Mechanisms of inflammation resolution in a murine model of Lyme arthritis

In some patients, Lyme arthritis persists despite antibiotic clearance of Borrelia burgdorferi, indicating an underlying defect in inflammation resolution mechanisms. In the murine model of Lyme arthritis (mLA), B. burgdorferi infection of C3H/HeJ mice induces a self-limiting arthritis, allowing the study of both the development and resolution of inflammation. Our primary interest is the role of bioactive lipid mediators in mLA inflammation. Here we showed that 12/15-LO activity is required for efficient mLA resolution and that LXA4 may therapeutically ameliorate mLA by reducing edema and remodeling joint macrophage populations. We demonstrated that PGE2 is not required for mLA resolution, but mLA may instead resolve more efficiently in PGE2-deficient mPGES-1-/- mice due to enhanced bacterial control in the joint. Further, disruption of early inflammation in mPGES-1-/- mice by PGE2 addback worsened arthritis outcomes. We also designed an in vivo staining method to characterize neutrophil reverse transendothelial migration from the inflamed site. Lastly, we demonstrated that sleep fragmentation impairs B. burgdorferi clearance from the joint and prevents efficient mLA resolution. These findings strengthen our understanding of inflammation resolution and may help identify therapeutic targets to ameliorate human LA and other inflammatory diseases.Includes bibliographical references

Toward Consistent Cross-Hauling Estimation for Input-Output Regionalization

Although the literature has provided steps in the right direction, conceptual shortcomings still exist in the cross-hauling adjustment methods that are currently being applied in the literature. This paper represents an attempt to 1) characterize the cross-hauling adjustment methods that exist in the literature; 2) identify the shortcomings that exist with the most widely applied method, CHARM; 3) provide an empirical analysis to tackle the notion of just how ubiquitous crosshauling is and the potential impact it has on input-output multiplier estimates; and 4) suggest directions for future conceptual and theoretical development that will lead to consistent cross-hauling measures for use

The Role of Regional Science in Shale Energy Development

The most recent boom in fossil fuel extraction is noteworthy through its extensive use of advanced technologies called hydraulic fracturing and horizontal drilling. The papers in this issue demonstrate the role that regional science can and should play in guiding policy, usefully complementing research from physical science and engineering disciplines that focuses on the important geological and environmental consequences of shale energy production. Furthermore, we underscore the need for expanding the traditional regional science focus in policy discussions pertaining to shale energy

Tidal Evolution of a Secularly Interacting Planetary System

In a multi-planet system, a gradual change in one planet's semi-major axis will affect the eccentricities of all the planets, as angular momentum is distributed via secular interactions. If tidal dissipation in the planet is the cause of the change in semi-major axis, it also damps that planet's eccentricity, which in turn also contributes to the evolution of all the eccentricities. Formulae quantifying the combined effects on the whole system due to semi-major axis changes, as well as eccentricity damping, are derived here for a two-planet system. The CoRoT 7 system is considered as an example.Comment: Accepted for publication in the Astrophysical Journal, 17 pages, including 1 figur

Maths Games: A Universal Design approach to mathematical reasoning

By incorporating math games into the classroom, through the principles of Universal Design teachers are able to address mathematical content, reasoning and problem solving, as well as tailoring games to address students\u27 individual needs

