565 research outputs found

    Digital Collaboration and Classroom Practice: Educator Use of ARIS Connect

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    A major focus of the booming education technology sector is on products that aim to help teachers improve classroom practice. For their part, districts must figure out which of these resources will be most useful to schools. In New York City, the Department of Education developed its own Achievement Reporting and Innovation System (ARIS), which was rolled out in 2008. ARIS was an early effort at a system-wide data and teacher collaboration platform, and a major undertaking for the nation's largest school district. In 2011, the Research Alliance received a grant from the Spencer Foundation to investigate how this ambitious initiative played out in schools. Our first report focused on overall use and perceptions of ARIS. In the current phase of our study, we honed our focus onto ARIS Connect -- a component designed specifically to help educators improve their practice by sharing resources, posting questions, and giving one another feedback, both within schools and across the district. Our investigation sought to understand what educators thought of Connect, and whether, as its designers intended, Connect supported their ability to communicate with other educators and improve classroom practice. The study is based on two years of "clickstream" data, which tracks user visits to and navigation through ARIS. We also visited nine middle schools that recorded higher-than-average use of Connect, where we interviewed administrators and held focus groups with teachers. This report presents our findings, including insights on why educators did or did not use Connect; what might have made Connect more useful; and what external tools educators use for similar purposes

    Supporting research studies to booster flight control problems Final report

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    Asymptotic stability and response of nonlinear system

    Professional and Teaching Training of Masters in Engineering: Challenges and Solutions

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    The paper focuses on some aspects of organizing the training of Master of Engineering for future professional and teaching activity. We carry out a brief overview of the genesis of master’s education in Russia to provide higher education with educators. We discuss the challenges of the higher education system to (1) prepare teaching staff and (2) increase their qualification mobility. The paper analyzes (1) the expediency of including the teaching component in the education programs for masters of engineering, (2) the demand for masters of education in technical universities, and (3) the motivation of masters of education for professional and teaching activity. We obtained the presented empirical material during the research conducted in the 2017–2018 academic year and the 2018-2019 academic year at the Institute of Mechanics and Energy of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. The study involved 109 students getting a master’s degree and passing the teaching practice at the university

    Evidence that a Panel of Neurodegeneration Biomarkers Predicts Vasospasm, Infarction, and Outcome in Aneurysmal Subarachnoid Hemorrhage

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    Biomarkers for neurodegeneration could be early prognostic measures of brain damage and dysfunction in aneurysmal subarachnoid hemorrhage (aSAH) with clinical and medical applications. Recently, we developed a new panel of neurodegeneration biomarkers, and report here on their relationships with pathophysiological complications and outcomes following severe aSAH. Fourteen patients provided serial cerebrospinal fluid samples for up to 10 days and were evaluated by ultrasonography, angiography, magnetic resonance imaging, and clinical examination. Functional outcomes were assessed at hospital discharge and 6–9 months thereafter. Eight biomarkers for acute brain damage were quantified: calpain-derived α-spectrin N- and C-terminal fragments (CCSntf and CCSctf), hypophosphorylated neurofilament H

    Calpain mediates proteolysis of the voltage-gated sodium channel alpha-subunit

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    Alterations in the expression, molecular composition, and localization of voltage-gated sodium channels play major roles in a broad range of neurological disorders. Recent evidence identifies sodium channel proteolysis as a key early event after ischemia and traumatic brain injury, further expanding the role of the sodium channel in neurological diseases. In this study, we investigate the protease responsible for proteolytic cleavage of voltage-gated sodium channels (NaChs). NaCh proteolysis occurs after protease activation in rat brain homogenates, pharmacological disruption of ionic homeostasis in cortical cultures, and mechanical injury using an in vitro model of traumatic brain injury. Proteolysis requires Ca2+ and calpain activation but is not influenced by caspase-3 or cathepsin inhibition. Proteolysis results in loss of the full-length {alpha}-subunits, and the creation of fragments comprising all domains of the channel that retain interaction even after proteolysis. Cell surface biotinylation after mechanical injury indicates that proteolyzed NaChs remain in the membrane before noticeable evidence of neuronal death, providing a mechanism for altered action potential initiation, propagation, and downstream signaling events after Ca2+ elevation
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