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Molecular clocks control a daily transcriptional schedule that maintains tissue homeostasis. Glucocorticoids synchronize peripheral clocks with the master clock in the suprachiasmatic nucleus in response to ambient light. In humans and mice, arrhythmic glucocorticoids induce non-dipping blood pressure and vascular dysfunction. The mechanisms of this are poorly understood. We hypothesize that arrhythmic activation of the glucocorticoid receptor desynchronizes the molecular clock mechanism in the renal artery, a major component of blood pressure control, dysregulating normal function. Our aim was to dissect renal artery circadian physiology transcriptionally and functionally and interrogate the effect of arrhythmic glucocorticoids. Male mice, kept on a 12:12 light:dark cycle, were anesthetised with 4% isolflurane and implanted with a hypodermal pellet containing either vehicle or corticosterone (≈3.7 mg/kg per day), to flatten the endogenous glucocorticoid rhythm. After 7 days, mice were culled by cervical dislocation at 2hr intervals for 48 hours and the renal arteries taken. The renal artery circadian transcriptome was profiled using Illumina Truseq Stranded RNA-sequencing. Cosinor regression (Limorhyde) was applied to the control group and identified 465 of 14425 (~3%) protein coding transcripts with rhythmic expression (p This study was funded by the British Heart Foundation (PhD studentship code: FS/18/57/34178) and the Kidney Research UK (Intermediate Grant Code: INT_001_20181115 and IN_002_2021 0729). Analyses were carried out by Edinburgh Genomics at the University of Edinburgh. Edinburgh Genomics is partly supported through core grants from NERC (R8/H10/56), MRC (MR/K001744/1) and BBSRC (BB/J004243/1). This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

This article condenses five years of professional development based on Technological Pedagogical and Content Knowledge (TPACK) integration principles, National Council of Teachers of Mathematics Pr...

An activity connects the features of sinusoid curves to tangible manipulatives printed on a 3D printer.

Education for young adolescents must be challenging, relevant, integrative, and exploratory. Integrative teaching (e.g., interdisciplinary, multidisciplinary, cross-disciplinary, etc.) benefits mid...

To remain competitive in a digital economy, the United States must broaden computing and cybersecurity education and career pathways. Our results provide insight into teachers' knowledge growth, their understanding of cyber principles, and their application of these principles in the classroom.

An increasing number of complex applications are being executed on resource constrained devices, such as drones and rovers. Such systems often operate in dynamic and unknown environments, and consequently have dynamic performance requirements based on their surroundings. These systems must consider the trade-off between application and platform performance in order to operate within resource means. This thesis proposes a runtime resource management system for a monolithic localization application. The proposed strategy uses gradient boosting regressors to predict localization accuracy and power consumption at runtime for a set of configurable application and platform parameters. A model-based controller selects parameters at runtime to optimize localization accuracy subject to a power constraint. The testbed used for experiments consists of maplab, a visual-inertial localization and mapping framework, executed monolithically on the Nvdia Jetson AGX platform. The results highlight the importance of incorporating dynamic parameters when identifying predictive models for localization systems. The proposed system is able to track a power reference while maintaining reasonable localization accuracy at runtime, for both platform and application parameters. The results demonstrate that runtime control can achieve better performance than alternative solutions which rely on offline profiling of the configuration space. Ett ökande antal komplexa program körs på resursbegränsade enheter, till exempel drönare och rover. Sådana system fungerar ofta i dynamiska och okända miljöer och har därför dynamiska prestandakrav som är baserade på deras omgivningar. I dessa system måste hänsyn tas till skillnaden mellan applikations- och plattformsprestanda för att kunna fungera med hjälp av resurser. I den här tesen föreslås ett resurshanteringssystem för körning av ett monolitiskt lokaliseringsprogram. Den föreslagna strategin använder övertoningsförstärkare för att förutsäga lokaliseringens exakthet och energiförbrukning vid körning för en uppsättning konfigurerbara program- och plattformsparametrar. En modellbaserad styrenhet väljer parametrar under körning för att optimera lokaliseringsnoggrannheten under förutsättning att det finns en energibegränsning. Den testbädd som används för experiment består av maplab, en ram för visuell tröghetslokalisering och kartläggning, som utförts monolitiskt på Nvdia Jetson AGX-plattformen. Resultaten belyser vikten av att införliva dynamiska parametrar när man identifierar förutsägbara modeller för lokaliseringssystem. Det föreslagna systemet kan spåra en energireferens samtidigt som man bibehåller en rimlig lokaliseringsnoggrannhet vid körning, för både plattformsparametrar och programparametrar. Resultaten visar att körningskontroll kan ge bättre prestanda än alternativa lösningar som är beroende av offlineprofilering av konfigurationsutrymmet.

