Guazia,the earliest ovule without cupule but with unique integumentary lobes

The earliest ovules in the Late Devonian (Famennian) are surrounded by a cupule that is involved in both protection and pollination, and generally have free integumentary lobes. Here we report a new taxon from the Famennian of China, Guazia dongzhiensis gen. et sp. nov. The terminally borne ovule is apparently acupulate (without cupule) and has four radially arranged wing-like integumentary lobes that are extensively fused, and folded lengthwise and inwards. Guazia provides evidence that not all Devonian seeds possess a cupule and it increases their diversity in integumentary lobes. This genus also suggests that the integuments develop new functions, probably including wind dispersal at the expense of the cupules.     

基于油气藏渗流力学课程的创新创业深度研究融合

"油气藏渗流力学"作为石油工程专业主干课程,在日常教学中,多为理论知识教学,缺少实践教学活动。本文通过问卷调查,得出创新创业教育实际情况的相关数据。根据实际情况,以创新创业为方向,将其思想与内涵同"油气藏渗流力学"的教学计划及活动相结合。从课上到课下,从学校到学生,全方位、深层次、多方向地提出了模块教学、合理规划科技创新竞赛及跨专业联合教学模式三种教学改革方式。     

开关电源实验教学探讨

开关电源采用交—直—交—直变换技术,是一种组合变流电路,包含整流、逆变、变压、滤波等电路,融汇了电力电子技术及其课程教学的主要内容,对学生提炼电力电子技术课程教学的关键知识点有很大的作用。通过该实验,帮助学生深入学习与理解电力电子技术的基本知识,培养和提高实验技能以及分析问题和解决问题的能力,取得了良好的实验教学效果。     

Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.     

漳平水仙饼茶中酚类提取物的体外抗氧化活性及对小鼠乳腺癌4T1细胞增殖和转移的抑制作用（英文）

目的:探讨不同提取方法所得的漳平水仙饼茶中提取物的主要化学成分、体外抗氧化作用和对小鼠乳腺癌4T1细胞增殖和转移的抑制作用。创新点:首次对漳平水仙饼茶中不同提取物的主要化学成分、体外抗氧化作用和对小鼠乳腺癌4T1细胞增殖和转移的抑制作用进行了研究。方法:以漳平水仙饼茶为原料,利用乙酸乙酯、正丁醇和水分别进行萃取,得到三种提取物。对提取物的茶多酚、黄酮、原花青素、总糖、蛋白质、氨基酸、儿茶素单体、茶黄素、咖啡碱等主要化学成分进行检测。利用DPPH、ABTS和FRAP三种不同方法进一步检测了三种提取物的体外抗氧化性,并评价了提取物对小鼠乳腺癌4T1细胞的增殖、细胞周期、迁移、侵袭等的影响作用。同时,采用皮尔森系数分析和聚类分析两种分析方法探讨了提取物中的化学成分与其抗氧化活性和对4T1细胞作用的相关性。结论:本实验结果显示,漳平水仙饼茶乙酸乙酯层提取物具有最高的茶多酚、黄酮、原花青素和儿茶素单体的含量(表1~3,图1),并且在三种不同的抗氧化体系中均显示出最强的抗氧化性能(表4,图2),同时对小鼠乳腺癌4T1细胞的增殖、细胞周期、迁移、侵袭有非常明显的抑制作用(图3~6)。乙酸乙酯层提取物之所以具有最强的生物活性主要与其含有较多的茶多酚等活性成分有关(表5,图3)。     

DEVELOPING AND EVALUATING AN INTERDISCIPLINARY CLINICAL TEAM TRAINING PROGRAM: LESSONS TAUGHT AND LESSONS LEARNED

The training of clinicians in working together as an interdisciplinary team has received growing support in geriatrics. Most teamwork training programs have focused on group process and development as the core competencies of team practice necessary to improve levels of team functioning. The experience of the Rhode Island Geriatric Education Center (RIGEC) in developing and implementing an ongoing teamwork training program, including the training of several geriatric teams from a variety of health care settings, suggests that additional objectives should include the empowerment of teams for advocacy in rapidly changing health care settings increasingly shaped by economic forces. The lessons learned by RIGEC for the development and implementation of teamwork training include the importance of defining team membership, dealing with the shifting shoals of the health care system, understanding individuals and systems under stress, and redefining the objectives of teamwork training.     

LINKING MINORITY AND DISADVANTAGED HIGH SCHOOL STUDENTS WITH HEALTH PROFESSIONS TRAINING: A WIN-WIN SITUATION FOR STUDENTS AND OLDER ADULTS

This article describes a pilot project designed to encourage career interest by minority high school students in health professions in geriatrics and gerontology. This multifaceted educational program used a contextual training approach and was conducted over a five-week period. Program components included classroom sessions, group as well as independent activities and research, guided field trips, faculty lectures, and the development of a final report directed at health careers in gerontology. The majority of the students were planning or considering a career in geriatrics or gerontology at the completion of the program. Students' evaluative comments revealed a more positive attitude toward the elderly, significant interest in gerontology careers, and strong support for the program. A strategy for longterm follow-up of participants is presented, as well as lessons learned and plans for future programming. This program was implemented by the Rhode Island Geriatric Education Center, in collaboration with the University of Rhode Island Urban Field Center, in response to the "Kids Into Health Careers" initiative established by the U.S. Bureau of Health Professions.     

Sources of difficulty in assessment: example of PISA science items

ABSTRACT

The understanding of what makes a question difficult is a crucial concern in assessment. To study the difficulty of test questions, we focus on the case of PISA, which assesses to what degree 15-year-old students have acquired knowledge and skills essential for full participation in society. Our research question is to identify PISA science item characteristics that could influence the item’s proficiency level. It is based on an a-priori item analysis and a statistical analysis. Results show that only the cognitive complexity and the format out of the different characteristics of PISA science items determined in our a-priori analysis have an explanatory power on an item’s proficiency levels. The proficiency level cannot be explained by the dependence/independence of the information provided in the unit and/or item introduction and the competence. We conclude that in PISA, it appears possible to anticipate a high proficiency level, that is, students’ low scores for items displaying a high cognitive complexity. In the case of a middle or low cognitive complexity level item, the cognitive complexity level is not sufficient to predict item difficulty. Other characteristics play a crucial role in item difficulty. We discuss anticipating the difficulties in assessment in a broader perspective.     

Teaching about violence prevention: A bridge between public health and criminal justice educators

Public health perspectives on violence-related injuries have become increasingly important over the past two decades, yet they are rarely mentioned in criminal justice educational texts or articles. Here we provide a brief overview of the public health approach to the prevention of violence and related injuries and compare it to an approach to crime prevention commonly associated with the criminal justice approach: deterrence. The prevention of sexual assault on college and university campuses is used as an illustration of the two approaches. Finally, given the similarities between the manner in which these two multi-disciplinary fields approach violence prevention, we explore how and why criminal justice educators might want to teach a bridge between public health and criminal justice.