Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the ...Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed.
Passive sampling devices (PSDs) are increasingly used at contaminated sites to improve the characterization of contaminant transport and assessment of ecological and human health risk at sediment ...sites and to evaluate the effectiveness of remedial actions. The use of PSDs after full-scale remediation remains limited, however, in favor of evaluation based on conventional metrics, such as bulk sediment concentrations or bioaccumulation. This review has three overall aims: (1) identify sites where PSDs have been used to support cleanup efforts, (2) assess how PSD-derived remedial end points compare to conventional metrics, and (3) perform broad semiquantitative and selective quantitative concurrence analyses to evaluate the magnitude of agreement between metrics. Contaminated sediment remedies evaluated included capping, in situ amendment, dredging and monitored natural recovery (MNR). We identify and discuss 102 sites globally where PSDs were used to determine remedial efficacy resulting in over 130 peer-reviewed scientific publications and numerous technical reports and conference proceedings. The most common conventional metrics assessed alongside PSDs in the peer-reviewed literature were bioaccumulation (39%), bulk sediments (40%), toxicity (14%), porewater grab samples (16%), and water column grab samples (16%), while about 25% of studies used PSDs as the sole metric. In a semiquantitative concurrence analysis, the PSD-based metrics agreed with conventional metrics in about 68% of remedy assessments. A more quantitative analysis of reductions in bioaccumulation after remediation (i.e., remediation was successful) showed that decreases in uptake into PSDs agreed with decreases in bioaccumulation (within a factor of 2) 61% of the time. Given the relatively good agreement between conventional and PSD-based metrics, we propose several practices and areas for further study to enhance the utilization of PSDs throughout the remediation of contaminated sediment sites.
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student ...satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, which were chosen based on the results from previous flipped classroom studies and higher educational research. These measures were grouped into three dimensions: (1) pedagogical (five measures), (2) social (three measures), and (3) technological (two measures). Exploratory factor analysis was run to analyze the adequacy of the instruments. Results revealed that the factor structure was as expected and that the instruments measuring all ten factors of teaching and learning in a flipped classroom were adequate. Furthermore, confirmatory factor analysis was used to formally operationalize the hypothesized latent constructs, and to build a structural equation model for predicting the student satisfaction of a flipped classroom. In the end, seven factors were found to predict student satisfaction with flipped courses. The highest predictor was guidance from the dimension of pedagogy, and the second-best predictor was experienced teaching for understanding. The results, limitations, and conclusion are discussed in terms of key issues and the development of a flipped classroom pedagogical design for higher education.
Decreased hepcidin mobilizes iron, which facilitates erythropoiesis, but excess iron is pathogenic in β-thalassemia. Erythropoietin (EPO) enhances erythroferrone (ERFE) synthesis by erythroblasts, ...and ERFE suppresses hepatic hepcidin production through an unknown mechanism. The BMP/SMAD pathway in the liver is critical for hepcidin control, and we show that EPO suppressed hepcidin and other BMP target genes in vivo in a partially ERFE-dependent manner. Furthermore, recombinant ERFE suppressed the hepatic BMP/SMAD pathway independently of changes in serum and liver iron. In vitro, ERFE decreased SMAD1, SMAD5, and SMAD8 phosphorylation and inhibited expression of BMP target genes. ERFE specifically abrogated the induction of hepcidin by BMP5, BMP6, and BMP7 but had little or no effect on hepcidin induction by BMP2, BMP4, BMP9, or activin B. A neutralizing anti-ERFE antibody prevented ERFE from inhibiting hepcidin induction by BMP5, BMP6, and BMP7. Cell-free homogeneous time-resolved fluorescence assays showed that BMP5, BMP6, and BMP7 competed with anti-ERFE for binding to ERFE. We conclude that ERFE suppresses hepcidin by inhibiting hepatic BMP/SMAD signaling via preferentially impairing an evolutionarily closely related BMP subgroup of BMP5, BMP6, and BMP7. ERFE can act as a natural ligand trap generated by stimulated erythropoiesis to regulate the availability of iron.
