Paper 2: Using TI-Nspire to Engage Preservice Mathematics Teachers in an Exploratory Geometry Module

In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, today’s demands for preservice teachers to engage in a variety of “best teaching practices” in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachers’ desires to gain the adequate technical skills necessary to use technology in teachers’ daily tasks of facilitating and managing their classrooms. They suggested that “in order to translate these skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditions” (p. 96). Preservice teachers need guidance and information about “how, as well as why, to use technology in meaningful ways” so they can “develop their own visions for, or ideas about, meaningful technology use” (p. 96). Thus, the instructional aid of technology integration in the mathematics classroom must look to address specific uses of technology to help preservice mathematics teachers build awareness and confidence to implement innovative teaching approaches to enhance student learning

Using TI-Nspire to Engage Preservice Mathematics Teachers in an Exploratory Geometry Module

In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, today’s demands for preservice teachers to engage in a variety of “best teaching practices” in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachers’ desires to gain the adequate technical skills necessary to use technology in teachers’ daily tasks of facilitating and managing their classrooms. They suggested that “in order to translate these skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditions” (p. 96). Preservice teachers need guidance and information about “how, as well as why, to use technology in meaningful ways” so they can “develop their own visions for, or ideas about, meaningful technology use” (p. 96). Thus, the instructional aid of technology integration in the mathematics classroom must look to address specific uses of technology to help preservice mathematics teachers build awareness and confidence to implement innovative teaching approaches to enhance student learning

Some recent rural radio talks

Cream stirring is important. - D.C. Mickle Crossbreeding in pig production. - P. Beck Salmonella infection in sheep. - I.J. Miller Useful sprays for the home garden. A.A. Holland Tapeworm of dogs and cats. P.B. Lewis The poison plant and the animal. - R.D. Royce Sire surveys to prove bulls. K. Needham Peat as a substitute for horse manure. - L.T. Jone

The C-type natriuretic peptide induces thermal hyperalgesia through a noncanonical Gβγ-dependent modulation of TRPV1 channel

Natriuretic peptides (NPs) control natriuresis and normalize changes in blood pressure. Recent studies suggest that NPs are also involved in the regulation of pain sensitivity, although the underlying mechanisms remain largely unknown. Many biological effects of NPs are mediated by guanylate cyclase (GC)-coupled NP receptors, NPR-A and NPR-B, whereas the third NP receptor, NPR-C, lacks the GC kinase domain and acts as the NP clearance receptor. In addition, NPR-C can couple to specific Gα(i)-βγ-mediated intracellular signaling cascades in numerous cell types. We found that NPR-C is co-expressed in TRPV1-expressing mouse DRG neurons. NPR-C can be co-immunoprecipitated with Gα(i), and CNP treatment induced translocation of PKCε to the plasma membrane of these neurons, which was inhibited by pertussis toxin pre-treatment. Application of CNP potentiated capsaicin- and proton-activated TRPV1 currents in cultured mouse DRG neurons, and increased neuronal firing frequency, an effect that was absent in DRG neurons from TRPV1(−/−) mice. CNP-induced sensitization of TRPV1 activity was attenuated by pre-treatment of DRG neurons with the specific inhibitors of Gβγ, PLCβ or PKC, but not of PKA, and was abolished by mutations at two PKC phosphorylation sites in TRPV1. Further, CNP injection into mouse hind paw led to the development of thermal hyperalgesia that was attenuated by administration of specific inhibitors of Gβγ or TRPV1, and was also absent in TRPV1(−/−) mice. Thus, our work identifies the Gβγ-PLCβ-PKC-dependent potentiation of TRPV1 as a novel signaling cascade recruited by CNP in mouse DRG neurons that can lead to enhanced nociceptor excitability and thermal hypersensitivity

A PDZ-Binding Motif is Essential but Not Sufficient to Localize the C Terminus of CFTR to the Apical Membrane

Localization of ion channels and transporters to the correct membrane of polarized epithelia is important for vectorial ion movement. Prior studies have shown that the cytoplasmic carboxyl terminus of the cystic fibrosis transmembrane conductance regulator (CFTR) is involved in the apical localization of this protein. Here we show that the C-terminal tail alone, or when fused to the green fluorescent protein (GFP), can localize to the apical plasma membrane, despite the absence of transmembrane domains. Co-expression of the C terminus with full-length CFTR results in redistribution of CFTR from apical to basolateral membranes, indicating that both proteins interact with the same target at the apical membrane. Amino acid substitution and deletion analysis confirms the importance of a PDZ-binding motif D-T-R-L\u3e for apical localization. However, two other C-terminal regions, encompassing amino acids 1370-1394 and 1404-1425 of human CFTR, are also required for localizing to the apical plasma membrane. Based on these results, we propose a model of polarized distribution of CFTR, which includes a mechanism of selective retention of this protein in the apical plasma membrane and stresses the requirement for other C-terminal sequences in addition to a PDZ-binding motif

Evaluation of Formulas for Predicting Various Components of Mixed Herd Milk

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