The relationship of readiness factors to Jan. first grade reading achievement

Thesis (Ed.M.)--Boston Universit

Nuclear Proteins Involved in Transcription of the Human K5 Keratin Gene

Keratin K5 is expressed in the basal layer of stratified epithelia in mammals and its synthesis is regulated by hormones and vitamins such as retinoic acid. The molecular mechanisms that regulate K5 expression are not known. To initiate analysis of the protein factors that interact with the human K5 keratin gene upstream region, we have used gel-retardation and DNA-mediated cell-transfection assays. We found five DNA sites that specifically bind nuclear proteins. DNA-protein interactions at two of the sites apparently increase transcription levels, at one decrease it. The importance of the remaining two sites is, at present, unclear. In addition, the location of the retinoic acid and thyroid hormone nuclear receptor action site has been determined, and we suggest that it involves a cluster of five sites similar to the consensus recognition elements. The complex constellation of protein binding sites upstream from the K5 gene probably reflects the complex regulatory circuits that govern the expression of the K5 keratin in mammalian tissues

A comparison of prognostic significance of strong ion gap (SIG) with other acid-base markers in the critically ill: a cohort study

BACKGROUND: This cohort study compared the prognostic significance of strong ion gap (SIG) with other acid-base markers in the critically ill. METHODS: The relationships between SIG, lactate, anion gap (AG), anion gap albumin-corrected (AG-corrected), base excess or strong ion difference-effective (SIDe), all obtained within the first hour of intensive care unit (ICU) admission, and the hospital mortality of 6878 patients were analysed. The prognostic significance of each acid-base marker, both alone and in combination with the Admission Mortality Prediction Model (MPM0 III) predicted mortality, were assessed by the area under the receiver operating characteristic curve (AUROC). RESULTS: Of the 6878 patients included in the study, 924 patients (13.4 %) died after ICU admission. Except for plasma chloride concentrations, all acid-base markers were significantly different between the survivors and non-survivors. SIG (with lactate: AUROC 0.631, confidence interval [CI] 0.611-0.652; without lactate: AUROC 0.521, 95 % CI 0.500-0.542) only had a modest ability to predict hospital mortality, and this was no better than using lactate concentration alone (AUROC 0.701, 95 % 0.682-0.721). Adding AG-corrected or SIG to a combination of lactate and MPM0 III predicted risks also did not substantially improve the latter's ability to differentiate between survivors and non-survivors. Arterial lactate concentrations explained about 11 % of the variability in the observed mortality, and it was more important than SIG (0.6 %) and SIDe (0.9 %) in predicting hospital mortality after adjusting for MPM0 III predicted risks. Lactate remained as the strongest predictor for mortality in a sensitivity multivariate analysis, allowing for non-linearity of all acid-base markers. CONCLUSIONS: The prognostic significance of SIG was modest and inferior to arterial lactate concentration for the critically ill. Lactate concentration should always be considered regardless whether physiological, base excess or physical-chemical approach is used to interpret acid-base disturbances in critically ill patients

Pulsed Melodic Affective Processing: Musical structures for increasing transparency in emotional computation

Pulsed Melodic Affective Processing (PMAP) is a method for the processing of artificial emotions in affective computing. PMAP is a data stream designed to be listened to, as well as computed with. The affective state is represented by numbers that are analogues of musical features, rather than by a binary stream. Previous affective computation has been done with emotion category indices, or real numbers representing various emotional dimensions. PMAP data can be generated directly by sound (e.g. heart rates or key-press speeds) and turned directly into music with minimal transformation. This is because PMAP data is music and computations done with PMAP data are computations done with music. This is important because PMAP is constructed so that the emotion that its data represents at the computational level will be similar to the emotion that a person “listening” to the PMAP melody hears. Thus, PMAP can be used to calculate “feelings” and the result data will “sound like” the feelings calculated. PMAP can be compared to neural spike streams, but ones in which pulse heights and rates encode affective information. This paper illustrates PMAP in a range of simulations. In a multi-agent simulation, initial results support that an affective multi-robot security system could use PMAP to provide a basic control mechanism for “search-and-destroy”. Results of fitting a musical neural network with gradient descent to help solve a text emotional detection problem are also presented. The paper concludes by discussing how PMAP may be applicable in the stock markets, using a simplified order book simulation. © 2014, The Society for Modeling and Simulation International. All rights reserved

Homocysteine, B vitamins, and the incidence of dementia and cognitive impairment: results from the Sacramento Area Latino Study on Aging

http://deepblue.lib.umich.edu/bitstream/2027.42/55438/1/Haan M, Homocysteine, b vitamins, and the incidence of dementia, 2007.pd

Character Strengths of Ninth Grade Students in Accelerated Curricula: A Mixed-Methods Investigation

Students in accelerated curricula tend to have greater stress when compared to students in general education (Suldo, Shaunessy, & Hardesty, 2008). It is important for stakeholders to be able to help these students reach their goals and attain happiness. One potential method to help these students is to attend to their character strengths. People who effectively utilize their character strengths have achieved numerous positive outcomes including greater levels of well-being, self-esteem, and positive affect (Proctor, Malby, & Linley, 2011; Quinlan, Swain, Cameron, & Vella-Brodrick, 2014; Wood, Linley, Maltby, Kashan, & Hurling, 2011). Unfortunately, there is a lack of research on students’ strengths, and there is no research looking specifically at the strengths of students in accelerated curricula. This study addressed this gap in the literature by examining the character strengths of students in accelerated curricula. Participants included 253 ninth-grade students in accelerated curricula, specifically enrolled in Advanced Placement (AP) classes or a pre-International Baccalaureate (IB) Diploma program. A mixed-method design was utilized. For the quantitative part of the study, the researcher looked at the most frequent self-identified character strengths of all the participants and examined if the endorsed strengths differed for subgroups of students based on ethnicity, academic program, academic risk, or emotional risk. The most prevalent strength was humor, followed by love, creativity, kindness and curiosity. More Asian students identified with love of learning compared to students from other ethnic groups, and more White students identified with social intelligence. Across program, more AP students identified with creativity and fairness, and more IB students identified with self-regulation and kindness. In regard to risk status, more students without academic risk identified with persistence/perseverance. More students without emotional risk identified with creativity, persistence/perseverance, leadership, and teamwork, whereas more students with emotional risk identified with love, hope, and humor. For the qualitative part of the study, the researcher examined a subset of 121 participants who participated in a selective intervention because they were identified as demonstrating early signs of academic or emotional risk. The researcher examined how these students described their behaviors and actions in a way that illustrated their strengths. The qualitative analyses revealed three main themes: Manifestation, Importance, and Origination. This thesis can assist educators understand how high-achieving students describe and view their character strengths as meaningful. The rich descriptions of each character strength can be useful for educators in targeting character strengths in students and creating strengths-based interventions to increase students’ happiness and overall flourishing, according to the PERMA framework (which is made up of positive emotions, engagement, relationships, meaning, and accomplishment). Further research should be conducted on why strengths differ between AP and IB students, as those findings may have implications for those who participate and ultimately succeed in these rigorous programs