the suitability of common carrier solvents used in toxicology with the aim of setting new maximum allowable concentrations. In particular, given the high sensitivity of genomic approaches in toxicology, these results may have serious consequences for the

  17. Biomarkers’ Responses to Reductive Dechlorination Rates and Oxygen Stress in Bioaugmentation Culture KB-1TM

    Directory of Open Access Journals (Sweden)

    Gretchen L. W. Heavner

    2018-02-01

    Full Text Available Using mRNA transcript levels for key functional enzymes as proxies for the organohalide respiration (OHR rate, is a promising approach for monitoring bioremediation populations in situ at chlorinated solvent-contaminated field sites. However, to date, no correlations have been empirically derived for chlorinated solvent respiring, Dehalococcoides mccartyi (DMC containing, bioaugmentation cultures. In the current study, genome-wide transcriptome and proteome data were first used to confirm the most highly expressed OHR-related enzymes in the bioaugmentation culture, KB-1TM, including several reductive dehalogenases (RDases and a Ni-Fe hydrogenase, Hup. Different KB-1™ DMC strains could be resolved at the RNA and protein level through differences in the sequence of a common RDase (DET1545-like homologs and differences in expression of their vinyl chloride-respiring RDases. The dominant strain expresses VcrA, whereas the minor strain utilizes BvcA. We then used quantitative reverse-transcriptase PCR (qRT-PCR as a targeted approach for quantifying transcript copies in the KB-1TM consortium operated under a range of TCE respiration rates in continuously-fed, pseudo-steady-state reactors. These candidate biomarkers from KB-1TM demonstrated a variety of trends in terms of transcript abundance as a function of respiration rate over the range: 7.7 × 10−12 to 5.9 × 10−10 microelectron equivalents per cell per hour (μeeq/cell∙h. Power law trends were observed between the respiration rate and transcript abundance for the main DMC RDase (VcrA and the hydrogenase HupL (R2 = 0.83 and 0.88, respectively, but not transcripts for 16S rRNA or three other RDases examined: TceA, BvcA or the RDase DET1545 homologs in KB1TM. Overall, HupL transcripts appear to be the most robust activity biomarker across multiple DMC strains and in mixed communities including DMC co-cultures such as KB1TM. The addition of oxygen induced cell stress that caused respiration

  18. Biomarkers' Responses to Reductive Dechlorination Rates and Oxygen Stress in Bioaugmentation Culture KB-1TM.

    Science.gov (United States)

    Heavner, Gretchen L W; Mansfeldt, Cresten B; Debs, Garrett E; Hellerstedt, Sage T; Rowe, Annette R; Richardson, Ruth E

    2018-02-08

    Using mRNA transcript levels for key functional enzymes as proxies for the organohalide respiration (OHR) rate, is a promising approach for monitoring bioremediation populations in situ at chlorinated solvent-contaminated field sites. However, to date, no correlations have been empirically derived for chlorinated solvent respiring, Dehalococcoides mccartyi (DMC) containing, bioaugmentation cultures. In the current study, genome-wide transcriptome and proteome data were first used to confirm the most highly expressed OHR-related enzymes in the bioaugmentation culture, KB-1 TM , including several reductive dehalogenases (RDases) and a Ni-Fe hydrogenase, Hup. Different KB-1™ DMC strains could be resolved at the RNA and protein level through differences in the sequence of a common RDase (DET1545-like homologs) and differences in expression of their vinyl chloride-respiring RDases. The dominant strain expresses VcrA, whereas the minor strain utilizes BvcA. We then used quantitative reverse-transcriptase PCR (qRT-PCR) as a targeted approach for quantifying transcript copies in the KB-1 TM consortium operated under a range of TCE respiration rates in continuously-fed, pseudo-steady-state reactors. These candidate biomarkers from KB-1 TM demonstrated a variety of trends in terms of transcript abundance as a function of respiration rate over the range: 7.7 × 10 -12 to 5.9 × 10 -10 microelectron equivalents per cell per hour (μeeq/cell∙h). Power law trends were observed between the respiration rate and transcript abundance for the main DMC RDase (VcrA) and the hydrogenase HupL (R² = 0.83 and 0.88, respectively), but not transcripts for 16S rRNA or three other RDases examined: TceA, BvcA or the RDase DET1545 homologs in KB1 TM . Overall, HupL transcripts appear to be the most robust activity biomarker across multiple DMC strains and in mixed communities including DMC co-cultures such as KB1 TM . The addition of oxygen induced cell stress that caused respiration rates

