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A survey and inventory of tree canopy bio-diversity for cryptogams (myxomycetes, macrofungi, mosses, liverworts, lichens and ferns) in the Great Smoky Mountains National Park resulted in the discovery of an undescribed myxomycete species. This taxon is classified in the order Physarales, family Di-dymiaceae and genus Diachea. A combination of morphological characteristics distinguishes Diachea arboricola H.W. KellerM. Skrabal sp. nov. from all other species in the genus: peridium iridescent gold to silvery gray; stalk reddish orange above and whitish below, filled with crystals; capillitial threads stiff, dichotomously branched and arising from the tip of the columella; spore ornamentation uniformly covering the entire spore surface, appearing spiny with light microscopy, with scanning electron microscopy as vertical processes with capitate, clustered, spike-like tips. This type of spore ornamentation has not been found in any other Diachea species. Diachea arboricola is known only from the tree canopy, ranging in height from roughly 3 to 21 m, on three tree species, Fraxinus americana, Juniperus virginiana and Quercus alba. Observations of plasmodial growth and fruiting body development are described based on moist chamber cultures. Tree canopy observations in situ suggest that the plasmodium of this species migrates over extensive vertical areas of tree bark. Ecological factors are discussed that include pH of bark substrata. The species description is based on abundant sporangia from 17 different collections. A key to the species of Diachea is provided to aid in the identification of this taxon.

Arts and Culture Education develops students' sense of taste, creativity, and aesthetic tastes in art, develops ethics, social awareness and cultural awareness of students in social life, and a love of Indonesian culture. One of the cultural art materials learned for the Upper Middle School level about two-dimensional art. But students in class X IIS 1 of SMA Negeri 1 Labuhan Deli increased the difficulty of learning two-dimensional art results to be low. Therefore this research was conducted which was intended to improve student learning outcomes using the Role Playing model. This research is a classroom action research (CAR) conducted in two cycles. The data collection technique used is a test of learning outcomes. Analysis of the data used is the equation of individual absorption and the percentage of classical absorption. The results of the study prove that an increase in student learning outcomes using role playing models in two-dimensional art material at SMAN 1 Labuhan Deli. This study suggests that teachers use learning models that support student learning outcomes, one of which is role playing models that has various advantages and uniqueness . Keywords: fine art, role playing. Abstrak Pendidikan Seni Budaya berfungsi mengembangkan kepekaan rasa, kreativitas,dan cita rasa estetis siswa dalam berkesenian, mengembangkan etika, kesadaran sosial dan kesadaran kultural siswa dalam kehidupan bermasyarakat, serta rasa cinta terhadap kebudayaan Indonesia. Salah satu materi Seni Budaya yang dpelajari untuk tingkat Sekolah Menengah Atas adalah tentang seni rupa dua dimensi. Namun siswa di kelas X IIS 1 SMA Negeri 1 Labuhan Deli mengalami kesulitan sehingga hasil belajar seni rupa dua dimensi menjadi rendah. Oleh karena itu dilakukan penelitian ini yang bertujuan untuk meningkatkan hasil belajar siswa menggunakan model Role Playing . Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Teknik pengumpulan data yang digunakan adalah tes hasil belajar. Analisis data yang digunakan adalah rumus daya serap individu dan persentase daya serap klasikal. Hasil penelitian membuktikan bahwa terjadi peningkatkan hasil belajar siswa menggunakan model role playing pada materi seni rupa dua dimensi di SMAN 1 Labuhan Deli. Penelitian ini menyarankan agar guru menggunakan model pembelajaran yang mendukung hasil belajar siswa, salah satunya yaitu model role playing yang mempunyai berbagai kelebihan dan keunikan. Kata Kunci: seni rupa, role playing . Author: Nurambia : Sekolah Menengah Atas Negeri 1 Labuhan Deli References: A’la, M. (2011). Quantum Teaching . Yogyakarta: Diva Press. Anderson, H., & Britton, T. (2000). Stochastics Epidemic Models and their Statistical Analysis . New York: Springer-Verlag. Angkowo, R., & Kosasih, A. (2007). Optimalisasi Media Pembelajaran . Jakarta: Grasindo. Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan . Jakarta: Rineka Cipta. Dewi, T. A. (2017). Efektivitas Model Role Playing dalam Meningkatkan Kompetensi Mahasiswa Pada Mata Kuliah Manajemen Keuangan. JURNAL PROMOSI: Jurnal Pendidikan Ekonomi UM Metro , 5 (1), 95–104. http://dx.doi.org/10.24127/ja.v5i1.850 . Fauzi, H. D. (2015). Buku Guru Seni Budaya . Bandung: Yrama Widiya. Istarani. (2012). Model Pembelajaran Inovatif . Medan: Media Persada. Joyce, & Weil. (1992). Models of Teaching . USA: Allyn and Bacon. Tetty Khairiyah, D. (2013). Pengaruh Model Role Playing pada Pembelajaran Seni Rupa Terhadap Hasil Belajar Menggambar Siswa Kelas IV SDN 01 Baso. Serupa The Journal of Art Education , 2 (1), ___ . Komaruddin. (2000). Model Pembelajaran Aktif . Bandung: Remaja Rosdakarya. Mulyasa, E. (2005). Menjadi Guru Profesional . Bandung: Remaja Rosdakarya. Ngalimun. (2014). Strategi dan Model Pembelajaran . Yogyakarta: Aswaja Pressindo. Rahmat. (2008). Model Pembelajaran Aktif . Jakarta: Balai Pustaka. Reigeluth, C. M. . (1983). Instructional Design Theories and Models: An Overview of Their Curent Status . London: Lawren Erlbaum Associates Publisher. Richey, R. C. (1986). The Theoretical and Conceptual Bases of Instructional Design . London: Kogan Page Ltd. Rohani, A. (2004). Pengelolaan Pengajaran . Jakarta: Rineka Cipta. Sagala, S. (2011). Konsep dan Makna Pembelajaran . Bandung: Alfabeta. Sanjaya, W. H. (2008). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan . Jakarta: Kencana. Sapriya. (2002). Studi Sosial: Konsep dan Model Pembelajaran . Bandung: Buana Nusantara. Sari, J., Tarigan, N., Erdansyah, F., & Sumarsono. (2020). Pengaruh Penguasaan Prinsip Dan Unsur Seni Rupa Terhadap Hasil Belajar Menggambar Flora Di Smp Swasta Al-Ulum Medan. Gorga : Jurnal Seri Rupa , 9 (1), 133–137. https://doi.org/10.24114/gr.v9i1.18308 . Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013 . Yogyakarta: Ar-Ruzz Media. Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya . Jakarta: Rineka Cipta. Suprijono, A. (2010). Cooperatif Learning Teori dan Aplikasi . Yogyakarta: Pustaka Belajar. Uno, H. B. (2003). Model Pembelajaran Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif . Jakarta: Bumi Aksara. Uno, H. B. (2009). Perencanaan Pembelajaran . Jakarta: Bumi Aksara. Wahyuni, S., Mering, A., & Isti, W. (2016). Penerapan Metode Role Playing pada Pembelajaran Seni Tari untuk Meningkatkan Kreativitas Siswa di SMP. Jurnal Pendidikan dan Pembelajaran Khatulistiwa , 5 (11), ____ . Yoyok, R. M. (2008). Seni Budaya 3 . Bogor: Yudhistira Ghalia Indonesia.

Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). Boston: Pearson.Borich, G. D., & Tombari., M. L. (1996). Educational Psychology: A Contemporary Approach. New York: Harper Collins College Publishers. Boroujerdi, F. G., Kimiaee, S. A., Yazdi, S. A. A., & Safa, M. (2019). Attachment style and history of childhood abuse in suicide attempters. Psychiatry Research, 271, 1–7. https://doi.org/10.1016/j.psychres.2018.11.006 Braune, R., & Wickens, C. D. (1986). Time-sharing revisited: Test of a componential model for the assessment of individual differences. Ergonomics, 29(11), 1399–1414. https://doi.org/10.1080/00140138608967254 Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 0(0), 1–9. https://doi.org/10.1080/03004430.2018.1564917 Davis, D. (2011). Child Development, Third Edition: A Practitioner’s Guide (Clinical Practice with Children, Adolescents, and Families) (Third Edit). New York London: The Guilford Press. Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: Rosdakarya. Ding, Y. hua, Xu, X., Wang, Z. yan, Li, H. rong, & Wang, W. ping. (2014). The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood. Early Human Development, 90(9), 459–464. https://doi.org/10.1016/j.earlhumdev.2014.06.004 Evans, R., & Jones, D. (2007). Perspectives on oracy-towards a theory of practice. Early Child Development and Care, 177(6–7), 557–567. https://doi.org/10.1080/03004430701424938 Feeney, J. A. (2001). Becoming Parents: Exploring The Bonds Between Mothers, Fathers, And Their Infants Paperback. UK: Cambridge University Press. Gandasetiawan, R. Z. (2009). Mengoptimalkan IQ dan EQ Anak Melalui Metode Sensomotorik. Jakarta: PT BPK Gunung Mulia. Goodman, M. L., Gibson, D., Vo, T. T., Wang, A., Gitari, S., & Raimer, B. (2018). Early childhood attachment and suicidal ideation among young Kenyan men. Advances in Life Course Research, 35(February), 126–134. https://doi.org/10.1016/j.alcr.2018.02.001 Holmes, J. (2014). John Bowlby and Attachment Theory (2nd Editio). https://doi.org/https://doi.org/10.4324/9781315879772 Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Larasati, N. I., & Desiningrum, dinie R. (2017). Hubungan Antara Kelekatan Aman Dengan Ibu Dan Regulasi Emosi Siswa Kelas X Sma Negeri 3 Salatiga. Empati, 6(3), 127–133. Lwin, M., Khoo, A., Lyen, K., & Sim, C. (2002). How to Multiply Your Child’s Intelligence: A Practical Guide for Parents of Seven-Year-Olds and Below. Singapore: Pearson Education Asia Pte., Ltd. Machado, J. M. (2012). Early Childhood Experiences in Language Arts: Early Literacy (10 edition). Belmont, USA: Wadsworth Publishing. Madyawati, L. (2016). Strategi Pengembangan Bahasa Pada Anak. Jakarta: Kencana. Mahabbati, A. (2013). Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara. Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D. (2008). Human Development. Jakarta: Kencana. Platokhina, N. A., Samarina, I. V., & Abashina, N. N. (2016). Preventive Measures against Speech Disorders in Early Childhood. Procedia - Social and Behavioral Sciences, 233(May), 247–251. https://doi.org/10.1016/j.sbspro.2016.10.212 Pudjaningsih, W. (2013). Pembelajaran Melalui Bermain Dalam Rangka Pengembangan Kemampuan Berbahasa Anak di TK Islam Al-Azhar Kota Jambi. Pena : Jurnal Pendidikan Bahasa Dan Sastra, 53(9), 1689–1699. Santrock, J. W. (2011). Life Span Development. New York: Mc Graw Hill.Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies. Higher Education Studies, 1(1), 20–26. https://doi.org/10.5539/hes.v1n1p20Sternberg, R. J., & Williams, W. M. (2009). Educational Psychology (2nd Editio). Boston: Pearson.Sumantri, M. S., Supriyati, Y., & Nugroho, H. (2015). Pengaruh Kelekatan dan Self Esteem terhadap Kecerdasan Spiritual. Pps UNJ.Taylor, C. (2010). A Practical Guide to Caring for Children and Teenagers with Attachment Difficulties. London and Philadelphia: Jessica Kingsley Publishers. Uno, H. B. (2016). Orientasi Baru Dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara. Waring, R., Liow, S. R., Eadie, P., & Dodd, B. (2019). Speech development in preschool children : evaluating the contribution of phonological short-term and phonological working memory. 1–21. https://doi.org/10.1017/S0305000919000035

