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Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P9 SIS unit focuses on: (1) basic ecological and conservation concepts; (2) problems and complexities of environmental decision-making; (3) skills needed to carry out environmental field work; (4) the nature and consequences of environmental pollution; (5) development of positive attitudes toward conservation in Seychelles; (6) the role played by plants in providing food and oxygen for man and other animals; and (7) soil erosion and how it can be prevented. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. A conservation role playing exercise is also provided. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P8 SIS unit deals with: (1) changes in temperature which make matter expand and contract (and how this affects and can be used in students' everyday lives); (2) basic concepts in kinetic theory; (3) heat transfer and how this concept is related to everyday life in Seychelles; and (4) basic concepts in atomic and molecular theory. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P9 SIS unit deals with conserving health, focusing on such body processes as breathing, digestion, excretion, circulation, and nervous coordination. Other areas examined include the importance of diet and exercise, damage done to the body by smoking, and the effects of alcohol on the body. In addition, the fact that people may have different interpretations of the same observation is explored. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P8 SIS unit focuses on: (1) the uses of acids and bases (alkalis) in students' everyday lives, stressing their use at home, at work, and in the body; (2) the chemical properties of acids and bases; (3) the concept and use of the pH scales as a means of measuring acidity and alkalinity; and (4) concepts concerning the differing reactivity of metals and chemical reactions. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P8 SIS unit focuses on: (1) elementary concepts in magnetic theory and the role magnets and magnetism play in students' everyday lives; (2) basic concepts of electricity; (3) students' ability to follow simple circuit diagrams and to connect circuits involving bulbs, batteries, switches, resistors, ammeters, and volt meters; and (4) how electricity and magnetism are relevant to everyday life in Seychelles. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P8 SIS unit examines: (1) the role played by bones, muscles, and teeth and the importance of developing and maintaining these body parts; (2) the biological reasons for eating food and how to best plan eating habits to fulfill these needs; and (3) the role of plants in feeding man and other animals. In addition, the development of skills in growing plants from seeds, stem cuttings, and tubers is emphasized. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P8 SIS unit focuses on reproduction in animals and in flowering plants. Particular topics examined include the structure of the flowering plant, pollination, fertilization, seed dispersal, chicken reproduction (including the chicken life cycle), human reproduction, pregnancy, and birth. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include an overview of the SIS program, the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit is designed to: (1) help students develop an elementary understanding of how living things can be classified into groups; (2) help students develop the ability to construct and use a simple key to classify either living or non-living materials; and (3) familiarize students with the names and characteristics of a wide range of local animals and plants. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit focuses on: (1) the structure of the two main soil types in Seychelles; (2) the role of roots in plant growth; (3) the concept of the cellular nature of living things; (4) benefits of having earthworms in soil; (5) separating soil samples; and (6) the behavior of snails and the damage to agricultural crops caused by these animals. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit focuses on: (1) the importance of water in students' daily lives; (2) the need to purify drinking water and how this is accomplished in Seychelles; (3) the development of skills in using a microscope and in performing simple separation techniques involved in filtration crystallization and distillation; and (4) the need for and methods of water conservation. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit focuses on: (1) the importance of air and air pressure in students' everyday lives; (2) oxidation concepts involved in burning and breathing; (3) developing laboratory skills, particularly those related to taking and recording measurements of the weather; and (4) how knowledge of air can be used in everyday situations, such as in fire prevention. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit is designed to: (1) introduce students to and familiarize them with working in the school laboratory; (2) make them aware of the need for care and caution while working in the laboratory; and (3) instruct them in the correct use of the metric ruler, balance, graduated cylinder, thermometer, and stopwatch. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include an overview of the SIS program, the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)

BACKGROUND: Intravenous sodium bicarbonate and oral acetylcysteine are widely used to prevent acute kidney injury and associated adverse outcomes after angiography without definitive evidence of their efficacy. METHODS: Using a 2-by-2 factorial design, we randomly assigned 5177 patients at high risk for renal complications who were scheduled for angiography to receive intravenous 1.26% sodium bicarbonate or intravenous 0.9% sodium chloride and 5 days of oral acetylcysteine or oral placebo; of these patients, 4993 were included in the modified intention-to-treat analysis. The primary end point was a composite of death, the need for dialysis, or a persistent increase of at least 50% from baseline in the serum creatinine level at 90 days. Contrast-associated acute kidney injury was a secondary end point. RESULTS: The sponsor stopped the trial after a prespecified interim analysis. There was no interaction between sodium bicarbonate and acetylcysteine with respect to the primary end point (P = 0.33). The primary end point occurred in 110 of 2511 patients (4.4%) in the sodium bicarbonate group as compared with 116 of 2482 (4.7%) in the sodium chloride group (odds ratio, 0.93; 95% confidence interval [CI], 0.72 to 1.22; P = 0.62) and in 114 of 2495 patients (4.6%) in the acetylcysteine group as compared with 112 of 2498 (4.5%) in the placebo group (odds ratio, 1.02; 95% CI, 0.78 to 1.33; P = 0.88). There were no significant between-group differences in the rates of contrast-associated acute kidney injury. CONCLUSIONS: Among patients at high risk for renal complications who were undergoing angiography, there was no benefit of intravenous sodium bicarbonate over intravenous sodium chloride or of oral acetylcysteine over placebo for the prevention of death, need for dialysis, or persistent decline in kidney function at 90 days or for the prevention of contrast-associated acute kidney injury. (Funded by the U.S. Department of Veterans Affairs Office of Research and Developmen