Type 1 interferons and myositis

Recent studies suggest a mechanistic role for molecules induced by type 1 interferons in the pathogenesis of some forms of myositis. For dermatomyositis, evidence that these molecules injure myofibers seems especially strong. In the group of disorders known as polymyositis, the study of blood samples suggests a potential role. It is unknown what drives the sustained presence of type 1 interferon-inducible molecules in these diseases, as the type 1 interferons themselves have not been specifically detected along with their downstream biomarkers. Therapeutic development for blockade of IFNα is in progress aided by the identification of blood genomic biomarkers

Approval-guided learning : its impact on self-esteem and written expression skills.

The purpose of this study was to investigate the effects of an approach which emphasized the use of approval-guided learning to teach written expression. Using a quasi-experimental, non-equivalant control group design, the experiment took place during the first six months of the school year. The sample was originally comprised of eighty-four students in grades three through five in southeastern Massachusetts. Two classes (experimental group) were instructed using the IPA writing approach which used approval-guided learning (providing praise for correct responses while not calling attention to errors or incompletions). The remaining two classes (control group) were taught writing skills using an approach where approval was not emphasized. Data from one class of the control group were not reported due to flawed test administration. The subjects were pre- and post-tested for written expression skills (assessing vocabulary, thematic maturity, spelling, style, and word usage) using a nationally normed, standardized test (TOWL). To determine self-esteem as writers, subjects were asked to report how they felt about themselves as writers using a writing survey developed by the researcher. Analysis of the data revealed no significant difference at the.05 level between the results of the experimental and control groups in written expression skills. The significance of t was at the.09 level. Examining the effects of gender on writing skills revealed females in the experimental group recorded significantly higher gains than females in the control group. Gender made no other significant differences. The data from the writing survey measuring self-esteem of students as writers resulted in the experimental group performing significantly better (at the.05 level) than students in the control group. Gender had no significant effect on results. Although results were not significant at the.05 level, the data suggests a trend towards the experimental group making greater gains than the control group in written expression skills and the experimental group reported greater gains in self-esteem as writers compared to control group students

How citation distortions create unfounded authority: analysis of a citation network

Objective To understand belief in a specific scientific claim by studying the pattern of citations among papers stating it

ECS Evaluation Survey Instruments

This is a compilation of several surveys used in conjunction with a large-scale implementation of the Exploring Computer Science Curriculum in high schools in the Chicago Public Schools: ECS student presurvey pp. 1--2, ECS student postsurvey pp. 3--4, teacher background survey pp. 5--11, teacher ECS workshop feedback form pp. 12--13, teacher ECS implementation survey pp. 14--2