  19. Promising Instructional Practices for English Language Learners

    Science.gov (United States)

    Prince, Johanna

    2018-01-01

    Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

  20. Developing Instructional Materials for Business Japanese.

    Science.gov (United States)

    Koike, Shohei

    Business Japanese should be the study of Japanese language and culture for business communication and should include values and beliefs and institutional constraints on which the Japanese act as well as business etiquette and terminology. Topics to be covered in instruction will vary depending on the role (seller, buyer, or colleague) played by…

  1. Sociocultural factors of teenage pregnancy in Latino communities: preparing social workers for culturally responsive practice.

    Science.gov (United States)

    Aparicio, Elizabeth; Pecukonis, Edward V; Zhou, Kelly

    2014-11-01

    Despite gains in reducing teenage pregnancy during the past 20 years, disparities in teenage pregnancy rates persist: The teenage pregnancy rate in Latino communities is now nearly double the average rate of teenage pregnancy in the United States. Considering the significant risks teenage pregnancy and parenting pose to both the teenager and the child, and that social workers are already often working in communities with populations at risk, this is not only a major public health issue, but one that the field of social work is well positioned to actively address. This article synthesizes pertinent literature on some of the social and cultural influences important for understanding this phenomenon. Implications for social work practice are discussed.

  2. Does culture matter?: a cross-national investigation of women's responses to cancer prevention campaigns.

    Science.gov (United States)

    Han, Kyoo-Hoon; Jo, Samsup

    2012-01-01

    We examined how culture influences the persuasive effects of health campaigns that promote early screening for cancers that occur in women. Two message dimensions were included: individualistic vs. collectivistic appeal and gain vs. loss frame. A total of 955 females from three countries-the United States, South Korea, and Japan-participated in the experiment. From the results, we found that message framing alone did not significantly influence the effectiveness of public campaigns for women's cancer prevention; and this tendency was similar across the three countries. Gain-framed messages are likely to be more persuasive when combined with a collectivistic appeal, however, whereas loss-framed messages tend to be more effective when combined with an individualistic appeal in both the United States and South Korea; but this result was not the case for Japan. Based on the findings, we suggested theoretical and managerial implications as well as several directions for future research.

  3. Profiles in coping: responses to sexual harassment across persons, organizations, and cultures.

    Science.gov (United States)

    Cortina, Lilia M; Wasti, S Arzu

    2005-01-01

    This study explicates the complexity of sexual harassment coping behavior among 4 diverse samples of working women: (a) working-class Hispanic Americans, (b) working-class Anglo Americans, (c) professional Turks, and (d) professional Anglo Americans. K-means cluster analysis revealed 3 common harassment coping profiles: (a) detached, (b) avoidant negotiating, and (c) support seeking. The authors then tested an integrated framework of coping profile determinants, involving social power, stressor severity, social support, and culture. Analysis of variance, chi-square, and discriminant function results identified significant determinants at each of the 4 levels of this ecological model. These findings underscore the importance of focusing on whole patterns of experience--and considering influences at the level of the individual employee and multiple levels of the surrounding context--when studying how women cope with workplace sexual harassment.

  4. Typical Responses in Giving Evaluation: An Analysis of High and Low Context Culture Communication

    Directory of Open Access Journals (Sweden)

    Ferany Arifin

    2013-05-01

    Full Text Available This paper aims at discussing high and low context in responses given by the students to evaluate their friend’s impromptu speech performance. The study focuses on the characteristics of high and low context represented specifically on (1 direct-indirect (2 simple-complex response, and (3 relationship orientation. The study is based on the analysis of ten responses given by ten students with different sexes. Classroom observation followed by transcription analysis is used. The data were collected naturally at undergraduate campus. The result shows that using indirect and complex responses can maintain harmonious relationship with others. The basic asumption is that the students tend to communicate in high level context. Penelitian ini bertujuan untuk membahas konteks tinggi dan rendah dalam mengevaluasi performansi pidato tanpa persiapan temannya. Penelitian ini memusatkan perhatian pada ciri konteks tinggi dan rendah yang direpresentasikan oleh (1 tanggapan langsung-tak langsung (2 sederhana-kompleks, dan (3 orientasi hubungan. Penelitian ini didasarkan pada sepuluh tanggapan yang diberikan oleh sepuluh mahasiswa pria dan wanita. Pengamatan kelas yang diikuti dengan analisis transkripsi digunakan untuk pengumpulan data. Data dikumpulkan di kampus diploma. Analisis menunjukkan bahwa siswa cenderung menggunakan tanggapan kompleks dan tak langsung agar dapat menjaga keharmonisan hubungan dengan temannya. Oleh karena itu asumsi dasarnya adalah bahwa siswa cenderung berkomunikasi dalam konteks level tinggi.

