Collaborating with K-12 Partners: Improving Preservice Teachers’ Self-efficacy in Teaching Rural English Learners Science through a Guided Experiential Learning Opportunity

With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for English learners. However, more experiences learning scientific concepts and pedagogy are needed to increase preservice teachers’ self-efficacy in teaching science. Results suggest these experiences could be a viable approach to improving self- efficacy in teaching English learners through experiential learning within educator preparation coursework

The Effects of an Undergraduate Research on Pre-Service Teachers’ Notions of STEM Education and Educational Research

Pre-service teachers (PSTs) often lack the self-efficacy necessary to effectively implement STEM education into their classrooms. Undergraduate research experiences (URE) can help fill this void by providing opportunities for PSTs to engage with STEM content and K–12 students in a field-based research context. This case study details the impact a URE had on PSTs’ STEM self-efficacy and views on research. The URE consisted of STEM curriculum development, teaching the curriculum at a local middle school, gathering research data, and presenting results at academic conferences. Participation in the URE positively influenced the PSTs’ self-efficacy in STEM and changed their perceptions regarding research. This research provides practical value to educator preparation programs (EPPs) as an option to enhance STEM education for PSTs

Neuroplasticity and early intervention: Effectiveness on children with perinatal stroke

This study evaluates current treatment for perinatal stroke, a stroke prior to or shortly after birth. Modern treatments benefit the patient via mechanisms involving neuroplasticity, the ability of the brain to recover function after traumatic injury. This "re-wiring" of the brain is a process that is strongest in early childhood during rapid brain development (Kolb, 1995). I predicted that early intervention in children who have suffered from a perinatal stroke is one of the most effective treatments, leading to the highest success rate. Modern literature on brain plasticity and perinatal stroke was evaluated and compared to the case of a young adult who experienced a perinatal stroke. By studying the medical records and interviewing the patient and family members, I was able to compare the patient's treatment and outcome relative to those identified in the current scientific literature. As a result, I was able to observe how this patient reacted to early intervention and the recovery process following traumatic brain injury

Distinguishing Assessment from Accountability: Honoring Student Learning and Values in Assessment

Accountability is documented as one of the two major forces for engaging in assessment (Ewell, 2002, 2009; Keeling, 2006; Keeling et al., 2008; Love & Estanek, 2004; Terenzini, 1989). Due in part to neoliberalism\u27s influence on education assessment rhetoric and discourse, accountability dominates how assessment is understood and practiced. The dominance of the accountability rhetoric effects how student affairs educators perceive and value assessment. The purpose of this study is to explore why assessment is not a pervasive or consistent practice within student affairs. Through an interpretivist case study examination of Manresa University\u27s division of student affairs, participant observation, document analysis, and interviews were used to define and explore assessment perceptions, attitudes, and practices among division staff members. The original focus of the study was to shed light on the internal commitment to improvement, the smaller force behind assessment, but evolved into examining the data through a larger social construct - neoliberalism - that influences both forces through its influence on society, education, and assessment. The results and findings of this study provide insight and guidance to student affairs educators, and potentially all educators, for how they can begin to reframe assessment as a process and discourse that honors student learning, educational values and missions, and standards of exemplary practice. Embracing institutional and professional values, setting intentional definitions and standards of success or excellence, and resisting accountability and neoliberal pressures that devalue education each play a significant role in how student affairs and student affairs educators interpret and engage in assessment of student learning and development. The findings of this study also offer guidance for student affairs educators to convert assessment to a process and discourse that honors student learning and educational values by increasing their responsibility to critique and direct assessment and the forces that influence it

Can understanding reward help illuminate anhedonia?

Purpose of review: The goal of this paper is to examine how reward processing might help us understand the symptom of anhedonia. Recent findings: There are extensive reviews exploring the relationship between responses to rewarding stimuli and depression. These often include a discussion on anhedonia and how this might be underpinned in particular by dysfunctional reward processing. However, there is no specific consensus on whether studies to date have adequately examined the various sub-components of reward processing or how these might relate in turn to various aspects of anhedonia symptoms. Summary: The approach to understanding the symptom of anhedonia should be to examine all the sub-components of reward processing at the subjective and objective behavioural and neural level, with well validated tasks that can be replicated. Investigating real life experiences of anhedonia and how theses might be predicted by objective lab measures is also needed in future research

Characterization of the Metabolic Phenotype of Rapamycin-Treated CD8+ T Cells with Augmented Ability to Generate Long-Lasting Memory Cells

