Tumor Regression Model of Cervical Cancer – Letter

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Examining Effective Teacher Practices In Higher Education

Today, contingent faculty members hold the largest percentage of teaching positions in higher education in the United States yet very few receive any pedagogical or andragogic training prior to teaching. Studies have found there is a level of concern regarding the quality of instruction provided by contingent faculty and instructor rank has been linked to grade inflation. Some universities claim close to 90% of all college students receive inflated grades and this grade inflation is negatively impacting subsequent course performance (Fagan-Wilen, Springer, Ambrosino, & White, 2006; Robinson & Hope, 2012; Sonner, 2010). Contingent faculty members are mainly hired due to their subject matter expertise while tenured faculty are mainly hired due to their research agenda. Most join the higher education faculty rank as untrained, novice educators who lack the teaching knowledge to teach adult learners effectively. If contingent faculty members are untrained and thereby unfamiliar with effective teaching practices, what strategies are they using to teach and assess student learning appropriately? This dissertation is a quantitative research study that examines the effective teacher practices of higher education faculty. The aim of this research study is to better understand the perceived effective teaching practices of contingent faculty members in higher education as well as to determine if faculty rank significantly influences these iv perceptions. A purposeful sampling of faculty members teaching at four-year higher education institutions in the North Central region of the Higher Learning Commission (HLC) was used to collect data for this study. The Higher Education Teaching Practice Inventory (HETPI) Instrument was developed as a preventative measure to help identify the effective teaching practices used by higher education faculty members. The HETPI is a multiple statement instrument, based off the review of literature and by adapting the ACUE’s Effective Practice Framework© (ACUE’s Effective Practice Framework©, 2017) and the Adult Education Teacher Competencies outlined by the American Institutes for Research (Adult Education Teacher Competencies, 2014)

Examining Effective Teaching Practices in Higher Education

Contingent faculty represent the largest instructional group in higher education today yet few receive any andragogic training prior to teaching. Does this impact their effectiveness in the classroom

Thrombospondin related anonymous protein superfamily in vector-borne apicomplexans: the parasite’s toolkit for cell invasion

Apicomplexan parasites transmitted by vectors, including Babesia spp. and Plasmodium spp., cause severe disease in both humans and animals. These parasites have a complex life cycle during which they migrate, invade, and replicate in contrasting hosts such as the mammal and the invertebrate vector. The interaction of parasites with the host cell is mediated by adhesive proteins which play a key role in the different cellular processes regarding successful progression of the life cycle. Thrombospondin related anonymous protein (TRAP) is a superfamily of adhesins that are involved in motility, invasion and egress of the parasite. These proteins are stored and released from apical organelles and have either one or two types of adhesive domains, namely thrombospondin type 1 repeat and von Willebrand factor type A, that upon secretion are located in the extracellular portion of the molecule. Proteins from the TRAP superfamily have been intensively studied in Plasmodium species and to a lesser extent in Babesia spp., where they have proven to be functionally relevant throughout the entire parasite’s journey both in the arthropod vector and in the mammalian host. In recent years new findings provided answers to the role of TRAP proteins and in some cases the function of these adhesins during the parasite’s life cycle was redefined. In this review we will discuss the current knowledge of the diverse roles of the TRAP superfamily in vector-borne parasites from Class Aconoidasida. We will focus on the varied approaches that allowed the understanding of protein function and the relevance of TRAP- superfamily throughout the entire parasite’s cell cycle.Instituto de BiotecnologíaFil: Paoletta, Martina. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Agrobiotecnología y Biología Molecular; ArgentinaFil: Paoletta, Martina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Wilkowsky, Silvina Elizabeth. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Agrobiotecnología y Biología Molecular; ArgentinaFil: Wilkowsky, Silvina Elizabeth. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Synthesis and evaluation of N⁶-substituted apioadenosines as potential adenosine A₃ receptor modulators

Adenosine receptors (ARs) trigger signal transduction pathways inside the cell when activated by extracellular adenosine. Selective modulation of the A(3)AR subtype may be beneficial in controlling diseases such as colorectal cancer and rheumatoid arthritis. Here, we report the synthesis and evaluation of beta-D-apio-D-furano- and alpha-D-apio-L-furanoadenosines and derivatives thereof. Introduction of a 2-methoxy-5-chlorobenzyl group at N-6 of beta-D-apio-D-furanoadenosine afforded an A(3)AR antagonist (10c, K = 0.98 mu M), while a similar modification of an alpha-D-apio-L-furanoadenosine gave rise to a partial agonist (11c, K-i = 3.07 mu M). The structural basis for this difference was examined by docking to an A(3)AR model; the antagonist lacked a crucial interaction with Thr94

¿Es obligatoria la educación secundaria para los jóvenes y adultos?: sentidos acerca de la obligatoriedad escolar presente en Centros Educativos de Nivel Secundario

This paper begins by historicizing certain issues that are put at stake in the  extension of mandatory schooling in Argentina, as elaborated in the 2006 National Education Law which, in which from its extension to the end of secondary education it includes more actors and institutions. In order to accomplish this, laws and regulations are analyzed, as well as parliamentary debates and variousdocuments. The second half of this paper accounts for the different circulating meanings regarding to the schooling of those who attend Secondary Level Educational Centers (students, teachers, directors). Since they did not tend to identify youths and adults as subjects of the regulation that establishes compulsory education, it is argued that historical configurations intervene in thisstance, configurations that are linked to said command as well as to personal experiences. In this second half of the paper, the records of the ethnographic fieldwork conducted in two Secondary Level Educational Centers are analyzed.El presente artículo comienza historizando algunas problemáticas que se ponen en juego en la ampliación de la obligatoriedad escolar en Argentina propuesta actualmente en la Ley de Educación Nacional de 2006, la  cual  al  extenderse  hasta  la  finalización  del  nivel  de educación secundaria incluye más sujetos e instituciones. Para esto, se analizan leyes y normativas, debates parlamentarios y diversos documentos. La segunda parte da cuenta de los distintos sentidos que circulan con respecto a la escolarización por parte de quienes asisten a Centros Educativos de Nivel Secundario (estudiantes, docentes, directivos). Dado que tendieron a no identificar a jóvenes y adultos como sujetos de la normativa que establece la obligatoriedad, se sostiene que en este modo de posicionarse intervienen tanto configuraciones  históricas vinculadas a dicho mandato como experiencias personales. Al respecto se analizan los registros del trabajo de campo etnográfico realizado en dos Centros Educativos de educación secundaria de la Ciudad de Buenos Aires

Arte y tecnología: Cuerpo, teatro y virtualidad

La incorporación de los recursos electrónicos y digitales en puestas en escena provocó una innovación y reorganización de los elementos que la constituyen. En este trabajo seleccionamos al componente fundamental de esta: el cuerpo del actor, donde se analizarán las diferentes definiciones que surgen de la interacción entre el cuerpo y algunos aspectos del desarrollo tecnológico que median la escena, con el propósito de interpretar el tipo de configuración que posee el cuerpo virtual al materializarse en la realidad teatralPalabras ClaveCuerpo del actor- cuerpo virtual- cibor

Arte: Teatro de imagen y su devenir en el espacio-tiempo

En el presente trabajo nos ocuparemos de tratar los conceptos del tiempo y el espacio en las representaciones teatrales, y entendiendo que se han dado diferentes significaciones a estos conceptos a través de la historia de la filosofía, elegimos tratar los postulados que presentó Deleuze

Análisis sobre la producción de Guillermo de la Torre

En la década del 60 se trabajo contemplando el concepto de Nicolas Schoffer sobre el luminodinamismo, definiendo al objeto en la obra inmaterial por su estructura de comportamiento, y por el proceso de relaciones que se establece entre los componentes de la puesta en escena y los distintos efectos sensoriales que le genera al espectador; dicho proceso es continuo y permanece en continuo desarrollo debido a la libertad de configuración que tiene la propia materia como energía, que en este caso hemos citado la luz. En el misma década de los años 60, el escenógrafo De La Torre estaba construyendo su trayectoria a través de la intervención en los movimientos de la vanguardia argentina, ya que posee obras que dan cuenta de de la misma y que van anunciando dicha producción inmaterial