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In the summer of 2010 the authors spent two weeks helping teachers in a primary school near Kampala to develop their science curriculum. In common with many primary schools in Uganda science was taught as "facts to be learnt." This was partly because the teachers had had little or no first-hand experience of practical science or science enquiry during their own education. As a result they taught science as they had been taught, through chalk and talk. In addition to the teachers' lack of experience, the school was very poorly resourced. There was no electricity, no running water and very few books or practical resources in the school. Concern that limited resources and outmoded teaching methods limit children's science learning in many Ugandan primary schools is not new (Norman and Singh, 2007). This is exacerbated by limited opportunities for continuing professional development for many primary teachers. In this article, the authors share how they helped teachers in Uganda primary school develop scientific thinking with very limited resources. (Contains 4 figures and 2 online resources.)

In 1989, the progressive introduction of a National Curriculum of subjects to all maintained schools in England and Wales brought compulsory science education into the primary sectors of these two countries for the first time. Such was its considered importance, science was placed alongside English and mathematics in what became known simply as "the core". As a result of its elevated profile and an immense amount of hard work and effort by teachers and other professionals responding to requirements, science education provision appeared to benefit enormously. Successive revisions of the national primary science curriculum have brought about many changes, however, each impacting on the primary profession individually in different ways and as a whole. Findings from a recently completed "preparation to teach" survey across several geographically distinct regions of England are presented here which contribute to our ongoing understanding of the overall status of science teaching within primary schools. Twenty years on from when the national primary science curriculum was first introduced and independently evaluated, attention is drawn to the continued progress being made at the "chalk-face" and to those factors widely perceived as continuing to inhibit delivery. (Contains 3 tables.)

Momentary time samples (MTS) of 2, 4, and 6 minutes were compared to continuous recording samples of on-task behavior for three elementary-aged students with emotional/behavioral orders (EBD). Results indicated that the 2-minute, but not the 4- or 6-minute, interval MTS were consistent with the continuous measure. Implications for research and classroom use of MTS are drawn. (Contains references.) (Author/DB)

In this article, the authors describe a cross-curricular project designed to enhance learning about micro-organisms. This project includes studies in art and poetry, not subjects that teachers would think of linking with science, however research notes that scientists and poets share the ability to pay close attention to things, a key skill also shared with artists. The stimulus for this work was images of yeast cells taken with a microscope, which provided a window into the "hidden world" of micro-organisms. The authors reference the work of Charlene Czerniak (2007), who described several different models for planning a cross-curricular study, one of which is what she called the "process approach," when similar skills and processes are taught across different subjects. The world of micro-organisms is just one of many "hidden worlds" waiting for students to observe. Poetry and art give children the opportunity to respond to the awe and wonder aspect of the science curriculum.

The article focuses on a program that aims to develop the scientific thinking skills of teachers in Uganda. In the summer of 2010, the authors spent two weeks in a primary school in Uganda where the teachers had less experience of practical science. Under a project organized by Hope One World, the Ugandan teachers were taught with practical science activities that use readily available resources.

The article discusses a research study on cross-curricular work on children about yeast by using art, science and poetry. Teachers used the process of scaffolding observations by preparing students on their role as learners about yeast then asking questions to encourage closer observation on yeast cells and developing similes and metaphors to be used in writing poems and other art activities. Outcomes showed the authentic links between subjects through observation.

The article provides news briefs regarding the Association for Science Education (ASE) Primary Science Committee. Kathy Schofield resigned as Chair of the Primary Science Education Committee. Teacher Allison Walker and the other Round 4 and Round 5 Primary Science Quality Mark (PSQM) winners were awarded at the April 2013 PSQM ceremony. Changes made to the Primary Upd8 resources and web site, located at www.primaryupd8.org.uk, are explained.

The article announces the departure of Jane Turner as a member of the ASE (Association for Science Education) Primary Science Education Committee (PSC).

Momentary time samples (MTS) of 2, 4, and 6 min were compared to continuous recording samples of on-task behavior for 3 elementary-aged students with emotional/behavioral disorders (EBD). The comparison revealed that the data trends across observation sessions produced by the 2-min interval MTS were consistent with, albeit generally slightly higher than, the continuous measure. While both the 2 and 4-min interval MTS measures correlated at a statistically significant level with the continuous measure, the 4-min, and more so the 6-min interval MTS measures each produced a data path that held a variable relationship to the continuous measures. That is, the data paths produced by the 4 and 6-min MTS were substantially different from the data path produced by the continuous measure. Considerations for the use of MTS measures in research and in classrooms for students with EBD are discussed. [ABSTRACT FROM AUTHOR]

Innovative strategies for enhancing efficacy and overcoming drug resistance in hematologic cancers, such as using antibody-drug conjugates (ADC), have shifted the paradigm of conventional care by delivering promising outcomes in cancer therapies with a significant reduction in the risk of relapse. Transferrin receptor (TfR1), cluster of differentiation 71 (CD71), is known to be overexpressed in malignant cells and considered a potent antitumor target. Therefore, we developed an anti-CD71 ADC, INA03, a humanized antibody conjugated to monomethyl auristatin E through a 3-arylpropiolonitrile-valine-citrulline linker. In this study, we investigated the potency and safety of INA03, in competition with Transferrin (Tf), the CD71's natural ligand, as a novel strategy to specifically target highly proliferative cells. The high expression of CD71 was confirmed on different leukemic cell lines, allowing INA03 to bind efficiently. Subsequently, INA03 rapidly internalizes into lysosomal compartments, in which its cytotoxic drug is released following cathepsin B cleavage. Downregulation of CD71 expression using shRNA highlighted that INA03-induced cell death was dependent on CD71 density at the cell surface. INA03 intravenous treatment in acute leukemia mouse models significantly reduced tumor burden, increased mouse survival, and showed no residual disease compared with conventional chemotherapies. Because INA03 competes with human Tf, a double knock-in (human CD71/human Tf) competent mouse model was generated to mimic human pharmacokinetics and pharmacodynamics. INA03 administration in human CD71/hTf mice did not reveal any improper toxicities, even at high doses. Hence, these data demonstrate the promising preclinical efficacy and safety of INA03 and support its development as a novel acute leukemia treatment. Significance: The Tf receptor is believed to be undruggable because of its ubiquitous expression. By entering into competition with its cognate ligand, the Tf and INA03 ADC can safely achieve potency., (©2024 American Association for Cancer Research.)