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how...

The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional deve...

Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed.

To maintain competitiveness as a nation, the United States must broaden participation in computing education and career pathways. Integrating computational thinking and computer science in K-12 classrooms is becoming increasingly essential to the development of a responsible and innovative workforce. Further, with increased recognition of the need for computing competency, workforce development programs that target the emerging workforce that may not be on a college pathway and those citizens who want to retool for the digital economy are also essential. This study examines work by researchers and practitioners in Mississippi to engage all public school students and the workforce with computational thinking, computer science concepts, and cybersecurity, providing pathways for learning that make computing education accessible for all citizens. The state of Mississippi has the lowest median wage in the nation, and one of the lowest rates of STEM employment. With half of the public school children identified as African American, and half of them female, there is much opportunity for broadening participation in computing. Assessments from a K-12 teacher professional development programs will be discussed, in addition to outcomes from one year of a workforce development program.

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

The Building Construction Science program at Mississippi State University is undergoing a major curriculum review and revision process in preparation for accreditation by the American Council for Construction Education (ACCE). This will be the programs first attempt at accreditation in its 10-year history. None of the faculty in the program have ever been through an accreditation making the process more challenging. Whats more, the accrediting body recently adopted an outcomes-based approach to curriculum review that hinges on programs demonstrating student achievement of 20 different student learning outcomes. These outcomes have been recognized by many as ambiguous and difficult to define reducing motivation of programs and their faculty to move forward with accreditation. This has been the impetus for this study. The purpose of this research was to define what the 20 student learning outcomes mean for the BCS program and identify the programs effectiveness toward including the outcomes required for accreditation into their curriculum and assessing student achievement. The study was conducted in three parts: Defining the 20 outcomes, mapping outcomes to the curriculum, and identifying assessments used to measure student achievement of the outcomes. A modified Delphi was used that incorporated the Nominal Group Technique for initial data gathering and 2 stages of surveys to identify the most essential learning criteria that define each learning outcome. The Delphi included a sample of BCS faculty, Alumni, and construction industry members. A syllabus review of the programs core construction courses was used to map the outcomes through the curriculum and identify assessments connected to the intended outcomes. The results of the inclusion mapping were organized into three categories of Missing, Adequate, or Overlapping. The results of the study generated an initial list of 355 learning criteria across the 20 student learning outcomes that were reduc

Environmental sustainability outreach programs can benefit significantly through adaptation that connects to and fosters change within the Spanish speaking community. This article demonstrates a case study in which the authors partnered with a local Latino organization through an undergraduate service-learning project. The goal of this project was to incorporate environmentally sustainable behaviors both with young Latino students in school and with their families at the household level.

This chapter examines the practices and beliefs of two secondary mathematics teachers with similar demographic backgrounds. The influence of their practices and beliefs on teaching and student learning is considered through the lens of the TPACK Development Model and through evidence of student engagement in the Mathematical Practices. Even though they face common barriers to instructional technology integration, both teachers speak to their successes and positive impacts on student learning. Rich descriptions of conversations, classroom observations, and self-report survey data highlight critical contrasts between the practices of the two teachers. These differences represent the unique challenges faced by instructional technology researchers and other educational stakeholders. The purpose of this chapter is to highlight these subtle, yet far-reaching, areas of distinction in which the teachers unknowingly provide different levels of opportunity for teaching and learning in the mathematics classroom.