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Conventional biochemical methods for studying cellular signaling cascades have relied on destructive cell disruption. In contrast, the live cell imaging of fluorescent-tagged transfected proteins offers a non-invasive approach to understanding signal transduction events. One strategy involves monitoring the phosphorylation-dependent shuttling of a fluorescent-labeled kinase between the nucleus and cytoplasm using nuclear localization, export signals, or both. In this paper, we introduce a simple method to visualize intracellular signal transduction in live cells by exploring the translocation properties of PKC from the cytoplasm to the membrane. We fused bait protein to PKC, allowing the bait (RFP-labeled) and target (GFP-labeled) proteins to co-translocate from the cytoplasm to the membrane. However, in non-interacting protein pairs, only the bait protein was translocated to the plasma membrane. To verify our approach, we examined the Raf–MEK–ERK signaling cascade (ERK pathway). We successfully visualized direct Raf1/MEK2 interaction and the KSR1-containing ternary complex (Raf1/MEK2/KSR1). However, the interaction between MEK and ERK was dependent on the presence of the KSR1 scaffold protein under our experimental conditions. [ABSTRACT FROM AUTHOR]

This study examined the extent of perspective taking and language features represented in secondary students' text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students' English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students' text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students' text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing. [ABSTRACT FROM AUTHOR]

Recombinant Escherichia coli (E. coli) strain that produces phytochelatin (PC) and/or metallothionein (MT) can synthesize various metal nanoparticles (NPs) by reducing metal ions. Here we report in vivo biosynthesis of iron oxide nanocomposites (NCs) using recombinant E. coli. We designed a strategy of biosynthesizing iron oxide NCs by first internalizing chemically synthesized iron oxide NPs, followed by the reduction of added metal ions on the surface of internalized NPs by PC and/or MT in E. coli. For this, chemically synthesized Fe3O4 NPs were internalized by recombinant E. coli, and then, Au and Ag ions were added for the biosynthesis of AuFe3O4 and AgFe3O4 NCs, respectively. The NCs synthesized were analyzed by transmission electron microscopy, UV–vis spectrophotometry, and X-ray diffractometry to characterize their shape, optical property, and crystallinity. The Fe3O4 NPs in the biosynthesized NCs allowed easy purification of the biosynthesized NCs by applying a magnetic field. The AuFe3O4 NCs were used for enzyme-linked immunosorbent assay to detect prostate-specific antigen protein, while AgFe3O4 NCs were utilized for the antimicrobial application with low minimum inhibitory concentration. As recombinant E. coli can uptake and reduce various NPs and metal ions, biosynthesis of a wide range of NCs as new nanomaterials will be possible for diverse applications. Key points: • AuFe3O4 and AgFe3O4 nanocomposites were synthesized by recombinant E. coli. • Escherichia coli synthesized different iron oxide NCs depending on the metal ions to be added. • Biosynthesized AuFe3O4 NC was used for ELISA and AgFe3O4 NC for antimicrobial tests. [ABSTRACT FROM AUTHOR]

We present a multiplexed microfluidic immunohistochemistry (IHC) technology that enables high-throughput analysis of tissue microarrays (TMAs) using the patterns of biomarker barcodes, which consist of a series of expressed linear patterns of specific biomarkers. A multichannel poly(dimethylsiloxane) microfluidic device was reversibly assembled by the pressure of simple equipment for multiplexed IHC on each core of TMA or cell microarray (CMA) section slides. By injecting primary antibodies from different biomarkers independently into each channel, multiplexed immunostaining can be performed on each core of TMA. We confirmed the equal immunostaining quality regardless of the channel orders and core positions in the slide. Four different biomarkers (ER, PR, HER2, and Ki67) were used for the demonstration of distinctive expression patterns on CMAs which consist of six different breast cancer cell lines, and it was confirmed that these bar-like signals could be a biomarker barcode for the TMA core. A biomarker barcode of breast cancer patient-derived TMA was quickly scanned by a slide scanner and compared to the conventional method for breast cancer diagnosis. This "barcode-IHC" concept, which has been verified by performing multiplexed microfluidic IHC on CMA and TMA samples, provides high reproducibility and the potential of high-throughput screening with molecular diagnostic capability. [ABSTRACT FROM AUTHOR]

