Factors Affecting Christian Parents' School Choice Decision Processes: A Grounded Theory Study

ERIC Educational Resources Information Center

Prichard, Tami G.; Swezey, James A.

2016-01-01

This study identifies factors affecting the decision processes for school choice by Christian parents. Grounded theory design incorporated interview transcripts, field notes, and a reflective journal to analyze themes. Comparative analysis, including open, axial, and selective coding, was used to reduce the coded statements to five code families:…

High School and Beyond Transcripts Survey (1982). Data File User's Manual. Contractor Report.

ERIC Educational Resources Information Center

Jones, Calvin; And Others

This data file user's manual documents the procedures used to collect and process high school transcripts for a large sample of the younger cohort (1980 sophomores) in the High School and Beyond survey. The manual provides the user with the technical assistance needed to use the computer file and also discusses the following: (1) sample design for…

National Estimates of Male and Female Enrolment in American High School Choirs, Bands and Orchestras

ERIC Educational Resources Information Center

Elpus, Kenneth

2015-01-01

The purpose of this study was to estimate, at a national level and over time, the participation rates of males and females among those students who formally enrol in American high school music ensembles. Ten cohorts of nationally representative samples of students from 1982 and 2009 were analysed using data from High School Transcript Studies…

A Goal Orientation Analysis of Teachers' Motivations to Participate in the School Self-Assessment Processes of a Quality Assurance System in Chile

ERIC Educational Resources Information Center

Montecinos, Carmen; Madrid, Romina; Fernández, María Beatriz; Ahumada, Luis

2014-01-01

The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced…

The Effect of Trades and Industry, a Career and Technical Education Curriculum, on Student Achievement: A Propensity Study

ERIC Educational Resources Information Center

Siegrist, Michael Scott

2012-01-01

This study examined whether students who participated in the trades and industry curriculum did better than their counterparts on standardized tests. Data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) were used. A nationally represented sample of over 37,000 public and private school students were…

Chinese Adolescents' Attitudes toward Sexual Relationships and Premarital Sex: Implications for Promoting Sexual Health

ERIC Educational Resources Information Center

Chang, Yu-Ting; Hayter, Mark; Lin, Mei-Ling

2014-01-01

This study was designed to explore Taiwanese school students' attitudes toward sexual relationships and premarital sex. This was an exploratory descriptive, qualitative study. Focus groups (N = 8) were conducted with 47 adolescents from three high schools in Taiwan. Transcripts were transcribed and thematically analyzed using Atlas V 5.0.…

Stepping Up: Improving Progression in English and Math from High School to College. Student Transcript-Enhanced Placement Study. Research Brief

ERIC Educational Resources Information Center

Willett, Terrence; Karandjeff, Kelley

2014-01-01

How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting from the Student Transcript-Enhanced Placement Study…

Mathematics, Foreign Language, and Science Coursetaking and the NELS:88 Transcript Data. Working Paper No. 2003-01

ERIC Educational Resources Information Center

Burkam, David T.; Lee, Valerie E.

2003-01-01

This report describes efforts to create and test variables measuring students' high-school coursetaking in mathematics, foreign language, and science, using data from the National Education Longitudinal Study (NELS) NELS:88 transcript file (National Center for Education Statitstics (NCES) projects 1.2.4.13 and 1.2.4.39). The first project…

78 FR 7418 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-01

...; Submission to the Office of Management and Budget for Review and Approval; Comment Request; High School... Maintenance AGENCY: Department of Education (ED), Institute of Education Sciences. ACTION: Notice. SUMMARY: In... (HSLS:09) High School Transcript and 2013 Update Full Scale Study and Panel Maintenance. OMB Control...

How Do School Librarians Perceive Dispositions for Learning and Social Responsibility?

ERIC Educational Resources Information Center

Arnone, Marilyn

2010-01-01

This article discusses the implication of the study involving school librarians regarding how they perceive dispositions for learning and social responsibility. It also presents descriptive results of the most common areas discussed by participants, and provides anecdotal data from the transcripts and some subjective impressions of the researcher.…

"I'm on a Journey I Never Thought I'd Be On": Using Process Drama Pedagogy for the Literacy Programme

ERIC Educational Resources Information Center

Wells, Trish; Sandretto, Susan

2017-01-01

This paper argues that process drama is a productive pedagogy with multiple affordances for multiliteracies. We describe an exploratory study in which two teachers from a rural New Zealand primary school used process drama pedagogy in the literacy programme. Analysis of the initial and exit teacher interviews, lesson transcripts and transcripts of…

What's Language Got to Do with It?: A Case Study of Academic Language Instruction in a High School "English Learner Science" Class

ERIC Educational Resources Information Center

Richardson Bruna, Katherine; Vann, Roberta; Perales Escudero, Moises

2007-01-01

This article presents a case study of academic language instruction in a high school "English Learner Science" course. It illustrates how a teacher's understanding of academic language affects her instruction and students' opportunities for learning. We examine a transcript of classroom discourse for the "didactic tension" that exists between this…

Analysis of Molecular Genetics Content in Spanish Secondary School Textbooks

ERIC Educational Resources Information Center

Martinez-Gracia, M. V.; Gil-Quilez, M. J.; Osada, J.

2006-01-01

The treatment of molecular biology in thirty-four Spanish high school biology textbooks has been analysed using a check-list made up of twenty-three items. The study showed a tendency to confuse the genetic code with genetic information. The treatment of DNA transcription, regulation of gene expression and translation were presented as masses of…

Moses' Black Wife: A Case Study Analysis of Secondary School Students' Arts-Based Projects

ERIC Educational Resources Information Center

Reingold, Matt

2014-01-01

Practitioner research was conducted on Grade 10 students' arts-based projects of Numbers 12 in order to assess the value of using the arts in Jewish secondary schools. Based on interview transcripts, projects, and written statements, three themes emerged that demonstrated why teachers should use the arts in their classes. The arts provided…

Critiquing Teacher Professional Development: Teacher Learning within the Field of Teachers' Work

ERIC Educational Resources Information Center

Hardy, Ian

2010-01-01

This study is an empirical account of the professional development (PD) practices that constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in southeast Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and…

Identifying Early Warning Indicators in Three Ohio School Districts. REL 2016-118

ERIC Educational Resources Information Center

Stuit, David; O'Cummings, Mindee; Norbury, Heather; Heppen, Jessica; Dhillon, Sonica; Lindsay, Jim; Zhu, Bo

2016-01-01

In partnership with the Midwest Dropout Prevention Research Alliance the study team used student-level data and a five-step process to identify the most accurate indicators of students' failure to graduate from high school on time. Student-level data came from attendance records, transcripts, and discipline records of grade 8 and 9 students in…

From Vision to Reality: Views of Primary School Principals on Inclusive Education in New South Wales, Australia

ERIC Educational Resources Information Center

Graham, Linda J.; Spandagou, Ilektra

2011-01-01

This paper discusses the findings of a research study that used semi-structured interviews to explore the views of primary school principals on inclusive education in New South Wales, Australia. Content analysis of the transcript data indicates that principals' attitudes towards inclusive education and their success in engineering inclusive…

Muslim Children's Other School

ERIC Educational Resources Information Center

Moore, Leslie C.

2012-01-01

Millions of Muslim children around the world participate in Qur'anic schooling. For some, this is their only formal schooling experience; others attend both Qur'anic school and secular school. Qur'anic schooling emphasizes memorization and reproduction (recitation, reading, and transcription) of Qur'anic texts without comprehension of their…

What information is provided in transcripts and Medical Student Performance Records from Canadian Medical Schools? A retrospective cohort study.

PubMed

Robins, Jason A; McInnes, Matthew D F; Esmail, Kaisra

2014-01-01

Resident selection committees must rely on information provided by medical schools in order to evaluate candidates. However, this information varies between institutions, limiting its value in comparing individuals and fairly assessing their quality. This study investigates what is included in candidates' documentation, the heterogeneity therein, as well as its objective data. Samples of recent transcripts and Medical Student Performance Records were anonymised prior to evaluation. Data were then extracted by two independent reviewers blinded to the submitting university, assessing for the presence of pre-selected criteria; disagreement was resolved through consensus. The data were subsequently analysed in multiple subgroups. Inter-rater agreement equalled 92%. Inclusion of important criteria varied by school, ranging from 22.2% inclusion to 70.4%; the mean equalled 47.4%. The frequency of specific criteria was highly variable as well. Only 17.7% of schools provided any basis for comparison of academic performance; the majority detailed only status regarding pass or fail, without any further qualification. Considerable heterogeneity exists in the information provided in official medical school documentation, as well as markedly little objective data. Standardization may be necessary in order to facilitate fair comparison of graduates from different institutions. Implementation of objective data may allow more effective intra- and inter-scholastic comparison.

Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States

ERIC Educational Resources Information Center

Milligan, Tonya; Howley, Craig

2015-01-01

This study explores how 10 principals in mostly-Black U.S. urban elementary schools staffed by mostly-White faculty understood and experienced the manifestations of racial differences. Narrative inquiry with nearly 700 pages of transcript data yielded three themes: (1) gradients of color-conscious leadership, (2) principals as moral agents, and…

Pre-Service and In-Service Education in Mathematics of Colorado Elementary School Teachers - A Status Report.

ERIC Educational Resources Information Center

Fisher, John J.; And Others

Described are two studies related to the teaching of mathematics. A sample of 729 teachers who had received teaching certificates in 1965 and an endorsement to teach at the elementary level in Colorado schools were analyzed to determine their college preparation. The college transcripts of these teachers were examined to ascertain how many quarter…

46 CFR 310.57 - Application and selection of midshipmen.

Code of Federal Regulations, 2010 CFR

2010-10-01

... with their applications an official transcript and personality record from the candidate's high school and, if applicable, such records from any school attended after high school graduation. Application...

46 CFR 310.57 - Application and selection of midshipmen.

Code of Federal Regulations, 2012 CFR

2012-10-01

... with their applications an official transcript and personality record from the candidate's high school and, if applicable, such records from any school attended after high school graduation. Application...

46 CFR 310.57 - Application and selection of midshipmen.

Code of Federal Regulations, 2013 CFR

2013-10-01

... with their applications an official transcript and personality record from the candidate's high school and, if applicable, such records from any school attended after high school graduation. Application...

46 CFR 310.57 - Application and selection of midshipmen.

Code of Federal Regulations, 2014 CFR

2014-10-01

... with their applications an official transcript and personality record from the candidate's high school and, if applicable, such records from any school attended after high school graduation. Application...

46 CFR 310.57 - Application and selection of midshipmen.

Code of Federal Regulations, 2011 CFR

2011-10-01

... with their applications an official transcript and personality record from the candidate's high school and, if applicable, such records from any school attended after high school graduation. Application...

Postsecondary Support for Competency-Based High School Transcripts: Lessons from the Competency-Based Transcripts Postsecondary Convening (Washington, DC, May 29-30, 2014)

ERIC Educational Resources Information Center

Achieve, Inc., 2015

2015-01-01

In December 2013, while attending Achieve's Annual State Leadership Team Meeting in Alexandria, VA, leaders from Connecticut, Maine, New Hampshire, Rhode Island, and Vermont issued a call to action to create a national movement for postsecondary leaders to signal their support for proficiency-based and competency-based high school diplomas and…

Options in Education, Transcript for November 10, 1975: College Enrollment, Standardized Testing, Hyperactive School Children, Sex Discrimination in Education, Telephone Installation, and Adult Functional Competence.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript of the show contains discussions of college enrollment; standardized testing; hyperactivity in school children, the drugs given to these children, and the biochemical effects of artificial flavors and colors on…

14 CFR 147.35 - Transcripts and graduation certificates.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Transcripts and graduation certificates... Operating Rules § 147.35 Transcripts and graduation certificates. (a) Upon request, each certificated... received. (b) Each school shall give a graduation certificate or certificate of completion to each student...

14 CFR 147.35 - Transcripts and graduation certificates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Transcripts and graduation certificates... Operating Rules § 147.35 Transcripts and graduation certificates. (a) Upon request, each certificated... received. (b) Each school shall give a graduation certificate or certificate of completion to each student...

14 CFR 147.35 - Transcripts and graduation certificates.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Transcripts and graduation certificates... Operating Rules § 147.35 Transcripts and graduation certificates. (a) Upon request, each certificated... received. (b) Each school shall give a graduation certificate or certificate of completion to each student...

14 CFR 147.35 - Transcripts and graduation certificates.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Transcripts and graduation certificates... Operating Rules § 147.35 Transcripts and graduation certificates. (a) Upon request, each certificated... received. (b) Each school shall give a graduation certificate or certificate of completion to each student...

Transcription and the IELTS Speaking Test: Facilitating Development

ERIC Educational Resources Information Center

Stones, Thomas P.

2013-01-01

This article describes a transcription task cycle that was designed to facilitate the development of skills for the IELTS (International English Language Testing System) speaking test at a language school in Japan. The cycle involved practice test, transcription, student correction, teacher correction, and retrial of the original test and…

The Impact of Collaborative Literacy Coaching on Middle and High School Teachers' Personal and General Sense of Efficacy for Literacy Teaching

ERIC Educational Resources Information Center

Howe, Kathleen Schmiedeler

2011-01-01

The purpose of this qualitative multiple participant case study was to understand the impact of a nine month collaborative literacy coaching (CLC) initiative on middle and high school content teachers' personal and general sense of efficacy for literacy teaching. A variety of data, including but not limited to transcripts of weekly…

The use of convent archival records in medical research: the School Sisters of Notre Dame archives and the nun study.

PubMed

Patzwald, Gari-Anne; Wildt, Sister Carol Marie

2004-01-01

The School Sisters of Notre Dame (SSND) archives program in a cooperative system for the arrangement and preservation of the records of the SSND provinces in North America, including records of individual sisters. Archival records include autobiographies, school and college transcripts, employment histories, and family socioeconomic data. The Nun Study, a longitudinal study of Alzheimer's disease and aging in 678 SSND sisters, compares data extracted from these records with data on late-life cognitive and physical function and postmortem brain neuropathology to explore early life factor that may affect late-life cognitive function and longevity.

32 CFR 903.3 - Selection criteria.

Code of Federal Regulations, 2013 CFR

2013-07-01

... must furnish a certified transcript from each high school or civilian preparatory school attended... Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE MILITARY TRAINING AND SCHOOLS AIR FORCE ACADEMY PREPARATORY SCHOOL § 903.3 Selection criteria. (a) Cadet candidates for the HQ USAFA/PL...

32 CFR 903.3 - Selection criteria.

Code of Federal Regulations, 2014 CFR

2014-07-01

... must furnish a certified transcript from each high school or civilian preparatory school attended... Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE MILITARY TRAINING AND SCHOOLS AIR FORCE ACADEMY PREPARATORY SCHOOL § 903.3 Selection criteria. (a) Cadet candidates for the HQ USAFA/PL...

32 CFR 903.3 - Selection criteria.

Code of Federal Regulations, 2012 CFR

2012-07-01

... must furnish a certified transcript from each high school or civilian preparatory school attended... Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE MILITARY TRAINING AND SCHOOLS AIR FORCE ACADEMY PREPARATORY SCHOOL § 903.3 Selection criteria. (a) Cadet candidates for the HQ USAFA/PL...

Grades, Coursework, and Student Characteristics in High School Economics

ERIC Educational Resources Information Center

Rebeck, Ken; Walstad, William B.

2015-01-01

The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics…

77 FR 51788 - Notice of Submission for OMB Review; Institute of Education Sciences; Education Longitudinal...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-27

...; Education Longitudinal Study 2002 (ELS:2002) Third Follow-Up Postsecondary Transcripts (ELS:2002 PETS) and Financial Aid Feasibility Study (ELS:2002 FAFS) SUMMARY: The Education Longitudinal Study of 2002 (ELS:2002) is a nationally representative study of two high school grade cohorts (spring 2002 tenth-graders and...

Who's Failing What?

ERIC Educational Resources Information Center

Washington State Board of Education, 2011

2011-01-01

In 2007, the State Board of Education conducted a study to determine what course credits students were "required" to take in order to graduate from high school. In 2008, the Board commissioned a transcript study by the BERC Group to determine what course credits students in the graduating class of 2008 were actually "taking".…

Calculus Students' Understanding of Volume

ERIC Educational Resources Information Center

Dorko, Allison; Speer, Natasha M.

2013-01-01

Researchers have documented difficulties that elementary school students have in understanding volume. Despite its importance in higher mathematics, we know little about college students' understanding of volume. This study investigated calculus students' understanding of volume. Clinical interview transcripts and written responses to volume…

Commonsense Geography.

ERIC Educational Resources Information Center

McHoul, Alec

1990-01-01

Presents an ethnomethodological study of how Australian high school geography teachers and students rely on common sense knowledge and reasoning to facilitate learning. Analyzes portions of transcripts from a class activity in which students built a scale model of a city. Explains location categorization devices, illustrating how learning involves…

School Breakfast and School Lunch Programs. Hearing before the Committee on Agriculture, Nutrition, and Forestry. United States Senate, One Hundred Fifth Congress, First Session on the School Breakfast and Lunch Programs.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Agriculture, Nutrition, and Forestry.

These hearing transcripts present testimony to the Senate Committee on Agriculture regarding the School Lunch and Breakfast Programs. Statements were made by several senators, the president of the American School Food Service Association (Connecticut); a school food service program director (Florida); the director of nutrition and education for…

Using Multiple Interviewers in Qualitative Research Studies: The Influence of Ethic of Care Behaviors in Research Interview Settings

ERIC Educational Resources Information Center

Matteson, Shirley M.; Lincoln, Yvonna S.