Tujuan dari penelitian ini adalah untuk menganalisis tingkat kemampuan bertanya dan berkomunikasi siswa di kelas XI IPA SMA IT Al-Ittihad Pekanbaru Tahun Ajaran 2017/2018. Penelitian ini merupakan penelitian deskriptif kuantitatif. Sampel dalam penelitian ini adalah semua siswa kelas XI IPA yang berjumlah 30 siswa yang diambil melalui teknik total sampling. Teknik pengumpulan data menggunakan kuesioner yang terdiri dari 30 pernyataan kemampuan bertanya dan 30 pernyataan kemampuan berkomunikasi serta menggunakan lembar observasi kualitas pertanyaan. Data dianalisis menggunakan statistik deskriptif. Berdasarkan analisis persentase kemampuan bertanya siswa secara keseluruhan didapatkan skor rata-rata sebesar 3.62 dengan kriteria baik. Hasil analisis kemampuan berkomunikasi siswa secara keseluruhan didapatkan skor rata-rata sebesar 3.82 dengan kriteria baik. Hasil observasi kualitas pertanyaan siswa diperoleh sebanyak 13.33% dari siswa yang ada dengan pertanyaan sebanyak 100% termasuk kedalam tingkat C1-C3 (LOTS), sehingga tidak ada pertanyaan yang termasuk kedalam tingkat C4-C6 (HOTS). Dengan demikian dapat disimpulkan bahwa kemampuan bertanya dan berkomunikasi siswa termasuk kriteria baik pada pembelajaran biologi di SMA IT Al-Ittihad Pekanbaru. References Arif, M. (2016). Peningkatan Kemampuan Bertanya Melalui Metode Debat Aktif Siswa Kelas VIII D SMP N 2 Banguntapan Bantul. E-Jurnal Program Teknologi Pendidikan, Vol. 5 No. 5 Tahun 2016 ( hal. 62-74). Dinata, M. (2018). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TIME TOKEN BERBANTUAN ANIMASI TERHADAP HASIL BELAJAR SISWA PADA MATERI SISTEM PENCERNAAN MAKANAN DI KELAS VIII SMP BUKIT RAYA PEKANBARU TA 2017/2018. Bio-Lectura, 5(1), 1-10. Jumiati, J. (2014). PENGARUH PEMBELAJARAN BERBASIS PORTOFOLIO TERHADAP PENGUASAAN KONSEP MORFOLOGI TUMBUHAN PADA MAHASISWA SEMESTER III TAHUN 2012/2013. Bio-Lectura, 1(2), 1-13. Jumiati, J., & Taufitri, S. (2018). KENDALA MAHASISWA PENDIDIKAN BIOLOGI FKIP UNIVERSITAS LANCANG KUNING DALAM PELAKSANAAN MATA KULIAH MICROTEACHING TA 2016/2017. Bio-Lectura, 5(1), 79-90. Lestari, R. (2017). Profil Keterampilan Bertanya Siswa Pada Pembelajaran Biologi SMAN 1 Bandar Lampung Tahun Pelajaran 2016/2017. Skripsi Jurusan Pendidikan MIPA FKIP UNILA. Bandar Lampung: Diterbitkan. http://digilib.unila.ac.id. [31 Oktober 2017] Naim, N. (2016). Dasar-Dasar Komunikasi Pendidikan. Ar-Ruzz Media: Jogjakarta Ramadhan, F, Mahanal, S, dan Zubaidah, S. (2016). Kemampuan Bertanya Siswa Kelas X SMA Swasta Kota Batu Pada Pelajaran Biologi. Jurnal Bioedukasi, Vol. 8 No. 1 Tahun 2017 (hal. 11-17). Saputra, H. (2013). Studi Tentang Kemampuan Berkomunikasi Guru Dalam Meningkatkan Motivasi Belajar Siswa Pada Kegiatan Belajar Mengajar di SDN 017 Kota Samarinda. Ejournal Ilmu Komunikasi , 1(1), 290-300. Sari, Y,A. (2012). Penyusunan Lks Derivat Epidermis (Stomata Dan Trikomata) Pada Daun Beberapa Tumbuhan Di Lingkungan Sekolah Sebagai Media Pembelajaran Materi Jaringan Tumbuhan Siswa Kelas XI SMA Negeri 1 Sleman. Skripsi Jurusan Pendidikan Biologi FMIPA UNY. Yogyakarta: Diterbitkan. http://eprints.uny.ac.id. [01 November 2017] Sugiyono. (2015). Statistika Untuk Penelitian. Alfabeta: Bandung Uno, H, B. (2010). Orientasi Baru dalam Psikologi Pembelajaran. Bumi Aksara: Jakarta Widodo, A. (2006). Profil Pertanyaan Guru dan Siswa dalam Pembelajaran Sains. Jurnal Pendidikan dan Pembelajaran. 4(2), 139-148.

