Academic literature on the topic 'Wisconsin High School (Madison, Wis.)'

The purpose of this research is to examine whether low and high student success and green-mixed-old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings, and the relationship between school building conditions and life satisfaction of teachers, and the degree of effects of buildings to this satisfaction. Quantitative methods were used in the research. 170 participants of research were elementary and middle school teachers from Madison/Wisconsin, US. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ and ‘Teachers Life Satisfaction Scale’ were used. Data was analyzed with Mann Whitney U test, F & r statistics, and multifactor regression analysis. According to results, school building conditions and life satisfaction of teachers has a positive relation. A significant correlation was found between perception of teachers of school buildings, and low or high academic success of students in the dimension of ‘equipment and building of school’ and ‘physical condition and equipment’ - in favor of green schools. Life satisfaction has an intermediate level meaningful relationship with school campus and lightnings, and with a close resulted, there is a low level meaningful relationship with visibility range and acoustics. School building sizes explains 20% of unidimensional life satisfaction. Thus, bettering the conditions of building should be an important task for authorities and employees of schools.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada öğretmenlerin okul bina kalitesine algıları arasında öğrenci başarısı ve okul bina tipine göre anlamlı bir farkın olup olmadığı; okul bina koşullarıyla öğretmenlerin okul yaşam doyumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın katılımcıları ABD, Wisconsin/Madison’da ilk ve orta dereceli okullarda görev yapan öğretmenlerdir. Araştırmada tabakalı seçkisiz örnekleme yöntemi kullanılmış, 170 öğretmen örneklemde yer almıştır. Veri toplama aracı olarak “kaliteli okul binası ölçeği” ve Yaşam Doyumu Öğretmen Ölçeği adlı ölçekler kullanılmıştır. Veriler Mann Whitney U, F ve r istatistiği ile çok faktörlü regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre öretmenlerin okul bina koşulları ve yaşam doyumuna algıları olumludur. Akadamik başarıya göre öğretmen algıları toplam ölçek ve fiziksel koşullar boyutunda farklılaşırken, okul tipine göre yeşil okullar lehine tüm tüm boyutlarada farklılaşmaktadır. okulların lehinedir. Okul binaları ve öğretmenlerin okul yaşam doyumları arasında pozitif yönlü bir ilişki vardır. Okul yaşam doyumu ile fiziksel koşullar ve ışıklandırma boyutları arasında orta, akustik ve görüş mesafdesi boyutları arasında ise az bir farkla düşük düzeyde püzitif bir ilişki vardır. Okul bina ve donanımı okul yaşam doyumunu %20 düzeyinde açıklamaktadır. Bu durumda okul binalarının durumun iyileşmesi yetkililerin ve okul çalışanlarının önemeli bir konusu olmalıdır.

In 2008, a collaborative project was initiated between the La Farge School District (La Farge, WI), University of Wisconsin–Madison College of Agriculture and Life Sciences, Organic Valley Cooperative Regions Organic Producers Pools (La Farge, WI), and Kickapoo Valley Reserve (La Farge, WI). The overarching mission of the program is to build a sustainable, hands-on educational farm and corresponding curriculum to teach organic agriculture principles to high school students and increase the number of students entering agriculture-related professional fields. Secondary goals of the project include delivering locally grown organic produce and related organic agriculture educational opportunities to the broader community. To achieve these goals, a multifaceted student internship program was created that includes a range of experiential learning opportunities for students. With the participation of each of the project partners, about ten students per year engage in the field production of certified organic vegetables, participate in field trips to sites related to organic agriculture, and distribute the produce to the school and the broader community. Through the integration of these activities, students are taught key principles of successful organic management, including ecologically based disease, weed, and insect management, development of a soil fertility plan, market analysis and its implications of crop selection, and determination of costs of production. In the face of both successes and challenges, through informal evaluation of students and the project team, the program continues to develop each year.

In this article, we present a study focused on developing students' understanding the ecology through participation in a technology-supported urban planning simulation—specifically, 11 high school students in Madison, Wisconsin acted as urban planners to redesign a local shopping street using a Geographic Information System (GIS) model. This experimental design was situated within the theory of pedagogical praxis, which suggests that modeling learning environments on authentic professional practices enables youth to develop a deeper understanding of important domains of inquiry (Shaffer, 2004). Results presented here suggest that through participation in the project students: a) developed an understanding of ecology; and b) developed this understanding through the urban planning practices and the features of the GIS model used during the project. Thus, we propose that this augmented by reality learning environment modeled on the professional practices of urban planners extends the theory of pedagogical praxis into the domain of ecology and offers a useful method for developing ecological understanding through participation in simulations that incorporate the authentic tools and practices of urban planning.