2009-01-01

This study considered the methodological implications of a qualitative study that involved two research practitioners as interviewers, one male and one female, who conducted semistructured cognitive interviews with middle school students. During the reading and analysis of interview transcriptions, differences were noted between the interviewers'…

Supporting English Language Learners in the Science Classroom through Critical Pedagogy

ERIC Educational Resources Information Center

Alegria, Adelina

2014-01-01

This article presents an exploratory case study of a teacher's knowledge, understanding, and practice of critical pedagogy in a sheltered instruction high school biology classroom. This case study relied on the use of fieldnotes, videotape recordings, interviews, and transcripts to showcase the practices and activities taking place in the…

Lead & Manage My School: Conference on School Safety (Chevy Chase, Maryland, October 10, 2006). Transcripts

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

Secretary of Education Margaret Spellings joined President Bush, Mrs. Bush, and Attorney General Gonzales at a Conference on School Safety on October 10, 2006. Teachers, parents, administrators, law enforcement officials, and other experts discussed best practices and lessons learned about school safety during the conference at the National 4-H…

The Future of Private Contracting in Public Education: Progressive Policy Institute Education Forum. Transcript.

ERIC Educational Resources Information Center

Rotherham, Andrew; Cerf, Christopher; Fraser, Blanche; Rutledge, Kyle

This discussion forum focused on Edison Schools and their new business initiative, Edison Affiliates. The forum included two vice presidents of Edison and the president and chief operating officer of Edison Schools. The first speaker explained that Edison Schools operates 150 schools with about 82,000 students nationwide. They constitute the 35th…

Teaching Melodic Dictation in Advanced Placement Music Theory

ERIC Educational Resources Information Center

Paney, Andrew S.; Buonviri, Nathan O.

2014-01-01

In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally…

Choice Grants: Foundations and the School Choice Movement. Edited Transcript

ERIC Educational Resources Information Center

Shaffer, Krista, Ed.

2007-01-01

A National Committee for Responsive Philanthropy (NCRP) report addresses the questions "What have conservative foundations done with their grant dollars to promote concepts of privatizing public education through "school choice," primarily linked to school vouchers? What were their strategies in providing resources to an array of conservative…

Employability Transcripts: Proactive Career Planning

ERIC Educational Resources Information Center

Metcalf, Elaine

2010-01-01

With high school dropout rates at about 30 percent nationwide and an anticipated severe workforce shortage as baby boomers retire, now is the time to engage future workers. Educators must encourage high school students to be proactive career planners. Today's high school students will fuel the workforce pipeline with educated, skilled workers who…

High School Physics Students' Personal Epistemologies and School Science Practice

NASA Astrophysics Data System (ADS)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

School Consolidation: Is Bigger Better? Part I. Options in Education, Program #89.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

This publication is the complete transcript of a weekly radio program devoted to contemporary issues in American education. This particular program is the first of two that focus on the topic of school consolidation. In separate segments of the program, a teacher and students drill in a one-room school in Indiana; a long-time rural school teacher…

Swedish Upper Secondary Students' Perspectives on the Typical Mathematics Lesson

ERIC Educational Resources Information Center

Andrews, Paul; Larson, Niclas

2017-01-01

This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which…

NAEP 12th Grade World History Assessment: Issues and Options

ERIC Educational Resources Information Center

Bain, Robert B.

2004-01-01

This paper presents a snapshot of world history education to illuminate the challenges that the National Assessment Governing Board faces in creating a National Assessment of Educational Progress (NAEP) world history framework. Using state standards documents, statutes concerning high school graduation, results from the NAEP transcript studies,…

A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum.

PubMed

Farrell, Albert D; Mehari, Krista R; Kramer-Kuhn, Alison M; Mays, Sally A; Sullivan, Terri N

2015-06-01

This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Perspectives of Advanced Placement U.S. History Teachers in Title I Schools

ERIC Educational Resources Information Center

Rowland, Mark Lance

2017-01-01

The College Board's Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation…

Busing, Taxes, and Desegregation. Special Monograph No. 4. Management Series.

ERIC Educational Resources Information Center

DeMont, Roger, Ed.; And Others

This monograph summarizes recent developments in school law in the areas of school segregation, school finance, and interdistrict integration in order to project future developments in these areas. The content of this publication has been taken in part from transcripts of a conference on law and public education. (Detroit, Michigan, October 27,…

In Search of Holy Transcripts: Approaches to Researching Religious Schools

ERIC Educational Resources Information Center

Hastie, David

2012-01-01

I raise the problem that religious effects on the education practices of Australian religious schooling have not been measured, despite many claims and the critical size of the sector. The paper seeks to suggest factors to be considered in shaping methodologies for researching this area. Identifying four ways that religious schooling has been…

The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon; Yore, Larry D.

2017-01-01

This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers' four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data for this investigation. Analysis of these transcripts focused on teachers' talk that made explicit reference to the form or function of the language of science and led to the inductive development of the 'Attending to Language Demands in Science' analytical framework. This framework in turn revealed that the major foregrounding purposes of teachers' talk include labelling, explaining, differentiating, selecting and constructing. Further classification of the instances within these categories revealed the extensive and contextualised nature of the language demands. The results challenge the conventional assumption that basic literacy skills dominate over disciplinary literacy skills in primary school science. Potential uses of the analytical framework that could further expand our understanding of the forms, functions and demands of language used in elementary school science are also discussed.

The Social Dynamics of Mathematics Coursetaking in High School1

PubMed Central

Frank, Kenneth A.; Muller, Chandra; Schiller, Kathryn S.; Riegle-Crumb, Catherine; Mueller, Anna Strassmann; Crosnoe, Robert; Pearson, Jennifer

2010-01-01

This study examines how high school boys’ and girls’ academic effort, in the form of math coursetaking, is influenced by members of their social contexts. The authors argue that adolescents’ social contexts are defined, in part, by clusters of students (termed “local positions”) who take courses that differentiate them from others. Using course transcript data from the recent Adolescent Health and Academic Achievement Study, the authors employ a new network algorithm to identify local positions in 78 high schools in the National Longitudinal Study of Adolescent Health. Incorporating the local positions into multilevel models of math coursetaking, the authors find that girls are highly responsive to the social norms in their local positions, which contributes to homogeneity within and heterogeneity between local positions. PMID:21031147

Peer group contexts of girls' and boys' academic experiences.

PubMed

Crosnoe, Robert; Riegle-Crumb, Catherine; Field, Sam; Frank, Kenneth; Muller, Chandra

2008-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N= 6,457 American 9th to 11th graders, aged 13-19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls.

The Visible Classroom: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Skipp, Amy; Tanner, Emily

2015-01-01

The Visible Classroom project aimed to use lesson transcripts to promote effective teaching practice and improve the attainment of pupils in primary school. The approach used "real-time captioning" technology to generate a live transcript of teachers' speech in lessons and was developed by the University of Melbourne and technology…

A Religious Experience? Personal, Parental, and Peer Religiosity and the Academic Success of Sexual-Minority Youth Using Nationally Representative Samples

ERIC Educational Resources Information Center

Gottfried, Michael A.; Polikoff, Morgan S.

2012-01-01

Using nationally representative transcript data, this study is the first to include a discussion of religiosity in the context of sexual-minority students' academic achievement. This study examines the issue in three capacities: first, by comparing school success of sexual-minority youth to a non-sexual-minority reference group; second, by…

How Has Dewey's Democratic Theory Influenced the Development of a New Primary School? A Headteacher's Perspective

ERIC Educational Resources Information Center

Higham, Rupert; Biddulph, James

2018-01-01

This article provides the transcript of Dr. Rupert Higham (University College London, Institute of Education) in conversation with Dr. James Biddulph (Headteacher of the University of Cambridge Primary School). Among the topics discussed are: What the University of Cambridge Primary School (UCPS) motto, "Releasing the Imagination: Celebrating…

University Eligibility: Are Locally Reported Figures Comparable to the Commission's Estimates? Factsheet 06-03

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2006

2006-01-01

The Commission periodically releases university eligibility rates for California high school graduates. These figures, which are based on a review of transcripts collected from schools, show the percentage of high school graduates who meet the admission requirements of the University of California (UC) and the California State University (CSU).…

School Consolidation: Is Bigger Better? Part II. Options in Education, Program #90.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

This publication is the complete transcript of a weekly radio program devoted to contemporary issues in American education. This particular program is the second of two that focus on the topic of school consolidation. In separate segments of the program, Wendy Blair and John Merrow of National Public Radio discuss declining school enrollment and…

Tending the Treasures of the Emerald Isle.

ERIC Educational Resources Information Center

Zeece, Pauline Davey

2000-01-01

Examines early childhood education and care in the Republic of Ireland. Highlights the work of two leaders in the field in Ireland through transcripts of an interview and a thumbnail sketch of national schools, preschools, nursery schools, and day care nurseries. (SD)

Headteachers' prior beliefs on child health and their engagement in school based health interventions: a qualitative study.

PubMed

Todd, Charlotte; Christian, Danielle; Davies, Helen; Rance, Jaynie; Stratton, Gareth; Rapport, Frances; Brophy, Sinead

2015-04-18

Schools play an important role in promoting the health of children. However, little consideration is often given to the influence that headteachers' and school staff's prior beliefs have on the implementation of public health interventions. This study examined primary school headteachers' and school health co-ordinators' views regarding child health in order to provide greater insights on the school's perspective for those designing future school-based health interventions. A qualitative study was conducted using 19 semi-structured interviews with headteachers, deputy headteachers and school health co-ordinators in the primary school setting. All transcripts were analysed using thematic analysis. Whilst many participants in this study believed good health was vital for learning, wide variance was evident regarding the perceived health of school pupils and the magnitude of responsibility schools should take in addressing child health behaviours. Although staff in this study acknowledged the importance of their role, many believed the responsibility placed upon schools for health promotion was becoming too much; suggesting health interventions need to better integrate school, parental and societal components. With mental health highlighted as an increasing priority in many schools, incorporating wellbeing outcomes into future school based health interventions is advocated to ensure a more holistic understanding of child health is gained. Understanding the health beliefs of school staff when designing interventions is crucial as there appears to be a greater likelihood of interventions being successfully adopted if staff perceive a health issue as important among their pupils. An increased dependability on schools for addressing health was expressed by headteachers in this study, highlighting a need for better understanding of parental, child and key stakeholder perspectives on responsibility for child health. Without this understanding, there is potential for certain child health issues to be ignored.

Student Worlds, Student Words: Teaching Writing through Folklore.

ERIC Educational Resources Information Center

Simons, Elizabeth Radin

Encouraging teachers of middle and secondary school students to learn to write using their own folklore, each chapter in this book presents a 1- to 3-week unit of study including background information, student activities, transcripts of discussions, and suggested readings for both teachers and students. After an introduction (Knowing Our Insides…

Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

ERIC Educational Resources Information Center

Niederhauser, Dale S.; Lindstrom, Denise L.

2006-01-01

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

Teachers' Use and Perceptions of Authentic Assessments in Literacy Instruction

ERIC Educational Resources Information Center

Barcelo-Martinez, Maria

2013-01-01

This action research study was conducted in an elementary school with a team of seven fourth- grade teachers. Transcripts of the fourth-grade teachers' discussions during their common planning sessions were recorded and analyzed. The data revealed that during collaborative planning sessions the teachers repeatedly referred to authentic…

What Limits the Effectiveness of Antibullying Programs? A Thematic Analysis of the Perspective of Teachers

ERIC Educational Resources Information Center

Cunningham, Charles E.; Rimas, Heather; Mielko, Stephanie; Mapp, Cailin; Cunningham, Lesley; Buchanan, Don; Vaillancourt, Tracy; Chen, Yvonne; Deal, Ken; Marcus, Madalyn

2016-01-01

Prevention programs yield modest reductions in bullying in North American schools. This study explored the perspective of educators regarding factors limiting the impact of these initiatives. Transcripts from nineteen 90-min focus groups with 103 educators were coded thematically. Educators felt that off-site incidents, cyberbullying, and the…

"No No, You Cannot Say that!" Perceptions and Experiences of Parents of Preschool Children with Intellectual Disabilities in Sweden

ERIC Educational Resources Information Center

Olsson, Ingrid; Roll-Pettersson, Lise

2012-01-01

Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes…

The Disputatiousness of Canadian Politicians of Education: A Partial Report of a National Study.

ERIC Educational Resources Information Center

Townsend, Richard G.

For an exploration of the components and sources of disputatiousness, Canadian education administrators identified 181 legislators and school board members in 5 regions (British Columbia, Quebec, Prairie provinces, Atlantic provinces, and Ontario) who provided data in interviews. Two coders' judgments of interview transcripts subjected to factor…

Options in Education Transcript: Program No. 135: "Learning To Be an American."

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

The transcript from a National Public Radio program discusses the school as a training ground for citizenship. Comments by professional and academic persons are interspersed with opinions of White House tourists. A short introductory definition of citizenship provides the framework for the ensuing discussion. After an assessment of citizenship…

Hacking Hackathons: Preparing the next generation for the multidisciplinary world of healthcare technology.

PubMed

Lyndon, Mataroria P; Cassidy, Michael P; Celi, Leo Anthony; Hendrik, Luk; Kim, Yoon Jeon; Gomez, Nicholas; Baum, Nathaniel; Bulgarelli, Lucas; Paik, Kenneth E; Dagan, Alon

2018-04-01

Machine learning in healthcare, and innovative healthcare technology in general, require complex interactions within multidisciplinary teams. Healthcare hackathons are being increasingly used as a model for cross-disciplinary collaboration and learning. The aim of this study is to explore high school student learning experiences during a healthcare hackathon. By optimizing their learning experiences, we hope to prepare a future workforce that can bridge technical and health fields and work seamlessly across disciplines. A qualitative exploratory study utilizing focus group interviews was conducted. Eight high school students from the hackathon were invited to participate in this study through convenience sampling Participating students (n = 8) were allocated into three focus groups. Semi structured interviews were completed, and transcripts evaluated using inductive thematic analysis. Through the structured analysis of focus group transcripts three major themes emerged from the data: (1) Collaboration, (2) Transferable knowledge and skills, and (3) Expectations about hackathons. These themes highlight strengths and potential barriers when bringing this multidisciplinary approach to high school students and the healthcare community. This study found that students were empowered by the interdisciplinary experience during a hackathon and felt that the knowledge and skills gained could be applied in real world settings. However, addressing student expectations of hackathons prior to the event is an area for improvement. These findings have implications for future hackathons and can spur further research into using the hackathon model as an educational experience for learners of all ages. Copyright © 2018 Elsevier B.V. All rights reserved.

Braille Goes to High School.

ERIC Educational Resources Information Center

Amato, Sheila

2003-01-01

This brief report describes the development and implementation of a unique, full-year, credit-bearing, technology course in literary Braille transcription offered at a Long Island (New York) high school. It describes the program's goals, development, implementation, students, ongoing activities, outreach efforts, and student attitudes. Suggestions…

Peer Group Contexts of Girls’ and Boys’ Academic Experiences

PubMed Central

Crosnoe, Robert; Riegle-Crumb, Catherine; Frank, Kenneth; Field, Sam; Muller, Chandra

2010-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N = 6,457 American 9th to 11th graders, aged 13 – 19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls. PMID:18269514

East Asian International Student Experiences as Learners of English as an Additional Language: Implications for School Counsellors

ERIC Educational Resources Information Center

Popadiuk, Natalee E.; Marshall, Steve

2011-01-01

In the school counselling literature, little focus is placed on international students who are learners of English as an Additional Language (EAL) and on school counselling support related to their language acquisition. Using the Critical Incident Technique, we analyzed transcripts of 21 international EAL students from China, Japan, and Korea who…

The Gender Gap in High School Physics: Considering the Context of Local Communities

PubMed Central

2014-01-01

Objectives We focus on variation in gender inequality in physics course-taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students’ local communities, specifically the representation of women in STEM occupations in the labor force. Methods This study uses nationally representative data from the National Longitudinal Study of Adolescent Health (Add Health) and its education component, the Adolescent Health and Academic Achievement Transcript Study (AHAA). Results Approximately half of schools are characterized by either gender equality or even a small female advantage in enrollment in this traditionally male subject. Furthermore, variation in the gender gap in physics is related to the percent of women who are employed in STEM occupations within the community. Conclusion Our study suggests that communities differ in the extent to which traditionally gendered status expectations shape beliefs and behaviors. PMID:25605978

Reimagining Educational Research: A Conversation

ERIC Educational Resources Information Center

Carter, Prudence L.; Nasir, Na'ilah Suad

2017-01-01

The following is a transcript of an interview between the Dean of the University of California (UC) Berkeley's Graduate School of Education, Prudence Carter, and UC Berkeley's outgoing Vice Chancellor for Equity and Inclusion, Na'ilah Suad Nasir, recorded at the 2017 Graduate School of Education Research Day.

The Roles of Teachers' Science Talk in Revealing Language Demands within Diverse Elementary School Classrooms: A Study of Teaching Heat and Temperature in Singapore

ERIC Educational Resources Information Center

Seah, Lay Hoon; Yore, Larry D.

2017-01-01

This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these…

Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

NASA Astrophysics Data System (ADS)

Fleshman, Robin Earle

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college science readiness. Data from the transcripts of two graduating classes were analyzed and the interview transcripts were coded and analyzed as well. Analysis of qualitative data revealed key findings: (1) the school's Habits of Mind, authentic scientific inquiry, self-regulated learning triggers and strategies, and teacher feedback practices driven by an ethic of care supported students' science learning and portfolio assessment; and (2) the cyclical and extensive portfolio processes of writing, revision, and submission well prepared alumni for college science laboratory work and coursework, to a certain extent, but not for the traditional assessments administered in college science courses. Analysis of quantitative data revealed that, if based solely on the City University of New York's Regents score criteria for college readiness, the majority of students from these two graduating classes studied would not have been considered college ready even though all participants, including interviewed alumni, believed the school prepared them for college. The majority of these students, however, were transitioning to college readiness based on their Regents-level science and mathematics coursework. Findings of this study have implications for science assessment, professional development in science, education policy reform, and high school partnerships with CBOs and postsecondary institutions as they pertain to college and college science readiness for students of color in urban portfolio community high schools.

Options in Education Transcript: Program No. 152: "Kids and Drugs, One."