BackgroundHead and neck squamous cell carcinomas (HNSCC) are classified in human papillomavirus (HPV)-positive and HPV-negative tumors. In general, HPV-negative HNSCC are genetically characterized by many chromosomal gains and losses.1 Previously, we and others identified a HPV-negative subgroup with few or absent copy number alterations (CNA-silent), and a more favorable prognosis.2 3 Tumors with low copy number changes have generally been associated with high immune infiltration scores,4 but for CNA-silent versus CNA-high HPV-negative HNSCC such data are lacking.In this study we aim to unravel by functional assays immunological differences between HPV-negative and HPV-positive HNSCC, as well as between CNA-silent and CNA-high HPV-negative HNSCC. We analyzed the immune cell subsets attracted by HNSCC cell lines and by tumor-conditioned supernatants.MethodsEight HNSCC cell lines (3 HPV-positive, 3 HPV-negative CNA-high, 2 HPV-negative CNA-silent) and 24-hour supernatants of thirteen HNSCC biopsies were used to characterize their ability to attract immune cells in a transwell migration system. A chemokine mixture was used as a positive control, while medium alone was used to determine spontaneous migration. Peripheral blood mononuclear cells (PBMCs) of various healthy donors were plated in the upper compartment and after six hours the transwell migration was quantified by flow cytometry.ResultsMost HNSCC cell lines induced migration of monocytes, B cells and CD4+ T-cells up to maximal 12%, whereas CD8+ T-cells and conventional dendritic cells (cDCs) were not attracted, irrespective of the donor. Notably, one HPV-negative CNA-silent cell line induced significantly more migration compared to the negative control and other cell lines. Tumor-conditioned supernatants promoted immune cell migration with no apparent differences between tumor sites or HPV-status. Remarkably, up to 31% of monocytes migrated to these supernatants, 9x more than the chemokine control. Also cDC migration was induced, whereas lymphocytes were not attracted.ConclusionsHNSCC cell lines induced monocyte, B-lymphocyte and CD4+ T-lymphocyte migration, whereas tumor-conditioned supernatants attracted monocytes and cDCs only. No difference in immune cell attraction between HPV-positive and -negative HNSCC was observed. Interestingly, one HPV-negative CNA-silent cell line induced robust immune cell migration. Currently we perform a comprehensive chemokine analysis to explain the observed migration. The noted lack of CD8+ T-cell attraction may explain why current treatments with PD-1 inhibitors are effective in only a minority of HNSCC patients. Our data could provide a means to identify patients who might most likely respond to immune checkpoint blockade and to find clues to improve CD8+ T-cell attraction.ReferencesLeemans CR, Snijders PJF, Brakenhoff RH. The molecular landscape of head and neck cancer. Nat Rev Cancer 2018;18:269–82.Smeets SJ, Brakenhoff RH, Ylstra B, van Wieringen WN, van de Wiel MA, Leemans CR, et al. Genetic classification of oral and oropharyngeal carcinomas identifies subgroups with a different prognosis. Cell Oncol 2009;31:291–300.Cancer Genome Atlas N. Comprehensive genomic characterization of head and neck squamous cell carcinomas. Nature 2015;517:576–82.Davoli T, Uno H, Wooten EC, Elledge SJ. Tumor aneuploidy correlates with markers of immune evasion and with reduced response to immunotherapy. Science 2017;355.Ethics ApprovalWritten informed consent was obtained from all patients from whom fresh tumor biopsies were used for research, as part of the HNcol protocol at the Department of Otolaryngology|Head and Neck Surgery of Amsterdam UMC (VUmc) as approved by the Institutional Review Board (2008.071|A2016.035). Buffy coats, with written consent from the donors, were purchased from the Dutch blood bank (Sanquin) and used to isolate PBMC.