Cellular metabolism plays a critical role in regulating T cell responses and the development of memory T cells with long-term protections. However, the metabolic phenotype of antigen-activated T cells that are responsible for the generation of long-lived memory cells has not been characterized.. than untreated control T cells. In contrast to that control T cells only increased glycolysis, rapamycin-treated T cells upregulated both glycolysis and oxidative phosphorylation (OXPHOS). These rapamycin-treated T cells had greater ability than control T cells to survive withdrawal of either glucose or growth factors. Inhibition of OXPHOS by oligomycin significantly reduced the ability of rapamycin-treated T cells to survive growth factor withdrawal. This effect of OXPHOS inhibition was accompanied with mitochondrial hyperpolarization and elevation of reactive oxygen species that are known to be toxic to cells.Our findings indicate that these rapamycin-treated T cells may represent a unique cell model for identifying nutrients and signals critical to regulating metabolism in both effector and memory T cells, and for the development of new methods to improve the efficacy of adoptive T cell cancer therapy

Creatine Monohydrate and Conjugated Linoleic Acid Improve Strength and Body Composition Following Resistance Exercise in Older Adults

Aging is associated with lower muscle mass and an increase in body fat. We examined whether creatine monohydrate (CrM) and conjugated linoleic acid (CLA) could enhance strength gains and improve body composition (i.e., increase fat-free mass (FFM); decrease body fat) following resistance exercise training in older adults (>65 y). Men (N = 19) and women (N = 20) completed six months of resistance exercise training with CrM (5g/d)+CLA (6g/d) or placebo with randomized, double blind, allocation. Outcomes included: strength and muscular endurance, functional tasks, body composition (DEXA scan), blood tests (lipids, liver function, CK, glucose, systemic inflammation markers (IL-6, C-reactive protein)), urinary markers of compliance (creatine/creatinine), oxidative stress (8-OH-2dG, 8-isoP) and bone resorption (Ν-telopeptides). Exercise training improved all measurements of functional capacity (P<0.05) and strength (P<0.001), with greater improvement for the CrM+CLA group in most measurements of muscular endurance, isokinetic knee extension strength, FFM, and lower fat mass (P<0.05). Plasma creatinine (P<0.05), but not creatinine clearance, increased for CrM+CLA, with no changes in serum CK activity or liver function tests. Together, this data confirms that supervised resistance exercise training is safe and effective for increasing strength in older adults and that a combination of CrM and CLA can enhance some of the beneficial effects of training over a six-month period. Trial Registration. ClinicalTrials.gov NCT0047390

Presynaptic External Calcium Signaling Involves the Calcium-Sensing Receptor in Neocortical Nerve Terminals

Nerve terminal invasion by an axonal spike activates voltage-gated channels, triggering calcium entry, vesicle fusion, and release of neurotransmitter. Ion channels activated at the terminal shape the presynaptic spike and so regulate the magnitude and duration of calcium entry. Consequently characterization of the functional properties of ion channels at nerve terminals is crucial to understand the regulation of transmitter release. Direct recordings from small neocortical nerve terminals have revealed that external [Ca(2+)] ([Ca(2+)](o)) indirectly regulates a non-selective cation channel (NSCC) in neocortical nerve terminals via an unknown [Ca(2+)](o) sensor. Here, we identify the first component in a presynaptic calcium signaling pathway.By combining genetic and pharmacological approaches with direct patch-clamp recordings from small acutely isolated neocortical nerve terminals we identify the extracellular calcium sensor. Our results show that the calcium-sensing receptor (CaSR), a previously identified G-protein coupled receptor that is the mainstay in serum calcium homeostasis, is the extracellular calcium sensor in these acutely dissociated nerve terminals. The NSCC currents from reduced function mutant CaSR mice were less sensitive to changes in [Ca(2+)](o) than wild-type. Calindol, an allosteric CaSR agonist, reduced NSCC currents in direct terminal recordings in a dose-dependent and reversible manner. In contrast, glutamate and GABA did not affect the NSCC currents.Our experiments identify CaSR as the first component in the [Ca(2+)](o) sensor-NSCC signaling pathway in neocortical terminals. Decreases in [Ca(2+)](o) will depress synaptic transmission because of the exquisite sensitivity of transmitter release to [Ca(2+)](o) following its entry via voltage-activated Ca(2+) channels. CaSR may detects such falls in [Ca(2+)](o) and increase action potential duration by increasing NSCC activity, thereby attenuating the impact of decreases in [Ca(2+)](o) on release probability. CaSR is positioned to detect the dynamic changes of [Ca(2+)](o) and provide presynaptic feedback that will alter brain excitability