Culture, Habitat and Ethno-Medicinal practices by Bhotia Tribe people of Dharchula Region of Pithoragarh District in Kumaun Himalaya, Uttarakhand

A survey in different areas of Dharchula region in Pithoragarh district of Uttarakhand was conducted in different seasons of the year to identify the non-conventional uses of plants. In India, there are about 68 million people belonging to 227 ethnic groups and comprising of 573 tribal communities. Out of which 4 tribes (Tharus, Buxas, Rajis and Bhotias) inhabit the Kumaun division of the state. The Bhotia tribe living in remote thick forest of the Dharchula region depends on nature for their basic needs of life. The 8 major Bhotia groups in the state are i.e. Johari, Juthora, Darmi, Chudans, Byansi, Marccha, Tolcha and Jad. The tribal population of Bhotia community is 8.13 % and inhabited in about 18.70 % of area of the country. The present study was carried out to document the precious indigenous traditional knowledge about the ethno-medicinal uses and properties of plants which are under Red Data List of IUCN. Ethno-medicinal information on 17 plant species belonging 15 families, used in various ailments by the inhabitants of the community was recorded. The attempt is also made to describe the habitat, customs and economical aspects of Bhotia tribes

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners

Pilot Trial of an Emergency Department–based Intervention to Promote Child Passenger Safety Best Practices

BackgroundDespite demonstrated effectiveness of child restraint systems (CRSs), use remains suboptimal. In this randomized pilot trial, we sought to determine the feasibility, acceptability, and potential efficacy of “Tiny Cargo, Big Deal” an ED‐based intervention to promote guideline‐concordant size‐appropriate CRS use.MethodsParents of children < 11 years old were recruited in two EDs and randomized in a 2 × 2 factorial design to four conditions: 1) generic information sheet, 2) tailored brochure mailed after the ED visit, 3) a single motivational interviewing‐based counseling session in the ED, and 4) full intervention (counseling session plus tailored brochure). We assessed feasibility (recruitment, completion, follow‐up rates) and acceptability (parent attitudes, uptake of information) in the ED, at 1 month and at 6 months. We obtained preliminary estimates of effect sizes of the intervention components on appropriate CRS use at 6‐month follow‐up.ResultsOf the 514 parents assessed for eligibility, 456 met inclusion criteria and 347 consented to participate. Enrolled parents were mostly mothers (88.1%); 48.7% were 18 to 29 years old; 52.5% were non‐Hispanic, white; and 65.2% reported size‐appropriate CRS use. Completion rates were 97.7% for baseline survey, 81.6% for counseling, 51.9% for 1‐month follow‐up, and 59.3% for 6‐month follow‐up. In the ED, 70.5% rated thinking about child passenger safety in the ED as very helpful. At 1 month, 70.0% expressed positive attitudes toward the study. Of 132 parents who reported receiving study mailings, 78.9% reviewed the information. Parents randomized to the full intervention demonstrated an increase (+6.12 percentage points) and other groups a decrease (–1.69 to –9.3 percentage points) in the proportion of children reported to use a size‐appropriate CRS at 6‐month follow‐up.ConclusionsSuboptimal CRS use can be identified and intervened upon during a child’s ED visit. A combined approach with ED‐based counseling and mailed tailored brochures shows promise to improve size‐appropriate CRS use.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150596/1/acem13687_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/150596/2/acem13687.pd

Developing PCK for Teaching Teachers through a Mentored Internship in Teacher Professional Development

This conference paper was presented at the annual meeting of the Association for Science Teacher Education in Minneapolis, MN, in January 2011.Pedagogical Content Knowledge (PCK), according to Shulman (1987), is what makes possible the transformation of disciplinary content into forms that are accessible and attainable by students. This includes knowledge of how particular subject matter topics, problems, and issues can be organized, represented, and adapted to the diverse interests and abilities of learners and presented for instruction (Magnusson, Krajcik, & Borko, 1999). Recently, researchers have argued that a parallel form of PCK exists for science teacher educators (Abell et al., 2009). Nonetheless, little is known about the process through which teacher educators develop their PCK, and more specifically, how doctoral programs can support prospective teacher educators in this regard. The aim of this study was to understand how a mentored internship experience within a teacher professional development program contributes to the development of doctoral students' PCK for teaching teachers. Through self‐study, three graduate students and their faculty mentor documented the development of their PCK throughout the mentorship

Developing PCK for Teaching Teachers through a Mentored Internship in Teacher Professional Development

