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Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The "STEM Academy" professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools' approaches, using a conceptual framework for integrated STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four dimensions that promote mathematics engagement in integrated STEM education--design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice.

Desmoplastic stroma is a cardinal feature of primary pancreatic ductal adenocarcinoma (PDAC), but its effects on the biology, prognosis and therapeutic outcomes are not known. We developed an automated method to assess tumor stroma density (TSD) and investigated computed tomography (CT)-correlates of stroma in PDAC. We collected PDAC samples from rapid autopsy and resection series and digitally annotated samples to quantify TSD. A series of resected patients also underwent preoperative multiphasic CT. Automated and manual assessments of TSD were highly correlated (ρ= 0.65, P < 0.001). Solid organ metastases had a lower median TSD than primary tumors (P < 0.001). Patients with high TSD enjoyed prolonged recurrence free survival (RFS) (P = 0.003; HR = 0.51) and overall survival (P = 0.008, HR = 0.57). In another independent dataset, patients with high TSD had decreased risk for recurrence (P = 0.003, HR = 0.03) and death (P = 0.003, HR = 0.03) at time of resection, however the protective effect diminished over time. Patients with normalized portovenous phase CT tumor enhancement ratio ≥0.40 had a longer RFS following resection (P = 0.020). Normalized portovenous phase CT tumor enhancement ratio was significantly correlated with TSD (P = 0.003). Objective quantitative assessment of stroma in PDAC revealed several clinically relevant observations. Firstly, stroma was less abundant in metastatic PDAC, the cause of most PDAC mortality. Secondly, high stromal content correlates with favorable outcome in resected cases, implying a protective effect of stroma and suggesting careful consideration of active stromal depletion therapies. Finally, standard multiphase CT imaging correlates with stroma content as well as clinical outcome, indicating that non-invasive assessment of stroma is a feasible sensitivity enrichment approach in PDAC.

Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as "facilitators," "learners" and "co-creators" of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics.

Myokines released by exercise are identified as factors that can influence a person's health and wellbeing. While myokine secretion in response to an acute bout of endurance and resistance-type exercise has been examined, the influence of resistance-exercise training on myokines at rest is less well established. Therefore, this study was designed to evaluate a panel of myokines at rest following a 12-week resistance-exercise training program in younger and older males. Participants (n = 15) completed a 12-week progressive resistance-exercise training program supervised by a certified fitness professional. The training protocol targeted all major muscle groups of the upper and lower body. Resting blood samples were collected before and after completion of the training program to determine concentrations of apelin, fibroblast growth factor-21 (FGF-21), interleukin (IL)-4, IL-6, IL-7, IL-15, leukemia inhibitory factor (LIF), and irisin. Two-way repeated ANOVAs were used to compare variables between time-points and age groups. There was a main effect of time found for apelin (p = 0.003) and IL-15 (p < 0.001), while no main effects for group or time were found for the other myokines (all p > 0.05). Age group × training status interactions were found for IL-6 (p = 0.04) and irisin (p = 0.014) without pairwise differences for IL-6 (p > 0.05), and younger males had higher concentrations of irisin compared to older males post-training (p = 0.036). Overall, the 12-week resistance-exercise training program significantly increased apelin and IL-15 over time but did not change the other resting myokine concentrations for the younger or older males. However, the higher concentration of irisin in younger versus older males post-training suggests a potential explanation for the anabolic resistance observed with aging. [ABSTRACT FROM AUTHOR]

Using growth modeling, this study examined trajectories of 'switching on' (aspirations) and 'switching off' (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed.

With increased accountability attached to students' results on national testing in Australia, teachers feel under pressure to prepare students for the tests. However, this can lead to shallow teaching of a narrowed curriculum. An alternative approach involves using data to identify common errors and misconceptions, discussing strategies aimed at building understanding of important mathematical ideas as well as students' confidence in answering context-based mathematics questions. This study explored the use of a learning model based on professional conversations about national testing results as well as school-based assessment data with junior secondary mathematics teachers in one school. The teachers identified the learning needs of students and chose to implement mental computation and estimation approaches as well as a strategy to address the literacy demands of numeracy test items to support student learning before and after the NAPLAN test. An analysis of the professional learning model identified approaches to enhance both student learning and teaching practice. (Contains 7 tables and 3 figures.)

The focus of this paper is the use of National Assessment Program in Literacy and Numeracy (NAPLAN) items to develop students' competence in reading mathematical text, to promote thinking strategies including estimation, and to evaluate alternative solutions for errors and misconceptions. Showing students test items and discussing strategies for thinking about questions and responses promotes student confidence and resilience, and enables a greater sense of student control over their learning. Teachers best carry out assessment as they talk to and observe their students. For teachers who feel the pressure to prepare their students for the tests, the author is recommending the use of NAPLAN items as discussion starters to promote thinking. (Contains 7 figures and 1 table.)

Schematic models have been used extensively in educational research to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers' beliefs and practices. A review of such models informed the development of a new model that was used to plan an investigation into primary school teachers' problem-solving beliefs and practices. On the basis of the findings from the research, the model was revised to include the important variable of prior mathematics learning, as well as a repositioning of the influence of teaching experiences in classrooms. (Contains 9 figures and 5 tables.)

Mechanical perturbation triggers activation of resident myogenic stem cells to enter the cell cycle through a cascade of events including hepatocyte growth factor (HGF) release from its extracellular tethering and the subsequent presentation to signaling‐receptor c‐met. Here, we show that with aging, extracellular HGF undergoes tyrosine‐residue (Y) nitration and loses c‐met binding, thereby disturbing muscle homeostasis. Biochemical studies demonstrated that nitration/dysfunction is specific to HGF among other major growth factors and is characterized by its locations at Y198 and Y250 in c‐met‐binding domains. Direct‐immunofluorescence microscopy of lower hind limb muscles from three age groups of rat, provided direct in vivo evidence for age‐related increases in nitration of ECM‐bound HGF, preferentially stained for anti‐nitrated Y198 and Y250‐HGF mAbs (raised in‐house) in fast IIa and IIx myofibers. Overall, findings highlight inhibitory impacts of HGF nitration on myogenic stem cell dynamics, pioneering a cogent discussion for better understanding age‐related muscle atrophy and impaired regeneration with fibrosis (including sarcopenia and frailty). [ABSTRACT FROM AUTHOR]