•ERFE suppresses BMP/SMAD signaling in vitro and in vivo.•ERFE inhibits hepcidin induction by BMP5, BMP6, and BMP7.
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Twenty-first century skills have attracted significant attention in recent years. Students of today and the future are expected to have the skills necessary for collaborating, problem solving, ...creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students' twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers' TPACK will be discussed.
Platinum-based cancer therapy is restricted by dose-limiting side effects and is associated with elevation of growth differentiation factor 15 (GDF-15). But whether this elevation contributes to such ...side effects has been unclear. Here, we explored the effects of GDF-15 blockade on platinum-based chemotherapy-induced emesis, anorexia, and weight loss in mice and/or nonhuman primate models. We found that circulating GDF-15 is higher in subjects with cancer receiving platinum-based chemotherapy and is positively associated with weight loss in colorectal cancer (NCT00609622). Further, chemotherapy agents associated with high clinical emetic score induce circulating GDF-15 and weight loss in mice. Platinum-based treatment-induced anorexia and weight loss are attenuated in GDF-15 knockout mice, while GDF-15 neutralization with the monoclonal antibody mAB1 improves survival. In nonhuman primates, mAB1 treatment attenuates anorexia and emesis. These results suggest that GDF-15 neutralization is a potential therapeutic approach to alleviate chemotherapy-induced side effects and improve the quality of life.
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•Plasma GDF-15 is higher in subjects with cancer receiving platinum-based chemotherapy•GDF-15 deletion attenuates anorexia and weight loss induced by platinum-based agents•GDF-15 neutralization lowered cisplatin-induced emesis/anorexia in nonhuman primates•GDF-15 neutralization + cisplatin treatment promotes survival in a mouse tumor model
In this work, circulating GDF-15 is higher in subjects with cancer receiving platinum-based chemotherapy. In mice and/or nonhuman primates, GDF-15 neutralization with a novel antibody (mAB1) alleviates emesis, anorexia, and weight loss induced by platinum-based chemotherapies, and mAB1 treatment improves survival in tumor-bearing mice when given in combination with cisplatin.
Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics (Inability to Learn; Relationship ...Problems; Inappropriate Behavior; Unhappiness or Depression; Physical Symptoms or Fears), plus Socially Maladjusted. We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with follow‐up comparisons. Students with ED showed greater problems than students without disabilities on all five characteristics, and Socially Maladjusted. On Inability to Learn, among students with ED genders did not differ at elementary but males had greater problems at middle school. On Inappropriate Behavior and Physical Symptoms or Fears, students with ED varied across school levels but students without disabilities did not. All five characteristics discriminated students with ED from those without disabilities. Differences between genders and school levels varied across characteristics.
Practitioner points
On all five IDEA characteristics of emotional disturbance (ED), students with ED show significantly more serious problems than their peers with no disabilities.
Assessment of all five characteristics of ED can help the multidisciplinary team determine whether a student qualifies as ED.
Assessment of the five characteristics can also suggest directions for school intervention.
The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance–Third Edition: Rating Scale (SAED-3 RS), a scale developed for use in ...identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample consisted of 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed.
Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with ...these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students' perceptions of student-teacher relationships demonstrated greater change over time (r's = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student-teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student-teacher relationships. Study limitations, implications and future research are discussed.
Students' self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and ...confidence) students hold about themselves. In this study, we examined 10-16-year-old students' (N=599) self-perceptions from the viewpoints of the sources of self-efficacy in self-regulation and behavioural and emotional strengths. Specifically, we used descriptive analyses to examine whether students' ages or received pedagogical support played a role in how they perceived themselves, and whether these viewpoints are related to each other. Our results indicate that, in general, primary school students perceived their sources of self-efficacy in self-regulation and strengths more positively than did lower secondary school students. However, the experience of stress and anxiety in task situations did not differ between the groups. Further, pedagogical support did not play a significant role in how primary school students perceived themselves, whereas in lower secondary school, significant differences were found in several areas. Finally, we found that the sources of self-efficacy in self-regulation and strengths were related in both primary and lower secondary school settings.
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