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Search Results: 1 - 10 of 462364 matches for " Edmund A. Pribitkin "
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Sour Ageusia in Two Individuals Implicates Ion Channels of the ASIC and PKD Families in Human Sour Taste Perception at the Anterior Tongue
Taufiqul Huque, Beverly J. Cowart, Luba Dankulich-Nagrudny, Edmund A. Pribitkin, Douglas L. Bayley, Andrew I. Spielman, Roy S. Feldman, Scott A. Mackler, Joseph G. Brand
PLOS ONE , 2009, DOI: 10.1371/journal.pone.0007347
Abstract: Background The perception of sour taste in humans is incompletely understood at the receptor cell level. We report here on two patients with an acquired sour ageusia. Each patient was unresponsive to sour stimuli, but both showed normal responses to bitter, sweet, and salty stimuli. Methods and Findings Lingual fungiform papillae, containing taste cells, were obtained by biopsy from the two patients, and from three sour-normal individuals, and analyzed by RT-PCR. The following transcripts were undetectable in the patients, even after 50 cycles of amplification, but readily detectable in the sour-normal subjects: acid sensing ion channels (ASICs) 1a, 1β, 2a, 2b, and 3; and polycystic kidney disease (PKD) channels PKD1L3 and PKD2L1. Patients and sour-normals expressed the taste-related phospholipase C-β2, the δ-subunit of epithelial sodium channel (ENaC) and the bitter receptor T2R14, as well as β-actin. Genomic analysis of one patient, using buccal tissue, did not show absence of the genes for ASIC1a and PKD2L1. Immunohistochemistry of fungiform papillae from sour-normal subjects revealed labeling of taste bud cells by antibodies to ASICs 1a and 1β, PKD2L1, phospholipase C-β2, and δ-ENaC. An antibody to PKD1L3 labeled tissue outside taste bud cells. Conclusions These data suggest a role for ASICs and PKDs in human sour perception. This is the first report of sour ageusia in humans, and the very existence of such individuals (“natural knockouts”) suggests a cell lineage for sour that is independent of the other taste modalities.
Pedagogical Shifts in Medical Health Education  [PDF]
Alberto J. de Armendi, Edmund A. Marek
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.46A004

The medical education system has evolved over time and undergone a radical transformation in the past few decades. With advancements in disease treatments, emergence of new specialties and highly competitive practicing environment, the focus has shifted from gaining knowledge to acquiring degrees. This paper presents 1) where we have been, 2) problems that we have faced, 3) our present status and 4) where we need to be in the future.

Teacher and Student Perceptions of Earth Science and Its Educational Value in Secondary Schools  [PDF]
Jason P. Betzner, Edmund A. Marek
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511116
Abstract: Earth science educators struggle to gain an equal footing in the K-12 curriculum with the life and physical sciences. The low number of students taking Earth sciences courses is at odds with theNational Science and Education Standards (National Research Council, 1996, 2012) that gives equal emphasis to Earth and space science (ESS). The purpose of this investigation was to analyze students’ and teachers’ perceptions of Earth science and its perceived educational values in secondary schools. The sample for this study consisted of 39 science teachers in public secondary schools, and 46 students taking science in those schools. The instruments for the study included a 14-item Earth Science Teacher Survey (ESTS) and a 14-item Earth Science Student Survey (ESSS) (surveys modified from King, 2001). The results of this study showed that teachers do not think that ESS is as important to the secondary school curriculum as physics, chemistry, and biology. Not unexpectedly, Earth science teachers had more positive perceptions of Earth science and its educational value than non-Earth science teachers. Students in this study had more positive perceptions of Earth science and its educational value than teachers. These students also reported a high level of enjoyment learning about Earth science and a high interest in learning about ESS topics.
A Study Identifying Biological Evolution-Related Misconceptions Held by Prebiology High School Students  [PDF]
Tony B. Yates, Edmund A. Marek
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.68085
Abstract: Students bring a diverse array of ideas about natural events to their science classes, and many of these ideas are often at variance with the scientifically accepted views. Numerous studies have identified multiple biological evolution-related misconceptions held by select groups of students. Collectively, these studies repeatedly indicate that students with varying educational backgrounds have difficulties accurately understanding the concepts of evolution. Because scientific literacy in the field of biology necessitates a basic understanding of evolution concepts and theory, students’ possession of biological evolution-related misconceptions is problematic. The focus of this study was to identify the types and prevalence of such misconceptions within a state’s public high schools’ prebiology students and to correlate those findings with demographic variables. Some 993 students enrolled in their initial high school biology course during the 2010-2011 academic years in one of 42 Oklahoma public high schools served as this study’s unit of analysis. The Biological Evolution Literacy Survey which presents 23 biological misconception statements grouped into five categories, served as the research tool for identifying students’ misconceptions, calculating conception index scores, and collecting demographic data. Multiple statistical analyses were performed to identify statistically significant (p < 0.05) relationships between variables related to students’ number and types of misconceptions. Analysis revealed that participants possess a mean 43.9% rate of understanding of those biological evolution concepts presented in the BEL Survey combined with a 39.1% mean misconception rate. A statistically significant difference in participants’ BEL Survey mean index scores when related to biological evolution knowledge self-rating was also disclosed. Strategies for identifying and eliminating students’ misconceptions are offered. Misconceptions of biological evolution were prevalent within this student population and the findings corroborate the literature that reports a strikingly high prevalence of biological evolution-related misconceptions in students at all levels, from elementary pupils to university science majors.
