The Impact of Sentiment and Misinformation Cycling Through the Social Media Platform, Twitter, During the Initial Phase of the COVID-19 Vaccine Rollout

This study assesses the underlying topics, sentiment, and types of information regarding COVID-19 vaccines on Twitter during the initiation of the vaccine rollout. Tweets about the COVID-19 vaccine were collected and the relevant tweets were then filtered out using a relevancy classifier. Latent Dirichlet Allocation (LDA) was used to uncover topics of discussion within the relevant tweets. The NRC lexicon was used to assess positive and negative sentiment within tweets. The type of information (information, misinformation, opinion, or question) in tweets was evaluated. The relevancy classifier resulted in a dataset of 210,657 relevant tweets. Eight topics provided the best representation of the relevant tweets. Tweets with negative sentiment were associated with a higher percentage of misinformation. Tweets with positive sentiment showed a higher percentage of information. The proliferation of information and misinformation on social media platforms are associated with building trust and mitigating negative sentiment associated with COVID-19 vaccines

Measuring Claim-Evidence-Reasoning Using Scenario-based Assessments Grounded in Real-world Issues

Improving students’ use of argumentation is front and center in the increasing emphasis on scientific practice in K-12 Science and STEM programs. We explore the construct validity of scenario-based assessments of claim-evidence-reasoning (CER) and the structure of the CER construct with respect to a learning progression framework. We also seek to understand how middle school students progress. Establishing the purpose of an argument is a competency that a majority of middle school students meet, whereas quantitative reasoning is the most difficult, and the Rasch model indicates that the competencies form a unidimensional hierarchy of skills. We also find no evidence of differential item functioning between different scenarios, suggesting that multiple scenarios can be utilized in the context of a multi-level assessment framework for measuring the impacts of learning experiences on students’ argumentation

Measuring Claim-Evidence-Reasoning Using Scenario-based Assessments Grounded in Real-world Issues

Improving students’ use of argumentation is front and center in the increasing emphasis on scientific practice in K-12 Science and STEM programs. We explore the construct validity of scenario-based assessments of claim-evidence-reasoning (CER) and the structure of the CER construct with respect to a learning progression framework. We also seek to understand how middle school students progress. Establishing the purpose of an argument is a competency that a majority of middle school students meet, whereas quantitative reasoning is the most difficult, and the Rasch model indicates that the competencies form a unidimensional hierarchy of skills. We also find no evidence of differential item functioning between different scenarios, suggesting that multiple scenarios can be utilized in the context of a multi-level assessment framework for measuring the impacts of learning experiences on students’ argumentation

Measuring Claim-Evidence-Reasonsing Using Scenario-Based Assessments Grounded in Real-World Issues

Improving students’ use of argumentation is front and center in the increasing emphasis on scientific practice in K-12 Science and STEM programs. We explore the construct validity of scenario-based assessments of claim-evidence-reasoning (CER) and the structure of the CER construct with respect to a learning progression framework. We also seek to understand how middle school students progress. Establishing the purpose of an argument is a competency that a majority of middle school students meet, whereas quantitative reasoning is the most difficult, and the Rasch model indicates that the competencies form a unidimensional hierarchy of skills. We also find no evidence of differential item functioning between different scenarios, suggesting that multiple scenarios can be utilized in the context of a multi-level assessment framework for measuring the impacts of learning experiences on students’ argumentation

The antiapoptotic gene A1/BFL1 is a WT1 target gene that mediates granulocytic differentiation and resistance to chemotherapy

Previous work has demonstrated that WT1 (–Ex5/–KTS) potentiates granulocyte colony-stimulating factor (G-CSF)–mediated granulocytic differentiation. This WT1 isoform suppresses cyclin E, which may contribute to the prodifferentiation effect by slowing proliferation, but WT1 target genes that affect survival might also be involved. We screened a cDNA array and identified the bCL2 family member A1/BFL1 as a new WT1 target gene in 32D cl3 murine myeloblast cells. Induction of WT1 (–Ex5/–KTS) expression is accompanied by up-regulation of A1 on the cDNA array, and this up-regulation was confirmed by semiquantitative reverse transcription–polymerase chain reaction (RT-PCR). Moreover, both promoter-reporter assays and chromatin immunoprecipitation assays suggest that this isoform of WT1 activates the promoter directly. Constitutive expression of A1 in 32D cl3 cells induces spontaneous granulocytic differentiation, with both morphologic and cell-surface antigen changes, as well as resistance both to chemotherapy and to withdrawal of interleukin-3 (IL-3). Finally, we note an association between WT1 expression and A1 expression in primary acute myeloid leukemia samples. Taken together, these results demonstrate that A1 is a new WT1 target gene involved in both granulocytic differentiation and resistance to cell death, and suggests that these genes might play an important role in the biology of high-risk leukemias