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This study describes how 19 middle-school science teachers responded to an engineering design task in the context of water quality and environmental science professional development (PD). The study relies on teacher created prototypes, presentations, graphic organizers, and qualitative memos to illustrate the challenges and successes of the PD. In the findings, we discuss two major themes that emerged from the data sources regarding teachers' focus on resource management and pedagogical understanding. Finally, we include lessons learned as we move forward as science teacher educators in an era where teachers are challenged to continue to adapt to pedagogical paradigm shifts within science education.

The importance of culture and social interactions in disciplinary learning and language development within specific social practices and contexts is now an agreed-upon notion in the science education literature. In a pivotal article in 1990, Lemke introduced the idea of manual-technical operations as one of four modes making up the "hybrid language of science". Our aim in this paper is to further unpack the concept of manual-technical operations as a mode, thereby contributing to the more complex understanding of when and how this mode enhances meaning-making and communication of ideas. Drawing from researchers in diverse disciplines, we present a visual of the complex and integrated manual-technical operations mode. It is our hope that the theoretical model proposed in this manuscript will allow researchers to develop analytic frameworks to capture and assess change in the manual-technical operations mode of the hybrid language of science.

A learning format gaining attention that encourages language acquisition in science is the use of dynamic models as instructional tools. This grounded theory investigates the impact of the dynamic food chain model as an alternative lesson for teaching food chains. The researchers examined the impact of a paper-based activity and a dynamic model activity on 5th grade students' content knowledge and language development. A total of 96 English learners (ELs) and 62 native English speakers participated. Data were collected using a "What I Did/What I Learned" reflection and analyzed qualitatively. Results indicate that ELs exceeded native speakers in academic language development and in understanding interconnectedness of organisms. In addition, students engaging in the dynamic model activity expressed more joyful learning than students in the paper-based activity.

The "Framework for K-12 Science Education" (NRC, 2012) and "Next Generation Science Standards" (NGSS Lead States, 2013) stress that in addition to disciplinary core ideas (content), students need to engage in the practices of science and develop an understanding of the crosscutting concepts such as cause and effect, systems, and scientific modeling. In response to these reform suggestions we developed an educational tool to be used to help teach students about models and the marine food chain. Our research was the validation of the tool as a legitimate instructional device. The research reported here outlines the process and provides science teacher and science teachers educators with an alternative for teaching this topic.

The article focuses on the impact of dental extractions on insulin requirements in a person using concentrated insulin. Topics include the relationship between periodontal disease and diabetes complications, the integration of oral health into primary care settings like Federally Qualified Health Centers (FQHCs), and the collaborative care model involving clinical pharmacists and dental hygienists to enhance patient outcomes and insulin management.

PWWP domains of DNMT3A and DNMT3B are proposed to interact with H3K36me3. Here the authors present a mouse model carrying a D329A point mutation in the DNMT3A PWWP domain and find this causes dominant postnatal growth retardation, with aberrant progressive gain of DNA methylation across domains marked by H3K27me3 in adult tissues.

A pilot study was conducted on a multimodal educational tool, Peruvian Food Chain Jenga (PFCJ), with 5th-grade students (N = 54) at a public charter school. The goal was to compare the effectiveness of the multimodal tool to a more traditional presentation of the same materials (food chain) using an experimental/control design. Data collection included a pretest/posttest and a "What I Did/What I Learned" response sheet. Quantitative analysis of pretest/posttest results showed both groups improved from pretest to posttest; however, there was no statistically significant difference between posttest results of experimental and control groups. Qualitative analysis of student open-ended responses indicated a difference between students who used the PFCJ and students in the control. The most striking difference occurred in how the students perceived the connectedness of species and the awareness of human impact. Our findings suggest that using a model such as PFCJ as a means of teaching and connecting scientific content with practices related to ecosystems is an effective method of engaging students in intelligent discussions about these topics.

Abstract Background Gametogenesis in mammals entails profound re-patterning of the epigenome. In the female germline, DNA methylation is acquired late in oogenesis from an essentially unmethylated baseline and is established largely as a consequence of transcription events. Molecular and functional studies have shown that imprinted genes become methylated at different times during oocyte growth; however, little is known about the kinetics of methylation gain genome wide and the reasons for asynchrony in methylation at imprinted loci. Results Given the predominant role of transcription, we sought to investigate whether transcription timing is rate limiting for de novo methylation and determines the asynchrony of methylation events. Therefore, we generated genome-wide methylation and transcriptome maps of size-selected, growing oocytes to capture the onset and progression of methylation. We find that most sequence elements, including most classes of transposable elements, acquire methylation at similar rates overall. However, methylation of CpG islands (CGIs) is delayed compared with the genome average and there are reproducible differences amongst CGIs in onset of methylation. Although more highly transcribed genes acquire methylation earlier, the major transitions in the oocyte transcriptome occur well before the de novo methylation phase, indicating that transcription is generally not rate limiting in conferring permissiveness to DNA methylation. Instead, CGI methylation timing negatively correlates with enrichment for histone 3 lysine 4 (H3K4) methylation and dependence on the H3K4 demethylases KDM1A and KDM1B, implicating chromatin remodelling as a major determinant of methylation timing. We also identified differential enrichment of transcription factor binding motifs in CGIs acquiring methylation early or late in oocyte growth. By combining these parameters into multiple regression models, we were able to account for about a fifth of the variation in methylation timing of CGIs. Finally, we show that establishment of non-CpG methylation, which is prevalent in fully grown oocytes, and methylation over non-transcribed regions, are later events in oogenesis. Conclusions These results do not support a major role for transcriptional transitions in the time of onset of DNA methylation in the oocyte, but suggest a model in which sequences least dependent on chromatin remodelling are the earliest to become permissive for methylation.

Aim: This study's aim was to compare the time and accuracy of use and participants' satisfaction and preferences with pen devices for the once-weekly glucagon-like peptide 1 (GLP-1) receptor agonists dulaglutide, exenatide XR BCise, and semaglutide. Materials and methods: In this triple crossover, open-label, simulated injection study, GLP-1 receptor agonist pen devices were compared, with time and accuracy of use and participants' satisfaction and preferences as primary outcomes. Participants had type 2 diabetes and were naive to GLP-1 receptor agonist therapy. Participants watched instructional videos for each device, demonstrated administration, and then provided feedback after each demonstration. Investigators tracked errors and omissions of demonstration steps for accuracy and time. Differences across devices were compared using univariate mixed models, adjusting for multiple comparisons. Results: Of the 60 participants, 50% were male, a majority (65%) were Caucasian, and most (65%) had adequate health literacy. Participants rated the dulaglutide device easier to use than those of exenatide XR BCise or semaglutide (P <0.001 for each). Participants expressed greater satisfaction with the dulaglutide device compared with those of exenatide XR BCise or semaglutide (P <0.01 for each). Most participants (75%) preferred the dulaglutide device overall; however, many participants (61%) preferred the size and portability of the semaglutide device. The dulaglutide device took less time to use than the exenatide XR BCise or semaglutide devices (69 vs. 126 and 146 seconds, respectively; P <0.001 for each). Participants were less accurate when using the dulaglutide device. Conclusion: Most participants preferred the dulaglutide device. The dulaglutide device took the least amount of time to demonstrate; however, demonstration accuracy was lower. [ABSTRACT FROM AUTHOR]