  5. A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

    Science.gov (United States)

    Brown, Julie Esparza; Doolittle, Jennifer

    2008-01-01

    Response to Intervention (RTI) has been heralded by many as the long-awaited alternative to using a discrepancy formula for special education eligibility decisions. RTI focuses on intervening early through a multi-tiered approach where each tier provides interventions of increasing intensity. RTI has the potential to affect change for English…

  6. Probiotics cultures in animal feed: Effects on ruminal fermentation, immune responses, and resistance to infectious diseases

    Science.gov (United States)

    We evaluated the effects of probiotics included in dairy cattle and mice feed on ruminal fermentation, immune responses, and resistance to Johne’s disease. To unveil the underlying mechanisms, dairy cattle were either fed Bovamine (1.04 x 10**9 cfu of Lactobacillus acidophilus NP51 plus 2.04 x 10**...

  7. Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

    Science.gov (United States)

    Santamaría, Lorri J.; Santamaría, Andrés P.

    2015-01-01

    This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer…

  8. A Mixed Methods Study of Culturally Responsive Teaching in Science and Math Classrooms

    Science.gov (United States)

    Holocker, Angela Y.

    2010-01-01

    Through the dawn of education, student achievement has always been the primary focus of educators. The United States has not changed the structure of their educational institutions since the Industrial Revolution. With the achievement gap between mainstream and non-mainstream students continually growing, it is the responsibility of every educator…

  9. Responses of neotropical mangrove seedlings grown in monoculture and mixed culture under treatments of hydroperiod and salinity

    Science.gov (United States)

    Cardona-Olarte, P.; Twilley, R.R.; Krauss, K.W.; Rivera-Monroy, V.

    2006-01-01

    We investigated the combined effects of salinity and hydroperiod on seedlings of Rhizophora mangle and Laguncularia racemosa grown under experimental conditions of monoculture and mixed culture by using a simulated tidal system. The objective was to test hypotheses relative to species interactions to either tidal or permanent flooding at salinities of 10 or 40 g/l. Four-month-old seedlings were experimentally manipulated under these environmental conditions in two types of species interactions: (1) seedlings of the same species were grown separately in containers from September 2000 to August 2001 to evaluate intraspecific response and (2) seedlings of each species were mixed in containers to evaluate interspecific, competitive responses from August 2002 to April 2003. Overall, L. racemosa was strongly sensitive to treatment combinations while R. mangle showed little effect. Most plant responses of L. racemosa were affected by both salinity and hydroperiod, with hydroperiod inducing more effects than salinity. Compared to R. mangle, L. racemosa in all treatment combinations had higher relative growth rate, leaf area ratio, specific leaf area, stem elongation, total length of branches, net primary production, and stem height. Rhizophora mangle had higher biomass allocation to roots. Species growth differentiation was more pronounced at low salinity, with few species differences at high salinity under permanent flooding. These results suggest that under low to mild stress by hydroperiod and salinity, L. racemosa exhibits responses that favor its competitive dominance over R. mangle. This advantage, however, is strongly reduced as stress from salinity and hydroperiod increase. ?? Springer 2006.

  10. Poster session in instructional technology course

    Science.gov (United States)

    Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

    2017-12-01

    Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.