Background: Patients who complete definitive therapy for primary, stage I-III breast cancer may develop recurrent disease. However, little is known about the outcomes patients experience after recurrence when treated outside of a clinical trial because population-based datasets usually do not capture recurrence status. We describe the overall survival of patients after developing recurrent breast cancer, identify factors independently associated with improved survival, and compare survival for patients with recurrent versus de novo stage IV metastatic disease. Methods: The cancer registries from two Kaiser Permanente (KP) sites participating in the Cancer Research Network, KP Colorado and KP Northwest, provided data on adult women diagnosed 2000-2011 with primary breast cancer and followed through death, disenrollment or study end (12/31/2012). Among patients with stage I-III disease who completed definitive therapy, recurrence was captured via manual chart abstraction. Survival time was calculated from the date of recurrence or the date of de novo stage IV disease. Multivariable modeling identified factors independently associated with restricted mean survival time (RMST) through 7 years, controlling for age, race, income, co-morbidity, year of recurrence, time from primary diagnosis to recurrence, type of recurrence (local vs. regional/distant), use of chemotherapy or radiation at recurrence, and characteristics of the primary cancer that pre-dated recurrence (i.e., primary stage, grade, hormone-receptor status, and use of chemotherapy or radiation therapy for the primary diagnosis). We compared overall survival after developing recurrent versus de novo stage IV disease after matching for age, race, income, co-morbidity and year. Results: From 7,216 breast cancer diagnoses we identified 506 cases of recurrent disease and 219 cases of de novo stage IV disease (7% and 3%, respectively). Most recurrences were regional or distant (81%). From the time of recurrence, median survival was 21 months and 2-year survival was 47%. Factors significantly associated with inferior RMST included regional/distant vs. local recurrence (-35.6 months; P4 years vs. Conclusions: Recurrent breast cancer is at least two-fold more common than de novo stage IV disease. Among patients who develop recurrence, characteristics of the primary cancer and its treatment are associated with survival after recurrence. Survival differences between patients with recurrent and de novo stage IV disease suggest that prognostic estimates and treatment paradigms should be tailored. Citation Format: Hassett MJ, Cronin AM, Carroll NM, Uno H, Hornbrook MC, Ritzwoller D. The incidence of and survival after breast cancer recurrence. [abstract]. In: Proceedings of the Thirty-Eighth Annual CTRC-AACR San Antonio Breast Cancer Symposium: 2015 Dec 8-12; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2016;76(4 Suppl):Abstract nr P1-07-07.

This paper describes hardware architecture of mobile robot, design and implementation of Android and Windows applications. It is use Bluetooth communication between mobile phone and mobile robot. The mobile robot is control by applications. Applications send message to the mobile robot to turn left, right or move forward or backward and to stop. The mobile robot is composed of Bluetooth module, Arduino Uno, H-Bridge, two DC motors, jumper wires and Breadboard.

