Lakeside Laboratory: A Unique Learning Opportunity for Science Teachers

In northwest Iowa, tucked away along the shores of West Lake Okoboji, is a unique biological research and teaching facility managed by the Iowa State Board of Regents. On a typical summer day, 60 or so researchers and students spend hours collecting data at a dozen sites in at least seven areas of research. Much of this activity goes unnoticed by the steady stream of vacationers driving or floating by who learn of this quiet place only by virtue of a wrong tum or an overheard conversation

Colorblindness: Invisible Disability

In nearly every classroom sits at least one student who is unable to distinguish between certain colors. This incurable, genetic, and sex-linked condition is particularly frustrating in science class, a subject in which color discrimination is frequently required. Teachers are often unaware of this invisible disability, which many colorblind students try to keep secret in order to avoid embarrassment. There are a number of modifications a science teacher can make to reduce, or in some instances remove, barriers to learning for colorblind students. In addition, a simple, free test may help identify young children who have color difficulties, so they may begin to receive assistance in learning to cope with their inherited vision perception. This article promotes National Science Education Content Standards A and G and Iowa Teaching Standards 3, 4, and 5

Understanding vs. Knowing

How well do students understand concepts in science? Are teachers evaluating what students actually comprehend or merely how well they can recite information? How valuable are tests? What do they actually measure? How appropriate are the lessons to the children\u27s developmental levels? These and similar questions should be an important part of every teacher\u27s evaluation procedure. We need to stop and ask ourselves such questions as: Why do I want my students to know this? Will knowing this make a difference in their lives? Is it important? Do the students really understand this? How can I be sure? From here, teachers can begin to design significant lessons and learning experiences for their students and develop evaluation procedures that measure understanding instead of merely how well a student has memorized data or how well students can take tests

Knowing versus Understanding: Teaching That Goes beyond Trivialities

In this century of science and technology, it is essential that students learn to critically assess science issues in historical perspectives. The traditional method of teaching students to memorize information bits cannot accomplish the goal of creating a science- and technology-literate public. However, if teachers transform their learning environment into one that encourages and supports student conceptual understanding, not only will graduates be able to make informed decisions regarding science, but numerous studies show that student achievement also increases, often dramatically. This article promotes National Science Education Content Standard A and Iowa Teaching Standards 1, 3, 4, 5, and 8

From the Editors

Summary of K-12 STEM Education Vol.3, No.2, April-June 201

From the Editors

Summary of K-12 STEM Education Vol.3, No.1, January-March 201

Novel use of Technology to Enhance a Multimodal Approach to Pain Control After Cardiac Surgery

https://scholarlycommons.libraryinfo.bhs.org/nurs_presentations2023/1004/thumbnail.jp

Neuregulin-1 attenuates mortality associated with experimental cerebral malaria.

BackgroundCerebral Malaria (CM) is a diffuse encephalopathy caused by Plasmodium falciparum infection. Despite availability of antimalarial drugs, CM-associated mortality remains high at approximately 30% and a subset of survivors develop neurological and cognitive disabilities. While antimalarials are effective at clearing Plasmodium parasites they do little to protect against CM pathophysiology and parasite-induced brain inflammation that leads to seizures, coma and long-term neurological sequelae in CM patients. Thus, there is urgent need to explore therapeutics that can reduce or prevent CM pathogenesis and associated brain inflammation to improve survival. Neuregulin-1 (NRG-1) is a neurotrophic growth factor shown to protect against brain injury associated with acute ischemic stroke (AIS) and neurotoxin exposure. However, this drug has not been tested against CM-associated brain injury. Since CM-associated brain injuries and AIS share similar pathophysiological features, we hypothesized that NRG-1 will reduce or prevent neuroinflammation and brain damage as well as improve survival in mice with late-stage experimental cerebral malaria (ECM).MethodsWe tested the effects of NRG-1 on ECM-associated brain inflammation and mortality in P. berghei ANKA (PbA)-infected mice and compared to artemether (ARM) treatment; an antimalarial currently used in various combination therapies against malaria.ResultsTreatment with ARM (25 mg/kg/day) effectively cleared parasites and reduced mortality in PbA-infected mice by 82%. Remarkably, NRG-1 therapy (1.25 ng/kg/day) significantly improved survival against ECM by 73% despite increase in parasite burden within NRG-1-treated mice. Additionally, NRG-1 therapy reduced systemic and brain pro-inflammatory factors TNFalpha, IL-6, IL-1alpha and CXCL10 and enhanced anti-inflammatory factors, IL-5 and IL-13 while decreasing leukocyte accumulation in brain microvessels.ConclusionsThis study suggests that NRG-1 attenuates ECM-associated brain inflammation and injuries and may represent a novel supportive therapy for the management of CM

From the Editors

Summary of K-12 STEM Education Vol.4, No.2, April-June 201

A Bacteriological Survey of a Freshwater Reservoir

In this study organisms that can be subcultured from lake water, using a prescribed procedure, limit, to an extent, the population, or portions of the population, that can be monitored. In essence, what is taking place is that a set of conditions is set forth and a study is made of the bacteria that will grow under these prescribed conditions