Background: We examined linguistic features in fourth graders' narrative and opinion writing and their relations to writing quality. We analysed narrative and opinion essays in terms of lexical sophistication and diversity as well as syntactic complexity, syntactic accuracy, and morphological complexity. Methods: Data were from English‐speaking students in Grade 4 (N = 129; 50% female) in the United States, majority of whom were from low socioeconomic status background. Paired t tests were used to analyse differences of linguistic features between the two genres. Hierarchical regression models were run to examine how language features are related to writing quality. Results: Words in the narrative task were more diverse and included more diverse verbal inflectional morphemes than those in the opinion task; syntactic complexity was significantly greater in the opinion genre, manifested by longer T‐units and the more frequent use of adverbial and relative clauses. Approximately 80% of T‐units were grammatical and 20% were ungrammatical. Syntactic accuracy and verbal morphological complexity of words were positively related to writing quality in the narrative task. Additionally, syntactic complexity measured by clauses per T‐unit, verbal and nominal morphological complexity of words were uniquely related to writing quality in the opinion genre. Conclusions: The findings highlight the limited extent to which Grade 4 students use complex syntax in their writing. The study also supports the critical role of linguistic features in writing quality and shows both similarities and differences in language use in two important writing genres, narrative and opinion, in elementary grades. Highlights: What is already known about this topic Linguistic features vary across writing genres.Lexical diversity contributes to narrative writing quality for elementary students.The relation between syntactic complexity and writing quality varies by genre. What this paper adds Lexical diversity and nominal morphological complexity were higher in the narrative task; T‐unit length was longer in the opinion task.Syntactic complexity positively and uniquely contributed to writing quality in the opinion task whereas syntactic accuracy positively and uniquely contributed to writing quality in the narrative task.Morphological complexity was uniquely related to writing quality in the narrative and opinion genre. Implications for theory, policy or practice Students in upper elementary grades may benefit from explicit and systematic instruction on salient linguistic features in different genres.Students in upper elementary grades may benefit from explicit and systematic instruction on syntactic accuracy and structures and morphological structures. [ABSTRACT FROM AUTHOR]

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r =.12) and partial correlations (rp =.04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels. [ABSTRACT FROM AUTHOR]

An integrated microdevice, consisting of a micropump, a passive mixer, a magnetic separation chamber, and a microcapillary electrophoretic channel, was constructed for biobarcode assay based multiplex biological agent detection in a sample-to-answer-out manner within 30 min with high sensitivity. [ABSTRACT FROM AUTHOR]

There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in Grades 6–12, and what specific writing treatments enhanced students' writing. Our review included writing treatments tested using an experimental or quasi-experimental design (with pretests) and published and unpublished studies, and computed effect sizes (ESs) for all writing and reading outcomes assessed. Across 406 independent comparisons, yielding 3,514 ESs involving 52,529 students, teaching writing had a positive and statistically detectable impact on students' writing (ES = 0.47) and reading (ES = 0.22). Moreover, a variety of different writing treatments improved students' performance on writing measures. Across all writing outcomes, statistically detectable effects (presented in parentheses) were obtained for comprehensive writing programs (0.47; which included the process approach to writing), strategy instruction (0.76), digital writing tools (0.31), transcription instruction (0.71), computer-assisted instruction (0.32), teaching critical/creative thinking skills for writing (0.27), emulating good models of writing (0.46), feedback (0.34), goal setting (0.44), prewriting activities (0.49), grammar instruction (0.77), sentence instruction (0.73), inquiry (0.92), observing writers/readers, peer assistance (0.41), summarization instruction (0.49), and text structure instruction (0.39). Implications for practice, research, and theory are discussed. Educational Impact and Implications Statement: In this meta-analysis, we identified instructional practices that improve the writing of students in Grades 6–12. We found that multiple procedures can improve these students' writing including the process writing approach, setting writing goals, prewriting and inquiry activities for gathering and organizing writing content, emulating models of good writing, writing with digital tools, peers assisting each other with writing, students observing other writers and readers interacting with text, as well as teaching writing strategies, grammar, spelling, sentence construction, summary writing, creative or critical thinking skills, and text structure instruction. Teaching writing also improved Grade 6–12 students' reading. [ABSTRACT FROM AUTHOR]

• Theory of Mind (ToM) acts as an interpretive mechanism for discourse comprehension. • Mental state talk occurs more frequently in recall of narrative texts. • ToM is related to mental state talk. • ToM is more important to narrative than informational text comprehension. We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and informational texts), and narrative and informational text comprehension. Results from children in Grade 4 (N = 132; M age = 10.39 years) revealed that a greater number of mental state talk instances appeared in children's recall of narrative texts than in their recall of informational texts, but the mean number also differed across texts within a genre. ToM skill predicted the extent of mental state talk in narrative texts and informational texts, and the relation was stronger for narrative texts than for informational texts, after accounting for vocabulary, grammatical knowledge, working memory, and attentional control. Mental state talk in narrative texts was extremely strongly related to narrative comprehension, whereas mental state talk in informational texts was weakly related to informational text comprehension. Results suggest that ToM skill relates to mental state talk in the recall of texts, and both ToM and mental state talk play greater roles in comprehension of narrative texts than in comprehension of informational texts. [ABSTRACT FROM AUTHOR]

Surface electromyogram (sEMG) is often used by to objectively measure muscular activity during rehabilitation exercises. sEMG is accurate, but it is unsuitable for uses outside the clinic, and patients can benefit from an unobtrusive device which can be readily used to ubiquitously measure abdominal muscle activation. In this study, we present a pressure sensor system which can be latched onto a belt to measure abdominal muscle activation. sEMG and pressure sensor output were measured in 15 healthy young males during isometric trunk flexion exercise (public trials registration number, KCT0002351), and the results were highly correlated (median R > 0.939). As initial contact force can change the pressure sensor sensitivity, the experiment was performed at two different levels of belt tightness, but the correlations did not significantly improve after tightening the belt, suggesting that the system can be used to ubiquitously and unobtrusively monitor abdominal muscle activity with minimal discomfort. [ABSTRACT FROM AUTHOR]