Author(s): Lyons, Jennifer L; Uno, Hajime; Ancuta, Petronela; Kamat, Anupa; Moore, David J; Singer, Elyse J; Morgello, Susan; Gabuzda, Dana | Abstract: ObjectiveMild forms of HIV-associated neurocognitive disorders (HAND) remain prevalent in the era of combination antiretroviral therapy (cART). Although elevated lipopolysaccharide (LPS) and immune activation are implicated in HAND pathogenesis, relationships of LPS and inflammatory markers to mild forms of HAND or impairment in specific cognitive domains are unknown. To examine these relationships, we compared plasma soluble CD14 (sCD14), CCL2, and LPS levels with neurocognitive test scores in a cART era cohort.MethodsWe analyzed plasma from HIV+ subjects (n = 97) with nadir CD4 counts l300 and high frequency of hepatitis C virus coinfection and illicit drug use for relationships between sCD14, CCL2, and LPS levels and neurocognitive test scores.ResultsPlasma sCD14 levels were higher in subjects with test scores indicating global impairment (P = 0.007), particularly in attention and learning domains (P = 0.015 and P = 0.03, respectively), regardless of HAND diagnosis. Plasma sCD14 levels correlated inversely with global, attention, and learning T scores (P = 0.036, 0.047, and 0.007, respectively) and yielded higher area under receiver operating characteristic values for predicting impaired scores than single-marker models based on plasma or cerebrospinal fluid viral load or CD4 count (area under receiver operating characteristic values = 0.71, 0.81, and 0.71, respectively) and in 4-marker models based on plasma sCD14 and 3 conventional markers compared with the 3-marker models.ConclusionsPlasma sCD14 is a biomarker associated with impaired neurocognitive testing in attention and learning domains in HIV-infected individuals with advanced disease, suggesting involvement of cortical and limbic pathways by inflammatory processes in the cART era. Plasma sCD14 is a potential biomarker to monitor HAND progression and therapeutic responses.

Enantiomerically pure â-amino alcohols have been extensively used as building blocks for the syntheses of pharmaceuticals1 and insecticidal agents,2 as chiral ligands in asymmetric catalysis,3 or as auxiliaries4 and resolving agents5 in asymmetric synthesis. Furthermore, they can be converted to chiral oxazoline ligands, which show tremendous utility in various asymmetric catalytic processes.6 The broad application of amino alcohol derivatives has generated considerable interest in developing efficient synthetic routes to these compounds.7 Such amino alcohols generally are obtained by reduction of the corresponding R-amino acids or esters.8 However, not all of the precursor R-amino acids are readily available, and sometimes low yields are observed in this reduction. To overcome these deficiencies, several alternative asymmetric synthetic methods have been developed.9 In principle, asymmetric catalytic hydrogenation of protected â-hydroxy enamides is a practical way to generate such amino alcohols. Although high enantioselectivities and reactivities have been reported for the asymmetric hydrogenation of dehydroamino acids,10 there have been no reports describing the synthesis of â-amino alcohols via asymmetric catalytic hydrogenation of enamides as illustrated in Scheme 1. Herein, we describe the first highly enantioselective, practical synthesis of â-amino alcohols using BICP-Rh and Me-DuPhos-Rh complexes as the catalysts [BICP, 2,2′-bis(diphenylphosphino)-1,1′-dicyclopentane; DuPhos, 1,2-bis(2,5-dialkylphospholane)benzene]. The key elements of this method involve: (a) facile synthesis of R-hydroxy ketones, (b) new enamide formation procedure from oximes using Fe/ Ac2O in DMF as reagents, and (c) high enantioselectivity in the hydrogenation step. The basic strategy for the synthesis of chiral â-amino alcohols involves