Secondary Student Metacognition Compared to Actual Participation in the Classroom

Many times in a conflict there are three different accounts of what happened: person one’s side, person two’s side, and the truth. As often as this saying gets made and joked about, it does reveal truth about how perception and truth don’t always align. With this thought, I want to compare a student’s perceived participation in comparison with actual class participation. In many secondary and collegiate level classrooms, course grades are partially determined on class participation. Because of this, it would seem relevant to consider perceptions with reality so that students can better understand themselves. When a student has a good grasp on his or herself, then he or she is more likely to modify behavior for improvement. As for the actual measuring of data, a survey will be given out after one session of recording, then to also be followed by a second session. During each recording session, the primary principal/co-principal investigator will record how often each student raises their hand, how often each student is called on with and without their hand raised separately by tallies. The students will also turn in their assignment, not for a grade but for a completion of finished, half finished, or not finished as a score. Assignments will be tallied on two different situations: one prior to the survey and one after the survey. After all data has been collected and coded to protect identities, surveys will be compared to before and after survey recordings and then compared through mean, mode and median

Secondary Student Metacognition Compared to Actual Participation in the Classroom

Many times in a conflict, there are three different accounts of what happened: person one\u27s side, person two\u27s side, and the truth. As often as this saying gets made and joked about, it does reveal truth about how perception and truth don\u27t always align. With this thought, I compared students’ perceived participation in a classroom setting in comparison to their actual class participation. Each student will participate in a normal class, while their participation is being measured. They will then take a survey and be re-measured for the same amount of time so that they may be able to more accurately place their perceptions. After all data has been collected, it will be compared to that which was collected the year before in the same manner at a different school. It will be compared through mean, mode, and median

Student Assumptions on Self about Classroom Participation Compared to Actual Participation

I want to compare a student’s perceived participation with actual class participation. In many secondary and collegiate level classrooms, course grades are partially based on class participation. Because of this, it would seem relevant to consider perceptions with reality so that students can better understand themselves. When a student has a good grasp on his or herself, then he or she is more likely to modify behavior for improvement. As for the actual measuring of data, a survey will be given out after one session of recording, then followed by a second session. During each recording session, the primary principal/co-principal investigator will record separately by tallies how often each student raises his or her hand and how often each student is called on with and without their hand raised. The students will also turn in their assignment, not for a grade, but for a completion of finished, half finished, or not finished as a score. Assignments will be tallied on two different occasions: one prior to the survey and one after the survey. After all data has been collected and coded to protect identities, surveys will be compared to before and after survey recordings and then compared through mean, mode, and median

Discovery of common and rare genetic risk variants for colorectal cancer.

To further dissect the genetic architecture of colorectal cancer (CRC), we performed whole-genome sequencing of 1,439 cases and 720 controls, imputed discovered sequence variants and Haplotype Reference Consortium panel variants into genome-wide association study data, and tested for association in 34,869 cases and 29,051 controls. Findings were followed up in an additional 23,262 cases and 38,296 controls. We discovered a strongly protective 0.3% frequency variant signal at CHD1. In a combined meta-analysis of 125,478 individuals, we identified 40 new independent signals at P < 5 × 10-8, bringing the number of known independent signals for CRC to ~100. New signals implicate lower-frequency variants, Krüppel-like factors, Hedgehog signaling, Hippo-YAP signaling, long noncoding RNAs and somatic drivers, and support a role for immune function. Heritability analyses suggest that CRC risk is highly polygenic, and larger, more comprehensive studies enabling rare variant analysis will improve understanding of biology underlying this risk and influence personalized screening strategies and drug development.Goncalo R Abecasis has received compensation from 23andMe and Helix. He is currently an employee of Regeneron Pharmaceuticals. Heather Hampel performs collaborative research with Ambry Genetics, InVitae Genetics, and Myriad Genetic Laboratories, Inc., is on the scientific advisory board for InVitae Genetics and Genome Medical, and has stock in Genome Medical. Rachel Pearlman has participated in collaborative funded research with Myriad Genetics Laboratories and Invitae Genetics but has no financial competitive interest

Genetic architectures of proximal and distal colorectal cancer are partly distinct.

OBJECTIVE: An understanding of the etiologic heterogeneity of colorectal cancer (CRC) is critical for improving precision prevention, including individualized screening recommendations and the discovery of novel drug targets and repurposable drug candidates for chemoprevention. Known differences in molecular characteristics and environmental risk factors among tumors arising in different locations of the colorectum suggest partly distinct mechanisms of carcinogenesis. The extent to which the contribution of inherited genetic risk factors for CRC differs by anatomical subsite of the primary tumor has not been examined. DESIGN: To identify new anatomical subsite-specific risk loci, we performed genome-wide association study (GWAS) meta-analyses including data of 48 214 CRC cases and 64 159 controls of European ancestry. We characterised effect heterogeneity at CRC risk loci using multinomial modelling. RESULTS: We identified 13 loci that reached genome-wide significance (p<5×10-8) and that were not reported by previous GWASs for overall CRC risk. Multiple lines of evidence support candidate genes at several of these loci. We detected substantial heterogeneity between anatomical subsites. Just over half (61) of 109 known and new risk variants showed no evidence for heterogeneity. In contrast, 22 variants showed association with distal CRC (including rectal cancer), but no evidence for association or an attenuated association with proximal CRC. For two loci, there was strong evidence for effects confined to proximal colon cancer. CONCLUSION: Genetic architectures of proximal and distal CRC are partly distinct. Studies of risk factors and mechanisms of carcinogenesis, and precision prevention strategies should take into consideration the anatomical subsite of the tumour

Feeding regulation in Drosophila

Neuromodulators play a key role in adjusting animal behavior based on environmental cues and internal needs. Here, we review the regulation of Drosophila feeding behavior to illustrate how neuromodulators achieve behavioral plasticity. Recent studies have made rapid progress in determining molecular and cellular mechanisms that translate the metabolic needs of the fly into changes in neuroendocrine and neuromodulatory states. These neuromodulators in turn promote or inhibit discrete feeding behavioral subprograms. This review highlights the links between physiological needs, neuromodulatory states, and feeding decisions