  11. Bacterial growth and substrate degradation by BTX-oxidizing culture in response to salt stress.

    Science.gov (United States)

    Lee, Chi-Yuan; Lin, Ching-Hsing

    2006-01-01

    Interactions between microbial growth and substrate degradation are important in determining the performance of trickle-bed bioreactors (TBB), especially when salt is added to reduce biomass formation in order to alleviate media clogging. This study was aimed at quantifying salinity effects on bacterial growth and substrate degradation, and at acquiring kinetic information in order to improve the design and operation of TBB. Experiment works began by cultivating a mixed culture in a chemostat reactor receiving artificial influent containing a mixture of benzene, toluene, and xylene (BTX), followed by using the enrichment culture to degrade the individual BTX substrates under a particular salinity, which ranged 0-50 g l(-1) in batch mode. Then, the measured concentrations of biomass and residual substrate versus time were analyzed with the microbial kinetics; moreover, the obtained microbial kinetic constants under various salinities were modeled using noncompetitive inhibition kinetics. For the three substrates the observed bacterial yields appeared to be decreased from 0.51-0.74 to 0.20-0.22 mg mg(-1) and the maximum specific rate of substrate utilization, q, declined from 0.25-0.42 to 0.07-0.11 h(-1), as the salinity increased from 0 to 50 NaCl g l(-1). The NaCl acted as noncompetitive inhibitor, where the modeling inhibitions of the coefficients, K ( T(S)), were 22.7-29.7 g l(-1) for substrate degradation and K ( T(mu)), 13.0-19.0 g l(-1), for biomass formation. The calculated ratios for the bacterial maintenance rate, m (S), to q, further indicated that the percentage energy spent on maintenance increased from 19-24 to 86-91% as salinity level increased from 0 to 50 g l(-1). These results revealed that the bacterial growth was more inhibited than substrate degradation by the BTX oxidizers under the tested salinity levels. The findings from this study demonstrate the potential of applying NaCl salt to control excessive biomass formation in biotrickling filters.

  12. Putting NIMBY in perspective: The cultural origins of public response to hazardous waste

    International Nuclear Information System (INIS)

    Pollock, P.H. III; Lilie, S.A.; Vittes, M.E.

    1991-01-01

    The study of public response to the siting of hazardous waste treatment facilities has found a natural home in the literature on localized reaction, the so-called NIMBY (not in my backyard) syndrome. This concern for dealing with NIMBY in practical terms has fallen short in two respects. First, NIMBY has become isolated from two other basic responses: generalized acceptance (open-quotes Yes, in my backyardclose quotes or YIMBY) and generated opposition (open-quotes Not in anybody's backyardclose quotes or NAMBY). Second, too narrow a focus on NIMBY neglects a potentially revealing explanatory analogy: the parallel between the controversy over hazardous waste facilities and other technical controversies, such as the decades-old debate over nuclear power. In this paper, we review three theories that have been developed to explain general attitudes toward risk-bearing technologies. Using data from a statewide random sample, we then look to see if variables that figure prominently in these theories help shape the NIMBY, YIMBY or NAMBY responses to hazardous waste facilities

  13. Time-response of cultured deep-sea benthic foraminifera to different algal diets

    Science.gov (United States)

    Heinz, P.; Hemleben, Ch; Kitazato, H.

    2002-03-01

    The vertical distribution of benthic foraminifera in the surface sediment is influenced by environmental factors, mainly by food and oxygen supply. An experiment of three different time series was performed to investigate the response of deep-sea benthic foraminifera to simulated phytodetritus pulses under stable oxygen concentrations. Each series was fed constantly with one distinct algal species in equivalent amounts. The temporal reactions of the benthic foraminifera with regard to the vertical distribution in the sediment, the total number, and the species composition were observed and compared within the three series. Additionally, oxygen contents and bacterial cell numbers were measured to ensure that these factors were invariable and did not influence foraminiferal communities. The addition of algae leads to higher population densities 21 days after food was added. Higher numbers of individuals were probably caused by higher organic levels, which in turn induced reproduction. A stronger response is found after feeding with Amphiprora sp. and Pyramimonas sp., compared to Dunaliella tertiolecta. At a constant high oxygen supply, no migration to upper layers was observed after food addition, and more individuals were found in deeper layers. The laboratory results thus agree with the predictions of the TROX-model. An epifaunal microhabitat preference was shown for Adercotryma glomerata. Hippocrepina sp. was spread over the entire sediment depth with a shallow infaunal maximum. Melonis barleeanum preferred a deeper infaunal habitat. Bacterial cell concentrations were stable during the laboratory experiments and showed no significant response to higher organic fluxes.

  14. The university as an encounter for deliberative communication - creating cultural citizenship and professional responsibility

    Directory of Open Access Journals (Sweden)

    Tomas Englund

    2008-01-01

    Full Text Available How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of “deliberative communication” has been brought into focus and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication?