asymmetric hydrogenation of R-arylenamides with a MOM-protected â-hydroxy group.11 Rhcatalyzed asymmetric hydrogenation must tolerate the E and Z isomers of these enamides since preparation and isolation of the isomerically pure E and Z isomers are difficult. Another practical issue in this approach is the formation of the â-hydroxy-substituted enamide substrates. We have prepared these MOM-protected â-hydroxy-substituted enamides in gram quantities from readily available 2-haloacetophenone derivatives 3 as outlined in Scheme 2.11 The first step involves synthesis of 2-hydroxyacetophenone derivatives 4 through nucleophilic attack on corresponding 2-haloacetophenone by sodium formate. An in situ hydrolysis reaction then follows. Nucleophiles other than formate such as acetate or hydroxide are not desirable for the synthesis of 2-hydroxyacetophenone derivatives. Protection of the hydroxy group with methoxymethyl chloride (MOMCl) went smoothly, giving MOM-protected keto alcohol 5 in good yield. The key step in the synthesis of enamide 1 is the conversion of the corresponding oxime 6 of the MOMprotected keto alcohol by Fe/Ac2O in DMF. The reported † The Pennsylvania State University. ‡ DuPont Agricultural Products. (1) (a) Roemer, D.; Buescher, H. H.; Hill, R. C.; Pless, J.; Bauer, W.; Cardinaux, F.; Closse, A.; Hauser, D.; Huguenin, R. Nature 1977, 268, 547. (b) TenBrink, R. E. J. Org. Chem. 1987, 52, 418. (c) Fincham, C. I.; Higginbottom, M.; Hill, D. R.; Horwell, D. C.; O’Toole, J. C.; Ratcliffe, G. S.; Rees, D. C.; Roberts, E. J. Med. Chem. 1992, 35, 1472. (d) Auvin-Guette, C.; Rebuffat, S.; Prigent, Y.; Bodo, B. J. Am. Chem. Soc. 1992, 114, 2170. (2) Wu, S.; Takeya, R.; Eto, M.; Tomizawa, C. J. J. Pestic. Sci. 1987, 12, 221. (3) (a) Soai, K.; Niwa, S. Chem. Rev. 1992, 92, 833. (b) Butsugan, Y.; Araki, S.; Watanabe, M. Ferrocenes; VCH: Weinheim, 1995; pp 143-169. (c) Takehara, J.; Hashiguchi, S.; Fujii, A.; Inoue, S.-I.; Ikariya, T.; Noyori, R. Chem. Commun. 1996, 233. (d) Peper, V.; Martens, J. Chem. Ber. 1996, 129, 691. (4) (a) Evans, D. A. in Asymmetric Synthesis; Morrison, J. D., Ed.; Academic Press: Orlando, 1984; Vol. 3, p 1. (b) Heathcock, C. H. In Asymmetric Synthesis; Morrison, J. D., Ed.; Academic Press: Orlando, 1984; Vol. 3, p 111. (c) Blaser, H.-U. Chem. Rev. 1992, 92, 935 and references cited therein. (d) Ghosh, A. K.; Onishi, M. J. Org. Chem. 1996, 61, 2527. (e) Meyers, A. I.; Brengel, G. P. J. Chem. Soc., Chem. Commun. 1997, 1 and references therein. (5) (a) Sawayama, T.; Tsukamoto, M.; Sasagawa, T.; Naruto, S.; Matsumoto, J.; Uno, H. Chem. Pharm. Bull. 1989, 37, 1382. (b) Kawai, M.; Omori, Y.; Yamamura, H.; Butsugan, Y. Tetrahedron: Asymmetry. 1992, 3, 1019. (6) For a few related reviews, see: (a) Pfaltz, A. Acc. Chem. Res. 1993, 26, 339. (b) Ager, D.; Prakash, I.; Schaad, D. R. 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W.; Singaram, B. J. Org. Chem. 1994, 59, 7746 and references therein. (c) Tillyer, R. D.; Boudreau, C.; Tschaen, D.; Dolling, U.-H.; Reider, P. J. Tetrahedron Lett. 1995, 36, 4337. (d) Fisher, G. B.; Goralski, C. T.; Nicholson, L. W.; Hasha, D. L.; Zakett, D.; Singaram, B. J. Org. Chem. 1995, 60, 2026. (e) Chang, H. T.; Sharpless, K. B. Tetrahedron Lett. 1996, 37, 3219. (f) Reddy, K. L.; Sharpless, K. B. J. Am. Chem. Soc. 1998, 120, 1207 and references therein. (10) (a) Ojima, I., Ed. Catalytic Asymmetric Synthesis; VCH: New York, 1993. (b) Sheldon, R. A. Chirotechnology; Marcel Dekker: New York, 1993. (c) Noyori, R. Asymmetric Catalysis In Organic Synthesis; John Wiley & Sons: New York, 1994. (11) The initial demonstration of this strategy was carried out by A. Casalnuovo, K. M. Sun, R. Shapiro, T. Pahutski, M. Angiolelli, and J. Feaster using Me-DuPhos-Rh and Me-BPE-Rh catalyst systems. DuPont Agrichicultural Products, private communication. Scheme 1