Search for Mars lander/rover/sample-return sites: A status review

Ten Mars sites were studied in the USA for four years. The sites are the Chasma Boreale (North Pole), Planum Australe (South Pole), Olympus Rupes, Mangala Valles, Memnonia Sulci, Candor Chasma, Kasel Valles, Nilosyrtis Mensae, Elysium Montes, and Apollinaris Patera. Seven sites are being studied by the USSR; their prime sites are located at the east mouth of Kasel Valles and near Uranius Patera. Thirteen geological maps of the first six USA sites are compiled and in review. Maps of the Mangala East and West sites at 1:1/2 million scale and a 1:2 million scale map show evidence of three episodes of small-channel formation interspersed with episodes of volcanism and tectonism that span the period from 3.5 to 0.6 b.y. ago. The tectonic and geological history of Mars, both ancient and modern, can be elucidated by sampling volcanic and fluvial geologic units at equatorial sites and layered deposits at polar sites. The evidence appears clear for multiple episodes of fluvial channeling, including some that are quite recent; this evidence contrasts with the theses of Baker and Partridge (1986) and many others that all channels are ancient. Verification of this hypothesis by Mars Observer will be an important step forward in the perception of the history of Mars

Time resolved amplified FRET identifies protein kinase B activation state as a marker for poor prognosis in clear cell renal cell carcinoma

Purpose Clear cell Renal Cell Carcinomas (ccRCC), the largest group of renal tumours, are resistant to classical therapies. The determination of the functional state of actionable biomarkers for the assessment of these adenocarcinomas is essential. The dysregulation of the oncoprotein, PKB/Akt has been linked with poor prognoses in human cancers. Material & methods We analysed the status of the PKB/Akt pathway in a representative tumour tissue microarray obtained from the primary tumours and their metastases in 60 ccRCC with long term follow up. We sought to define the evolution of this pathway from the primary tumour to the metastatic event and to know the impact of its functional state in tumour aggressiveness and patient survival. Two-site time resolved amplified FRET (A-FRET) was utilised for assessing the activation state of PKB/Akt and this was compared to conventional immunohistochemistry measurements. Results Activation state of PKB/Akt in primary tumours defined by A-FRET correlated with poorer overall survival (hazard ratio 0.228; p = 0.002). Whereas, increased protein expression of phosphoPKB/Akt, identified using classical immunohistochemistry, yielded no significant difference (hazard ratio 1.390; p = 0.548). Conclusions Quantitative determination of PKB/Akt activation in ccRCC primary tumours alongside other diagnostics tools could prove key in taking oncologists closer to an efficient personalised therapy in ccRCC patients. General significance The quantitative imaging technology based on Amplified-FRET can rapidly analyse protein activation states and molecular interactions. It could be used for prognosis and assess drug function during the early cycles of chemotherapy. It enables evaluation of clinical efficiency of personalised cancer treatment

Assessable Learning Outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS Working Group

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

The Reader, the text, the Context: An Exploration of a Choreographed Response to Literature

Much current theory about response to literature stresses the reader's active role in constructing meaning, with reader, text, and context affecting the responses of individual readers (Beach, 1993). Response to literature, like most classroom interaction, tends to take a linguistic form. In a supportive classroom environment, however, a range of response media can potentially mediate students' transactions with literature. The present exploratory study used stimulated recall to elicit a retrospective account from two alternative school students who choreographed a dance to depict their understanding of the relationship between the two central characters in a short story. In their account they indicate that in composing their text they (a) initiated their interpretation by empathizing with the characters, (b) represented the characters' relationship through spatial images and configurations, and (c) used the psychological tool of dance to both represent and develop their thinking about the story. Their thought and activity were further mediated by the social context of learning, including the communication genres of the classroom, their own interaction, their teacher's intervention, and the stimulated recall interview itself. Their account illustrates the way in which reader, text, and context participate in a complex transaction when readers construct meaning for literature. Their experience also illustrates the ways in which the values of an instructional setting influence the extent to which learners may take advantage of the psychological tools available to them for growth.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The Depth and Dynamics of Context: Tracing the Sources and Channels of Engagement and Disengagement in Students' Response to Literature

In this article, we analyze one coauthor's 12th-grade English class, focusing on a small group of students who interpreted the character of Gertrude in Hamlet through a body biography, a life-sized human outline that students filled with words and images that represented their understanding of the character. We analyze the body biography production as a function of the social context of activity and then analyze the processes of composition involved in their production. Analysis of the data reveals that (a) the students exhibited different degrees of commitment to and involvement in the group task, (b) the degree of equity in productivity and social relations varied within the group in accordance with these different degrees of engagement, and (c) the inequity in social relations and contributions to the group product belied the degree to which the final interpretive product met the teacher's assessment criteria. We conclude with a reconsideration of the notion of engagement that includes attention to both the immediate social relations within the classroom and the histories of engagement that students bring to class.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity

↵PETER SMAGORINSKY is Assistant Professor, College of Education, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-0. He specializes in classroom literacy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Making Sense Through Participation

In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural theory (Vygotsky, Lave & Wenger), however, understands ‘social’ not only in terms of knowledge/meaning being constructed in interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools. Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differences in the cultural practices that underpin learning influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the school

Fitness Landscape Transformation through a Single Amino Acid Change in the Rho Terminator

Regulatory networks allow organisms to match adaptive behavior to the complex and dynamic contingencies of their native habitats. Upon a sudden transition to a novel environment, the mismatch between the native behavior and the new niche provides selective pressure for adaptive evolution through mutations in elements that control gene expression. In the case of core components of cellular regulation and metabolism, with broad control over diverse biological processes, such mutations may have substantial pleiotropic consequences. Through extensive phenotypic analyses, we have characterized the systems-level consequences of one such mutation (rho*) in the global transcriptional terminator Rho of Escherichia coli. We find that a single amino acid change in Rho results in a massive change in the fitness landscape of the cell, with widely discrepant fitness consequences of identical single locus perturbations in rho* versus rhoWT backgrounds. Our observations reveal the extent to which a single regulatory mutation can transform the entire fitness landscape of the cell, causing a massive change in the interpretation of individual mutations and altering the evolutionary trajectories which may be accessible to a bacterial population