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

This radio transcript includes six parts of a series "Kids and Drugs." Part one describes high school students' experience with alcohol and drugs. Part two deals with law enforcement in relations to marihuana and other drugs. Part three deals with students and their drinking habits. Liquor dealers explain the problem of sales to minors in part…

Options in Education, Transcript for February 23, 1976: Conflict in Theory, Conflict in Research, and Conflict in Practice.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript contains discussions of conflict in theory--education in America, difficulties in dramatizing today's racism, and children's relationships in a predominately black school; conflict in research--marijuana and sexual…

Transcript of Audio Narrative Portion of: Scandinavian Heritage. A Set of Five Audio-Visual Film Strip/Cassette Presentations.

ERIC Educational Resources Information Center

Anderson, Gerald D.; Olson, David B.

The document presents the transcript of the audio narrative portion of approximately 100 interviews with first and second generation Scandinavian immigrants to the United States. The document is intended for use by secondary school classroom teachers as they develop and implement educational programs related to the Scandinavian heritage in…

(re)producing Good Science Students: Girls' Participation in High School Physics

NASA Astrophysics Data System (ADS)

Carlone, Heidi B.

In this ethnographic study, the author describes the meanings of science and science student in a physics classroom in an upper-middle-class high school and the ways girls participated within these meanings. The classroom practices reproduced prototypical meanings of science (as authoritative) and science student (as "dutiful"). The results highlight girls' embrace of prototypical school science. Yet at the end of the school year, the girls did not consider themselves "science people," nor did they want to pursue physics further. The author's interpretation of these results takes seriously girls' agency in producing the meaning of the physics class (as a way to polish one's transcript) and draws attention to the promoted identities (prototypical good student identities) in the classroom. The author argues that students' agency in resisting or accepting the practices, identities, and knowledge of school science is worth understanding for the improvement of science education.

Two Sides of the Same Coin: Leadership.

ERIC Educational Resources Information Center

Berg, Steven; Burns, James MacGregor; McKay, Ritchie

2002-01-01

This article presents a transcript of Steven Berg's interviews with James MacGregor Burns and Ritchie McKay regarding leadership. James Burns is a senior fellow in the Jepson School of Leadership Studies at the University of Richmond, Virginia. Ritchie McKay is Head Coach of the men's basketball team at University of New Mexico. Steven Berg is an…

Women Superintendents Who Leave: Stress and Health Factors

ERIC Educational Resources Information Center

Robinson, Kerry K.; Shakeshaft, Charol

2015-01-01

Previous research on stress in the workplace has demonstrated that it can have not only a current, but lasting effect on a worker's health. The superintendency is a stressful job due to all of the competing demands of running a school system, no matter the size. This exploratory study reexamined qualitative interview transcripts from Robinson's…

Error Analysis of Brailled Instructional Materials Produced by Public School Personnel in Texas

ERIC Educational Resources Information Center

Herzberg, Tina

2010-01-01

In this study, a detailed error analysis was performed to determine if patterns of errors existed in braille transcriptions. The most frequently occurring errors were the insertion of letters or words that were not contained in the original print material; the incorrect usage of the emphasis indicator; and the incorrect formatting of titles,…

Increasing EFL Learners' Oral Production at a Public School through Project-Based Learning

ERIC Educational Resources Information Center

Vaca Torres, Ady Marcela; Gómez Rodríguez, Luis Fernando

2017-01-01

This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners' oral performance, and one interview. Grounded theory was implemented for data analysis, out of…

Development of Spelling Skills in a Shallow Orthography: The Case of Italian Language

ERIC Educational Resources Information Center

Notarnicola, Alessandra; Angelelli, Paola; Judica, Anna; Zoccolotti, Pierluigi

2012-01-01

This study analyzed the spelling skills of Italian children as a function of school experience. We examined the writing performances of 465 first- to eighth-grade normal readers on a spelling test that included regular words, context-sensitive regular words, words with ambiguous transcription, and regular pseudowords. Based on the dual-route model…

Rural adults' perspectives on school food in a North Carolina county.

PubMed

Jeffries, Jayne K; Thayer, Linden M; Hennink-Kaminski, Heidi; Noar, Seth M

2015-04-23

To address alarming rates of youth obesity, multiple stakeholder perspectives must be understood and considered when developing nutrition interventions. The purpose of this qualitative study was to examine adults' perceptions of school food in rural North Carolina and their opinions about potential changes to encourage students to eat more fruits and vegetables in school meals. We conducted semistructured key informant interviews by telephone from February through March 2013 to determine adult opinions regarding elementary school food and child health. Participants included parents, teachers, school administrators, and a cafeteria staff member. Interview transcripts were thematically analyzed using Dedoose qualitative analysis software. Four themes emerged from key informant interviews regarding school meals and increasing fruit and vegetable consumption: 1) schools are an appropriate place for nutritious food, 2) current school food is bland and unappealing, 3) school cafeterias can use simple strategies to increase fruit and vegetable intake, and 4) federal school meal guidelines are perceived as barriers to increased fruit and vegetable intake during school meals. Study findings suggest that training and support for cafeteria staff on healthy food preparation and presentation are critical and that there should be a "meeting in the middle" between child appeal and health. Nutritious and appealing school food options may have the potential to greatly increase fruit and vegetable consumption in rural elementary schools in North Carolina.

Rural Adults’ Perspectives on School Food in a North Carolina County

PubMed Central

Thayer, Linden M.; Hennink-Kaminski, Heidi; Noar, Seth M.

2015-01-01

Introduction To address alarming rates of youth obesity, multiple stakeholder perspectives must be understood and considered when developing nutrition interventions. The purpose of this qualitative study was to examine adults’ perceptions of school food in rural North Carolina and their opinions about potential changes to encourage students to eat more fruits and vegetables in school meals. Methods We conducted semistructured key informant interviews by telephone from February through March 2013 to determine adult opinions regarding elementary school food and child health. Participants included parents, teachers, school administrators, and a cafeteria staff member. Interview transcripts were thematically analyzed using Dedoose qualitative analysis software. Results Four themes emerged from key informant interviews regarding school meals and increasing fruit and vegetable consumption: 1) schools are an appropriate place for nutritious food, 2) current school food is bland and unappealing, 3) school cafeterias can use simple strategies to increase fruit and vegetable intake, and 4) federal school meal guidelines are perceived as barriers to increased fruit and vegetable intake during school meals. Conclusion Study findings suggest that training and support for cafeteria staff on healthy food preparation and presentation are critical and that there should be a “meeting in the middle” between child appeal and health. Nutritious and appealing school food options may have the potential to greatly increase fruit and vegetable consumption in rural elementary schools in North Carolina. PMID:25906435

Acceleration under Review

ERIC Educational Resources Information Center

Klein, Alyson

2007-01-01

For years, only a handful of the highest achievers graduated from high school with college courses on their transcripts. However, as states strive to blur the line between high school graduation requirements and college expectations, such dual-enrollment courses are quickly becoming part of a broader strategy to help more students become…

From policy to practice: implementation of physical activity and food policies in schools

PubMed Central

2013-01-01

Purpose Public policies targeting the school setting are increasingly being used to address childhood obesity; however, their effectiveness depends on their implementation. This study explores the factors which impeded or facilitated the implementation of publicly mandated school-based physical activity and nutrition guidelines in the province of British Columbia (BC), Canada. Methods Semi-structured interviews were conducted with 50 school informants (17 principals - 33 teacher/school informants) to examine the factors associated with the implementation of the mandated Daily Physical Activity (DPA) and Food and Beverage Sales in Schools (FBSS) guidelines. Coding used a constructivist grounded theory approach. The first five transcripts and every fifth transcript thereafter were coded by two independent coders with discrepancies reconciled by a third coder. Data was coded and analysed in the NVivo 9 software. Concept maps were developed and current theoretical perspectives were integrated in the later stages of analysis. Results The Diffusion of Innovations Model provided an organizing framework to present emergent themes. With the exception of triability (not relevant in the context of mandated guidelines/policies), the key attributes of the Diffusion of Innovations Model (relative advantage, compatibility, complexity, and observability) provided a robust framework for understanding themes associated with implementation of mandated guidelines. Specifically, implementation of the DPA and FBSS guidelines was facilitated by perceptions that they: were relatively advantageous compared to status quo; were compatible with school mandates and teaching philosophies; had observable positive impacts and impeded when perceived as complex to understand and implement. In addition, a number of contextual factors including availability of resources facilitated implementation. Conclusions The enactment of mandated policies/guidelines for schools is considered an essential step in improving physical activity and healthy eating. However, policy makers need to: monitor whether schools are able to implement the guidelines, support schools struggling with implementation, and document the impact of the guidelines on students’ behaviors. To facilitate the implementation of mandated guidelines/policies, the Diffusion of Innovations Model provides an organizational framework for planning interventions. Changing the school environment is a process which cannot be undertaken solely by passive means as we know that such approaches have not resulted in adequate implementation. PMID:23731803

From policy to practice: implementation of physical activity and food policies in schools.

PubMed

Mâsse, Louise C; Naiman, Daniel; Naylor, Patti-Jean

2013-06-03

Public policies targeting the school setting are increasingly being used to address childhood obesity; however, their effectiveness depends on their implementation. This study explores the factors which impeded or facilitated the implementation of publicly mandated school-based physical activity and nutrition guidelines in the province of British Columbia (BC), Canada. Semi-structured interviews were conducted with 50 school informants (17 principals - 33 teacher/school informants) to examine the factors associated with the implementation of the mandated Daily Physical Activity (DPA) and Food and Beverage Sales in Schools (FBSS) guidelines. Coding used a constructivist grounded theory approach. The first five transcripts and every fifth transcript thereafter were coded by two independent coders with discrepancies reconciled by a third coder. Data was coded and analysed in the NVivo 9 software. Concept maps were developed and current theoretical perspectives were integrated in the later stages of analysis. The Diffusion of Innovations Model provided an organizing framework to present emergent themes. With the exception of triability (not relevant in the context of mandated guidelines/policies), the key attributes of the Diffusion of Innovations Model (relative advantage, compatibility, complexity, and observability) provided a robust framework for understanding themes associated with implementation of mandated guidelines. Specifically, implementation of the DPA and FBSS guidelines was facilitated by perceptions that they: were relatively advantageous compared to status quo; were compatible with school mandates and teaching philosophies; had observable positive impacts and impeded when perceived as complex to understand and implement. In addition, a number of contextual factors including availability of resources facilitated implementation. The enactment of mandated policies/guidelines for schools is considered an essential step in improving physical activity and healthy eating. However, policy makers need to: monitor whether schools are able to implement the guidelines, support schools struggling with implementation, and document the impact of the guidelines on students' behaviors. To facilitate the implementation of mandated guidelines/policies, the Diffusion of Innovations Model provides an organizational framework for planning interventions. Changing the school environment is a process which cannot be undertaken solely by passive means as we know that such approaches have not resulted in adequate implementation.

The International School Nurse Asthma Project: Barriers Related to Asthma Management in Schools

PubMed Central

Svavarsdottir, Erla Kolbrun; Garwick, Ann W.; Anderson, Lori S.; Looman, Wendy S.; Seppelt, Ann; Orlygsdottir, Brynja

2014-01-01

Aim This paper is a report of an international study of barriers to asthma care from the perspectives of school nurses in Reykjavik, Iceland and St. Paul, Minnesota, in the context of their schools, communities and countries. Background Globally, asthma affects the health and school performance of many adolescents. School nurses play a key role by providing care to adolescents with asthma in school settings. Understanding universal barriers to asthma management in schools is important for developing interventions that are effective in multiple societal contexts. Design Exploratory, descriptive study. Methods Parallel studies were conducted from September 2008 - January 2009, through six focus groups among school nurses (N=32, in Reykjavik n=17 and St. Paul n=15) who were managing asthma in adolescents. Focus groups were audio-recorded and transcribed verbatim in English or Icelandic. The Icelandic transcripts were translated into English. Descriptive content analytic techniques were used to systematically identify and categorize types of barriers to asthma care. Results School nurses in both countries identified common barriers such as time constraints, communication challenges and school staff barriers. The primary difference was that St. Paul school nurses identified more socioeconomic and health access barriers than school nurses in Reykjavik. Conclusion Greater cultural and linguistic diversity and socioeconomic differences in the student population in St. Paul and lack of universal health care coverage in the U.S. contributed to school nurses’ need to focus more on asthma management than school nurses in Reykjavik, who were able to focus more on asthma prevention and education. PMID:22897444

The international school nurse asthma project: barriers related to asthma management in schools.

PubMed

Svavarsdottir, Erla Kolbrun; Garwick, Ann W; Anderson, Lori S; Looman, Wendy S; Seppelt, Ann; Orlygsdottir, Brynja

2013-05-01

This article is a report of an international study of barriers to asthma care from the perspectives of school nurses in Reykjavik, Iceland and St. Paul, Minnesota, in the context of their schools, communities and countries. Globally, asthma affects the health and school performance of many adolescents. School nurses play a key role by providing care to adolescents with asthma in school settings. Understanding universal barriers to asthma management in schools is important for developing interventions that are effective in multiple societal contexts. Exploratory, descriptive study. Parallel studies were conducted from September 2008-January 2009, through six focus groups among school nurses (n = 32, in Reykjavik n = 17 and St. Paul n = 15) who were managing asthma in adolescents. Focus groups were audio-recorded and transcribed verbatim in English or Icelandic. The Icelandic transcripts were translated into English. Descriptive content analytic techniques were used to systematically identify and categorize types of barriers to asthma care. School nurses in both countries identified common barriers, such as time constraints, communication challenges and school staff barriers. The primary difference was that St. Paul school nurses identified more socio-economic and health access barriers than school nurses in Reykjavik. Greater cultural and linguistic diversity and socio-economic differences in the student population in St. Paul and lack of universal healthcare coverage in the US contributed to school nurses' need to focus more on asthma management than school nurses in Reykjavik, who were able to focus more on asthma prevention and education. © 2012 Blackwell Publishing Ltd.

Maternal knowledge and attitudes toward influenza vaccination: a focus group study in metropolitan Atlanta.

PubMed

Gazmararian, Julie A; Orenstein, Walter; Prill, Mila; Hitzhusen, Hannah B; Coleman, Margaret S; Pazol, Karen; Oster, Natalia V

2010-11-01

To explore the knowledge and attitudes of mothers of school-aged children toward influenza vaccination and assess what methods of communication about vaccination and its delivery work best among this audience. The authors conducted focus groups with mothers of school-aged children. Prior to the focus groups, investigators agreed on key themes and discussion points. They independently reviewed transcripts using systematic content analysis and came to an agreement on outcome themes. Many study participants had misunderstandings about influenza vaccines and the definition of influenza. A common perception was that flu is a catch-all term for a variety of undefined illnesses, ranging from a severe cold to stomach upset. Few participants saw a societal benefit in vaccinating children to protect other populations (eg, the elderly). This study represents a first step in understanding how mothers perceive influenza vaccination and for crafting effective communication to increase vaccination among school-aged children.

Exploring Implementation of the Ontario School Food and Beverage Policy at the Secondary-School Level: A Qualitative Study.

PubMed

Vine, Michelle M; Elliott, Susan J; Raine, Kim D

2014-09-01

The purpose of this study was to explore the implementation of the Ontario School Food and Beverage Policy (P/PM 150) from the perspective of secondary-school students. This research, informed by the ANGELO framework, undertook three focus groups with secondary students (n = 20) in 2 school boards representing both high- and low-income neighbourhoods in fall 2012. Focus groups were transcribed verbatim for subsequent analysis. Key themes were generated deductively from the research objectives and inductively as they emerged from transcripts. Perceived impacts of P/PM 150 included high-priced policy-compliant food for sale, lower revenue generation, and food purchased off-campus. Limited designated eating spaces, proximity to external, nonpolicy-compliant food, and time constraints acted as key local level barriers to healthy eating. Pricing strategies are needed to ensure that all students have access to nutritious food, particularly in the context of vulnerable populations. Recognition of the context and culture in which school nutrition policies are being implemented is essential. Future research to explore the role of public health dietitians in school nutrition policy initiatives and how to leverage local resources and stakeholder support in low income, rural and remote populations is needed.

Handbook of Procedures for the Graduation Program: 2014\\2015

ERIC Educational Resources Information Center

British Columbia Ministry of Education, 2014

2014-01-01

This handbook outlines procedures for sharing student data between schools and the Ministry of Education, and answers questions pertaining to provincial examinations. It supports the work of both educators and the Ministry, which works with schools to produce transcripts and administer provincial exams. The following are appended: (1) Forms; and…

College Readiness Indicators. Bulletin. Issue 25

ERIC Educational Resources Information Center

Cromwell, Ashley M.; McClarty, Katie Larsen; Larson, Sarah J.

2013-01-01

This paper outlines current student-level indicators at the high school and middle school levels that predict college success. In this bulletin, indicators are divided into three categories: assessment scores (e.g., SAT® exam scores), transcript attributes (e.g., course rigor), and additional indicators (e.g., attendance) that impact achievement.

"It's All Human Error!": When a School Science Experiment Fails

ERIC Educational Resources Information Center

Viechnicki, Gail Brendel; Kuipers, Joel

2006-01-01

This paper traces the sophisticated negotiations to re-inscribe the authority of Nature when a school science experiment fails during the enactment of a highly rated science curriculum unit. Drawing on transcriptions from classroom videotapes, we identify and describe four primary patterns of interaction that characterize this process, arguing…

Discursive Positioning and Emotion in School Mathematics Practices

ERIC Educational Resources Information Center

Evans, Jeff; Morgan, Candia; Tsatsaroni, Anna

2006-01-01

Our approach to emotion in school mathematics draws on social semiotics, pedagogic discourse theory and psychoanalysis. Emotions are considered as socially organised and shaped by power relations; we portray emotion as a charge (of energy) attached to ideas or signifiers. We analyse transcripts from a small group solving problems in mathematics…

Job Satisfaction--Antecedents and Associations.

