Correlation of matrix metalloproteinase-2, -9, tissue inhibitor-1 of matrix metalloproteinase and CD44 variant 6 in head and neck cancer metastasis

INTRODUCTIONHeadandneckcancersquamouscellcarci noma (HNSCC)isthefifthmostfrequentmalig nantneoplasmworld wide ;andischaracterizedbylocalinvasion ,disseminationtolocallymphnodeandfrequentrecurrenceattheprimarysiteoftumour.Despiteimprovementsindiagnosisandt…     

What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment 2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About 54 students were assigned randomly to one cell of a 2 × 2 design that varied localization of matrix topics and categories. Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning.     

Mobility and equilibrium stability analysis of pin-jointed mechanisms with equilibrium matrix SVD

Under certain load pattern, the geometrically indeterminate pin-jointed mechanisms will present certain shapes to keep static equalization. This paper proposes a matrix-based method to determine the mobility and equilibrium stability of mechanisms according to the effects of the external loads. The first and second variations of the potential energy function of mechanisms under conservative force field are analyzed. Based on the singular value decomposition (SVD) method, a new crite- rion for the mobility and equilibrium stability of mechanisms can be concluded by analyzing the equilibrium matrix. The mobility and stability of mechanisms can be classified by unified matrix formulae. A number of examples are given to demonstrate the proposed criterion. In the end, criteria are summarized in a table.     

Simplification and improvement of prediction model for elastic modulus of particulate reinforced metal matrix composite

1 Introduction a Elastic modulus is an important index to reflect the resistance of a composite against deformation under an applied force. Elastic modulus measurement of a composite is restricted by some factors, for instance, test samples need to confor…     

Expression of matrix metalloproteinase-9 in nasopharyngeal carcinoma and association with Epstein-Barr virus infection

Objective: To evaluate the expression of matrix metalloproteinase-9 (MMP9) in nasopharyngeal carcinoma and the association between MMP9 and Epstein-Barr virus infection. Methods: The MMP9 expression was studied by immu-nohistochemical analysis; and Epstein-Barr virus encoded small nuclear mRNA-1(EBER-1) produced by in situ hybridization were examined in 41 nasopharyngeal carcinoma sections, and the relation between them, and the associations of MMP9 with clinical features were statistically analyzed. Results: Positive expression rate of MMP9 was 73.17%. The expression of MMP9 showed significant positive correlation with the expression of EBER-1 (γ0.483, P=0.001). There was significant association of MMP9 expression with lymph nodes metastasis and clinical stage (P<0.001), non-significant association with age, gender, pathological classification and T classification. Conclusions: The highly pronounced expression of MMP9 is associated with cervical lymph nodes metastasis. Epstein-Barr virus can enhance N     

Elementary and Middle School Students’ Conceptions of Knowledge,Information, and Truth

Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains.     

Adolescents’ definitions of bullying: the contribution of age,gender, and experience of bullying

The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.     

Effects of Strategy Training and Incentives on Students’ Performance,Confidence, and Calibration

This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of better monitoring and self-regulation of learning. The authors compared pre- and posttest items and 20 new posttest-only items. They found significant effects for strategy training on performance, confidence, and calibration accuracy, as well as the interaction between strategy training and time on calibration accuracy. Incentives improved performance and calibration accuracy, either directly, or through an interaction with strategy training. Implications for future research are discussed.     

Florence, Italy : City of Art, Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents.     

Pre-service teachers’ motivation,sense of teaching efficacy,and expectation of reality shock

The present study investigated how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavour to reduce the reality shock among novice teachers.     

Florence,Italy:City of Art,Culture and Soccer

<正>I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents. My life was about to get interesting, and for the next few years it wouldn’t stop spinning.     

Florence,Italy:City of Art,Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th,1982.No big thing at all except for the fact that I was     

“The piety of degradation”: Kenneth Burke,the bureau of social hygiene,and Permanence and Change

Kenneth Burke's employment with the Bureau of Social Hygiene informed his rhetorical theory in the 1930s. Between 1926 and 1930, Burke researched criminology and drug addiction and ghostwrote a book for Colonel Arthur Woods, Dangerous Drugs. An investigation of archives indicates that this research left its mark on Burke's Permanence and Change (1935): in particular, Burke's concept of piety can be understood better in relation to the Bureau of Social Hygiene. An account of Burke's criminological research shows that piety, as a rhetorical concept, involves both embodied and discursive acts. Because it involves mental and affective factors, piety forms the basis for metabiology.     

Family fortunes: female students’ perceptions and expectations of higher education and an examination of how they,and their parents,see the benefits of university

This paper details a case study undertaken in 2011 which examined a small group of female students’, and their parents’, perceptions of the purpose of a university education. The research is underpinned by a review of the literature examining the views held by academics and politicians as to the benefits of higher education and of research in the field of student choices, as related to habitus and their familial experience of higher education. Data collection involved the use of mixed methods to investigate perceptions and expectations about higher education on arrival at university and whether for a small sample of postgraduate respondents, these perceptions had changed over time. The findings showed that initially there is a belief that higher education is primarily a route to economic gain but, three years after graduation, the respondents consider their time spent at the university – primarily – as a period of personal growth and fulfilment.     

Relations Among Two Teachers’ Practices and Beliefs,Conceptualizations of the Nature of Science,and their Implementation of Student Independent Inquiry Projects

In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects.     

Portrayals of science and scientists,and ‘science for citizenship’

There are increasing calls in the science education community for ‘science for citizenship’ as an important goal for the school science curriculum of the 21st century. The potential influence of portrayals of science and scientists in popular culture on the achievement of this goal is explored in this paper through a review of the literature. We develop a framework of important questions citizens ask in considering personal and social decision making in relation to science and technology issues, and how portrayals of science and scientists might contribute to this decision making process.     

Predictors of US teachers’ intervention in anti-lesbian,gay, bisexual,and transgender bullying and harassment

This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people, awareness of general bullying and harassment, awareness of anti-LGBT bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBT youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBT people; raising awareness of anti-LGBT bullying and harassment; and building teachers’ skills to intervene in anti-LGBT behaviors.