What, how, who: Developing Mathematical Discourse

A collaborative classroom, an open-ended problem, and a what-how-who structure can build students’ reasoning skills and allow teachers to recognize all classroom contributions. With an increased focus on using social discourse to enhance students’ mathematical thinking and reasoning (NCTM 2014, Staples and King 2017), teachers are looking for discussion strategies that encourage middlelevel students to make sense of mathematical concepts. However, structuring these valuable discussions is complex. “Mathematical discourse should build on and honor student thinking, and provide students with opportunities to share ideas, clarify understandings, develop convincing arguments, and advance the mathematical learning of the entire class” (Smith, Steele, and Raith 2017, p. 123). In other words, teachers must carefully consider what tasks provide meaningful opportunities to explore ideas, generate hypotheses, and promote questions within a collaborative environment. Then, teachers need to consider how to structure the activity to encourage discussions and incorporate responses that contribute to understanding specific mathematical objectives. Additionally, teachers must select who will speak to “advance the mathematical storyline of the lesson” (NCTM 2014, p. 30). By intentionally focusing on these elements in mathematics instruction, middle-grades teachers can develop a classroom culture that not only emphasizes sense making but also values the intellectual capacity that students bring to the classroom (Gutiérrez 2013; Lemons-Smith 2008). In this article, we describe how teachers can promote meaningful discussions using the what-how-who structure while giving students opportunities to make sense of mathematical ideas within a social context

Sliding into an equitable lesson

A kindergarten teacher uses Gutierrez\u27s four dimensions of equity to design and facilitate geometry instruction. Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student (Gutiérrez 2013; Lemons-Smith 2008). These integral interactions occur when teachers and students exchange problem-solving strategies, discuss relations among various mathematical representations, and listen to the viewpoints of others (NCTM 2000; 2014)

Selecting the Very Best: The Selection of High-Level Judges in the United States, Europe and Asia

This paper has been prepared by Kirkland & Ellis LLP for the Due Process of Law Foundation (“DPLF”), an organization dedicated to promoting and strengthening the rule of law and the respect for human rights in the Americas. The goal is to provide further stimulus to the enhancement of due process and the rule of law in Latin America by encouraging the transparent, merit-based selection and appointment of competent, independent, and impartial judges. An independent and impartial judiciary is an essential precondition to the effective operation of the rule of law, with due process for all. This, in turn, is vital for the existence of democratic societies. In sum, there is no “perfect” model for selecting judges for the highest courts of a country. The results that will be obtained by any particular model are highly dependent on the political and social context of a country—or state. A method that works well in a particular country might not produce desirable results elsewhere, which is why an analysis of the local context is always an essential starting point. That said, the analyses of the strengths and weaknesses of the selection methods adopted in the United States and in various European and Asian countries may be instructive in assessing what might work for any country considering efforts to enhance the effectiveness of the operation of the rule of law in that country

Chapter 11: Teaching mathematics to students with disabilities from diverse backgrounds

According to the Organization for Economic Cooperation and Development (OECD), the literacy and numeracy skills that are distributed across a population will have significant impact on economic and social outcomes. In particular, the “higher the levels of inequality in literacy and numeracy skills … the greater the inequality of distribution of income” (OECD, 2013, p. 26). However, although literacy skills are important, it has been suggested that poor mathematical skills may be more of a handicap than poor literacy skills, especially in the workplace (Butterworth, 2005; McCloskey, 2007). As McCloskey (2007) notes, “… quantitative concepts and information are involved in many facets of home, work and community life …” (p. 421). Poor quantitative skills are likely to pose significant problems in everyday life, even into adulthood (Dougherty, 2003; McCloskey, 2007)

A study of elementary mathematics teachers' knowledge of equity

Title from PDF of title page (University of Missouri--Columbia, viewed on May 26, 2010).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Dissertation advisor: Dr. Kathryn Chval.Vita.Ph. D. University of Missouri--Columbia 2010.Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on 13 elementary mathematics teachers' knowledge of equity related specifically to teaching mathematics to African American students. Teachers' knowledge of equity in teaching was examined using interview data and videotaped classroom observations based on the three components of the Knowledge of Equity in Teaching Framework: (1) knowledge of equity issues; (2) beliefs; and (3) knowledge of equity pedagogy. The participants in this study demonstrated a specific knowledge related to equity in teaching mathematics to African American students. The results of this study revealed that the components of the Knowledge of Equity in Teaching Framework influence each other. Implications for research and practice are discussed and recommendations for future research are suggested.Includes bibliographical reference