246 research outputs found
Paper 2: Using TI-Nspire to Engage Preservice Mathematics Teachers in an Exploratory Geometry Module
In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, todayās demands for preservice teachers to engage in a variety of ābest teaching practicesā in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachersā desires to gain the adequate technical skills necessary to use technology in teachersā daily tasks of facilitating and managing their classrooms. They suggested that āin order to translate these skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditionsā (p. 96). Preservice teachers need guidance and information about āhow, as well as why, to use technology in meaningful waysā so they can ādevelop their own visions for, or ideas about, meaningful technology useā (p. 96). Thus, the instructional aid of technology integration in the mathematics classroom must look to address specific uses of technology to help preservice mathematics teachers build awareness and confidence to implement innovative teaching approaches to enhance student learning
Using TI-Nspire to Engage Preservice Mathematics Teachers in an Exploratory Geometry Module
In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, todayās demands for preservice teachers to engage in a variety of ābest teaching practicesā in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachersā desires to gain the adequate technical skills necessary to use technology in teachersā daily tasks of facilitating and managing their classrooms. They suggested that āin order to translate these skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditionsā (p. 96). Preservice teachers need guidance and information about āhow, as well as why, to use technology in meaningful waysā so they can ādevelop their own visions for, or ideas about, meaningful technology useā (p. 96). Thus, the instructional aid of technology integration in the mathematics classroom must look to address specific uses of technology to help preservice mathematics teachers build awareness and confidence to implement innovative teaching approaches to enhance student learning
Some recent rural radio talks
Cream stirring is important. - D.C. Mickle
Crossbreeding in pig production. - P. Beck
Salmonella infection in sheep. - I.J. Miller
Useful sprays for the home garden. A.A. Holland
Tapeworm of dogs and cats. P.B. Lewis
The poison plant and the animal. - R.D. Royce
Sire surveys to prove bulls. K. Needham
Peat as a substitute for horse manure. - L.T. Jone
The C-type natriuretic peptide induces thermal hyperalgesia through a noncanonical GĪ²Ī³-dependent modulation of TRPV1 channel
Natriuretic peptides (NPs) control natriuresis and normalize changes in blood pressure. Recent studies suggest that NPs are also involved in the regulation of pain sensitivity, although the underlying mechanisms remain largely unknown. Many biological effects of NPs are mediated by guanylate cyclase (GC)-coupled NP receptors, NPR-A and NPR-B, whereas the third NP receptor, NPR-C, lacks the GC kinase domain and acts as the NP clearance receptor. In addition, NPR-C can couple to specific GĪ±(i)-Ī²Ī³-mediated intracellular signaling cascades in numerous cell types. We found that NPR-C is co-expressed in TRPV1-expressing mouse DRG neurons. NPR-C can be co-immunoprecipitated with GĪ±(i), and CNP treatment induced translocation of PKCĪµ to the plasma membrane of these neurons, which was inhibited by pertussis toxin pre-treatment. Application of CNP potentiated capsaicin- and proton-activated TRPV1 currents in cultured mouse DRG neurons, and increased neuronal firing frequency, an effect that was absent in DRG neurons from TRPV1(ā/ā) mice. CNP-induced sensitization of TRPV1 activity was attenuated by pre-treatment of DRG neurons with the specific inhibitors of GĪ²Ī³, PLCĪ² or PKC, but not of PKA, and was abolished by mutations at two PKC phosphorylation sites in TRPV1. Further, CNP injection into mouse hind paw led to the development of thermal hyperalgesia that was attenuated by administration of specific inhibitors of GĪ²Ī³ or TRPV1, and was also absent in TRPV1(ā/ā) mice. Thus, our work identifies the GĪ²Ī³-PLCĪ²-PKC-dependent potentiation of TRPV1 as a novel signaling cascade recruited by CNP in mouse DRG neurons that can lead to enhanced nociceptor excitability and thermal hypersensitivity
Battery-free, fully implantable optofluidic cuff system for wireless optogenetic and pharmacological neuromodulation of peripheral nerves
Angiotensin II triggers peripheral macrophage-to-sensory neuron redox crosstalk to elicit pain
A PDZ-Binding Motif is Essential but Not Sufficient to Localize the C Terminus of CFTR to the Apical Membrane
Localization of ion channels and transporters to the correct membrane of polarized epithelia is important for vectorial ion movement. Prior studies have shown that the cytoplasmic carboxyl terminus of the cystic fibrosis transmembrane conductance regulator (CFTR) is involved in the apical localization of this protein. Here we show that the C-terminal tail alone, or when fused to the green fluorescent protein (GFP), can localize to the apical plasma membrane, despite the absence of transmembrane domains. Co-expression of the C terminus with full-length CFTR results in redistribution of CFTR from apical to basolateral membranes, indicating that both proteins interact with the same target at the apical membrane. Amino acid substitution and deletion analysis confirms the importance of a PDZ-binding motif D-T-R-L\u3e for apical localization. However, two other C-terminal regions, encompassing amino acids 1370-1394 and 1404-1425 of human CFTR, are also required for localizing to the apical plasma membrane. Based on these results, we propose a model of polarized distribution of CFTR, which includes a mechanism of selective retention of this protein in the apical plasma membrane and stresses the requirement for other C-terminal sequences in addition to a PDZ-binding motif
Evaluation of Formulas for Predicting Various Components of Mixed Herd Milk
The Oklahoma Agricultural Experiment Station periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
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