ERIC Educational Resources Information Center

Campbell, Paul B.; And Others

A series of analyses was performed to determine the factors encompassed in the term "job satisfaction" and the effect of high school vocational education courses on job satisfaction. Data were gathered from the National Longitudinal Survey of Labor Market Experience, Youth Cohort, and the high school transcripts of a subsample of this panel. As…

Educators Guide to Free Tapes, Scripts, and Transcriptions. Eighteenth Edition.

ERIC Educational Resources Information Center

Wittich, Walter A., Ed.; And Others

This compendium lists 442 tapes, scripts, and transcriptions which are available free of cost to schools and libraries. Of these titles, 259 are new this year. Forty-one of the titles may be kept permanently by the user. Cassettes and videotapes are included in this edition for the first time. The items are listed by topics; accident prevention…

Censoring Textbooks: Is West Virginia the Tip of the Iceberg? A Transcript of "Options on Education," December 11, 1974.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

Interviews with several individuals representing a variety of viewpoints about the recent controversy regarding textbooks and philosophy in the Kanawha County, West Virginia, public schools are presented in this transcript of a National Public Radio program broadcast in December 1974. Beginning with a discussion of the issue of textbook selection…

The Imperial Valley College Freshman; A Demographic Study of the Full-Time Day Students Who Attended College for the First Time in the Fall Semester, 1968.

ERIC Educational Resources Information Center

Novak, Ruth V.

This comprehensive study incorporates as many characteristics as possible of 352 students in this agricultural region, an area much influenced by Mexican culture and by several other ethnic groups. The data came from student questionnaires, registration cards, and high school transcripts. With tables, discussion, and summary, the survey covers the…

Children thinking mathematically beyond authoritative identities

NASA Astrophysics Data System (ADS)

MacMillan, Agnes

1995-10-01

A study into the mathematics-related interactions and developing attitudes of young children during the transition period between pre-school and school is reported. Transcripts of interactions during a six-week observation period in one of two preschool sites are coded according to the classifications defined within a theoretical framework. Two separate episodes of construction play were analysed and one of these is used to examine the mathematical nature of the children's interactions within an emerging model of autonomous learning. The results of the analysis indicate that access to self-regulatory social relations is very closely linked to the accessibility of mathematical meanings.

Hearing on the Impact of Health Care Reform on Schools. Hearing before the Subcommittee on Select Education and Civil Rights of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

These hearing transcripts present testimony concerning the impact of proposed health care reforms on American elementary and secondary schools. The hearing focused on how the proposed Health Security Act would affect and benefit schools and how American schools can assist in realizing the objectives of the Act. Much of the testimony was presented…

Back to School After Cancer Treatment: Making Sense of the Adolescent Experience.

PubMed

Choquette, Anne; Rennick, Janet E; Lee, Virginia

2016-01-01

Little is known about the influence of cancer on the adolescent's developing self-identity and social relationships as he/she transitions back to school following cancer treatment. The purpose of this study was to explore the meaning of returning to school for adolescents who have completed cancer treatment. In this qualitative study, in-depth interviews using an interpretive descriptive approach were conducted with 11 adolescents (aged 13-17 years) who had completed treatment for cancer. The transcripts of the audiotaped interviews were analyzed thematically and reviewed by the study team. Three main themes suggested that the return to school hallmarked the end of an illness episode and a welcome return to a sense of well-being: (a) being on the right track, (b) bridging two worlds, and (c) establishing a new life at school. Nearly all adolescents described being negatively impacted by the cancer experience. However, the ability to maintain friendships during the transition emerged as particularly salient to allow the adolescents to rise above the challenges and residual effects of cancer treatment. Returning to school following cancer treatment affects adolescents' beliefs about themselves, their self-identity, and their social relationships. Understanding the meaning that adolescents ascribed to returning to school facilitated the development of practice recommendations to improve adjustment to school. Our study findings illuminate an important gap in the existing resources for adolescents in the posttreatment phase of cancer. Recommendations to promote healthy psychosocial development are proposed to better support adolescents during the reintegration to school.

Enhancing school asthma action plans: qualitative results from southeast Minnesota beacon stakeholder groups.

PubMed

Egginton, Jason S; Textor, Lauren; Knoebel, Erin; McWilliams, Deborah; Aleman, Marty; Yawn, Barbara

2013-12-01

This study explores ways southeast Minnesota schools currently address asthma problems, identifies areas for improvement, and assesses the potential value of asthma action plans (AAPs) in schools. Focus groups were used to query stakeholder groups on asthma care in schools. Groups were held separately for elementary school personnel, parents of elementary school children with asthma, and health professionals (N = 103). Transcripts were analyzed by hand and by using NVivo 9 software. Overall 103 stakeholders participated in focus groups. Major themes were (1) Communication; no uniform way of exchanging information between schools and health professionals. (2) Asthma Control Continuum; students require individualized instructions and information related to their asthma care. (3) Policy/Protocol; school staff roles and rules vary and are unclear. (4) Self-Reliance; older children self-manage their asthma and are unknown until they need emergent support. Solution recommended included AAPs used systematically with a method to communicate back from schools to physicians and parents. The AAP may solve several of the school's concerns regarding their ability to provide asthma support in school. However, the AAP must reach the school, and that is currently not happening. In addition, schools would like tools and systems to assess asthma control and share information back with parents and physicians. © 2013, American School Health Association.

Examining the Mediation of Power in a Collaborative Community: Engaging in Informal Science as Authentic Practice

ERIC Educational Resources Information Center

Puvirajah, Anton; Verma, Geeta; Webb, Horace

2012-01-01

Focusing on the interplay of context and language, this study examined a group of high school students and their mentors' use of language during a robotics competition. This informal setting allowed us to gain insights into the mediation and manifestation of power within the group. Using critical discourse analysis of competition transcripts and…

Light and Shadows on College Athletes: College Transcripts and Labor Market History.

ERIC Educational Resources Information Center

Adelman, Clifford

Data from the National Longitudinal Study of the High School Class of 1972 were used to evaluate the contention that big-time college sports exploit athletes, denying them an education that will help them succeed after college. The sample (N=8,101) consisted of six comparison groups of students who attended four year colleges: varsity football and…

Making the Road by Walking: Using Role-Play and Instructor Feedback to Teach Basic Counseling Skills to Singaporean Trainee Educational Psychologists

ERIC Educational Resources Information Center

Kit, Phey Ling; Garces-Bacsal, Rhoda Myra; Burgetova, Kristina

2015-01-01

This study focused on the experiential learning experiences of eight trainee educational psychologists (school psychologists in the United States) from Singapore who participated in three role-play sessions during a two-day Basic Counseling Skills Training Program. Data collected from transcriptions of video-recorded sessions, a focus group…

"I Secretly Relished that Delicious Feeling of Excitement": A Rhizoanalysis of Teacher-Student Attraction

ERIC Educational Resources Information Center

Johnson, Tara Star

2004-01-01

In the author's pilot study of teacher-student sexual dynamics in five preservice teachers high school classrooms, one piece of data stood out from among the rest of the interview transcripts, field notes, and email correspondence--not as an aberrant outlier; the content, feeling attracted to a student, echoed across the data set. Rather, this one…

How Do Colleges and Universities Assess the Education and Training of Military Service Personnel?

ERIC Educational Resources Information Center

Palmer, James C.; Ludwig, Meredith J.

1991-01-01

In a study of the ways colleges and universities regard prior learning of military service members who apply for admission to undergraduate degree programs, 66 colleges evaluated prototype transcripts and assessed problems in awarding degree credit. A number of problems are seen as needing to be addressed by both schools and the military.…

Illusions of Compliance: Performing the Public and Hidden Transcripts of Social Justice Education in Neoliberal Times

ERIC Educational Resources Information Center

Sonu, Debbie

2012-01-01

From a yearlong qualitative study, I propose an explanation for the growing frustration amongst educators and students who find their imaginings for a social justice education largely unmet, if not deliberately crushed, in the public school classroom. I argue that competing conceptions of social justice manifest as public performances as well as…

Gendered Fields: Sports and Advanced Course Taking in High School

PubMed Central

Pearson, Jennifer; Crissey, Sarah R.; Riegle-Crumb, Catherine

2010-01-01

This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies—science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls’ Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science. PMID:20221304

The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education

ERIC Educational Resources Information Center

Aylward, M. Lynn

2010-01-01

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and…

Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

ERIC Educational Resources Information Center

Pavelko, Stacey L.; Owens, Robert E., Jr.; Ireland, Marie; Hahs-Vaughn, Debbie L.

2016-01-01

Purpose: This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years'…

Beyond the Transcript: Factors Influencing the Pursuit of Science and Mathematics Coursework

ERIC Educational Resources Information Center

Haag, Susan; Megowan, Colleen

2012-01-01

The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in-service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the…

Options in Education, Transcript for November 3, 1975: College Enrollment, Standardized Testing, Hyperactive Children, Teacher Strikes, and Training to Be a Professional Golfer.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript of the first show contains discussions of college enrollment, the controversy over standardized testing, hyperactivity in school children, the rash of teacher strikes, and how to become a professional golfer. Participants…

A More Nuanced Approach to the Fourth Estate

DTIC Science & Technology

2012-05-17

School of Journalism, 2004. Shepard , Alicia C. Narrowing the Gap - Military, Media and the Iraq War - Cantigny Conference Series. Chicago : The McCormick...wary of access pledge, Chicago Tribune, January 26, 2003. http://articles.chicagotribune.com/2003-01- 26/news/0301260301_1_gulf-war-iraq-vietnam-war...http://www.defense.gov/transcripts/transcript.aspx?transcriptid=2476 (accessed September 17, 2011). 149 Alicia C. Shepard , Narrowing the Gap

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades with Persisting Learning Disabilities in Written Language

ERIC Educational Resources Information Center

Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

2016-01-01

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons:…

Parents’ Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice

PubMed Central

Schulz, Will; Larson, Heidi J.

2018-01-01

The purpose of this study was to gain an in-depth understanding of parents’ experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP). A cross-sectional qualitative study was conducted between March–June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia). The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents’ perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents’ view and given that influenza vaccination coverage is higher when delivered through schools than GPs. PMID:29597341

Parents' Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice.

PubMed

Paterson, Pauline; Schulz, Will; Utley, Martin; Larson, Heidi J

2018-03-28

The purpose of this study was to gain an in-depth understanding of parents' experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP). A cross-sectional qualitative study was conducted between March-June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia). The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents' perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents' view and given that influenza vaccination coverage is higher when delivered through schools than GPs.

When Is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math

ERIC Educational Resources Information Center

Maltese, Adam V.; Tai, Robert H.; Fan, Xitao

2012-01-01

Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative…

National Freshman Attitudes Report, 2014: Special Focus on Career Decision-Making toward the Goal of College Completion. Ninth Annual National Research Study

ERIC Educational Resources Information Center

Noel-Levitz, Inc., 2014

2014-01-01

This annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence student retention and college completion rates for today's entering college freshmen. Findings are reported separately for four-year and two-year institutions, private and…

NAEP 2009 Year in Review: A Compilation of Results from the 2009 Mathematics, Reading, Science, and High School Transcript Study Reports. NCES 2011-471

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), the largest continuing and nationally representative assessment of what the nation's students know and can do.…

School Leadership for Dual Language Education: A Social Justice Approach

ERIC Educational Resources Information Center

DeMatthews, David; Izquierdo, Elena

2016-01-01

This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as field notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o-White…

Food in the Schools, Part I. Options in Education, Program #75.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

This document presents the program transcripts of a weekly series broadcast by member stations of National Public Radio. The program focuses on food in the schools. It addresses the following issues: plate waste in Chicago and Dallas; banning junk food and vending machines; the results of a vending machine junk food ban in West Virginia;…

What Makes Useful Evidence for Educational Leadership Practice? An Interview

ERIC Educational Resources Information Center

Addae-Kyeremeh, Eric; Fox, Alison

2018-01-01

This article presents a transcript of an interview with Eric Addae-Kyeremeh, a Senior Lecturer in Leadership and Management and a Chartered Fellow of both The Chartered Management Institute and BCS, The Chartered Institute for IT. He is currently the Associate Head of School Innovation in the School of Education, Childhood, Youth and Sport with…

School Finance under the Internal Revenue Code of 1986.

ERIC Educational Resources Information Center

Smith, Carla J.; Kraft, John L.

One paper, one published article and one transcript of testimony that discuss school finance under the Internal Revenue Code of 1986 are presented. "Select Topics of the Tax Reform Act of 1986 for the Issuers of Tax-Exempt Governmental Obligations," by Carla J. Smith, presents three selected topics that address the issuers of tax-exempt…

Guidance for Schools on the Recent Flu Outbreak

ERIC Educational Resources Information Center

US Department of Education, 2009

2009-01-01

The document provides a transcript of a conference call moderated by Bill Modzeleski, Director of the Office of Safe and Drug-Free Schools. The focus of the call was the recent outbreak of swine flu in Mexico and the United States. Centers for Disease Control (CDC) actions and recommendations to the education community were discussed. A comparison…

Having the AP Conversation: Why It's Time to Re-Evaluate Advanced Placement Courses

ERIC Educational Resources Information Center

Weaver, Roger

2010-01-01

Since its widespread emergence in the mid-1960s, the Advanced Placement (AP) curriculum has successfully established and maintained an identity as the gold standard of transcript currency for college preparatory schools. It is something that nearly all independent school parents and students believe they understand and clearly expect, and it is…

The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

ERIC Educational Resources Information Center

Alt, Mary; Arizmendi, Genesis D.; DiLallo, Jennifer N.

2016-01-01

Purpose: We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method: Using data available from the Systematic Analysis of Language Transcripts database (Miller…

Intelligent Design and educational policy: The case of Kansas

NASA Astrophysics Data System (ADS)

Jones, John Yoshito

Advocates of an alternative explanation of life's origins, Intelligent Design, have lobbied hard since the 1987 Edwards v. Aguillard decision, which banned "creation science" from public schools, to effect educational policy change through local and state-level school boards. This study examines one such lobbying effort, the 2005 attempt to modify the Kansas Curricular Standards for Science so that biological evolution is actively challenged in the classroom, by analyzing the actions and motivations of several members of the Kansas Board of Education as well as non-Board participants through personal interviews and contemporary media reports. Board minutes from 1999 to 2007 and transcripts from the Board's May, 2005, public hearings on evolution are also analyzed. This study asks, "what strategies have creationists developed in the wake of the 1987 Edwards v. Aguillard Supreme Court decision striking down creation science and how have those strategies been employed?" The question's presumption, that Intelligent Design advocates have employed new strategies to advance a creationist agenda, is validated in the study through coding the language used by the interviewees, the Board minutes, and hearings transcripts, as well as a review of contemporary media coverage. Several themes emerged: the belief of participants on each side of the debate that their opponents were attempting to oppress their views, participants on each side claiming to have the best definition of "good science," the emergence of national-level organizations such as the Discovery Institute in coordinating science-related public advocacy at the state level, evolution's importance as a state-level public policy issue, and the importance of keeping the voting public informed of science-related educational policy. This case study should be useful to state and local-level educational policymakers grappling with debates over the place of evolution in public schools.

Review of the U.S. Department of Agriculture's Proposed Rule, "Nutrition Objectives for School Meals." Hearing before the Subcommittee on Department Operations and Nutrition of the Committee on Agriculture. House of Representatives, One Hundred Third Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Agriculture.

These hearing transcripts provide testimony on a rule proposed by the United States Department of Agriculture (USDA), "Nutrition Objectives for School Meals," that would require meals served under the national school lunch program to be consistent with federal dietary guidelines. The majority of the testimony addressed the content of…

Perceived Barriers and Facilitators to Healthy Eating and School Lunch Meals among Adolescents: A Qualitative Study.

PubMed

Payán, Denise D; Sloane, David C; Illum, Jacqueline; Farris, Tahirah; Lewis, LaVonna B

2017-09-01

We explored how perceived barriers and facilitators influence healthy eating and investigated the acceptability of changes to school lunch meals among adolescents after implementation of the Healthy, Hunger-Free Kids Act of 2010. We conducted 8 focus groups with adolescents (N = 64) at 3 South Los Angeles high schools. Data collection instruments included a semi-structured guide and questionnaire. Two researchers independently coded transcripts. Most participants believed fruits and vegetables were available in their community and reported high relative cost, poor quality, and lack of motivation as barriers to consumption. Many said school meals were an important source of healthy food and were aware of recent changes to the school lunch program. A primary facilitator to eating school lunches was access to fresh food items (eg, a salad bar). Perceived barriers included long cafeteria lines, time constraints, lack of variety, and limited quantities of preferred items. Adolescents viewed off-campus food establishments near the school as competition to school meals. Our findings suggest the need to measure perceived and actual barriers to healthy eating among adolescents and to examine the effect of these barriers on dietary behavior. We provide programmatic and policy recommendations.

An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework.

PubMed

Bennett, Annemarie E; Cunningham, Cara; Johnston Molloy, Charlotte

2016-08-01

The Health Promoting Schools concept helps schools to promote health in a sustainable and long-term fashion. However, developing the capacity to promote health in this way can be challenging when a busy teaching curriculum must be fulfilled. This study aimed to identify factors which affect the acceptability of health promotion programmes to the everyday school environment. Semi-structured qualitative interviews were audio-taped with primary school teachers in one Irish county and transcribed verbatim. The resulting transcripts were analysed using content analysis. Thirty-one teachers were interviewed. The factors which may adversely affect the acceptability of health promotion programmes include the: attitude of teachers towards an additional extra-curricular workload; lack of confidence amongst teachers to lead health promotion; and different organisational cultures between schools. When health promotion programmes under the Health Promoting Schools concept are being implemented, it's important to consider: the readiness for change amongst teachers; the resources available to increase staff capacity to promote health; and the ability of a programme to adapt to the different organisational cultures between schools. Copyright © 2016 Elsevier Ltd. All rights reserved.