Pedagogical Content Knowledge (PCK), according to Shulman (1987), is what makes possible the transformation of disciplinary content into forms that are accessible and attainable by students. This includes knowledge of how particular subject matter topics, problems, and issues can be organized, represented, and adapted to the diverse interests and abilities of learners and presented for instruction (Magnusson, Krajcik, & Borko, 1999). Recently, researchers have argued that a parallel form of PCK exists for science teacher educators (Abell et al., 2009). Nonetheless, little is known about the process through which teacher educators develop their PCK, and more specifically, how doctoral programs can support prospective teacher educators in this regard. The aim of this study was to understand how a mentored internship experience within a teacher professional development program contributes to the development of doctoral students’ PCK for teaching teachers. Through self study, three graduate students and their faculty mentor documented the development of their PCK throughout the mentorship

Corrigendum: Microenvironment Cell Contribution to Lymphoma Immunity

Lymphoma microenvironment is a complex system composed of stromal cells, blood vessels, immune cells as well as extracellular matrix, cytokines, exosomes, and chemokines. In this review, we describe the function, localization, and interactions between various cellular components. We also summarize their contribution to lymphoma immunity in the era of immunotherapy. Publications were identified from searching Pubmed. Primary literature was carefully evaluated for replicability before incorporating into the review. We describe the roles of mesenchymal stem/stromal cells (MSCs), lymphoma-associated macrophages (LAMs), dendritic cells, cytotoxic T cells, PD-1 expressing CD4+ tumor infiltrating lymphocytes (TILs), T-cells expressing markers of exhaustion such as TIM-3 and LAG-3, regulatory T cells, and natural killer cells. While it is not in itself a cell, we also include a brief overview of the lymphoma exosome and how it contributes to anti-tumor effect as well as immune dysfunction. Understanding the cellular players that comprise the lymphoma microenvironment is critical to developing novel therapeutics that can help block the signals for immune escape and promote tumor surveillance. It may also be the key to understanding mechanisms of resistance to immune checkpoint blockade and immune-related adverse events due to certain types of immunotherapy

Microenvironment Cell Contribution to Lymphoma Immunity

Lymphoma microenvironment is a complex system composed of stromal cells, blood vessels, immune cells as well as extracellular matrix, cytokines, exosomes, and chemokines. In this review, we describe the function, localization, and interactions between various cellular components. We also summarize their contribution to lymphoma immunity in the era of immunotherapy. Publications were identified from searching Pubmed. Primary literature was carefully evaluated for replicability before incorporating into the review. We describe the roles of mesenchymal stem/stromal cells (MSCs), lymphoma-associated macrophages (LAMs), dendritic cells, cytotoxic T cells, PD-1 expressing CD4+ tumor infiltrating lymphocytes (TILs), T-cells expressing markers of exhaustion such as TIM-3 and LAG-3, regulatory T cells, and natural killer cells. While it is not in itself a cell, we also include a brief overview of the lymphoma exosome and how it contributes to anti-tumor effect as well as immune dysfunction. Understanding the cellular players that comprise the lymphoma microenvironment is critical to developing novel therapeutics that can help block the signals for immune escape and promote tumor surveillance. It may also be the key to understanding mechanisms of resistance to immune checkpoint blockade and immune-related adverse events due to certain types of immunotherapy

Comparative characterization of small RNAs derived from an emaravirus and a geminivirus infecting pigeonpea

Not AvailableHigh throughput sequencing technologies, supported by bioinformatics tools are employed to retrieve small RNA sequence information derived from the nucleic acids of plant infecting viruses. In addition to characterization of the small RNAs to understand the biology of the virus, the small RNA sequence can be assembled to reconstitute viral genome sequence. For the first time the semiconductor based Ion Proton sequencing technology is used to sequence the small RNAs from pigeonpea (Cajanus cajan) plants infected by two distinct viruses with RNA and DNA as their genomes. The reconstitution of the viral genome sequence revealed that the pigeonpea plant from Kalaburagi (erstwhile Gulbarga, Karnataka state) was infected by an emaravirus species Pigeonpea sterility mosaic emaravirus 1 (PPSMV-1) and another plant from New Delhi was infected by a begomovirus species Mungbean yellow mosaic India virus (MYMIV). Characterization and comparison of small RNA sequences derived from both the viruses showed vast differences in their pattern of accumulation and their size classes. In the case of PPSMV-1, the 21 nt sized siRNAs accumulated at far greater levels followed by 22 and 24 nt siRNAs. Whereas in MYMIV, the proportion of accumulation of each size class of siRNAs was similar. Further the distribution of small RNAs across the genomes of PPSMV-1 and MYMIV was mapped and the density of small RNA accumulation showed a positive correlation with the GC content of viral sequence.Not Availabl