  15. Cultural responses to pain in UK children of primary school age: a mixed-methods study.

    Science.gov (United States)

    Azize, Pary M; Endacott, Ruth; Cattani, Allegra; Humphreys, Ann

    2014-06-01

    Pain-measurement tools are often criticized for not addressing the influence of culture and ethnicity on pain. This study examined how children who speak English as a primary or additional language discuss pain. Two methods were used in six focus group interviews with 34 children aged 4-7 years: (i) use of drawings from the Pediatric Pain Inventory to capture the language used by children to describe pain; and (ii) observation of the children's placing of pain drawings on red/amber/green paper to denote perceived severity of pain. The findings demonstrated that children with English as an additional language used less elaborate language when talking about pain, but tended to talk about the pictures prior to deciding where they should be placed. For these children, there was a positive significant relationship between language, age, and length of stay in the UK. The children's placement of pain drawings varied according to language background, sex, and age. The findings emphasize the need for sufficient time to assess pain adequately in children who do not speak English as a first language. © 2013 Wiley Publishing Asia Pty Ltd.

  16. Artistic activities and cultural activism as responses to HIV/AIDS in Harare, Zimbabwe.

    Science.gov (United States)

    Pietrzyk, Susan

    2009-12-01

    Over the last two decades both the number and types of civil-society-led organisations involved in addressing HIV and AIDS have increased dramatically. In many cases, the work undertaken is thoughtfully researched, appropriately focused, and as a result produces positive outcomes. Yet questions can be raised about what civil society engagements involve, particularly at a micro level. An important element concerns the role of the arts in efforts to understand and address HIV and AIDS. This article examines ways that insight, analysis, and action around HIV and AIDS have unfolded through the purview of artistic activities undertaken by cultural activists in Harare, Zimbabwe-that is, arts-oriented engagements occurring beyond the boundaries of formally structured organisations. Artistic expressions, which often concern lived experiences, make clear the complex circumstances surrounding HIV and AIDS, and at the same time seek to act upon those circumstances. Understanding and addressing HIV and AIDS requires more than one form of knowledge. Drawing on data from 21 months of ethnographic research in Harare, I examine artistic expressions as legitimate forms of knowledge and as strategies for intervention.

  17. Response of phytoplankton to an experimental fish culture in net cages in a subtropical reservoir.

    Science.gov (United States)

    Bartozek, E C R; Bueno, N C; Feiden, A; Rodrigues, L C

    2016-01-01

    This study aimed to evaluate nutrients concentration and spatial-temporal changes in phytoplankton biovolume during an experimental fish culture in net cages in a lateral arm of Salto Caxias reservoir, Brazil. Two sampling stations were placed in the affected lateral arm and other two in a cageless lateral arm. Neither abiotic variables nor phytoplankton biovolume presented significant differences between the treatments. Only temporal changes were confirmed by the analysis performed. Both lateral arms were classified as oligotrophic, reflecting low influence of the net cages. Phytoplankton growth seems to be limited by nitrogen. Biovolume values were, in general, low and five major functional groups were recognized (E, F, G, K and P). In summer higher biovolume values were observed and representatives of Chlorophyceae and Cyanobacteria belonging to the functional groups F and K, respectively, were the most important. In winter phytoplankton was mainly composed by Bacillariophyceae taxa from P group. G group was also restricted to winter and E group occurred in winter and summer. The variations recorded in phytoplankton structure appear to have been mainly influenced by seasonal changes in temperature, precipitation and nutrients availability. The effects of net cages on the abiotic variables and phytoplankton biovolume appear to have been small, probably due to the small number of net cages employed and the system dilution capacity. However, a permanent monitoring of phytoplankton is recommended, since this environment has a carrying capacity, from which the trophic state may increase.

  18. Long multiplication by instruction sequences with backward jump instructions

    NARCIS (Netherlands)

    Bergstra, J.A.; Middelburg, C.A.