Family Socioeconomic Status, Peers, and The Path to College

PubMed Central

Crosnoe, Robert; Muller, Chandra

2014-01-01

Drawing on the primary/secondary effects perspective of educational inequality, this mixed methods study investigated connections between high school students’ trajectories through college preparatory coursework and their relationships with parents and peers as a channel in the intergenerational transmission of socioeconomic inequality. Growth curve and multilevel analyses of national survey and transcript data revealed that having college-educated parents differentiated students’ enrollment in advanced coursework at the start of high school and that this initial disparity was stably maintained over subsequent years. During this starting period of high school, exposure to school-based peer groups characterized by higher levels of parent education appeared to amplify these coursework disparities between students with and without college-educated parents. Ethnographic data from a single high school pointed to possible mechanisms for these patterns, including the tendency for students with college-educated parents to have more information about the relative weight of grades, core courses, and electives in college-going and for academically-relevant information from school peers with college-educated parents to matter most to students’ coursework when it matched what was coming from their own parents. PMID:25544782

USDA Snack Policy Implementation: Best Practices From the Front Lines, United States, 2013-2014.

PubMed

Asada, Yuka; Chriqui, Jamie; Chavez, Noel; Odoms-Young, Angela; Handler, Arden

2016-06-16

The Smart Snacks in Schools interim final rule was promulgated by the US Department of Agriculture (USDA) as authorized by the Healthy, Hunger-Free Kids Act of 2010 (PL 111-296) and implementation commenced beginning July 1, 2014; however, in the years leading up to this deadline, national studies suggested that most schools were far from meeting the USDA standards. Evidence to guide successful implementation of the standards is needed. This study examined snack policy implementation in exemplary high schools to learn best practices for implementation. Guided by a multiple case study approach, school professionals (n = 37) from 9 high schools across 8 states were recruited to be interviewed about perceptions of school snack implementation; schools were selected using criterion sampling on the basis of the HealthierUS Schools Challenge: Smarter Lunchrooms (HUSSC: SL) database. Interview transcripts and internal documents were organized and coded in ATLAS.Ti v7; 2 researchers coded and analyzed data using a constant comparative analysis method to identify best practice themes. Best practices for snack policy implementation included incorporating the HUSSC: SL award's comprehensive wellness approach; leveraging state laws or district policies to reinforce snack reform initiatives; creating strong internal and external partnerships; and crafting positive and strategic communications. Implementation of snack policies requires evidence of successful experiences from those on the front lines. As federal, state, and local technical assistance entities work to ensure implementation of the Smart Snacks standards, these best practices provide strategies to facilitate the process.

The dishonest dean's letter: an analysis of 532 dean's letters from 99 U.S. medical schools.

PubMed

Edmond, M; Roberson, M; Hasan, N

1999-09-01

To quantify the censure of potentially negative information in dean's letters. Concordance between 532 dean's letters and the corresponding transcripts was determined for six variables (failing grade in a preclinical course, marginal preclinical course grade, failing grade for a clinical rotation, marginal clinical rotation grade, leave of absence, and requirement to repeat an entire year of medical school). The evaluated variables were not found in the dean's letters 27% to 50% of the time that they were present on the transcripts. In three of nine instances (33%), a failing grade in a clinical rotation was not included. Four students had been required to repeat an entire year, but this was noted in only two cases. In toto, 35 of 104 (34%) of the variables identified on the transcripts were not reported. In addition, deans were significantly less likely to report a student's USMLE 1 score if the score was at or below the 20th percentile (p = .03). Some deans suppress negative information in their letters and potentially obfuscate the residency selection process.

Scientific Discourse in Three Urban Classrooms: The Role of the Teacher in Engaging High School Students in Argumentation

ERIC Educational Resources Information Center

McNeill, Katherine L.; Pimentel, Diane Silva

2010-01-01

Argumentation is a core practice of science and has recently been advocated as an essential goal of science education. Our research focuses on the discourse in urban high school science classrooms in which the teachers used the same global climate change curriculum. We analyzed transcripts from three teachers' classrooms examining both the…

Impact of national context and culture on curriculum change: a case study.

PubMed

Jippes, Mariëlle; Driessen, Erik W; Majoor, Gerard D; Gijselaers, Wim H; Muijtjens, Arno M M; van der Vleuten, Cees P M

2013-08-01

Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. However, some schools succeeded to adopt curriculum changes despite their country's strong uncertainty avoidance. This raised the question: 'How did those schools overcome the barrier of uncertainty avoidance?' Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis. Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an 'excuse culture': 'It's not our fault. It is the ministry's'. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential. In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.

Malaria prevalence in asymptomatic and symptomatic children in Kiwangwa, Bagamoyo district, Tanzania.

PubMed

Sumari, Deborah; Mwingira, Felista; Selemani, Majige; Mugasa, Joseph; Mugittu, Kefas; Gwakisa, Paul

2017-05-25

Malaria prevalence continues to decline across sub-Saharan Africa as a result of various intervention strategies. However, the diseases still poses a public health concern in the region. While symptomatic malaria is recognized and treated, asymptomatic infections become increasingly important for interrupting transmission. A cross-sectional survey was conducted to assess malaria prevalence in symptomatic and asymptomatic children in Kiwangwa ward in Bagamoyo District in Tanzania. Four hundred school-aged children in Kiwanga ward were recruited in the study; 200 from Kiwangwa dispensary and 200 from nearby schools. Primary health parameters were examined and blood samples collected and examined for Plasmodium falciparum prevalence using rapid diagnostic test (RDT), light microscopy (LM) and reverse transcription quantitative PCR (RT-qPCR) targeting transcripts of A-type 18s rRNA of P. falciparum. Gametocytes were detected by LM and RT-qPCR targeting transcripts of gametocyte specific marker, Pfs25. Overall P. falciparum prevalence was 73.3, 40.8 and 36.3% by RT-qPCR, RDT and LM in the study area, respectively (P < 0.001). As expected symptomatic children had a significantly higher prevalence of 89, 67.5 and 64.5% by qPCR, RDT and LM, compared to 57.5, 14 and 8% in the asymptomatic group, respectively. However, gametocyte prevalence in asymptomatic individuals was higher by both LM (2%) and qPCR (14%) than in symptomatic individuals LM (0.5%) and qPCR (3%). A substantial difference in prevalence of symptomatic and asymptomatic infections observed in Kiwangwa ward underpins the use of molecular tools in malaria surveillance aiming at estimating prevalence and transmission. Notably, the higher gametocytaemia observed in asymptomatic children indicates the reservoir infections and points to the need for detection and treatment of both asymptomatic and symptomatic malaria.

A qualitative study of staff's perspectives on implementing an after school program promoting youth physical activity.

PubMed

Zarrett, Nicole; Skiles, Brittany; Wilson, Dawn K; McClintock, Lauren

2012-08-01

Minimal effects found across youth physical activity (PA) interventions, and increased attention to circumstances that impede adequate delivery of program components, has highlighted the importance of learning from staff what is needed to foster staff comprehension and engagement for developing, adopting, and successfully implementing PA-based youth interventions. The purpose of this study is to address this knowledge gap by conducting a qualitative assessment of school staff perspectives on the positive aspects and challenges of implementing the 17-week ACT program, an after-school intervention that integrated motivational and behavioral components to promote PA in underserved adolescents. Interviews were conducted with one school staff member from each participating school for all four trial cohorts (N=12). Transcripts were coded by independent coders (r=.84) and content analyses of themes was performed using QSR NVivo. Themes were organized into five meta-themes: (1) Logistics; (2) Essential Elements; (3) Staff and Child Challenges; (4) Staff Comprehension, Value, and Enjoyment; (5) Spill-Over Effects. Findings indicate that staff can be successful at understanding, valuing, and reaching fidelity in implementing climate-based mediation components. The insight gained from this study lays the foundation for understanding the components needed for establishing well-implemented, effective, and generalizable interventions for increasing youth PA. Copyright © 2012 Elsevier Ltd. All rights reserved.

Caregiver Reports of Children’s Activity Participation Following Serious Injury

PubMed Central

Braaf, Sandra; Ameratunga, Shanthi; Teague, Warwick; Jowett, Helen; Gabbe, Belinda

2016-01-01

Paediatric trauma can result in significant levels of on-going disability. The aim of this study was to explore the restrictions on activity participation that children experience following serious injury from the perspective of their caregivers. We performed a thematic analysis of transcripts of semi-structured in-depth interviews with the caregivers of 44 seriously injured children, conducted three-years after the injury, and purposively sampled from a population-based cohort study. Both temporary and on-going restrictions on school, sport, leisure and social activities were identified, some of which were imposed by caregivers, schools, or recommended by health providers. The perceived risk of further injury, physical restrictions, emotional state and fatigue levels were important influences on degrees of activity restriction. Children who were socially less engaged, especially those who were more severely injured, had difficulty making and retaining friends, and exhibited signs of depression or social withdrawal. The activities of pre-school children were strongly regulated by their caregivers, while school age children faced obstacles with participation in aspects such as study, sport, and peer and teacher relationships, affecting learning, school attendance and enjoyment. The findings highlight the need for primary prevention and reducing the impacts of serious injury throughout the continuum of care. PMID:27399741

The Price We Pay for Illiteracy. Hearing of the Committee on Labor and Human Resources on Examining Educational Goals, Focusing on Literacy. United States Senate, One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This document presents the transcript of Congressional hearings held before the Committee on Labor and Human Resources on the scope and implications of illiteracy in the United States and on school and adult programs addressing literacy. After opening statements of the Hon. James M. Jeffords and the Hon. Christopher J. Dodd, the transcript for the…

"From Snail Mode to Rocket Ship Mode": Adolescents and Young Adults' Experiences of Returning to Work and School After Hematopoietic Cell Transplantation.

PubMed

Brauer, Eden R; Pieters, Huibrie C; Ganz, Patricia A; Landier, Wendy; Pavlish, Carol; Heilemann, MarySue V

2017-12-01

Resuming normal activities, such as work and school, is an important dimension of psychosocial recovery in cancer survivorship. Minimal data exist regarding adolescents or young adults' experiences of returning to school or work after cancer. The purpose of this study was to explore the processes of resuming work and school among adolescents and young adults after hematopoietic cell transplantation (HCT). In-depth interviews were conducted with 18 adolescents and young adults, who were 15-29 years when they underwent HCT and 6-60 months post-transplant at study enrollment. Interview transcripts were systematically analyzed using Grounded Theory methodology. Participants described the context in which they attempted to return to work or school, specific challenges they faced, and strategies they developed in these environments. Feeling left behind from their peers and their pre-diagnosis selves, participants described "rushing" back to school and work impulsively, taking on too much too quickly while facing overwhelming physical and cognitive demands. Factors motivating this sense of urgency as well as barriers to successful and sustainable reentry in these settings are also addressed. Findings are discussed in the context of important opportunities for clinical management, age-appropriate interventions, and implications for future research. A better understanding of psychosocial late effects, specifically related to school and work trajectories after cancer, is critical to survivorship care for adolescent and young adult cancer survivors.

Going Back: Adults Talk about What They're Doing in College and How They Feel about Returning to School.

ERIC Educational Resources Information Center

Carbone, John M.

This book consists of the edited transcripts of 19 interviews conducted with two- and four-year college students ranging in age from 25 to 65, who returned to school to complete degrees, work toward new degrees, or merely take classes. Drawing from the interviews, introductory comments offer generalizations about adult students returning to…

International School Feeding Initiatives. Hearing before the Committee on Agriculture, Nutrition, and Forestry. US Senate, 106th Congress, Second Session (July 27, 2000).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Agriculture, Nutrition, and Forestry.

These hearing transcripts recount testimony before Congress on proposals to work with recipient governments and communities to establish a preschool and school feeding program in developing countries. Of particular focus in the hearing was the infrastructure needed to implement the program effectively and the roles of government agencies,…

What is the status of food literacy in Australian high schools? Perceptions of home economics teachers.

PubMed

Ronto, Rimante; Ball, Lauren; Pendergast, Donna; Harris, Neil

2017-01-01

The high school setting has been identified as an ideal setting to teach adolescents about healthy dietary behaviours. This study explored home economics teachers' (HETs) views on the role of high schools in enhancing adolescents' food literacy and promoting healthy dietary behaviours. Semi-structured interviews with 22 HETs were conducted. The interview questions focused on the perceived strengths/opportunities and the limitations/barriers in enhancing adolescents' food literacy and healthy dietary behaviours in Australian high schools. Thematic data analysis was used to identify five key themes from the interview transcripts: (1) the standing of food-related life skills; (2) food literacy in the Australian school curriculum; (3) emphasis on resources; (4) learning through school canteens; and (5) building a school to home and community nexus. Overall, HETs reported that home economics was regarded by parents and other school staff to be less important than Maths or English for adolescents to learn in Australian high schools. Some teachers indicated that their schools offered one year compulsory teaching of food related studies which is typically delivered in the leaning areas of Technologies or Health and Physical Education (HPE). However, HETs stated that the time was insufficient to develop sustainable food-related life skills and introduce broader concepts of food literacy such as environmental sustainability. The lack of financial resources and non-supportive school food environments, including school canteens, were reportedly major factors that prevented food literacy education and healthy dietary behaviours of adolescents. Increasing the status of food literacy education in schools would support adolescents to develop food-related life skills and mobilise them as agents of dietary behaviour change in the home setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Nation's Report Card [TM]: U.S. History 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. With Highlighted Results from the 2009 High School Transcript Study. NCES 2011-468

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

The 2010 National Assessment of Educational Progress (NAEP) U.S. history assessment measures how well fourth-, eighth-, and twelfth-graders are learning American history, and whether they can evaluate historical evidence and understand change and continuity over time. Comparing the results from the 2010 assessment to results from previous years…

Science Proficiency and Course Taking in High School: The Relationship of Science Course-Taking Patterns to Increases in Science Proficiency between 8th and 12th Grades.

ERIC Educational Resources Information Center

Madigan, Timothy

This analysis uses data on science achievement and transcript reports of science course taking patterns of students from the National Education Longitudinal Study of 1988 (NELS:88) to estimate the relationship between science course taking and the change in science proficiency levels between 8th and 12th grades. It also explores the extent to…

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

USDA Snack Policy Implementation: Best Practices From the Front Lines, United States, 2013–2014

PubMed Central

Chriqui, Jamie; Chavez, Noel; Odoms-Young, Angela; Handler, Arden

2016-01-01

Introduction The Smart Snacks in Schools interim final rule was promulgated by the US Department of Agriculture (USDA) as authorized by the Healthy, Hunger-Free Kids Act of 2010 (PL 111–296) and implementation commenced beginning July 1, 2014; however, in the years leading up to this deadline, national studies suggested that most schools were far from meeting the USDA standards. Evidence to guide successful implementation of the standards is needed. This study examined snack policy implementation in exemplary high schools to learn best practices for implementation. Methods Guided by a multiple case study approach, school professionals (n = 37) from 9 high schools across 8 states were recruited to be interviewed about perceptions of school snack implementation; schools were selected using criterion sampling on the basis of the HealthierUS Schools Challenge: Smarter Lunchrooms (HUSSC: SL) database. Interview transcripts and internal documents were organized and coded in ATLAS.Ti v7; 2 researchers coded and analyzed data using a constant comparative analysis method to identify best practice themes. Results Best practices for snack policy implementation included incorporating the HUSSC: SL award’s comprehensive wellness approach; leveraging state laws or district policies to reinforce snack reform initiatives; creating strong internal and external partnerships; and crafting positive and strategic communications. Conclusion Implementation of snack policies requires evidence of successful experiences from those on the front lines. As federal, state, and local technical assistance entities work to ensure implementation of the Smart Snacks standards, these best practices provide strategies to facilitate the process. PMID:27309416

Problems with science teaching and learning for English Language Learners in one diverse elementary school

NASA Astrophysics Data System (ADS)

Rodriguez, Karen Margaret

This qualitative study centered on science instruction and learning that occurred in a Title I elementary school in a suburban district in southeast Texas. Twelve teachers were interviewed in order to understand their perceptions of their classroom practices in terms of science instruction and learning for English Language Learners (ELL). This study also analyzed information gathered from teacher lesson plan and classroom observations. The participants’ awareness of the instructional practices necessary for ELL student achievement in science was evident through analysis of interview transcripts. However, after observation of actual classroom instruction, it became apparent that the teaching and learning in most classrooms was not reflective of this awareness. This study proposes that this disconnect may be a result of a lack of quality professional development available to the teachers. The study also outlines and describes the characteristics of quality professional development and its relationship to focused instruction and continuous student improvement.

HIDDEN DISPARITIES: HOW COURSES AND CURRICULA SHAPE OPPORTUNITIES IN MATHEMATICS DURING HIGH SCHOOL1

PubMed Central

Schiller, Kathryn S.; Schmidt, William H.; Muller, Chandra; Houang, Richard

2011-01-01

Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students’ mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s. Few gaps in the number of years or credits in mathematics coursework were found. However, the quantity and cognitive challenge of instructional materials in textbooks adopted for those courses differed significantly both across and within mathematics tracks. Differences in the quality of curriculum accumulating during high school were also related to parents’ education level. Reducing such gaps in learning opportunities would require teachers to supplement adopted instructional materials to ensure that all students receive a high quality mathematics curriculum. PMID:23554547

The Edmonton Public Schools Story: Internationally Renowned Superintendent Angus McBeath Chronicles His District's Successes and Failures. Policy Brief. No. S2007-13

ERIC Educational Resources Information Center

McBeath, Angus

2007-01-01

This publication is a transcript of Superintendent Angus McBeath's presentation to legislators and media at an Issues and Ideas Forum hosted by the Mackinac Center for Public Policy in Lansing, Michigan. McBeath discusses education reform in Edmonton, Alberta, Canada, including: (1) Basic Elements of Reform; (2) School Employee Union Involvement;…

Accuracy of sign interpreting and real-time captioning of science videos for the delivery of instruction to deaf students

NASA Astrophysics Data System (ADS)

Sadler, Karen L.

2009-04-01

The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms. Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined. The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted). Data were collected via transcripts completed by CART (computer assisted real-time captionists) or through videos of sign language interpreters. All participants were required to listen to and translate these NASA educational videos with no prior experience with this information so as not to influence their delivery. CART personnel using captions were found to be significantly more accurate in the delivery of science words as compared to the sign language interpreters in this study.

