Individualized assignments, group work and discussions

Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status, and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. This study uses data for early secondary school students in Germany from the National Education Panel Study (NEPS) to examine the effects of group work, discussions, and individualized assignments on reading and math competency change between 7th and 9th grade. Additionally, we model the interactions of effects of class size, second language learners background, and lower socioeconomic status with these teaching techniques. We conclude that group work relates to more competency growth in math for second language learners, while classroom discussions relate to less growth for second language learners. Discussions relate to less growth in math competency for smaller classes and more growth in larger classes. Group work was also related to slower reading competency growth for children with a higher prior ability level. Findings are discussed in relation to existing theories of teaching techniques

A novel method for RNA extraction from FFPE samples reveals significant differences in biomarker expression between orthotopic and subcutaneous pancreatic cancer patient-derived xenografts.

Next-generation sequencing (NGS) can identify and validate new biomarkers of cancer onset, progression and therapy resistance. Substantial archives of formalin-fixed, paraffin-embedded (FFPE) cancer samples from patients represent a rich resource for linking molecular signatures to clinical data. However, performing NGS on FFPE samples is limited by poor RNA purification methods. To address this hurdle, we developed an improved methodology for extracting high-quality RNA from FFPE samples. By briefly integrating a newly-designed micro-homogenizing (mH) tool with commercially available FFPE RNA extraction protocols, RNA recovery is increased by approximately 3-fold while maintaining standard A260/A280 ratios and RNA quality index (RQI) values. Furthermore, we demonstrate that the mH-purified FFPE RNAs are longer and of higher integrity. Previous studies have suggested that pancreatic ductal adenocarcinoma (PDAC) gene expression signatures vary significantly under in vitro versus in vivo and in vivo subcutaneous versus orthotopic conditions. By using our improved mH-based method, we were able to preserve established expression patterns of KRas-dependency genes within these three unique microenvironments. Finally, expression analysis of novel biomarkers in KRas mutant PDAC samples revealed that PEAK1 decreases and MST1R increases by over 100-fold in orthotopic versus subcutaneous microenvironments. Interestingly, however, only PEAK1 levels remain elevated in orthotopically grown KRas wild-type PDAC cells. These results demonstrate the critical nature of the orthotopic tumor microenvironment when evaluating the clinical relevance of new biomarkers in cells or patient-derived samples. Furthermore, this new mH-based FFPE RNA extraction method has the potential to enhance and expand future FFPE-RNA-NGS cancer biomarker studies

Individualized assignments, group work and discussions. How they interact with class size, low socioeconomic status, and second language learners

Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status, and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. This study uses data for early secondary school students in Germany from the National Education Panel Study (NEPS) to examine the effects of group work, discussions, and individualized assignments on reading and math competency change between 7th and 9th grade. Additionally, we model the interactions of effects of class size, second language learners background, and lower socioeconomic status with these teaching techniques. We conclude that group work relates to more competency growth in math for second language learners, while classroom discussions relate to less growth for second language learners. Discussions relate to less growth in math competency for smaller classes and more growth in larger classes. Group work was also related to slower reading competency growth for children with a higher prior ability level. Findings are discussed in relation to existing theories of teaching techniques

Pseudoneoplastic lesions of the testis and paratesticular structures

Pseudotumors or tumor-like proliferations (non-neoplastic masses) and benign mimickers (non-neoplastic cellular proliferations) are rare in the testis and paratesticular structures. Clinically, these lesions (cysts, ectopic tissues, and vascular, inflammatory, or hyperplastic lesions) are of great interest for the reason that, because of the topography, they may be relevant as differential diagnoses. The purpose of this paper is to present an overview of the pseudoneoplasic entities arising in the testis and paratesticular structures; emphasis is placed on how the practicing pathologist may distinguish benign mimickers and pseudotumors from true neoplasia. These lesions can be classified as macroscopic or microscopic mimickers of neoplasia

Thermal Perceptual Thresholds are typical in Autism Spectrum Disorder but Strongly Related to Intra-individual Response Variability

Individuals with autism spectrum disorder (ASD) are often reported to exhibit an apparent indifference to pain or temperature. Leading models suggest that this behavior is the result of elevated perceptual thresholds for thermal stimuli, but data to support these assertions are inconclusive. An alternative proposal suggests that the sensory features of ASD arise from increased intra-individual perceptual variability. In this study, we measured method-of-limits warm and cool detection thresholds in 142 individuals (83 with ASD, 59 with typical development [TD], aged 7–54 years), testing relationships with diagnostic group, demographics, and clinical measures. We also investigated the relationship between detection thresholds and a novel measure of intra-individual (trial-to-trial) threshold variability, a putative index of “perceptual noise.” This investigation found no differences in thermal detection thresholds between individuals with ASD and typical controls, despite large differences between groups in sensory reactivity questionnaires and modest group differences in intra-individual variability. Lower performance IQ, male sex, and higher intra-individual variability in threshold estimates were the most significant predictors of elevated detection thresholds. Although no psychophysical measure was significantly correlated with questionnaire measures of sensory hyporeactivity, large intra-individual variability may partially explain the elevated psychophysical thresholds seen in a subset of the ASD population

Relationships Between Religion and Intolerance Towards Muslims and Immigrants in Europe:A Multilevel Analysis

This paper examines relationships between religiosity and intolerance towards Muslims and immigrants among Europeans living in non-Muslim majority countries by applying multilevel modeling to European Values Study data (wave four, 2010). Thus relationships across 44 national contexts are analyzed. The analysis found large between-country differences in the overall levels of intolerance towards immigrants and Muslims. Eastern Europeans tend to be more intolerant than Western Europeans. In most countries Muslims are less accepted than immigrants,—a finding which reflects that in post-9/11 Europe Islamophobia is prevalent and many still see Muslims with suspicion. A key result is that believing matters for the citizen’s attitudes towards Muslims and immigrants. Across Europe, traditional and modern fuzzy beliefs in a Higher Being are strongly negatively related to intolerance towards immigrants and Muslims, while fundamentalism is positively related to both targets of intolerance. Religious practice and denominational belonging on the other hand matter far less for the citizen’s propensity to dislike the two out-groups. With the only exception of non-devout Protestants who do not practice their religion, members of religious denominations are not more intolerant than non-members. The findings are valid for the vast majority of countries although countries differ in the magnitude of the effects

Does the Month of Birth Affect Educational and Health Outcomes? A Population-Based Analysis Using the Northern Ireland Longitudinal Study

Studies in the US, the UK and Europe found children born close to the cut-off date for the start of school year face disadvantage in terms of educational attainment. This is attributed to the fact that pupils born shortly before the cut-off date are almost a year younger than many of their classmates. They are in an earlier stage of their intellectual, emotional and physical development and are thus relatively disadvantaged. Differences in growth and health outcomes by birth month have been found in other studies. This paper tests whether long-term educational and health disadvantages of individuals born just before the start of school year cut-off date of July 1st exist in Northern Ireland. The analysis is based on a c.28 per cent representative population sub-sample of young people aged 12-18 in 2001 in the Northern Ireland Longitudinal Study (NILS) with linked 2001 and 2011 Census records. Findings indicate no educational or health disadvantages over a decade for individuals born in May and June