Comparison of cytotoxicity of IQOS aerosols to smoke from Marlboro Red and 3R4F reference cigarettes.

This study compared the cytotoxicity of IQOS aerosols to smoke from Marlboro Red (MR) and 3R4F reference cigarettes. Aerosol/smoke solutions were tested as the gas vapor phase (GVP), particulate phase (total particulate matter or TPM), or whole aerosol/smoke (WA), the latter being what smokers actually inhale. Cytotoxicities were evaluated using the LDH, MTT and neutral red uptake (NRU) assays in conjunction with eight different cell types, mainly from the respiratory system. Most test solutions did not compromise the plasma membranes of cells (LDH). However, mitochondrial activity (MTT) and dye uptake/lysosomal activity (NRU) were equally depressed by IOQS aerosols and cigarette smoke solutions at the high concentrations. Our NRU data with mouse NIH/3T3 transformed fibroblasts were similar to those previously reported by the IQOS manufacturer and showed little cytotoxicity in the NRU assay. In both studies with NIH/3T3 cells, the results were significantly different from 3RF4 cigarette smoke, suggesting reduced toxicity with IQOS. However, by expanding evaluations to a broader spectrum of cells that included respiratory system cells and by including higher concentrations of GVP, as well as WA, cytotoxicity equivalent to that of Marlboro Red and 3R4F cigarettes was frequently observed with IQOS aerosols in the MTT and NRU assays

Barbara Davis to Dear Mr. Meredith (Undated)

https://egrove.olemiss.edu/mercorr_pro/1708/thumbnail.jp

A study of teachers\u27 instructional planning as revealed by an analysis of objectives, strategies and indicators of student achievement

The purpose of this study was to investigate teachers\u27 planning through an analysis of objectives, strategies, and indicators of student achievement to answer six research questions. The questions were related to the following topics: congruence of content in objectives and congruence of the types of assessment among teachers in school systems using the same textbook; levels of student behavior indicated in the teachers\u27 objectives; the types of strategies and activities used to implement the objectives; the types of indicators of student achievement selected by teachers; and, the levels at which test items were written as related to the levels of behavior noted in the objectives.;The study included volunteers from five school systems which were representative of the Commonwealth of Virginia. All volunteers were teachers of general biology who were using the same textbook within their school system.;Conclusions were: There was lack of content congruence among teachers using the same textbook; teachers objectives are written at the lowest levels as described by a taxonomy of behavioral objectives; the strategies most frequently used by teachers are not those which involve students in practices which encourage thinking; teachers lack skill in writing test items. Furthermore teachers may not use forms of assessment other than paper and pencil tests.;This study has implications for preservice and inservice training of teachers in areas related to writing objectives, selecting strategies, and assessing students

Personal and Interpersonal Predictors of Worry in Male and Female High School Students

This study identified which among several factors would best predict the tendency to worry in male and female adolescents. The potential predictors were divided into two different categories: personal and interpersonal factors. Personal factors included perfectionism, self-consciousness, and locus of control. Interpersonal factors included parental attachment, parenting style, and peer attachment. Participants in the study completed several scales that measured the predictors. The data were then analyzed to determine the relative contribution of each factor in predicting worry, and to specify the factors that best predict worry. Gender differences in worry levels and in how the factors predicted worry were also examined. Multiple regression analyses were conducted and results indicate that self-consciousness (personal factor) was the single best predictor for the tendency to worry in female adolescents. In other words, the more self-conscious a girl was purported to be, the more likely she was to worry. Meanwhile, for male adolescents, the best set of predictors included perfectionism (a personal factor) and parental attachment (an interpersonal predictor). The more perfectionistic and less securely attached the male child is to his parent(s), the more likely that adolescent was to worry. However, analyses also indicate that gender differences in worry predictions cannot be accounted for solely by personal and interpersonal factors, and may be better explained by other factors not examined in the study. These factors help frame the discussion of the findings. Issues in worry and attachment theory are also discussed

Thermochemical energy storage for a lunar base

A thermochemical solar energy storage concept involving the reversible reaction CaO + H2O yields Ca(OH)2 is proposed as a power system element for a lunar base. The operation and components of such a system are described. The CaO/H2O system is capable of generating electric power during both the day and night. Mass of the required amount of CaO is neglected since it is obtained from lunar soil. Potential technical problems, such as reactor design and lunar soil processing, are reviewed