'It's a logistical nightmare!' Recommendations for optimising human papillomavirus school-based vaccination experience.

PubMed

Robbins, Spring Chenoa Cooper; Bernard, Diana; McCaffery, Kirsten; Skinner, S Rachel

2010-09-01

To date, no published studies examine procedural factors of the school-based human papillomavirus (HPV) vaccination program from the perspective of those involved. This study examines the factors that were perceived to impact optimal vaccination experience. Schools across Sydney were selected to reflect a range of vaccination coverage at the school level and different school types to ensure a range of experiences. Semi-structured focus groups were conducted with girls; and one-on-one interviews were undertaken with parents, teachers and nurses until saturation of data in all emergent themes was reached. Focus groups and interviews explored participants' experiences in school-based HPV vaccination. Transcripts were analysed, letting themes emerge. Themes related to participants' experience of the organisational, logistical and procedural aspects of the vaccination program and their perceptions of an optimal process were organised into two categories: (1) preparation for the vaccination program and (2) vaccination day strategies. In (1), themes emerged regarding commitment to the process from those involved, planning time and space for vaccinations, communication within and between agencies, and flexibility. In (2), themes included vaccinating the most anxious girls first, facilitating peer support, use of distraction techniques, minimising waiting time girls, and support staff. A range of views exists on what constitutes an optimal school-based program. Several findings were identified that should be considered in the development of guidelines for implementing school-based programs. Future research should evaluate how different approaches to acquiring parental consent, and the use of anxiety and fear reduction strategies impact experience and uptake in the school-based setting.

"As a Parent You Become a Tiger": Parents Talking about Bullying at School.

PubMed

Hale, Rebecca; Fox, Claire L; Murray, Michael

2017-01-01

Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent's perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts identified two main themes: 'perceived institutional factors' and 'being a good parent'. It was found that parents viewed their principal role as protecting their child; they referred to this as an instinct and fundamental to them being a good parent. However, during their attempts to help their child, many parents talked about difficulties working with schools and this triggered frustration and distrust towards teachers. The findings highlight the importance of communication between parents and teachers and ensuring that parents are kept informed of progress when teachers are trying to address the problem. Additionally, the findings indicate that parents may hold different views to teachers about their role in school bullying situations. This would suggest that parents looking at the situation from the teacher's perspective, and vice versa, could help to build better parent-teacher relationships when tackling school bullying.

A Qualitative Phenomenology of Christian Middle School Implementation of Inquiry-based Science Instruction

NASA Astrophysics Data System (ADS)

Ferrin, Patricia Ann

The purpose of this qualitative phenomenology study will be to explore curriculum coordinators, teachers, and principals' implementation of Inquiry-Based Instruction (IBI) in Christian middle school science classes in the central Virginia area. IBI will be referred to as "a teaching method that combines the curiosity of students and the scientific method to enhance the development of critical thinking skills while learning science" (Warner & Myers, 2008, p.3). A qualitative phenomenology study will be made to consider the requirements and implementation of IBI in the Christian middle schools as compared to the requirements and implementation of IBI in the National Science Education Standard (NSES). Curriculum coordinators, teachers, and principals, and participated in this study from five Christian middle schools in the central Virginia area. The guiding theories include John Dewey's (1948) Constructivism, Lev Vygotsky's (1998) Social Constructivism, and William Glasser's (2005) Choice Theory as they relate to the beliefs curriculum coordinators, teachers, and principals have regarding the implementation of IBI. A primary research question for this study is, "If research supports successful outcomes of IBI, then how and why do Christian CMSST, principals, and curriculum coordinators implement or not implement IBI?" Interviews, classroom observations, and document reviews were used for triangulation and data collection. The data analysis used in this study were completed by using Moustakas' (1994) seven step thematic coding derived from the observations, interview transcriptions, and school documents in the form of lesson plans and objectives (Merriam, 2009; Moustakas, 1994).

"Discovering Plate Boundaries in Data-Rich Environments": Supporting Pre-service Teachers involvement in Unique Practices of Geosciences

NASA Astrophysics Data System (ADS)

Barrie, A. S.; Moore, J.

2012-12-01

Plate tectonics is one of the core scientific concepts in both the NRC K-12 standards documents (#ESS2.B) and College Board Standards for Science (#ES.1.3). These documents also mention the scientific practices expected to improve as students are learning plate tectonics: interpreting data based on their observations of maps and argumentation around the evidence based on data. Research on students' understanding of maps emphasizes the difficulty of reading maps in science classrooms.We are conducting an ethnographic case study of the process of learning and teaching by novice teachers in the middle school science major at a mid-Atlantic University. The participants of the study are third-year majors (in the middle school science program and middle students at a suburban middle school. The study uses the data from four different fields (geography, geochronology, volcanology and seismology) to help involve preservice teachers in the practices of geosciences.The data for the study includes video and audio records of novice teachers' learning and teaching processes as well as teachers' reflections about their learning and on teaching Plate Tectonics by using real data. The video and audio data will be compiled and synthesized into event maps and transcripts, which are necessary for sociolinguistic analysis. Event maps provide an overall view of the events and are used to map the learning and teaching events into timely sequences and phases based on the subtopics and types of educational activities. Transcripts cover in detail the discussion and activity observed at each phase of the learning and teaching events. After compilation, event maps and transcripts will be analyzed by using Discourse analysis with an ethnographic perspective in order to identify novice teachers' challenges and the improvement they want to make on their teaching and assessment artifacts. The preliminary findings of the project identified challenges faced by novice teachers learning and teaching plate tectonics using key scientific practices. As a result of the educational activities developed in this project, we will try help teachers to overcome their challenges and develop the pedagogical skills that novice teachers need to use to teach plate tectonics by focusing on key scientific practices with the help of previously-developed educational resources. Learning about the processes that occur at plate boundaries will help future teachers (and their students) understand natural disasters such as earthquakes and volcanoes. Furthermore, the study will have a significant, and broader, impact by 'teaching the teachers' and empowering novice teachers to overcome the challenges of reading maps and using argumentation in science classrooms.

Annual Volume of Proceedings, Addresses, and Research Papers [of the] Association of School Business Officials of the United States and Canada (62nd, Boston, Massachusetts, October 2-6, 1976).

ERIC Educational Resources Information Center

Foster, Charles W., Ed.; Esau, Dwight B., Ed.

This publication presents a comprehensive record of the 62nd Annual Meeting of the Association of School Business Officials, which was held in October 1976 in Boston. Included are transcripts of the meeting's three general sessions, including keynote addresses by Dr. Paul Salmon and Senator Edward Kennedy, as well as reports summarizing the…

Green Buildings: Benefits to Health, the Environment, and the Bottom Line. US Senate Environment and Public Works Committee Hearing, Washington, DC, May 15, 2007

ERIC Educational Resources Information Center

Barnett, Claire L.

2007-01-01

This paper presents a transcript of the speech delivered by the author at the US Senate Environment and Public Works Committee Hearing, Washington, DC, May 15, 2007. The author talked about how the Healthy Schools Network works to ensure that every child will have an environmentally healthy school that is clean and in good repair. The organization…

Kids and Cafeterias: How Safe are Federal School Lunches? Joint Hearing before the Committee of Government Management, Restructuring, and the District of Columbia Subcommittee of the Committee on Governmental Affairs, United States Senate and the Subcommittee on Government Efficiency, Financial Management, and Intergovernmental Relations of the Committee on Government Reform, House of Representatives, One Hundred Seventh Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Governmental Affairs.

Noting the significant increase since 1990 in food-borne illnesses affecting school children, these hearings transcripts provide testimony on the safety of federal school lunches. Statements by Senator Richard Durbin and Representatives Stephen Horn, Janice Schakowsky, and Carolyn Maloney emphasized the array of federal agencies with various food…

Gender differences in tenth-grade students' attitudes toward science: The effect of school type

NASA Astrophysics Data System (ADS)

Ndakwah, Ernestine Ajame

The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are important factors shaping students' attitudes to science. These findings suggest that efforts to foster positive attitudes to science among high school students should focus on the enhancement of the high school science classroom environment.

Arsenic Poisoning

PubMed Central

Gorby, Michael S.

1988-01-01

This discussion was selected from the weekly Grand Rounds in the Department of Medicine, University of New Mexico School of Medicine, Albuquerque. Taken from a transcription, it has been edited by Ralph C. Williams, Jr, MD, Professor and Chair of the Department of Medicine. Images PMID:3051677

Chinese adolescents' attitudes toward sexual relationships and premarital sex: implications for promoting sexual health.

PubMed

Chang, Yu-Ting; Hayter, Mark; Lin, Mei-Ling

2014-12-01

This study was designed to explore Taiwanese school students' attitudes toward sexual relationships and premarital sex. This was an exploratory descriptive, qualitative study. Focus groups (N = 8) were conducted with 47 adolescents from three high schools in Taiwan. Transcripts were transcribed and thematically analyzed using Atlas V 5.0. Adolescent attitudes toward sexual relationships and premarital sexual behavior comprise the following three dimensions: (1) external incentives, (2) the developmental process, and (3) internal control. External incentives include the normalization of sexual behavior between peers, the desire to feel included in a group, parental influence, and media influence. The developmental process includes imagining the sexual experience and onset of sexual activity. Internal control includes the fear of pregnancy, the fear of parental rejection, and the fear of being judged. These findings can provide a reference for designing future sex education curricula and counseling programs for adolescents. © The Author(s) 2014.

A case study of school support and the psychological, emotional and behavioural consequences of HIV and AIDS on adolescents.

PubMed

Asikhia, Olubusayo Aduke; Mohangi, Kesh

2015-01-01

Various studies have reported a huge increase in the numbers of orphaned adolescents in Sub-Saharan Africa and its effects on their psychological, emotional and behavioural development. Yet, their needs are seldom recognised or adequately addressed in policy and programmes.This article uses a qualitative study to report the experiences of 11 orphaned adolescents (5 boys and 6 girls aged between 15 and 18 years) affected by HIV and AIDS in a secondary school (in Atteridgeville, Pretoria, South Africa) and the school support provided by them. The primary data-generation strategies were informal interviews and the Beck Youth Inventories-II (BYI-II) (adopted to measure the participants' level of emotional, behavioural and psychological problems). All interview transcriptions with the participants were thematically analysed. BYI-II data were subjected to T scores (in percentages) to know the participant's psychological, behavioural and emotional problems in order to compare it with their perceptions on the degree of support provided by the school. Result shows that participants have a high prevalence of psychological, behavioural and emotional problems and that the school support provided to them (teachers' support, the general school environment and the degree of discrimination, labelling and bullying that exists in the school) was not sufficient. The participants, however, reported a high level of support from the principal. In conclusion, we have suggested the urgent need for teachers to acquire and possess basic knowledge and skills in caring and paying attention to learners affected by HIV and AIDS and for government agencies and NGOs working with HIV-and AIDS-affected children, to focus on proposals that address the psychological, behavioural and emotional problems in such affected adolescents.

Effectiveness of place-based science curriculum projects situated in Hawaiian and Western cultural institutions at an urban high school in Hawai'i

NASA Astrophysics Data System (ADS)

Kuwahara, Jennifer Leslie Hoof

Place-based education is a multidisciplinary and experiential approach to learning that utilizes a local environment or community. This study examined the influences of place attachment and cultural affiliation in the school on student experience and learning in a place-based science course, as well as the course's potential influence on environmentally responsible behaviors. The participants attended an urban high school on O'ahu, Hawai'i. By understanding student reaction to experience in both Western- and Hawaiian-centered classes, this study contributes to the literature on place-based education in relation to how differences in cultural affiliation in a school setting can have varying impacts on place attachment, science literacy, and environmental responsibility. A comparative case study was conducted with students enrolled in the Hawaiian Academy and non-academy students. Analysis of a pre- and post-survey and science content assessments, student documents, field notes, and interview transcripts suggested place-based science has both similar and different impacts on students depending on cultural affiliation within the school. Students in the Hawaiian Academy, as a whole, showed stronger science literacy and environmental responsibility than students in the non-Hawaiian Academy class. However, non-Hawaiian Academy students showed increased place attachment in a spiritual sense. Reactions from both groups suggest a need for smaller learning communities that promote a unity of knowledge rather than distinct courses and disciplines.

Summer Coursework and Completing College

ERIC Educational Resources Information Center

Attewell, Paul; Jang, Sou Hyun

2013-01-01

The summer school sessions that colleges offer their undergraduates are sometimes considered supplementary activities and are rarely perceived as central to a college's mission or effectiveness. However, analyses of college transcript data that tracked a nationally-representative sample of undergraduates for several years and through multiple…

Contemporaneous Social Environment and the Architecture of Late-Life Gene Expression Profiles.

PubMed

Levine, Morgan E; Crimmins, Eileen M; Weir, David R; Cole, Steve W

2017-09-01

Environmental or social challenges can stimulate a cascade of coordinated physiological changes in stress response systems. Unfortunately, chronic activation of these adaptations under conditions such as low socioeconomic status (SES) can have negative consequences for long-term health. While there is substantial evidence tying low SES to increased disease risk and reduced life expectancy, the underlying biology remains poorly understood. Using pilot data on 120 older adults from the Health and Retirement Study (United States, 2002-2010), we examined the associations between SES and gene expression levels in adulthood, with particular focus on a gene expression program known as the conserved transcriptional response to adversity. We also used a bioinformatics-based approach to assess the activity of specific gene regulation pathways involved in inflammation, antiviral responses, and stress-related neuroendocrine signaling. We found that low SES was related to increased expression of conserved transcriptional response to adversity genes and distinct patterns of proinflammatory, antiviral, and stress signaling (e.g., sympathetic nervous system and hypothalamic-pituitary-adrenal axis) transcription factor activation. © The Author(s) 2017. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A cultural historical activity theory perspective to understand preservice science teachers' reflections on and tensions during a microteaching experience

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Tran, Minh-Dan; McDonald, Scott P.; Kelly, Gregory J.

2014-09-01

This study draws from cultural historical activity theory (CHAT) to analyze preservice teachers' reflections on a microteaching activity. Microteaching activities involved preservice educators teaching middle school students from local schools. The study was conducted with 23 preservice teachers enrolled in a large university's teacher education program. During this secondary science teaching methods course, every pair of preservice teachers engaged in 20 minute microteaching activity with 3-5 middle school students. The microteaching was videotaped, and the teachers subsequently provided voice-over reflections on a second audio track. Transcriptions of the microteaching events were analyzed through the formation of event maps showing the phases of activity and the organizational sequence of actions. Event maps were used to investigate the focus of preservice teachers' reflections. The results showed that while learning from their microteaching, preservice teachers focused primarily on the mediating artifacts and gave least attention to the larger teaching community surrounding these activities. Use of CHAT helped to identify challenges in different elements of the microteaching activity. The study contributes to how reflective practice can be enhanced through attention to the social and cultural dimensions of the teaching.

Field Hearing on H.R. 6: Reauthorization of the Elementary and Secondary Education Act of 1965. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (Tempe, AZ, October 16, 1993).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Subcommittee on Elementary, Secondary, and Vocational Education.

These transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education Act (ESEA), which since 1965 has provided the bulk of federal aid to elementary and secondary schools and related programs. Much of the testimony was from Arizona education officials, school administrators, teachers, civic leaders, and…

Hearing on H.R. 3130: Improving America's School Act of 1993. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session. (September 23, 1993).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

These hearing transcripts present testimony concerning the proposed Improving America's School (IAS) Act of 1993, which embodies the Clinton Administration's program for transforming the Elementary and Secondary Education Act of 1965. Testimony was heard from U.S. Secretary of Education, Richard W. Riley, accompanied by Marshall Smith, Under…

The Clinical Significance of Water Pollution

PubMed Central

1988-01-01

These discussions are selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from transcriptions, they are prepared by Drs Homer A. Boushey, Professor of Medicine, and David G. Warnock, Associate Professor of Medicine, under the direction of Dr Lloyd H. Smith, Jr, Professor of Medicine and Associate Dean in the School of Medicine. Requests for reprints should be sent to the Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, CA 94143. Images PMID:3348027

Dilemmas and Deliberations in Reflexive Ethnographic Research

ERIC Educational Resources Information Center

Robinson, Janean Valerie

2014-01-01

This paper traces insights into the challenges and dilemmas experienced whilst researching students' interpretations and understandings of the Behaviour Management in Schools policy in Western Australia. Journal records, supported by student transcripts, are woven together in a reflexive ethnographic journey--from the beginning phase of searching…

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

PubMed

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

A qualitative study of the role of dental therapy in New Zealand.

PubMed

Tane, Helen R

2009-09-01

To investigate the role of the dental therapy profession in New Zealand, identifying the foundation of the profession, and the influences that have shaped its role. Qualitative study incorporating transcripts from oral archives, national questionnaires, and semi-structured interviews with key people of influence among the oral health professions. A selection of data was ordered into a written sequence and presented, to demonstrate key influencing factors in the introduction, training and work of New Zealand's dental nurses. Education for the dental therapy profession was preceded by the school dental nurse vocation and, despite the intention for the dental nurse's role to be one of 'forestalling disease' and 'prevention', the eventual role was very different. The study provides evidence of the valuable role of Dental Therapy in New Zealand's public health sector, but whether the role has been utilised most effectively is questionable, particularly when considering the original objectives that were given when the School Dental Nurse concept was first introduced.

Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children

PubMed Central

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2016-01-01

Joint narratives are a mean through which children develop and practice their Theory of Mind (ToM), thus they represent an ideal means to explore children’s use and development of mental state talk. However, creating a learning environment for storytelling based on peer interaction, does not necessarily mean that students will automatically exploit it by engaging in productive collaboration, thus it is important to explore under what conditions peer interaction promotes children’s ToM. This study extends our understanding of social aspects of ToM, focusing on the effect of joint narratives on school-age children’s mental state talk. Fifty-six Italian primary school children participated in the study (19 females and 37 males). Children created a story in two different experimental conditions (individually and with a partner randomly assigned). Each story told by the children, as well as their dialogs were recorded and transcribed. Transcriptions of narratives were coded in terms of text quality and mental state talk, whereas transcriptions of dialogs were coded in terms of quality of interaction. The results from this study confirmed that peer interaction does not always improve children’s mental state talk performances in oral narratives, but certain conditions need to be satisfied. Peer interaction was more effective on mental state talk with lower individual levels and productive interactions, particularly in terms of capacity to regulate the interactions. When children were able to focus on the interaction, as well as the product, they were also exposed to each other’s reasoning behind their viewpoint. This level of intersubjectivity, in turn, allowed them to take more in consideration the contribution of mental states to the narrative. PMID:27826283

SPEEDE Made Easy.

ERIC Educational Resources Information Center

Palmer, Barbara H.; Wei, P. Betty

1993-01-01

A nontechnical overview of electronic data interchange (EDI) and of the SPEEDE/ExPRESS Project, which uses EDI to transmit transcripts between schools and colleges, is presented. It explores the fundamental value of the technology, specific costs and benefits, and its potential to transform the delivery of academic support services. (Author/MSE)

Human Obesity

PubMed Central

Weigle, David S.

1990-01-01

This discussion was selected from the weekly Grand Rounds in the Department of Medicine, University of Washington School of Medicine, Seattle. Taken from a transcription, it has been edited by Drs Paul G. Ramsey, Associate Professor of Medicine, and Philip J. Fialkow, Professor and Chair of the Department of Medicine. PMID:2244378

Continuity in Foreign Language Instruction; A Conference Report.

ERIC Educational Resources Information Center

Massachusetts Foreign Language Association.

An outline of the program of this 1966 conference at Wellesley College and transcripts of the speeches presented are included. A keynote address by Kenneth Mildenberger discusses language teacher preparation, research problems, and various teacher organizations. Three addresses consider prevention of a discontinum in elementary schools (Lincoln…

Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework.

PubMed

Weatherson, Katie A; McKay, Rhyann; Gainforth, Heather L; Jung, Mary E

2017-10-23

In British Columbia Canada, a Daily Physical Activity (DPA) policy was mandated that requires elementary school teachers to provide students with opportunities to achieve 30 min of physical activity during the school day. However, the implementation of school-based physical activity policies is influenced by many factors. A theoretical examination of the factors that impede and enhance teachers' implementation of physical activity policies is necessary in order to develop strategies to improve policy practice and achieve desired outcomes. This study used the Theoretical Domains Framework (TDF) to understand teachers' barriers and facilitators to the implementation of the DPA policy in one school district. Additionally, barriers and facilitators were examined and compared according to how the teacher implemented the DPA policy during the instructional school day. Interviews were conducted with thirteen teachers and transcribed verbatim. One researcher performed barrier and facilitator extraction, with double extraction occurring across a third of the interview transcripts by a second researcher. A deductive and inductive analytical approach in a two-stage process was employed whereby barriers and facilitators were deductively coded using TDF domains (content analysis) and analyzed for sub-themes within each domain. Two researchers performed coding. A total of 832 items were extracted from the interview transcripts. Some items were coded into multiple TDF domains, resulting in a total of 1422 observations. The most commonly coded TDF domains accounting for 75% of the total were Environmental context and resources (ECR; n = 250), Beliefs about consequences (n = 225), Social influences (n = 193), Knowledge (n = 100), and Intentions (n = 88). Teachers who implemented DPA during instructional time differed from those who relied on non-instructional time in relation to Goals, Behavioural regulation, Social/professional role and identity, Beliefs about Consequences. Forty-one qualitative sub-themes were identified across the fourteen domains and exemplary quotes were highlighted. Teachers identified barriers and facilitators relating to all TDF domains, with ECR, Beliefs about consequences, Social influences, Knowledge and Intentions being the most often discussed influencers of DPA policy implementation. Use of the TDF to understand the implementation factors can assist with the systematic development of future interventions to improve implementation.

A qualitative study to assess school nurses' views on vaccinating 12-13 year old school girls against human papillomavirus without parental consent.

PubMed

Stretch, Rebecca; McCann, Rosemary; Roberts, Stephen A; Elton, Peter; Baxter, David; Brabin, Loretta

2009-07-21

In the UK, parental consent for the routine vaccination of 12-13 year olds schoolgirls against human papillomavirus (HPV) is recommended, although legally girls may be able to consent themselves. As part of a vaccine study conducted ahead of the National HPV Vaccine Programme we sought the views of school nurses on vaccinating girls who did not have parental consent. HPV vaccination was offered to all 12 year old girls attending schools in two Primary Care Trusts in Greater Manchester. At the end of the study semi-structured, tape-recorded interviews were conducted with school nurses who had delivered the vaccine (Cervarix). The interview template was based on concepts derived from the Theory of Planned Behaviour. Transcripts were analysed thematically in order to understand school nurses' intentions to implement vaccination based on an assessment of Gillick competency. School nurses knew how to assess the competency of under-16s but were still unwilling to vaccinate if parents had refused permission. If parents had not returned the consent form, school nurses were willing to contact parents, and also to negotiate with parents who had refused consent. They seemed unaware that parental involvement required the child's consent to avoid breaking confidentiality. Nurses' attitudes were influenced by the young appearance and age of the school year group rather than an individual's level of maturity. They were also confused about the legal guidelines governing consent. School nurses acknowledged the child's right to vaccination and strongly supported prevention of HPV infection but ultimately believed that it was the parents' right to give consent. Most were themselves parents and shared other parents' concerns about the vaccine's novelty and unknown long-term side effects. Rather than vaccinate without parental consent, school nurses would defer vaccination. Health providers have a duty of care to girls for whom no parental consent for HPV vaccination has been given, and in the UK, this includes conducting, and acting upon, an assessment of the maturity and competence of an adolescent minor. To facilitate this, policies, training and support structures for health providers should be implemented.

A qualitative study to assess school nurses' views on vaccinating 12–13 year old school girls against human papillomavirus without parental consent

PubMed Central

Stretch, Rebecca; McCann, Rosemary; Roberts, Stephen A; Elton, Peter; Baxter, David; Brabin, Loretta

2009-01-01

Background In the UK, parental consent for the routine vaccination of 12–13 year olds schoolgirls against human papillomavirus (HPV) is recommended, although legally girls may be able to consent themselves. As part of a vaccine study conducted ahead of the National HPV Vaccine Programme we sought the views of school nurses on vaccinating girls who did not have parental consent. Methods HPV vaccination was offered to all 12 year old girls attending schools in two Primary Care Trusts in Greater Manchester. At the end of the study semi-structured, tape-recorded interviews were conducted with school nurses who had delivered the vaccine (Cervarix™). The interview template was based on concepts derived from the Theory of Planned Behaviour. Transcripts were analysed thematically in order to understand school nurses' intentions to implement vaccination based on an assessment of Gillick competency. Results School nurses knew how to assess the competency of under-16s but were still unwilling to vaccinate if parents had refused permission. If parents had not returned the consent form, school nurses were willing to contact parents, and also to negotiate with parents who had refused consent. They seemed unaware that parental involvement required the child's consent to avoid breaking confidentiality. Nurses' attitudes were influenced by the young appearance and age of the school year group rather than an individual's level of maturity. They were also confused about the legal guidelines governing consent. School nurses acknowledged the child's right to vaccination and strongly supported prevention of HPV infection but ultimately believed that it was the parents' right to give consent. Most were themselves parents and shared other parents' concerns about the vaccine's novelty and unknown long-term side effects. Rather than vaccinate without parental consent, school nurses would defer vaccination. Conclusion Health providers have a duty of care to girls for whom no parental consent for HPV vaccination has been given, and in the UK, this includes conducting, and acting upon, an assessment of the maturity and competence of an adolescent minor. To facilitate this, policies, training and support structures for health providers should be implemented. PMID:19622145

What do parents think about parental participation in school-based interventions on energy balance-related behaviours? a qualitative study in 4 countries

PubMed Central

2011-01-01

Background Overweight and obesity in youth has increased dramatically. Therefore, overweight prevention initiatives should start early in life and target modifiable energy balance-related behaviours. Parental participation is often advocated as important for school-based interventions, however, getting parents involved in school-based interventions appears to be challenging based on earlier intervention experiences. The purpose of this study was to get insight into the determinants of and perspectives on parental participation in school-interventions on energy balance-related behaviours (physical activity, healthy eating, sedentary behaviours) in parents of ten- to twelve-year olds in order to develop an effective parental module for school-based interventions concerning energy balance-related behaviours. Methods Four countries (Belgium, Hungary, Norway and Spain) conducted the focus group research based on a standardised protocol and a semi-structured questioning route. A variation in parental socio-economic status (SES) and parental school involvement was taken into account when recruiting the parents. The audio taped interviews were transcribed, and a qualitative content analysis of the transcripts was conducted in each country. Results Seventeen focus group interviews were conducted with a total of 92 parents (12 men, 80 women). Physical activity was considered to be a joint responsibility of school and parents, nutrition as parent's responsibility but supported by the school, and prevention of sedentary behaviours as parent's sole responsibility. Parents proposed interactive and practical activities together with their child as the best way to involve them such as cooking, food tasting, nutrition workshops, walking or cycling tours, sport initiations together with their child. Activities should be cheap, on a convenient moment, focused on their children and not on themselves, not tutoring, not theoretical, and school-or home-based. Conclusions Parents want to be involved in activities related to energy balance-related behaviours if this implies 'doing things together' with their child at school or at home. PMID:22112159

Grammatical morphology in school-age children with and without language impairment: a discriminant function analysis.

PubMed

Moyle, Maura Jones; Karasinski, Courtney; Ellis Weismer, Susan; Gorman, Brenda K

2011-10-01

The purpose of this study was to test Bedore and Leonard's (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. The language transcripts of 50 school-age children with SLI (M(age) = 7;9 [years;months]) and 50 age-matched typically developing peers (M(age) = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLU(m)). Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLU(m) resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed.

The state of leadership education in US medical schools: results of a national survey

PubMed Central

Neeley, Sabrina M.; Clyne, Brian; Resnick-Ault, Daniel

2017-01-01

ABSTRACT Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.​ PMID:28298155

The state of leadership education in US medical schools: results of a national survey.

PubMed

Neeley, Sabrina M; Clyne, Brian; Resnick-Ault, Daniel

2017-01-01

Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.​.

The San Diego East County school shootings: a qualitative study of community-level post-traumatic stress.

PubMed

Palinkas, Lawrence A; Prussing, Erica; Reznik, Vivian M; Landsverk, John A

2004-01-01

Within one month (March 2001), two separate incidents of school shootings occurred at two different high schools within the same school district in San Diego's East County. To examine community-wide expressions of post-traumatic distress resulting from the shootings that may or may not fulfill DSM-IV criteria for post-traumatic stress disorder (PTSD), but which might interfere with treatment and the prevention of youth violence. A qualitative study was undertaken using Rapid Assessment Procedures (RAP) in four East San Diego County communities over a six-month period following the two events. Semi-structured interviews were conducted with 85 community residents identified through a maximum variation sampling technique. Interview transcripts were analyzed by coding consensus, co-occurrence, and comparison, using text analysis software. Three community-wide patterns of response to the two events were identified: (1) 52.9% of respondents reported intrusive reminders of the trauma associated with intense media coverage and subsequent rumors, hoaxes, and threats of additional acts of school violence; (2) 44.7% reported efforts to avoid thoughts, feelings, conversations, or places (i.e., schools) associated with the events; negative assessment of media coverage; and belief that such events in general cannot be prevented; and (3) 30.6% reported anger, hyper-vigilance, and other forms of increased arousal. Twenty-three (27.1%) respondents reported symptoms of fear, anxiety, depression, drug use, and psychosomatic symptoms in themselves or others. School shootings can precipitate symptoms of post-traumatic stress disorder at the community level. Such symptoms hinder the treatment of individuals with PTSD and the implementation of effective prevention strategies and programs.

The Discourse of Making Amends: A Grammar of Remedial Interchanges.

ERIC Educational Resources Information Center

Walton, Marsha D.

Narrative observations were made of remedial interchanges occurring among school children (K-4) in open classrooms. Transcripts of interchanges were typed move by move and coded according to a hierarchical coding scheme (remedy, defiance, no response, relief, ending, and ambiguous). The interchanges of the kindergarteners and first graders were…

Council of Europe Information Bulletin 1/1975.

ERIC Educational Resources Information Center

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe.

This bulletin provides transcripts of lectures, reports of discussion groups, and background documents from the Educational Research Symposium on the Evaluation of School Reform Pilot Projects held at Rheinhardswaldschule in October, 1974. The symposium was organized by German authorities under the auspices of the Council of Europe and was…

The Family in the Fifties: Hope, Fear, and Rock n' Roll.

ERIC Educational Resources Information Center

Wood, Linda P.

1997-01-01

Describes a high school oral history project where the students investigated the culture, attitudes, and experiences embedded in the 1950s. The students discovered a harsh reality behind the popular nostalgia, a reality that included racism and sexism. Provides sample questions and quotes from the transcripts. (MJP)

How to Negotiate (Successfully) a Multi-Year Contract.

ERIC Educational Resources Information Center

Brown, John A.

Multi-year employee contracts can substantially reduce the time and energy that goes into negotiations. In this transcript, panelists from the Strongsville (Ohio) city schools discuss their recent 5-year settlement with their non-teaching (classified) employees. Each panelist is introduced, and then the first, James Marietta, provides an overview…

Changing Teacher Attitudes and Actions To Promote Better Parent-Teacher Communication.

ERIC Educational Resources Information Center

Schweiker-Marra, Karyn E.

2000-01-01

Using qualitative information (faculty meeting transcripts) and a survey, researchers showed that seven statements pertaining to parent-teacher communication at a large rural middle school were poorly rated. A subsequent survey showed improved teacher attitudes, thanks to a monthly newspaper, parent hotline, web page, and other changes. (Contains…

A Chinese Teacher's Perspective on Professional Development in Literacy Education

ERIC Educational Resources Information Center

Syed, Khalida Tanvir

2008-01-01

This paper presents the teaching and learning experiences of a Chinese literacy teacher in narrative form. The participant's story is presented in his own voice, as constructed from interview transcripts. Challenges and struggles faced by the participant include limited professional autonomy in a hierarchal school system, awareness of conflict…

The meaning of work for two high school seniors.

PubMed

Dale, Lucinda; Boenker, Julie; Easter, Dana; Niederhaus, Sara; Stach, Allison; Szuter, Kristin

2006-01-01

The workplace is increasingly serving as an important context for the development of work behaviors, interpersonal skills, and values for high school students. A lack of qualitative studies regarding the meaning of the subjective aspects of work for teens is evident. The purpose of this research study was to understand the meaning of work for two high school seniors through qualitative inquiry. The researchers interviewed two participants in a conference room to maintain privacy. Interviews were audio taped, transcribed verbatim, and returned to the interviewees for member check. The researchers analyzed transcriptions, coded for identification of themes, and shared them with the participants to ensure accuracy. The meaning of work for both participants included themes of gaining financial freedom, learning job-specific skills, learning the general work skill of time management, sacrificing and rearranging leisure time spent with friends and family, and helping to define choices related to future work and co-workers. The meaning of work for the participant who owned his own business included additional themes of improving interpersonal communication, marketing, budgeting, taking initiative and responsibility, prioritizing, organizing, and decision-making, all required to develop and expand a successful business.

Physician Payment Reform—An Idea Whose Time Has Come

PubMed Central

Lee, Philip R.

1990-01-01

These discussions are selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from transcriptions, they are prepared by Homer A. Boushey, MD, Professor of Medicine, and Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith, Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Requests for reprints should be sent to the Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, CA 94143. PMID:2185598

Use of eyeglasses among children in elementary school: perceptions, behaviors, and interventions discussed by parents, school nurses, and teachers during focus groups.

PubMed

Kodjebacheva, Gergana Damianova; Maliski, Sally; Coleman, Anne L

2015-01-01

To investigate the perceptions, behaviors, and recommendations that parents, school nurses, and teachers have regarding children's use of eyeglasses. Focus groups with parents, school nurses, and teachers were conducted. The study took place in one Southern California school district. There were 39 participants, including 24 parents, seven school nurses, and eight teachers. An experienced moderator guided the focus group discussions. Transcripts were analyzed using grounded theory techniques. Participants perceive visual impairment as a serious problem in the development of children. The lack of eyeglasses may lead to problems such as tiredness, headaches, inability to focus on school work, and decreased reading speed. Participants experienced disappointment, unhappiness, worry, and concern when they realized they needed eyeglasses at a young age. Negative societal perceptions toward eyeglasses, lack of eye doctors in minority communities, parental perceptions that children do not need eyeglasses, and peer bullying of children wearing eyeglasses are key obstacles to children's use of eyeglasses. Participants suggest school and national campaigns featuring respected public figures who wear eyeglasses to promote positive attitudes toward eyeglasses. Parents and teachers who closely follow the academic development of children have observed that visual impairment has negative consequences for the scholastic achievement of children. They recommend interventions to promote the attractiveness of eyeglasses in society. The participants discuss the need for a national preventative message for eye care similar to the message for dental care. The public health message should emphasize the importance of embracing and respecting differences among individuals.

The Impact of Transcription Writing Interventions for First-Grade Students

PubMed Central

Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace

2016-01-01

We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Intervention was provided in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures with moderate effect sizes noted on curriculum-based writing measures (e.g., correct word sequence; g range = 0.34 to 0.68). Students in the handwriting condition outperformed the control group on correct word sequences with small to moderate effects on other handwriting and writing measures (g range = 0.31 to 0.71). Students in the combined condition outperformed the control group on correct word sequences with a small effect on total words written (g range = 0.39 to 0.84). PMID:28989267

Qualitative study of eating habits in Bruneian primary school children.