Abstract Authors: Apoorva Anandan, MD (1,2), Trinetri Ghosh (3), Jiwei Zhao (3), Kari Wisinski, MD (1,2) (1) Department of Medicine, Section of Hematology/Oncology, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI (2) University of Wisconsin Carbone Cancer Center, Madison, WI (3) University of Wisconsin Department of Biostatistics and Medical Informatics Madison, WI Background: A combined analysis of the SOFT/TEXT trials demonstrated an overall survival (OS) benefit to endocrine therapy in addition to OFS compared to endocrine therapy alone, further establishing the importance of adequate OFS in premenopausal women with HR+ breast cancers. Factors associated with inadequate OFS are ambiguous, but younger age, type of chemotherapy, high body mass index (BMI), and time from treatment completion seem to be important. Additionally, data remains limited regarding whether monitoring of OFS should be routinely performed and optimal timing of hormone levels. We sought to identify predictors of inadequate OFS among an AYA population of hormone receptor positive breast cancer receiving OFS at our institution. Methods: A retrospective, descriptive study was conducted looking at AYA patients (pts) aged 18-39 with a diagnosis of HR+ breast cancer who previously and/or currently received oncologic care for management of their breast cancer at the institution. Data was collected from pts diagnosed between 2000-2022. Patients who had previously received or are currently receiving OFS in the adjuvant and/or metastatic setting were included in the study. Data was collected regarding age, BMI, chemotherapy regimen received in the neoadjuvant and/or adjuvant setting, type, dose, and frequency of ovarian suppression, number of times estradiol was monitored, and frequency of estradiol levels >20. This was used as the cut off based on a comprehensive review of data consistently categorizing levels >20 as not to be postmenopausal. Results: 74 AYA patients who received OFS were included with median age of 28 (range 20-39) and average BMI 27.7 (range 15-45). 70% of the population was Caucasian, 10% African American, and 20% Hispanic. Estradiol levels were monitored in 46 of the 74 pts (62%). The frequency of estradiol monitored ranged from 1-22 times. 16 out of the 46 (35%) pts had estradiol checked only once, 10 (22%) twice, and 16 (35%) four or more times. 22 out of 46 pts (48%) had estradiol levels >20 when checked at least once. 9 out of 22 (41%) had estradiol >20 when checked more than four times. Out of 74 pts, 36 received OFS every month (49%), 32 received OFS every three months (43%). Only 4 out of 74 pts (5%) switched from monthly to every three months, meanwhile only 1 (1%) switched from every three months to monthly. 18 out of the 36 pts (50%) receiving monthly OFS had estradiol levels checked with 9 (50%) having estradiol >20. Meanwhile, 20 out of the 32 pts who received OFS every 3 months (63%) had estradiol levels checked with 10 (50%) having estradiol >20. The average age of pts with estradiol >20 was 33.6 while the average BMI of those with estradiol >20 was 29.2. Finally, 64 out of 74 pts (86%) received chemotherapy in the neoadjuvant and/or adjuvant setting. 41 out of 64 (64%) had estradiol levels checked. 18 out of 41 (44%) had estradiol >20. Discussion: Our data indicates a high degree of clinician variability in monitoring estradiol levels in AYA pts treated with OFS. Lack of adequate OFS was seen in nearly half of pts in this cohort. Higher BMI and young age may be predictors of lack of adequate ovarian suppression, supporting the findings of other studies. An algorithm for routine monitoring of estradiol may improve outcomes with OFS especially in young pts or those with a high BMI. Citation Format: Apoorva Anandan, Trinetri Ghosh, Jiwei Zhao, Kari B. Wisinski. Predictors of Incomplete Ovarian Function Suppression (OFS) in Adolescent and Young Adult (AYA) Women with Hormone Receptor Positive (HR+) Breast Cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P2-03-24.

Breast cancer is currently one of the main causes of death and tumoral diseases in women. Even if early diagnosis processes have evolved in the last years thanks to the popularization of mammogram tests, nowadays, it is still a challenge to have available reliable diagnosis systems that are exempt of variability in their interpretation. To this end, in this work, the design and development of an intelligent clinical decision support system to be used in the preventive diagnosis of breast cancer is presented, aiming both to improve the accuracy in the evaluation and to reduce its uncertainty. Through the integration of expert systems (based on Mamdani-type fuzzy-logic inference engines) deployed in cascade, exploratory factorial analysis, data augmentation approaches, and classification algorithms such as k-neighbors and bagged trees, the system is able to learn and to interpret the patient’s medical-healthcare data, generating an alert level associated to the danger she has of suffering from cancer. For the system’s initial performance tests, a software implementation of it has been built that was used in the diagnosis of a series of patients contained into a 130-cases database provided by the School of Medicine and Public Health of the University of Wisconsin-Madison, which has been also used to create the knowledge base. The obtained results, characterized as areas under the ROC curves of 0.95–0.97 and high success rates, highlight the huge diagnosis and preventive potential of the developed system, and they allow forecasting, even when a detailed and contrasted validation is still pending, its relevance and applicability within the clinical field.

e17097 Background: About half of the prostate cancer (PCa) patients within an intermediate-risk group return to the clinic with disease progression after the first line of therapy. While these patients can be stratified into Gleason Grades (GG) 3+4 and 4+3, studies indicate that high-risk patients can still be found in both groups. Using our AI platform, we have developed a morphometric biomarker by analyzing digitized H&E slide images (WSIs), which can accurately predict early biochemical recurrence (within 36 months post-surgery) and the risk of metastatic disease more accurately than GG, TNM staging, and genomic tools. Methods: 125 intermediate-risk (n = 67, 3+4; n = 58, 4+3) samples were collected from the Icahn School of Medicine at Mount Sinai (ISSMS) to form a held-out test set. Seventy-eight patients within the test set had an associated genomic score. A series of deep learning models trained using data from ISMMS, the University of Wisconsin-Madison, and TCGA generated a high dimensional vector for each WSI to provide a numerical representation of observed morphologies, which is then converted into a single score to predict biochemical recurrence within 36 months (BCR) and rank risk of metastasis (MET). Area-under-the-receiver operating characteristic (AROC) was used to measure the accuracy of BCR, and the concordance index (CI) was used to measure the performance of MET. The high and low-risk groups' hazard ratios (HR) for patients within grades 3+4 and 4+3 show that our model can further stratify GG. Results: Our method was significantly better at predicting BCR (AROC: 0.801) and ranking MET (CI: 0.764) relative to GG, TNM, and genomic tool (Table 1). We further sub-stratified the patients into GG 3+4 and 4+3 and identified high-risk patients within each GG. Patients in GG 3+4 with high PATHOMIQ scores had a significantly higher risk of BCR (HR 3.3; 95% CI 1.44 – 7.56; p < 0.005) compared to the low PATHOMIQ score patients. A similar trend was seen in the GG 4+3 group (HR 3.0; 95% CI 1.32 – 6.83; p < 0.01). Conclusions: Our histopathology-based prognostic biomarker significantly improves over standard clinical markers in stratifying patients with intermediate-risk PCa for BCR and MET. Our method overcomes several limitations of genomic testing: We only need digitized WSIs. Our method is non-destructive and preserves the tissue for further interrogation. Moreover, our turn-around time is a few hours. Thus, the PATHOMIQ scoring method may strongly impact the management of intermediate-risk PCa patients and clinical trial patient selection for the successful development of new therapies for early-stage PCa. [Table: see text]

Assessment tool development which includes the learning of Alaska Native languages by school children in Alaska is limited. A situation shared with First Nations internationally. Even rarer is the development of such tools which include the wishes and aspirations of the children’s communities. The Yupiit Piciryaraitnek Qaneryaranek-llu Cuqyun (aka, Yup’ik Culture and Language Measurement) is being developed by expert Yup’ik native language teachers for kindergarten to Grade 6 students in the Lower Kuskokwim School District, Alaska. The assessment is administered in the Yugtun language. After previous attempts at developing assessment tools had excluded key Yup’ik cultural and Yugtun language features, school district officials and a group of Yup’ik expert native language teachers – the Yup’ik Expert Group (YEG) – decided that they needed to develop their own Yugtun language assessment infused with Yup’ik culture. The district officials then sought the assistance of language assessment researchers at the University of Wisconsin-Madison to ensure that the assessment would be regarded as high quality, valued not only by Yup’ik community members, and also met U.S. and State governments’ requirements for funding. Community-based, participatory and collaborative research principles and practices are being used to support co-designed development of a linguistically and culturally sustaining assessment. This paper provides a project overview and focusses on the Yup’ik Cultural Awareness subtest, a foundational component of the assessment. The assessment project is the first of its kind in Alaska and significant for including community aspirations in a recognized, high quality assessment tool, thereby supporting teachers’ efforts and the achievements of school children learning their community language.

The Allen Centennial Gardens are located at the Univ. of Wisconsin–Madison on the grounds of the National Historical site, the house of the first four deans of the College of Agriculture and Life Sciences. The 2.5-acre garden, developed and managed primarily by the Dept. of Horticulture, replaced the old teaching and display garden space taken over in building additions. Within the past 10 years the grounds have been designed and transformed into a garden, with 26 individual collection gardens, including: turf, fruit and vegetable gardens, classic ornamental gardens (with both herbaceous and woody perennials), and a rock alpine garden. As it receives its finishing touches, an education plan is being developed to complement the education purpose of the garden; the goal of the garden is to become an active site for learning through both observation and interaction with the garden collections. The two main themes of the learning experience are: 1) the biology of the diverse and unique plant collections (including: culture, practices, and production), and 2) the aesthetics of the garden (the organization of space, form, topography, and color). Implementation of education programs will occur on the following four levels: first the university (first the horticulture department, second other departments and university functions); second, area high schools groups; third, community and professional groups; and fourth, elementary school groups. The education programs will include mapping, internships, classes, meetings, volunteerism, and tours. The Allen Centennial Gardens, with its education mission, has already and will continue to be a meeting grounds for the university community, and a meetings ground for both the professional community and Madison-area community.

The Allen Centennial Gardens are located at the Univ. of Wisconsin–Madison on the grounds of the National Historical site, the house of the first four deans of the College of Agriculture and Life Sciences. The 2.5-acre garden, developed and managed primarily by the Dept. of Horticulture, replaced the old teaching and display garden space taken over in building additions. Within the past 10 years the grounds have been designed and transformed into a garden, with 26 individual collection gardens, including: turf, fruit and vegetable gardens, classic ornamental gardens (with both herbaceous and woody perennials), and a rock alpine garden. As it receives its finishing touches, an education plan is being developed to complement the education purpose of the garden; the goal of the garden is to become an active site for learning through both observation and interaction with the garden collections. The two main themes of the learning experience are: 1) the biology of the diverse and unique plant collections (including: culture, practices, and production), and 2) the aesthetics of the garden (the organization of space, form, topography, and color). Implementation of education programs will occur on the following four levels: first the university (first the horticulture department, second other departments and university functions); second, area high schools groups; third, community and professional groups; and fourth, elementary school groups. The education programs will include mapping, internships, classes, meetings, volunteerism, and tours. The Allen Centennial Gardens, with its education mission, has already and will continue to be a meeting grounds for the university community, and a meetings ground for both the professional community and Madison-area community.

Writer, educator, and feminist bell hooks was born Gloria Jean Watkins in Hopkinsville, Kentucky. After initially attending segregated schools, hooks, who is African American, graduated from an integrated high school. She earned a BA from Stanford University, an MA from the University of Wisconsin, Madison, and a PhD from the University of California, Santa Cruz. hooks adopted her pen name from the name of her maternal great-grandmother, Bell Blair Hooks, a woman known for her bold speech....

Some days, now that I have crested 50, I find myself surprised to be, of all things, a science reporter on a daily newspaper in a small but sophisticated city and immersed every day in a world of stem cells, radio-collared bald eagles, flakes of Martian meteorites, and strange deer diseases. I can't imagine a place I'd rather be at this point in my life, though sometimes the haphazard way I got here, the serendipitous nature of it all, makes my head spin—not to mention the fearful task of trying to make something called “proteomics” understandable for an audience that has maybe a minute and a half to read what I've written. After all, I made a terrible mess of the frog I was supposed to dissect in high school all those years ago. And trying to figure out exactly what Mendel was doing with all of those pea plants drove me nuts. Math? Well, suffice it to say that my problems with algebra and equations are what drove me to a career in journalism. Still, here I am, settled in Madison, Wisconsin, in the upper Midwest of America, carrying around business cards that identify me as science and environment reporter for the Wisconsin State Journal. In a recent, typical week, I researched and wrote a column about robotics, pounded out a quick news feature about why the human body gets cold in winter, made pesky phone calls to state officials about why they aren't enforcing the state's new pollution law, and churned out news briefs on everything from clouds of ionized hydrogen in the solar system to a pollution permit hearing for a local manufacturing plant. Between assignments, I had time to give a talk about science writing to a local high school biology class and to win one of the ongoing games of Scrabble in the cubicle at the newspaper where I make my workday home. Not a day goes by that I don't worry about losing this good job. That's because full-time science reporters on small to mid-sized daily newspapers in this country are an endangered species.