University students' perspective on blended learning

This research project aimed to explore students’ perspective on an appropriate mix of online and-face-to-face activities in a master’s programme in library and information science at an Australian university. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. Twenty-three master’s students responded to a questionnaire containing 40 open-ended and closed questions. Applying both statistical and content analysis provides a deeper understanding of students’ responses. Students like the flexibility and the convenience of online learning, but also the possibilities of face-to-face interaction with teachers and peers for building personal learning networks. Students expect an equal quality of learning delivery and criticised the quality of online participation and lecture recordings. Blended learning is an approach that supports a range of learning styles and life styles

Examination of a site-based peer coaching inservice model

The major purpose of this exploratory study was to examine the effects of a site-based, peer coaching inservice model. A single-group, interrupted time-series design was utilized. The data were gathered from eleven teachers from two secondary schools in central Iowa during the 1984-85 school year. The treatment was a structured inservice training unit focusing on teacher questioning strategies using peer coaching to enhance teacher effectiveness;Principals from both schools received training on questioning strategies and peer coaching before conducting building-level inservice for teachers. After the workshop, teachers practiced questioning skills in their classrooms while coaching each other. The data for the study were gathered from audio-tapes of classroom lessons and self-reports of teacher\u27s perceptions of their experiences. Questions from each audio-taped lesson were rated for effective use of ten questioning strategies. Teachers\u27 perceptions were reported via structured interviews after the study;Findings supported the use of the model for delivery and use of inservice training. Teachers increased their questioning effectiveness after the treatment with most improvement in using wait-time and probing for clarification. Teachers reported their improvement was most influenced by practicing, observing colleagues, and receiving feedback. Teachers preferred this approach to inservice training over their experiences with a more typical approach--presentation of theory. Teachers reported being more positive about aspects of collegial relations and professional growth after their participation in the activities of the model. Of ten teachers interviewed, nine said they would choose to participate in a similar approach to inservice if given the opportunity;The Site-based, Peer Coaching (SBPC) inservice model showed promise for training teachers. Teachers not only increased their questioning effectiveness in their classrooms, but they preferred the SBPC approach to inservice training. Teachers rated the components of the model that comprise peer coaching most influential in their improvement and reported that the activities may have positively affected their perceptions of collegial relations and professional growth. Inservice training conducted by the building principal followed by practice and peer coaching was an effective way of increasing teachers\u27 effectiveness

The Mentor-Mentee Relationship between Doctoral Advisors and Advises at an Historically Black University

Non

EXPERIENCING POSITIVE ASPECTS IN BEING A SPOUSAL CAREGIVER IN PARKINSON’S AND ALZHEIMER’S DISEASE

poster abstractAim: A primary aim of this study was to describe caregiver appraisal and coping strategies in caregivers of family members with Parkinson’s (PD) or Alzheimer’s disease (AD). This study was part of a larger randomized clinical trial of a skill building intervention for caregivers. Method: To achieve this aim, 84 spousal caregivers who were consecutively enrolled in the study were interviewed at baseline. The interview focused on specific caregiving situations where the caregiver was asked to describe a positive or meaningful caregiving event. Interviews were semi-structured and included probes to elicit the full narrative of the events. Interviews were transcribed verbatim and analyzed by the research team utilizing a thematic analysis. Results: Of the 84 caregivers, 48% (N=44) were PD caregivers and 52% (N=40) were AD caregivers. Male caregivers comprised 17% (N=14) of the sample. The mean age of the caregivers was 63.7 years (SD ±26.8) with the mean age of their spouses being 75.5 years (SD ± 7.2). The core theme identified was “time spent together”. Within this core theme were several relational sub-themes including turning back the hands of time, being able to rely on the caregiver, and experiencing moments of joy when the family member can participate. Conclusions: Differences existed in both how easily caregivers could identify positive or meaningful aspects to caregiving and how many aspects they could identify. However, the majority of caregivers were able to identify a positive or a meaningful aspect to spousal caregiving. Future intervention studies with spousal caregivers might consider developing targeted interventions based on positive meaningful caregiving situations and building on this relational aspect