Achieving Diversity in STEM: The Role of Drawing-Based Instruments  [PDF]
Florence F. McCann, Edmund A. Marek
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715223
Abstract: Are drawing-based instruments such as the Draw-A-Scientist-Test (DAST) and its derivatives effective probes for assessing the images of scientists held by girls and children of diverse ethnicities in developed countries, children in Asia, and children in the developing world? This paper is a review of the literature from 2002 to the present designed to answer that question. It also addresses a second research question of what insights these images reveal that can inform development of inclusive science curricula. Scientist image data obtained from drawing-based images reveal that drawings are heavily influenced by culture, gender and socio-economic status. These findings suggest an opportunity to engage girls and ethnic minority children in Science, Technology, Engineering and Mathematics (STEM) learning by integrating gender and ethnic content into STEM curriculum following the model developed by Joseph Banks (1989) for social studies and history curriculum.
The Lorentz Condition is Equivalent to Maxwell Equations
Edmund A. Di Marzio
Physics , 2008,
Abstract: It is shown that the Lorentz condition which is a conservation law on the electromagnetic four-vector-density A, plus the Lorentz transformation, taken together, are equivalent to the microscopic Maxwell's equations.
A New Paradigm for Obtaining the Laws of Physics
Edmund A. Di Marzio
Physics , 2009,
Abstract: The Lorentz transformation is derived without assuming the existence of Maxwell's equations, or that the speed of light is a constant, or even that light exists. This leads us logically to sonsider the existence of a primal field called stuff which at every space-time point is traveling in every posssible direction with the speed of light. All physical quantities are to be derived from operations on the stuff field. To familiarize ourselves with the implications of the new paradigm equations are developed for a world of time and only one spatial dimension. These non-linear equations lead to the existence of quantized particles, of light, and of gravity. Conservation laws and symmetries are obtained. Spin space is introduced by assuming the stuff field is a matrix. For a 3x3 matrix an eight fold classification of particles arises and the equations describing their dynamical structure are obtained. The extreeme simplicity of the equations suggests that they may have a (1+3) dimensional counterpart which is adequate to unify the four forces of our real world. A candidate (1+3)-d equation is proposed.
An Informal Science Educator/Elementary School Teacher Collaboration: Changing Fifth Grade Girls’ Perceptions of Scientists and Engineers  [PDF]
Florence F. McCann, Edmund A. Marek, Carell Falsarella
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.716234
Abstract: This study examined how an informal science educator-elementary school teacher partnership based on a coordination relationship (Weiland & Akerson, 2013) operated in the development and implementation of a STEM (Science, Technology, Engineering and Mathematics) Club for girls. A case study methodology was used to understand how the informal science educator-elementary school teacher partnership functioned in the context of the STEM Club. Images of scientists and engineers drawn by the girls before and after participation in the STEM Club were written artifacts used to assess the girls’ perceptions of scientists and engineers. The girls maintained the traditional images of scientists that they brought to the Club, modified, however, to include more female images after participation in STEM Club. The girls’ perceptions of engineers changed dramatically from non-existent or mechanics/ repairmen to realistic images of engineers, including female images, involved in design, laboratory investigation and testing activities. The percentage of female images drawn by the girls increased by 30% and 42% for scientist images and engineer images, respectively.
A Model Intervention Program for Secondary School Education
Brian Gerber,Edmund A. Marek
Education Research International , 2012, DOI: 10.1155/2012/189630
Abstract: Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.
Disc Bit Abrasion Parameters in TBM Tunnelling regarded exemplarily for the Gotthard Base Tunnel
Marcus Kizaoui,Edmund a Wax
Acta Montanistica Slovaca , 2005,
Abstract: In this article the author presents Amund Bruland’s empirical approach to determine the disc bit abrasion of TBMs (Tunnel Boring Machines), transforms the respective empirical dependencies into approximated mathematical relations and verifies them exemplarily for the currently constructed Gotthard Base Tunnel.
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