    2013-01-01

    For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

  19. Dynamics of the transcriptome response of cultured human embryonic stem cells to ionizing radiation exposure

    Energy Technology Data Exchange (ETDEWEB)

    Sokolov, Mykyta V., E-mail: sokolovm@mail.nih.gov [Nuclear Medicine Division, Department of Radiology and Imaging Sciences, Clinical Center, National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892 (United States); Panyutin, Irina V., E-mail: ipanyutinv@mail.nih.gov [Nuclear Medicine Division, Department of Radiology and Imaging Sciences, Clinical Center, National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892 (United States); Panyutin, Igor G., E-mail: igorp@helix.nih.gov [Nuclear Medicine Division, Department of Radiology and Imaging Sciences, Clinical Center, National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892 (United States); Neumann, Ronald D., E-mail: rneumann@mail.nih.gov [Nuclear Medicine Division, Department of Radiology and Imaging Sciences, Clinical Center, National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892 (United States)

    2011-05-10

    One of the key consequences of exposure of human cells to genotoxic agents is the activation of DNA damage responses (DDR). While the mechanisms underpinning DDR in fully differentiated somatic human cells have been studied extensively, molecular signaling events and pathways involved in DDR in pluripotent human embryonic stem cells (hESC) remain largely unexplored. We studied changes in the human genome-wide transcriptome of H9 hESC line following exposures to 1 Gy of gamma-radiation at 2 h and 16 h post-irradiation. Quantitative real-time PCR was performed to verify the expression data for a subset of genes. In parallel, the cell growth, DDR kinetics, and expression of pluripotency markers in irradiated hESC were monitored. The changes in gene expression in hESC after exposure to ionizing radiation (IR) are substantially different from those observed in somatic human cell lines. Gene expression patterns at 2 h post-IR showed almost an exclusively p53-dependent, predominantly pro-apoptotic, signature with a total of only 30 up-regulated genes. In contrast, the gene expression patterns at 16 h post-IR showed 354 differentially expressed genes, mostly involved in pro-survival pathways, such as increased expression of metallothioneins, ubiquitin cycle, and general metabolism signaling. Cell growth data paralleled trends in gene expression changes. DDR in hESC followed the kinetics reported for human somatic differentiated cells. The expression of pluripotency markers characteristic of undifferentiated hESC was not affected by exposure to IR during the time course of our analysis. Our data on dynamics of transcriptome response of irradiated hESCs may provide a valuable tool to screen for markers of IR exposure of human cells in their most naive state; thus unmasking the key elements of DDR; at the same time, avoiding the complexity of interpreting distinct cell type-dependent genotoxic stress responses of terminally differentiated cells.

  20. Dynamics of the transcriptome response of cultured human embryonic stem cells to ionizing radiation exposure

    International Nuclear Information System (INIS)

    Sokolov, Mykyta V.; Panyutin, Irina V.; Panyutin, Igor G.; Neumann, Ronald D.

    2011-01-01

    One of the key consequences of exposure of human cells to genotoxic agents is the activation of DNA damage responses (DDR). While the mechanisms underpinning DDR in fully differentiated somatic human cells have been studied extensively, molecular signaling events and pathways involved in DDR in pluripotent human embryonic stem cells (hESC) remain largely unexplored. We studied changes in the human genome-wide transcriptome of H9 hESC line following exposures to 1 Gy of gamma-radiation at 2 h and 16 h post-irradiation. Quantitative real-time PCR was performed to verify the expression data for a subset of genes. In parallel, the cell growth, DDR kinetics, and expression of pluripotency markers in irradiated hESC were monitored. The changes in gene expression in hESC after exposure to ionizing radiation (IR) are substantially different from those observed in somatic human cell lines. Gene expression patterns at 2 h post-IR showed almost an exclusively p53-dependent, predominantly pro-apoptotic, signature with a total of only 30 up-regulated genes. In contrast, the gene expression patterns at 16 h post-IR showed 354 differentially expressed genes, mostly involved in pro-survival pathways, such as increased expression of metallothioneins, ubiquitin cycle, and general metabolism signaling. Cell growth data paralleled trends in gene expression changes. DDR in hESC followed the kinetics reported for human somatic differentiated cells. The expression of pluripotency markers characteristic of undifferentiated hESC was not affected by exposure to IR during the time course of our analysis. Our data on dynamics of transcriptome response of irradiated hESCs may provide a valuable tool to screen for markers of IR exposure of human cells in their most naive state; thus unmasking the key elements of DDR; at the same time, avoiding the complexity of interpreting distinct cell type-dependent genotoxic stress responses of terminally differentiated cells.