Induction of diabetes by Streptozotocin in rats

The objective of this study is to induce experimental diabetes mellitus by Streptozotocin in normal adult Wistar rats via comparison of changes in body weight, consumption of food and water, volume of urine and levels of glucose, insulin and C-peptide in serum, between normal and diabetic rats. Intra-venous injection of 60mg/kg dose of Streptozotocin in adult wistar rats, makes pancreas swell and at last causes degeneration in Langerhans islet beta cells and induces experimental diabetes mellitus in the 2–4 days. Induction of experimental diabetes mellitus is indeed the first step in the plan of purification of pancreatic Langerhans islet cells of normal rats for transplanting under the testis subcutaneous of experimentally induced diabetic rats. Streptozotocin induces one type of diabetes which is similar to diabetes mellitus with non-ketosis hyperglycemia in some animal species. For induction of experimental diabetes in male adult rats weighted 250–300 grams (75–90 days), 60mg/kg of Streptozotocin was injected intravenously. Three days after degeneration of beta cells, diabetes was induced in all animals. The diabetic and normal animals were kept in the metabolic cages separately and their body weight, consumption of food and water, urine volume, the levels of serum glucose, insulin and C-peptide quantities in all animals were measured and then these quantities were compared. For a microscopic study of degeneration of Langerhans islet beta cells of diabetic rats, sampling from pancreas tissue of diabetic and normal rats, staining and comparison between them, were done. Induction of diabetes with Streptozotocin decreases Nicotinamide-adenine dinucleotide (NAD) in pancreas islet beta cells and causes histopathological effects in beta cells which probably intermediates induction of diabetes. In this study, we used Streptozotocin for our experiments in induction of experimental diabetes mellitus. After Induction of diabetes, consumption of food and water, volume of urine and glucose increased in the diabetic animals in comparison with normal animals, but the weight of body and the volume of insulin and C-peptide decreased in the diabetic animals. Sampling and staining of pancreas tissue of diabetic and normal rats showed that the Langerhans islet beta cells of diabetic rats have been clearly degenerated. In three days, Streptozotocin makes pancreas swell and at last causes degeneration in Langerhans islet beta cells and induces experimental diabetes. It also changes normal metabolism in diabetic rats in comparison with normal rats. Consumption of water and food, volume of urine, serum glucose increases in diabetic animals in comparison with normal rats but the levels of serum insulin, C-peptide and body weight decreases.     

A willingness to be vulnerable: norm psychology and human–robot relationships

Ethics and Information Technology - Should we welcome social robots into interpersonal relationships? In this paper I show that an adequate answer to this question must take three factors into...     

Interstimulus interval and viewing time effects in monkey list memory

Two rhesus monkeys were tested in 6- and 10-item list memory tasks for performance changes as a function of the exposure duration of the list stimuli and the interstimulus interval (ISI) between successive list stimuli. Accuracy increased with longer item exposure duration and tended to decrease with longer ISI duration. Humans, by contrast, typically show increases in accuracy with ISI, a result taken as evidence of rehearsal. The decrease in accuracy for monkeys suggests that they were not using rehearsal processes in these list memory experiments. Further tests in which choice accuracy with predictable ISIs was compared with choice accuracy with unpredictable ISIs also yielded no evidence of rehearsal by the monkeys. This apparent absence of rehearsal mechanisms in monkeys, in situations also shown to support human rehearsal, is discussed as a potential difference in the visual working memory processes of the two species.     

The impact of content area focus on the effectiveness of a web‐based simulation

This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study.     

Depending on the kindness of strangers: current national data initiatives and developmental research

This article provides a brief review of current large-scale, longitudinal data collection initiatives focusing on children. These studies will be available for secondary data analyses in the twenty-first century. In addition to child outcome data, process-oriented information is being collected on child-parent interactions, quality of child care, elementary school teacher reports and classroom observations, accessibility and use of health, educational and social services, parental mental health, family violence, fathering, parental residence patterns, income and income sources, child support, employment patterns, and community characteristics. Several of these studies are randomized trials of the efficacy of early childhood intervention services and housing mobility programs. The usefulness of these efforts for exploring policy-relevant issues (child support enforcement, work requirements for welfare recipients, antipoverty strategies, housing subsidies and relocation, availability of child care, child-care subsidies) are discussed.     

The Swedish WAIS-R factor structure and cognitive profiles for adults with dyslexia

Factor analysis of the Swedish version of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) on a group of 88 adult individuals with dyslexia showed a three-factor structure with a verbal comprehension (VC) factor, a perceptual organization (PO) factor, and a freedom from distractibility (FD) factor. The results of this factor analysis support earlier findings from factor analyses of adults in the original U.S. normative sample and in different clinical groups. The profile of scores for the sample of individuals with dyslexia showed the expected pattern, with PO highest and FD lowest. The predicted pattern was also observed using Bannatyne's recategorization of WAIS-R subtests. As has been true for other typical and exceptional samples, women scored significantly higher than men on the Digit Symbol subtest. Related to this gender difference, Digit Symbol scores proved to be sensitive to problems associated with dyslexia only for men with dyslexia. Also, education level was shown to be related to verbal (V)-performance (P) IQ discrepancy, with larger P > V differences observed for participants with fewer years of formal schooling. Regardless of these gender and education differences, the characteristic factor score and Bannatyne patterns were identified for both men and women and for three different subsamples categorized by educational level.     

A comparison of verbal output and receptivity in relation to attraction and communication satisfaction in interpersonal relationships

This study tested relationships among verbal output, behavioral receptivity, attraction, and communication satisfaction in a variety of longer and shorter term relationships of differing levels of liking. Two behaviorally referenced reports on others were developed to measure perceived behavioral output and perceived behavioral receptivity. The study tested hypotheses within the attraction paradigm. Results generally supported the notion of an important reinforcement value of high behavioral receptivity and moderate verbal output. Substantial proportions of highly verbal people appeared to be below average in receptivity.     

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.