Hordeum geniculatum (Poaceae) en el NE de la península ibérica

Hordeum geniculatum, native to the Iberian Peninsula, is recorded from the lower reaches of the river Ebro. This population constitutes a significant new record for Catalonia, although its presence over seventy years ago in the Maresme is testified by two herbarium sheets from Malgrat de Mar, where it is now probably extinct.Hordeum geniculatum, gramínea autóctona en la Península Ibérica, se cita en el tramo bajo del río Ebro. Esta población constituye una nueva cita de importancia para Cataluña, aunque se han detectado evidencias de su antigua presencia en el Maresme en dos pliegos de herbario recolectados en Malgrat de Mar, donde hoy día es probable que se haya extinguido

Fundamental investigation of losses of skeletal mineral in young adult human males and collaterally in young adult male pigtail monkeys /macacus nemestrima/ through immobilization for varying periods of time, coupled with a study of methods of preven

Skeletal mineral losses in young adult humans and monkeys resulting from immobilizatio

Teaching Inquiry-Based STEM in the Elementary Grades Using Manipulatives: A SySTEMic Solution Report

Young learners come to school holding myriad conceptions about how the world works, particularly in the areas of science, technology, engineering, and mathematics, or STEM.1-3 Further, young students\u27 conceptions are commonly based on fragmented knowledge or naïve perspectives that contribute to the importance of early exposure to and practice with scrutinizing situations scientifically.1,3 An important part of helping children gain the skills necessary to approach situations scientifically involves preparing them to conduct scientific inquiry.3 The development of critical thinking skills and scientific approaches to problem solving should begin early in education.4 However, lack of elementary teacher comfort and familiarity with inquiry may be a significant barrier hindering early learner experience with and development of inquiry skills.5 Additionally, although engineering topics are particularly well suited for teaching inquiry, most teachers, like the general public, are not well versed in engineering. Therefore, teachers are excellent candidates for participation in professional development that enhances their knowledge and comfort with teaching inquiry-based STEM curriculum and engineering content in particular

A SySTEMic Solution: Elementary Teacher Preparation in STEM Expertise and Engineering Awareness

Research shows that most K-5 teachers are typically required to complete only minimal coursework in science and mathematics, which constrains their knowledge, efficacy, and confidence for teaching STEM (Science, Technology, Engineering and Math) content. Additionally, elementary teachers, like much of the general public, have limited comprehension about the relationship between STEM concepts and engineering fields and the kind of work and societal contributions made by engineers. Yet, elementary school is a critical time in which students develop foundational understanding of STEM concepts, career options, and inquiry learning. To address students\u27 STEM needs and limited teacher preparation, the Idaho SySTEMic Solution research project was implemented by the College of Education and College of Engineering at Boise State University, in partnership with the Meridian Joint School District and educational products and services company PCS Edventures! Funded by the U.S. Department of Education, the Idaho SySTEMic Solution is a STEM education initiative designed to advance achievement and confidence among elementary-age learners and their teachers. Phase I of the Idaho SySTEMic Solution, which is the subject of this report, focuses on teachers, with the goal of increasing their STEM content knowledge, instructional practices, awareness of engineering, and overall confidence for teaching STEM concepts. Phase I began with a three-day summer institute for 39 elementary teachers at seven schools representing socioeconomic diversity in the largest school district in Idaho. To measure the results of the workshop, several data collection methods were utilized, for pre- and post-intervention assessment. Repeated measures analyses revealed significant teacher increase in confidence to teach STEM curriculum (p \u3c .01), positive increase in engineering attitudes (p \u3c .01) and increase in STEM teaching efficacy (p \u3c .01) over the course of the threeday workshop. We attribute these changes to the content and context of the workshop instruction

Costs and cost effectiveness of cardiovascular screening and intervention: The British family heart study

This article has been made available through the Brunel Open Access Publishing Fund and is available from the specified link - Copyright @ 1996 BMJ Publishing Group.Objective-To measure costs and cost effectiveness of the British family heart study cardiovascular screening and intervention programme.Design-Cost effectiveness analysis of randomised controlled trial. Clinical and resource use data taken from trial and unit cost data from external estimates.Setting-13 general practices across Britain.Subjects-4185 men aged 40-59 and their 2827 partners.Intervention-Nurse led programme using a family centred approach, with follow up according to degree of risk.Main outcome measures-Cost of the programme itself; overall short term cost to NHS; cost per 1% reduction in coronary risk at one year.Results-Estimated cost of putting the programme into practice for one year was pound 63 per person (95% confidence interval pound 60 to pound 65). The overall short term cost to the health service was pound 77 per man (pound 29 to pound 124) but only pound 13 per woman (-pound 48 to pound 74), owing to differences in utilisation of other health service resources. The cost per 1% reduction in risk was pound 5.08 per man (pound 5.92 including broader health service costs) and pound 5.78 per woman (pound 1.28 taking into account wider health service savings).Conclusions-The direct cost of the programme to a four partner practice of 7500 patients would be approximately pound 58 000. Annually, pound 8300 would currently be paid to a practice of this size working to the ma target on the health promotion bands, plus any additional reimbursement of practice staff salaries for which the practice qualified. The broader short term costs to the NHS may augment these costs for men but offset them considerably for women

Transcriptional regulation of the urokinase receptor (u-PAR) - A central molecule of invasion and metastasis

The phenomenon of tumor-associated proteolysis has been acknowledged as a decisive step in the progression of cancer. This short review focuses on the urokinase receptor (u-PAR), a central molecule involved in tumor-associated invasion and metastasis, and summarizes the transcriptional regulation of u-PAR. The urokinase receptor (u-PAR) is a heavily glycosylated cell surface protein and binds the serine protease urokinase specifically and with high affinity. It consists of three similar cysteine-rich repeats and is anchored to the cell membrane via a GPI-anchor. The u-PAR gene comprises 7 exons and is located on chromosome 19q13. Transcriptional activation of the u-PAR promoter region can be induced by binding of transcription factors (Sp1, AP-1, AP-2, NF-kappaB). One current study gives an example for transcriptional downregulation of u-PAR through a PEA3/ets transcriptional silencing element. Knowledge of the molecular regulation of this molecule in tumor cells could be very important for diagnosis and therapy in the near future

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints. To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants\u27 comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p \u3c .01), decreases in STEM pedagogical discontentment (t = 7.281, p \u3c .01), and increases in design process knowledge (t = 6.072, p \u3c .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity. Our results indicate that our three-day summer institute and follow-up support increased our participants\u27 knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM