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Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers’ practice in classrooms that feature broad distributions of participation. Purpose: The purpose of this study was to examine teachers’ instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. Participants: Participants included two teachers and 45 students from two third-grade classrooms. Teachers had participated in ongoing professional development focused on leveraging children’s mathematical thinking in instruction. Research Design: We drew from qualitative methods for analyzing video to investigate classroom interactions from 12 mathematics lessons. Data sources included video recordings, transcripts, and student work. We used Studiocode software to parse each lesson into phases and episodes. Drawing from previous studies, we identified a subset of episodes in which teachers explicitly positioned a student’s contribution as competent. An iterative process of coding and discussion was used to analyze patterns with respect to student participation, teacher support, and the unfolding of rights and obligations related to participating in mathematical activity. Findings: Analyses revealed different kinds of situations in which students participated in mathematically substantive ways (in terms of providing detailed explanations of their ideas or engaging with the details of a peer’s idea) and teachers positioned their contributions as competent. These situations included highlighting, clarifying, and amplifying contributions; supporting the specificity of student contributions; recognizing emergent ideas; and validating unprompted attention to mathematical details. Assignments of competence emerged in ways that were integrated into teachers’ ongoing efforts to surface and make explicit the details of their mathematical ideas, while also broadening the kinds of contributions students could make to joint mathematical work. Conclusions: Helping students to know what it could look and sound like to participate in the moment while recognizing a wide range of contributions as competent created openings for students who in many classrooms might be excluded or relegated to the periphery of conversations. Making competence explicit was a contingent, relational practice that required teachers to find specific ways of leveraging student strengths to support their participation. Recommendations for advancing mathematics teaching must attend to the nuances with which particular practices unfold to open or constrain individual students’ opportunities to learn.

OBJECTIVE Non–small cell lung cancer (NSCLC) is the most common primary tumor to develop brain metastasis. Prognostic markers are needed to better determine survival after neurosurgical resection of intracranial disease. Given the importance of mutation subtyping in determining systemic therapy and overall prognosis of NSCLC, the authors examined the prognostic value of mutation status for postresection survival of patients with NSCLC brain metastasis. METHODS The authors retrospectively analyzed all cases of NSCLC brain metastasis with available molecular testing data that were resected by a single surgeon at a single academic center from January 2009 to February 2019. Mutation status, demographic characteristics, clinical factors, and treatments were analyzed. Association between predictive variables and overall survival after neurosurgery was determined with Cox regression. RESULTS Of the included patients (n = 84), 40% were male, 76% were smokers, the mean ± SD Karnofsky Performance Status was 85 ± 14, and the mean ± SD age at surgery was 63 ± 11 years. In total, 23%, 26%, and 4% of patients had EGFR, KRAS, and ALK/ROS1 alterations, respectively. On multivariate analysis, survival of patients with EGFR (HR 0.495, p = 0.0672) and KRAS (HR 1.380, p = 0.3617) mutations were not significantly different from survival of patients with wild-type (WT) tumor. However, the subgroup of patients with EGFR mutation who also received tyrosine kinase inhibitor (TKI) therapy had significantly prolonged survival (HR 0.421, p = 0.0471). In addition, postoperative stereotactic radiosurgery (HR 0.409, p = 0.0177) and resected tumor diameter < 3 cm (HR 0.431, p = 0.0146) were also significantly associated with prolonged survival, but Graded Prognostic Assessment score ≤ 1.0 (HR 2.269, p = 0.0364) was significantly associated with shortened survival. CONCLUSIONS Patients with EGFR mutation who receive TKI therapy may have better survival after resection of brain metastasis than patients with WT tumor. These results may inform counseling and decision-making regarding the appropriateness of resection of NSCLC brain metastasis.

Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one’s own thinking and engaging with others’ ideas, can ...

In principle, non-invasive mapping of the intracellular pH (pHCompensation of the concomitant effects was achieved by a ratiometric approach (i.e. the ratio of one CEST signal at different BIn porcine brain lysates, measurement of pH was feasible over a broad range of physiologically relevant pH values of 6.2 to 8.0, while being independent of changes in concentration. A median pHThe presented method enables non-invasive mapping of absolute pH

Phosphorus magnetic resonance spectroscopic imaging (31P MRSI) is of particular interest for investigations of patients with brain tumors as it enables to non-invasively assess altered energy and phospholipid metabolism in vivo. However, the limited sensitivity of 31P MRSI hampers its broader application at clinical field strengths. This study aimed to identify the additional value of 31P MRSI in patients with glioma at ultra-high B0 = 7T, where the increase in signal-to-noise ratio may foster its applicability for clinical research. High-quality, 3D 31P MRSI datasets with an effective voxel size of 5.7 ml were acquired from the brains of seven patients with newly diagnosed glioma. An optimized quantification model was implemented to reliably extract an extended metabolic profile, including low-concentrated metabolites such as extracellular inorganic phosphate, nicotinamide adenine dinucleotide [NAD(H)], and uridine diphosphoglucose (UDPG), which may act as novel tumor markers; a background signal was extracted as well, which affected measures of phosphomonoesters beneficially. Application of this model to the MRSI datasets yielded high-resolution maps of 12 different 31P metabolites, showing clear metabolic differences between white matter (WM) and gray matter, and between healthy and tumor tissues. Moreover, differences between tumor compartments in patients with high-grade glioma (HGG), i.e., gadolinium contrast-enhancing/necrotic regions (C+N) and peritumoral edema, could also be suggested from these maps. In the group of patients with HGG, the most significant changes in metabolite intensities were observed in C+N compared to WM, i.e., for phosphocholine +340%, UDPG +54%, glycerophosphoethanolamine −45%, and adenosine-5′-triphosphate −29%. Furthermore, a prominent signal from mobile phospholipids appeared in C+N. In the group of patients with low-grade glioma, only the NAD(H) intensity changed significantly by −28% in the tumor compared to WM. Besides the potential of 31P MRSI at 7T to provide novel insights into the biochemistry of gliomas in vivo, the attainable spatial resolutions improve the interpretability of 31P metabolite intensities obtained from malignant tissues, particularly when only subtle differences compared to healthy tissues are expected. In conclusion, this pilot study demonstrates that 31P MRSI at 7T has potential value for the clinical research of glioma.

Capturing the breadth and variety of children’s understanding is critical if studies of children’s mathematical thinking are to inform policy and practice in early childhood education. This...

This paper traces the development of a program of work that seeks to understand the teacher practices that promote productive dialogue and learning in mathematics classrooms. This work originated in cooperative/collaborative learning research, with a focus on understanding group dynamics effective for student learning. Over time, it layered on increasing attention to the teacher’s role, and branched out to consider the multiple participation structures in the classroom (whole-class discussion, small-group collaborative work, private student-student conversations). Each phase of this work brought in a heightened focus on the details of classroom interaction around mathematics—both in the thinking that students share and in the practices teachers use to support student participation—to better understand the development of students’ mathematics learning.

Triple negative breast cancer (TNBC) is a group of cancers whose heterogeneity and shortage of effective drug therapies has prompted efforts to divide these cancers into molecular subtypes. Our computational platform, entitled GenEx-TNBC, applies concepts in systems biology and polypharmacology to prioritize thousands of approved and experimental drugs for therapeutic potential against each molecular subtype of TNBC. Using patient-based and cell line-based gene expression data, we constructed networks to describe the biological perturbation associated with each TNBC subtype at multiple levels of biological action. These networks were analyzed for statistical coincidence with drug action networks stemming from known drug-protein targets, while accounting for the direction of disease modulation for coinciding entities. GenEx-TNBC successfully designated drugs, and drug classes, that were previously shown to be broadly effective or subtype-specific against TNBC, as well as novel agents. We further performed biological validation of the platform by testing the relative sensitivities of three cell lines, representing three distinct TNBC subtypes, to several small molecules according to the degree of predicted biological coincidence with each subtype. GenEx-TNBC is the first computational platform to associate drugs to diseases based on inverse relationships with multi-scale disease mechanisms mapped from global gene expression of a disease. This method may be useful for directing current efforts in preclinical drug development surrounding TNBC, and may offer insights into the targetable mechanisms of each TNBC subtype.

This vivid illustration of an instructional activity highlights the range of opportunities available for a teacher to leverage students' thinking and support rich mathematical discourse.

Menschen mit einer Intelligenzminderung (IM) haben eine geringere Lebenserwartung und hohere Mortalitatsrate. Ein wichtiger Risikofaktor fur eine Vielzahl korperlicher Krankheiten ist ein erhohtes Korpergewicht. Neben korperlichen Erkrankungen ist auch die Pravalenz psychischer Storungen bei Menschen mit IM erhoht (WHO: drei- bis vierfach). Ziel dieser Studie ist, das Korpergewicht und damit assoziierte Faktoren bei Menschen mit IM und psychischen Erkrankungen zu ermitteln. Auf Grundlage des Body-Mass-Index (BMI) wurde die Pravalenz von Untergewicht, Normalgewicht und Ubergewicht bei 633 Patienten einer psychiatrischen Institutsambulanz fur Menschen mit geistiger Behinderung festgestellt. Mittels multipler logistischer Regressionsanalysen wurden verschiedene fur das Korpergewicht relevante Patientenmerkmale ermittelt. Etwa jeder zweite Mann und ca. zwei von drei Frauen mit psychischer Storung und IM waren ubergewichtig. Mit Ubergewicht assoziierte Faktoren waren das weibliche Geschlecht, leichte und mittelgradige IM, zunehmendes Lebensalter, Down-Syndrom, schwere Verhaltensstorungen sowie teilbetreute Wohnformen. Demgegenuber waren Demenz und Autismusspektrumstorungen seltener mit Adipositas assoziiert. Besonders Frauen mit IM waren schon im jungen Erwachsenenalter haufig ubergewichtig. Ds Wissen uber damit assoziierte Faktoren kann dazu beitragen, geeignete Praventivmasnahmen zur Vermeidung von Ubergewicht und damit verbundenen Folgeerkrankungen zu entwickeln.

Recovering Context After Interruption Jerry L. Franke (jfranke@atl.lmco.com) Jody J. Daniels (jdaniels@atl.lmco.com) Daniel C. McFarlane (dmcfarla@atl.lmco.com) Lockheed Martin Advanced Technology Laboratories 1 Federal Street, AE Adams and Pew, 1990; Adams et al., 1995). The literature is rich with descriptions of the cog- nitive limitations people have relative to resuming tasks after being interrupted. Miyata and Norman (1986) give a general overview of the topic, dis- cussing foregrounded and backgrounded activities and how interruptions are the standard way people switch between tasks in multitasking. Liu and Wick- ens (1988) discuss task interference and the e↵ect of task type in human multitasking. McFarlane (2002) provides an in-depth review of the published rele- vant theory and proposes both a definition of human interruption and a taxonomy for classifying human interruptions. Other studies investigate the causes of the disrup- tive nature of interruptions. McLeod and Mierop (1979) examine the e↵ect of task similarity for man- ual tasks. Zijlstra and Roe (1999) found that the frequency of interruptions in an office environment a↵ects the length of delay for people resuming the main task. Latorella (1998) found a modality in- teraction e↵ect between how interruptions are pre- sented (aurally or graphically) and the type of task that cockpit crew members perform (aural or graph- ical); di↵erent combinations of interface solution and task type resulted in di↵erent kinds of adverse e↵ects on crew behavior. Linde and Goguen (1987) found that di↵erences in how cockpit crews interact with each other a↵ect their ability to successfully handle interruptions. The objective of human alerting technology is to cancel the negative e↵ects of human interrup- tion and allow users to exploit the benefits of greater information volume for making better de- cisions. Human alerting mechanisms are being in- tegrated within a broad range of commercial and military applications. These include announcement mechanisms for relatively less important systems like email, telephone, voicemail, internet instant messaging, chat rooms, automated help systems (like Microsoft’s “Clippy”), computer-based tutor

Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.

Learn how teachers can use assessment data coupled with observing students' mathematical reasoning to inform instructional decisions.

Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others’ ideas, can promote students’ mathematics understanding. How teachers can promote students’ high-level engagement with others’ ideas, and the challenges teachers face when trying to do so, have not often been studied, however. Using coding of videotaped whole-class and small-group discussions in 12 elementary school classrooms, we analyzed the level at which students engaged with each other’s mathematical ideas and the moves teachers used—both moves to invite student engagement and follow-up moves to encourage deeper engagement—to support student engagement. Teachers used a wide variety of invitation and follow-up moves to encourage student engagement and combined them in multiple ways in the moment to address the challenges students faced when trying to engage with others’ ideas. We show the limitations of teachers’ initial moves to stimulate en...

Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may encourage beneficial student participation relate to student achievement in elementary school mathematics classrooms. Using videotaped recordings, we examined the extent to which students explained their own ideas and engaged with others’ ideas and how teachers supported these kinds of student participation. Linking teacher practices, student participation, and achievement all at the individual student level, we found that student achievement was best predicted by the combination of teacher practices and student participation. The results show that taking into account student participation is necessary for understanding how teaching practices relate to student mathematics learning.

OBJECTIVE Hypothalamic-pituitary-adrenal system dysfunction, serotonergic system alterations, and enhanced platelet activity may contribute to the increased cardiac risk in depression. This exploratory study examined associations between cortisol parameters, platelet serotonin (5-HT) content, and platelet activity markers in patients with newly diagnosed major depression (MD) and/or Type 2 diabetes (T2DM) compared with healthy controls. METHODS We compared cortisol awakening response (CAR), diurnal decrease in salivary cortisol concentrations (slope), platelet 5-HT, and platelet markers (CD40, CD40 ligand [CD40L], soluble CD40L, CD62P, β-thromboglobulin, and platelet factor-4) in 22 T2DM patients, 20 MD patients, 18 T2DM patients with MD, and 24 healthy controls. RESULTS Platelet markers were elevated in MD (F(6,60) = 11.14, p < .001) and T2DM (F(6,60) = 13.07, p < .001). Subgroups did not differ in 5-HT or cortisol slope, whereas T2DM patients without depression had significantly lower CAR than did healthy controls (F(1,61) = 7.46, p = .008). In healthy controls, cortisol slope correlated with platelet activity for CD40 (r = -0.43, p = .048) and 5-HT was correlated with CD40L (r = 0.53, p = .007). In patients with both T2DM and MD, 5-HT and CD62P were correlated (r = 0.52, p = .033). CONCLUSIONS Increased platelet activity in T2DM and MD may play a role in the association between diabetes, depression, and coronary artery disease. The present data suggest that group differences in cortisol or 5-HT as well as group-specific associations of cortisol or 5-HT with platelet markers might be of limited importance in the shared pathways of T2DM and depression in the pathophysiology of coronary artery disease.

This chapter argues that general principles outlining how to design professional development, although potentially helpful, are not sufficient for meeting the needs of teachers. It highlights the complexity of professional development and the necessity of understanding the details around engaging teachers in learning opportunities that lead to generative growth. The chapter provides the opportunity to think carefully about the role of the mathematical content in the design and implementation of professional development. It discusses how the algebraic thinking professional development work would differ from our earlier whole number professional development. The chapter details some of the critical issues and how chapter addresses them. It characterizes our whole number professional development and contrasts it with our algebraic thinking work. The chapter articulates in what particular ways content may make a difference in the design of learning opportunities for elementary school teachers. It recognizes that professional development for teachers requires constant attention to and explicit articulation of the mathematical content.

This paper explores the relationships between student participation in classroom conversations, teacher practices, and student learning in elementary school mathematics classrooms. Six teachers and 111 children aged 8–10 participated in the study. Students and teachers were videotaped as they discussed how to solve mathematical problems during whole-class and small-group discussions. The results show that the level of student engagement with each other's ideas and the incidence of students providing detailed explanations of their problem-solving strategies were positively related to student achievement. While teachers used a variety of instructional practices to encourage students to attend to and engage with each other's thinking, how teachers followed up on their initial moves was important for whether students engaged with others’ ideas at a high level.

Introduction In the past, the suppression of the pineal hormone melatonin by light has been investigated in several studies, frequently using small samples and only male subjects. Whereas the nocturnal melatonin production is thought to decrease with age, our knowledge about the extent of the light-induced melatonin suppression depending on sex and age is only limited. Our study addressed this issue in more details. Methods Subjects for this study were pre-screened for the onset of melatonin production in the evening hours. In total, 94 healthy subjects between 18 and 73 years were enrolled (42 men/52 women). All of them had a regular sleep-wake schedule and were morning or intermediate types according to the Ostberg-Horne-Ostberg morningness-eveningness questionnaire (scores: 41–73). They completed 4 evening laboratory sessions (19:00–23:00 h) predominantly in a weekly interval. The light protocol for each session consisted of a 2-h dim light ( Results After 2 h of dim-light condition all enrolled study participants showed an increase in melatonin production versus baseline of different magnitude. One hour of warm-white light at 500 lx (0.264 W/m2) caused very variable suppression of melatonin which did not exceed about 64% in both sexes. The average melatonin suppression over all subjects was 30.2% with sex related differences in the frequency of strong suppression, being higher in men. The inter-individual variability in melatonin suppression by warm-weight light was not related to the age of study participants. We also proved the impact of physical activity. Men with low physical activity showed relatively small plasma melatonin concentrations after 2 h dim-light condition, but a high sensitivity to the warm-white light applicated. Conclusions The obvious individual variability in the sensitivity of melatonin production for artificial light in the evening with possible sex but not clear and simple age related differences could be a critical factor in our understanding of light effects. Levels of physical activity in the leisure time could be a masking factor which should be adequately controlled in similar studies.

Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do this. This article helps to fill this gap. Rather than a research paper, it conceptually details one perspective on integrating mathematics and equity within professional development for urban elementary teachers. The focus is to support teachers in gathering counter evidence to challenge dominant deficit narratives about students of color. This builds a teacher community that tells different stories as they develop their mathematics teaching. The authors use three vignettes from this work to illustrate the professional development perspective in action.

We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novices for the complex, interactive work of teaching? and (b) Where, in what they do, are there opportunities for NTs to learn to enact the principles, practices, and knowledge entailed in ambitious teaching? We detail what happens in rehearsals using quantitative and qualitative methods. We begin with the results of our quantitative analyses to characterize how typical rehearsals were structured and what was worked on. We then show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.

OBJECTIVE Previous studies have shown relationships between personality styles and markers of serotonergic functioning, but data on patients with anorexia nervosa (AN) are scarce. METHODS The personality styles and disorder inventory was administered to 47 acute patients with anorexia nervosa (acAN), 27 weight-recovered patients (recAN) and 72 healthy controls (HC) aged between 14 and 21 years. Platelet monoamine oxidase (MAO-B) activity was assayed with [14C]-β-phenylethylamine as substrate. RESULTS AcAN had significant elevated scores on 9 of the 14 personality style subscales when compared to HC, whereas recAN were largely normal. Platelet MAO-B activity and "ambitious/narcissistic" scores correlated negatively in acAN. In recAN we found positive correlations between MAO-B and personality subscores. CONCLUSIONS The inverse relationship between a cluster B personality style and MAO-B activity in acAN is in accordance with studies in other patient populations. In contrast, positive associations between problematic personality styles and MAO-B activity in recAN combined with the overall decreased MAO-B activity in this group adds to the existing evidence suggesting a general dysfunction of the serotonergic system as a trait marker for AN.

– We measured cosmogenic radionuclides and noble gases in the L3–6 chondrite breccia Northwest Africa (NWA) 869, one of the largest meteorite finds from the Sahara. Concentrations of 10Be, 26Al, and 36Cl in stone and metal fractions of six fragments of NWA 869 indicate a preatmospheric radius of 2.0–2.5 m. The 14C and 10Be concentrations in three fragments yield a terrestrial age of 4.4 ± 0.7 kyr, whereas two fragments show evidence for a recent change in shielding, most likely due to a recent impact on the NWA meteoroid, approximately 105 yr ago, that excavated material up to approximately 80 cm deep and exposed previously shielded material to higher cosmic-ray fluxes. This scenario is supported by the low cosmogenic 3He/21Ne ratios in these two samples, indicating recent loss of cosmogenic 3He. Most NWA samples, except for clasts of petrologic type 4–6, contain significant amounts of solar Ne and Ar, but are virtually free of solar helium, judging from the trapped 4He/20Ne ratio of approximately 7. Trapped planetary-type Kr and Xe are most clearly present in the bulk and matrix samples, where abundances of 129Xe from decay of now extinct 129I are highest. Cosmogenic 21Ne varies between 0.55 and 1.92 × 10−8 cm3 STP g−1, with no apparent relationship between cosmogenic and solar Ne contents. Low cosmogenic (22Ne/21Ne)c ratios in solar gas free specimens are consistent with irradiation in a large body. Combined 10Be and 21Ne concentrations indicate that NWA 869 had a 4π cosmic-ray exposure (CRE) age of 5 ± 1 Myr, whereas elevated 21Ne concentrations in several clasts and bulk samples indicate a previous CRE of 10–30 Myr on the parent body, most probably as individual components in a regolith. Unlike many other large chondrites, NWA 869 does not show clear evidence of CRE as a large boulder near the surface of its parent body. Radiogenic 4He concentrations in most NWA 869 samples indicate a major outgassing event approximately 2.8 Gyr ago that may have also resulted in loss of solar helium.

– The Moss meteorite is the first CO chondrite fall after a time period of 70 yr and the least terrestrially contaminated member of its group. Its cosmic-ray exposure (CRE) age (T3 ∼ 13.5 Ma; T21 ∼ 14.6 Ma) is distinct among CO chondrites and, within witnessed falls is the shortest after Lance, which we have reanalyzed. Gas retention ages are approximately 3.95 × 109 yr (U/Th-He) and approximately 4.43 × 109 yr (K/Ar), respectively. Trapped Ar, Kr, and Xe are present in Moss in abundances typical for CO chondrites, with “planetary” elemental and isotopic compositions. Presence of HL-xenon from presolar diamonds is observed in the stepwise release analysis of Lance. It may also be present in Moss, but it is difficult to ascertain in single-step bulk analyses. It follows from our new data combined with a survey of the literature that the abundance of trapped gases in CO chondrites is not a good indicator of their petrological subtype.

Serotonin (5-HT) pathways play an important role in the pathophysiology of anorexia nervosa (AN). In this study, we investigated functional characteristics of the platelet 5-HT transporter and platelet 5-HT content in AN patients at various stages of their illness in comparison to healthy control woman (HCW) controlling for the 5-HTTLPR deletion/insertion polymorphism and other confounding variables. Fasting blood samples of 58 acutely underweight AN patients (acAN, BMI = 15.2 ± 1.4), 26 AN patients of the initial acAN sample after short-term/partial weight restoration (BMI = 17.3 ± 0.9), 36 weight-recovered AN patients (recAN, BMI = 20.7 ± 2.2) and 58 HCW (BMI = 21.6 ± 2.0) were assessed for kinetic characteristics of platelet 5-HT uptake (V max, K m) and platelet 5-HT content. Plasma leptin served as an indicator of malnutrition. Mean V max and K m values were significantly higher in recAN subjects in comparison to HCW (2.05 ± 0.62 vs. 1.66 ± 0.40 nmol 5-HT/109 platelets min and 432 ± 215 vs. 315 ± 136 nmol, respectively) but there were no differences in platelet 5-HT content (464.8 ± 210.6 vs. 472.0 ± 162.2 ng 5-HT/109 platelets). 5-HT parameters in acAN patients and HCW were similar. 5-HTTLPR variants were not related to 5-HT platelet variables. In the longitudinal part of the study we found significantly increased 5-HT content but unchanged 5-HT uptake in AN patients after short-term/partial weight restoration. Our results highlight the importance of malnutrition for the interpretation of abnormalities in neurotransmitter systems in AN. Changes in platelet 5-HT transporter activity were related to the stage of the illness but not to 5-HTTLPR genotype. Increased V max and K m in recovered AN patients might mirror adaptive modulations of the 5-HT system.

Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial “How did you get that?” question, a great deal of variability existed among teachers’ questions and students’ responses.

This article describes how one university-based center, UCLA's Center X, has worked to prepare and sustain urban educators over the past 16 years. Synthesizing findings from more than 20 articles, papers, books, and dissertations that report on Center X's work, we argue that three key activities are necessary to spur change and ensure a high-quality, stable workforce: (1) Firmly embed teacher learning and development in the context of urban schools and communities; (2) Recruit and prepare a diverse local workforce of social justice educators for urban schools; and (3) Support the continual learning and career development of educators working to make a difference. The article concludes with implications for other university-based teacher learning centers seeking to recruit, prepare, and sustain powerful educators in the schools that need them most.

Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers' instructional practices were related to small‐group dialogue in four urban elementary mathematics classrooms in the US. Using videotaped and audiotaped recordings of whole‐class and small‐group discussions, we examined the extent to which teachers pressed students to explain their thinking during their interventions with small groups and during whole‐class discussions, and we explored the relationship between teachers' practices and the nature and extent of students' explaining during collaborative group work. While teachers used a variety of instructional practices to structure and orchestrate students' dialogue in small groups, only probing students' explanations to ...

Objective: Most previous studies investigating amino acid levels in anorexia nervosa (AN) have focused on acutely underweight patients. The present study assessed the availability of aromatic amino acids in the plasma of weight-recovered outpatients with AN (recAN) in comparison to acutely underweight AN patients (acAN) and healthy control woman (HCW). Method: Plasma tryptophan (TRP), tyrosine (TYR), and phenylalanine (PHEN) as well as leptin concentration were determined in 32 recAN, 32 acAN, and 32 HCW. Results: Both recAN and acAN patients showed significantly lower levels of TRP and PHEN when compared to HCW. TYR was reduced in acAN patients only. Discussion: Normal weight and normal leptin levels but lower availability of TRP and PHEN in recAN patients might indicate that outside a tightly controlled setting these patients still engage in abnormal eating patterns. Reduced peripheral availability of these precursor amino acids could impact on 5-HT and catecholamine functioning in the brain. © 2008 by Wiley Periodicals, Inc. Int J Eat Disord 2009.

Introduction Central serotonergic pathways may play an important role in the etiology of anorexia nervosa (AN). Although platelet monoamine oxidase activity (MAO-B) has been proposed as an index of cerebral serotonin activity, studies in patients with AN are scarce. Methods Platelet MAO-B activity was determined in 59 acutely underweight AN patients (acAN, aged 14-29 years, BMI=15.2+/-1.4), 35 weight-recovered AN patients (recAN, aged 15-29, BMI=20.8+/-2.2) and 59 healthy control women (HCW, aged 14-26, BMI=21.6+/-2.1). Plasma leptin served as an indicator of malnutrition. Results were compared by ANCOVA controlling for confounding variables. Results Platelet MAO-B activity in acAN patients (5.2+/-1.4 nmol/10 (9)pltx15 min) was similar to HCW (5.5+/-1.9) but significantly lower in recAN patients (4.4+/-1.5). BMI and leptin showed a significant negative correlation with MAO-B activity in AN patients, but not in HCW. Discussion Our results highlight the importance of malnutrition for the interpretation of abnormalities in neurotransmitter systems in AN. Whether low MAO-B activity in weight-recovered AN patients indicates a premorbid trait or a secondary change due to recovery remains to be elucidated.

Background Interferon-alpha (IFN α )-associated mood disorder is a major complication of treatment for chronic hepatitis C. Method The authors report on three patients infected with chronic hepatitis C showing severe depressive symptoms during or after IFN α treatment. Because patients had lowered tryptophan blood levels and did not response to antidepressants, they received tryptophan up to a dosage of 1,000 mg/day as mono- or add-on treatment. Results Tryptophan, used as augmentation or monotherapeutic treatment, led to a significant improvement of depressive symptoms in all three patients. Conclusion A tryptophan deficit seems to be involved in the pathophysiology of persistent mood changes during and after IFN α treatment.

Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement.

Henry’s law constants (kH) were measured (at 30 °C) and modeled for a suite of fragrance and solvent compounds in aqueous solutions of three structurally diverse industrial surfactants: sodium dodecylbenzene sulfonate (NaDBS), tetradecylbenzyldimethyl ammonium chloride (TDBAC), and a linear alkyl ethoxylate, Neodol 1,9. kH values for limonene, β-pinene, toluene, and trichloroethene were examined as a function of surfactant concentration. When compared to TCE and toluene, the fragrances limonene and β-pinene with their larger values of molecular polarizability (ὰmol = (17.94 ± 0.5) A3and (17.34 ± 0.5) A3, respectively) and greater hydrophobic character exhibited greater affinity for micelles of the linear alkyl ethoxylate relative to those of NaDBS and TDBAC and greater selectivity overall in their interaction(s) with micelles of varying carbon content (Cn). Using a linear solvation energy relationship (LSER) of the form ln kH = C + sπ2* + aΣα2 + bΣβ2 (π2* = solute dipolarity/polarizability; Σα2 = overall ...