PubMed

Talip, Tajidah; Serudin, Rajiah; Noor, Salmah; Tuah, Nik

2017-01-01

Childhood obesity is a serious public health issue globally and poor eating habits are an important contributing factor. This study aimed to explore the perceptions, practices and attitudes towards healthy eating in Bruneian primary school children. A qualitative study was conducted among 40 subjects involving 18 children (aged 9-10 years old), 12 parents and 10 teachers, who were recruited from two primary schools using convenience sampling. Five focus group discussion sessions were conducted, and recorded discussions were translated. The transcripts were entered into NVivo10 and thematic analysis was conducted. All participants had differing perceptions of the term 'healthy eating'. Children reported 'healthy eating' by identifying foods or food groups they perceived as healthy and unhealthy. Only a few mentioned fruits and vegetables as essential to a healthy diet. Parents mainly perceived 'healthy eating' as consuming 'any quality food' that contains 'vitamins and minerals'. Teachers described a healthy diet as including balanced and varied dietary practices, having breakfast and eating regularly at the right, set times. They also associated eating healthily with traditional, home-grown and home-cooked food. All participants had positive attitudes towards healthy eating, however most children demonstrated unhealthy eating habits and frequently consumed unhealthy foods. The Bruneian primary school children reported favourable knowledge despite having poor healthy eating habits. The factors influencing participants eating behavior included food preferences, familial factors (parental style and parenting knowledge), food accessibility and availability, time constraints, as well as convenience. These factors hindered them from adopting healthy eating practices.

The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills

PubMed Central

2011-01-01

Background In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. Methods/Design This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. Discussion These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Trial registration Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932. PMID:21884603

The Sydney playground project: popping the bubblewrap--unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills.

PubMed

Bundy, Anita C; Naughton, Geraldine; Tranter, Paul; Wyver, Shirley; Baur, Louise; Schiller, Wendy; Bauman, Adrian; Engelen, Lina; Ragen, Jo; Luckett, Tim; Niehues, Anita; Stewart, Gabrielle; Jessup, Glenda; Brentnall, Jennie

2011-09-01

In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932.

Meandering toward Graduation: Transcript Outcomes of High School Graduates

ERIC Educational Resources Information Center

Bromberg, Marni; Theokas, Christina

2016-01-01

Graduation rates have reached an all-time high and postsecondary enrollment rates are steadily rising in this country. However, thousands of those new college students are testing into remedial reading, writing, or math courses because they don't have the foundation to perform at the levels demanded in college classes. Employers, too, report that…

Physical Education, Part I. Options in Education, Program No. 99.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. Inst. for Educational Leadership.

This transcript of a National Public Radio broadcast discusses the impact of Title IX on elementary and secondary physical education. Topics covered include competition, difficulties involved in the sex integration of sports, statements on Title IX by five chief state school officers, the experience of Massachusetts in implementing Title IX, and…

Rising Costs in Education: The Federal Response? AEI Forums.

ERIC Educational Resources Information Center

Boyer, Ernest L.; And Others

This edited transcript presents a debate between the supporters of two competing federal policies. One is the tuition tax credit proposal contained in the Packwood-Moynihan Bill which would provide federal income tax relief for private school tuition and related expenses. The other is the Carter administration's proposal to expand and improve…

Markers of Marijuana Use Outcomes within Adolescent Substance Abuse Group Treatment

ERIC Educational Resources Information Center

Engle, Brett; Macgowan, Mark J.; Wagner, Eric F.; Amrhein, Paul C.

2010-01-01

Objectives: Despite their popularity, little is known about what distinguishes effective from ineffective or even iatrogenic adolescent group interventions. Methods: Audio recordings and transcripts from 19, 8-10 session, school-based treatment groups comprised of 108, substance abusing 10- to 19-year olds were analyzed. "Group leader empathy" was…

Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers

ERIC Educational Resources Information Center

Figg, Candace; Jamani, Kamini Jaipal

2011-01-01

Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons are presented. Participants were two elementary pre-service teachers teaching during practicum. Qualitative data sources included verbatim transcripts of participant interviews, field notes of planning…

Career Passports, Portfolios, and Certificates. ERIC Digest.

ERIC Educational Resources Information Center

Wonacott, Michael E.

Secondary educators are using ways other than the traditional high school diploma and transcript to communicate students' new and different sets of knowledge and skills to employers. A career passport may be characterized as a formal product or document in which students present the many marketable skills they have developed through their life…

Rural Adolescent Boys' Negotiating Heterosexual Romantic Relationships: "We Need to Sacrifice Our Brains"

ERIC Educational Resources Information Center

Dmytro, Dana; Luft, Toupey; Jenkins, Melissa; Hoard, Ryan; Cameron, Catherine Ann

2013-01-01

Twenty-four adolescent boys in Grades 9 to 12 in a rural New Brunswick high school engaged in focused discussions that were analyzed using grounded theory to determine their heterosexual dating relationship processes. A theory was created from exchange transcriptions. The core category was "wrestling with gendered expectations,"…

Bringing RNA Interference (RNAi) into the High School Classroom

ERIC Educational Resources Information Center

Sengupta, Sibani

2013-01-01

RNA interference (abbreviated RNAi) is a relatively new discovery in the field of mechanisms that serve to regulate gene expression (a.k.a. protein synthesis). Gene expression can be regulated at the transcriptional level (mRNA production, processing, or stability) and at the translational level (protein synthesis). RNAi acts in a gene-specific…

Gateways, Not Gatekeepers

ERIC Educational Resources Information Center

Murray, Linda

2012-01-01

In its analysis of more than 15,000 high school transcripts, the Education Trust-West found that non-college-bound students tend to take a weak academic load and disconnected electives. As a result, far too many students--most often low-income students and students of color--are bound for low-level jobs, prepared for neither college nor career.…

1492--the medical consequences.

PubMed

Camargo, C A

1994-06-01

This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine.

Program for At-Risk Students Helps College, Too

ERIC Educational Resources Information Center

Carlson, Scott

2012-01-01

The author introduces a new program that brings city kids who really need college to a private rural campus that really needs kids. Under the program, called Pipelines Into Partnership, a handful of urban high schools and community organizations--the groups that know their kids beyond the black and white of their transcripts--determine which…

Adding Dimension to Evaluative Research Through the Use of Protocol Material.

ERIC Educational Resources Information Center

Tittle, Carol Kehr

A rationale and illustration of the use of original records or protocol materials in an evaluation research report are described. Records of school observations and audiotape transcripts were selected to represent the concepts or categories which were developed in the process of evaluation. These qualitative data were collected in a project which…

38 CFR 21.4215 - Decision of Director of VA Regional Processing Office of jurisdiction.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Administration of Educational Assistance Programs Schools § 21.4215 Decision of Director of VA Regional... subject of the Committee on Educational Allowances proceedings. (Authority: 10 U.S.C. 16136(b); 38 U.S.C..., including— (i) The recommendations of the Committee on Educational Allowances; (ii) The hearing transcript...

38 CFR 21.4215 - Decision of Director of VA Regional Processing Office of jurisdiction.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Administration of Educational Assistance Programs Schools § 21.4215 Decision of Director of VA Regional... subject of the Committee on Educational Allowances proceedings. (Authority: 10 U.S.C. 16136(b); 38 U.S.C..., including— (i) The recommendations of the Committee on Educational Allowances; (ii) The hearing transcript...

Panel Discussion: The State of Play for Parental Choice

ERIC Educational Resources Information Center

Schoenig, John; Staud, John

2014-01-01

This article contains transcripts of a panel presentation from the 2013 Catholic Higher Education Collaborative conference, held on September 22, 23, and 24 at the University of Notre Dame. The panelists (Scott Jensen, Doug Tuthill, and Patrick Wolf) discussed current progress around the country in publicly-created, private school choice options…

Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.

PubMed

Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna

2013-01-01

The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

Gender-based generalisations in school nurses' appraisals of and interventions addressing students' mental health.

PubMed

Rosvall, Per-Åke; Nilsson, Stefan

2016-08-30

There has been an increase of reports describing mental health problems in adolescents, especially girls. School nurses play an important role in supporting young people with health problems. Few studies have considered how the nurses' gender norms may influence their discussions. To investigate this issue, semi-structured interviews focusing on school nurses' work with students who have mental health problems were conducted. Transcripts of interviews with Swedish school nurses (n = 15) from the Help overcoming pain early project (HOPE) were analysed using theories on gender as a theoretical framework and then organised into themes related to the school nurses' provision of contact and intervention. The interviewees were all women, aged between 42-63 years, who had worked as nurses for 13-45 years, and as school nurses for 2-28 years. Five worked in upper secondary schools (for students aged 16-19) and 10 in secondary schools (for students aged 12-16). The results show that school nurses more commonly associated mental health problems with girls. When the school nurses discussed students that were difficult to reach, boys in particular were mentioned. However, very few nurses mentioned specific intervention to address students' mental health problems, and all of the mentioned interventions were focused on girls. Some of the school nurses reported that it was more difficult to initiate a health dialogue with boys, yet none of the nurses had organized interventions for the boys. We conclude that generalisations can sometimes be analytically helpful, facilitating, for instance, the identification of problems in school nurses' work methods and interventions. However, the most important conclusion from our research, which applied a design that is not commonly used, is that more varied approaches, as well as a greater awareness of potential gender stereotype pitfalls, are necessary to meet the needs of diverse student groups.

Decreased Pulmonary Function in School Children in Western Japan after Exposures to Asian Desert Dusts and Its Association with Interleukin-8

PubMed Central

Watanabe, Masanari; Kurai, Jun; Sano, Hiroyuki; Saito, Rumiko; Kimura, Yutaka; Aiba, Setsuya; Oshimura, Mitsuo; Yamasaki, Akira; Shimizu, Eiji

2015-01-01

The objective of the study was to investigate the influence of Asian dust storms (ADS) on pulmonary function of school children and the relationship of this effect with interleukin-8. Morning peak expiratory flow (PEF) was measured daily in 399 children from April to May 2012 and in 384 of these children from March to May 2013. The data were analyzed for an association between ADS events and PEF by linear mixed models. Interleukin-8 transcriptional activity was assessed in THP-G8 cells stimulated by airborne particles collected on ADS days. Seven ADS days were identified: April 23 and 24, 2012; March 8 to 10, 2013; and March 19 and 20, 2013. Changes in PEF after ADS exposure were −8.17 L/min (95% confidence interval, −11.40 to −4.93) in 2012 and −1.17 L/min (−4.07 to 1.74) in 2013, and there was a significant difference between 2012 and 2013. Interleukin-8 transcriptional activity was significantly higher in 2012 at 10.6 ± 2.9-fold compared to 3.7 ± 0.4 in March 8 to 10, 2013, and 2.3 ± 0.2 in March 19 and 20, 2013. The influence of ADS events on pulmonary function of children differs with each ADS event and may be related to interleukin-8 production. PMID:26060816

Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

PubMed

Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

2017-04-01

Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

Reauthorization of the Elementary and Secondary Education Act of 1965. Hearing on Examination of Recommendations and Proposals by the Administration and Various Organizations on the Reauthorization of the Elementary and Secondary Education Act of 1965 before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources. United States Senate, One Hundred Third Congress, First Session (Montpelier, VT).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Subcommittee on Education, Arts and Humanities.

These hearings transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education (ESA) Act, which, since 1965, has provided the bulk of federal aid to elementary and secondary schools and related programs. Much of the testimony was from Vermont education officials, school administrators, teachers, consultants,…

Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints: Viewpoint 1: Lecture Recordings Should Be Mandatory in U.S. Dental Schools and Viewpoint 2: Lecture Recordings Should Not Be Mandatory in U.S. Dental Schools.

PubMed

Zandona, Andrea Ferreira; Kinney, Janet; Seong, WookJin; Kumar, Vandana; Bendayan, Alexander; Hewlett, Edmond

2016-12-01

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

Using Bourdieu’s Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge

PubMed Central

2015-01-01

Objective. To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu’s theoretical framework. Methods. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. Results. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu’s description of field, species of capital, and habitus. Conclusion. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs. PMID:26889065

Using Bourdieu's Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge.

PubMed

Waterfield, Jon

2015-12-25

To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.

Lived experience of epilepsy from the perspective of children in Taiwan.

PubMed

Chen, Hsiu-Jung; Chen, Yueh-Chih; Yang, Hui-Chuan; Chi, Ching-Shiang

2010-05-01

The purpose of this study was to explore the lived experiences of school-aged children with epilepsy in Taiwan. Epilepsy affects many people worldwide, especially school-aged children, but few studies have examined children's viewpoints of their experiences with epilepsy. An exploratory, phenomenological interview design was used. Children (ages 7-12 years) with well-controlled epilepsy and no developmental delay were recruited from a hospital in central Taiwan. Data were collected from 15 children using a semi-structured interview guide. Interviews were tape-recorded with permission from parents and children. Verbatim transcripts were analysed using Colazzi's phenomenological method. Two themes emerged from the analysis. The first theme, 'living with epilepsy', had two subthemes: disease-related experiences and school-related issues. The second theme, 'coping with epilepsy', had two subthemes: developing strategies to manage or reduce seizures and seeking support from family members. Taiwanese children with epilepsy had similar lived experiences as their counterparts in Western culture, e.g. unpleasant somatic symptoms, difficulty learning and troubled peer relationships. Taiwanese children also coped similarly with epilepsy by taking medications to control seizures, but they differed from their Western counterparts in trying to self-manage seizures and seeking support from family members. Public health and school nurses can apply our findings to educate school teachers and parents about epilepsy and encourage activities that allow children with and without epilepsy to interact, thus improving peer relationships and reducing stigmatisation. Children with and without epilepsy would also benefit from an age-appropriate education manual that includes causes of epilepsy, treatment, dealing with seizures and psychological and social adaptation.

Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.

PubMed

Mazerolle, Stephanie M; Myers, Sarah L; Walker, Stacy E; Kirby, Jessica

2018-03-01

  Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.   To explore the professional commitment of newly credentialed ATs in the secondary school setting.   Secondary school.   Qualitative study.   A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.   All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.   Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.   Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

Adolescent perceptions of violence: formative research findings from a social marketing campaign to reduce violence among middle school youth.

PubMed

Quinn, G P; Bell-Ellison, B A; Loomis, W; Tucci, M

2007-05-01

To identify the specific barriers and benefits of violent behaviours as noted by middle school youth and to develop a social marketing campaign that attends to the needs and wants of the target audience. A non-experimental, qualitative study design was used to assess youth perceptions of violence in a large, southeast urban school district. Using a social marketing approach, a series of in-depth interviews were conducted with middle school youths, to gain an understanding of perceived barriers and benefits of violent behaviours. Additionally, interviews assessed youth preferences for an effective spokesperson for an anti-violence campaign. Qualitative analysis of coded transcripts revealed key themes that were incorporated into a multi-media initiative. Critical themes of the research highlighted that the majority of violence occurs at school, during school hours and most of the youths believed the use of violence was necessary to defend themselves from other peers or to protect family members. Another key finding pertained to adolescent views on violent people; although the majority of respondents reported engaging in violent acts, they did not view themselves as violent. Results were used to inform the development of a social marketing campaign designed to reduce youth violence among middle school students in a large, urban central Florida school district. Findings from the formative research led to the creation and pre-testing of five potential campaign brands. The campaign slogan that tested best with the target audience emphasized the choice youth have to either engage in violent behaviour and suffer the consequences or to 'rise above' physical conflict and reap the benefits.

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing.

PubMed

Jiménez, Juan E; Marco, Isaac; Suárez, Natalia; González, Desirée

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

Learning Science in High School: What Is Actually Going On?

ERIC Educational Resources Information Center

Tan, Aik Ling; Hong, Huaqing

2014-01-01

This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning…

Alternative Methods for the Awarding of College Credit: Credit by Examination for Articulated High School Courses. Adopted Spring 2013

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2013

2013-01-01

Colleges have long had mechanisms for awarding students credit for prior learning, from evaluating transcripts to establishing standards for the units and course credit to be associated with designated scores on nationally and internationally recognized curricula and exams. While the processes for awarding credit via these traditional mechanisms…

Le Hockey [Hockey]. Teacher's Guide.

ERIC Educational Resources Information Center

Balchunas, Martha; Ullmann, Rebecca

A resource kit for the teaching of French at the intermediate level is represented by a teacher's guide and the duplicating master for a tape transcript. The aim of this module is to make the elementary or secondary school student of French familiar with basic hockey terms in French, and to enable the student to understand hockey games broadcast…

DNA Replication and Transcription: An Innovative Teaching Strategy

ERIC Educational Resources Information Center

Fossey, Annabel; Hancock, Carolyn

2005-01-01

First-year students in genetics at the University of KwaZulu-Natal, South Africa, attend two general biology modules, one in each semester. Teaching involves four formal lectures per week of 45 min each, one 3-h practical, and one lecture period tutorial. These students, graduating from secondary education, are well schooled in rote learning but…

Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices

ERIC Educational Resources Information Center

Storz, Mark G.; Hoffman, Amy R.

2013-01-01

The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to…

The Utility of School-Age Narrative Microstructure Indices: INMIS and the Proportion of Restricted Utterances

ERIC Educational Resources Information Center

Hoffman, LaVae M.

2009-01-01

Purpose: This research investigated the applicability of the index of narrative microstructure (INMIS; L. M. Justice et al., 2006) system for narratives that were elicited through a wordless picture book context. In addition, the viability of an alternative, simpler metric was explored. Method: Narrative transcripts using the "Frog, Where Are…

1492—The Medical Consequences

PubMed Central

Camargo, Carlos A.

1994-01-01

This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:7519808

Medical students as teachers at CoSMO, Columbia University's student-run clinic: a pilot study and literature review.

PubMed

Hamso, Magni; Ramsdell, Amanda; Balmer, Dorene; Boquin, Cyrus

2012-01-01

Although medical students are expected to teach as soon as they begin residency, medical schools have just recently begun adding teacher training to their curricula. Student-run clinics (SRCs) may provide opportunities in clinical teaching before residency. The aim of this pilot study was to examine students' experiences in clinical teaching at Columbia Student Medical Outreach (CoSMO), Columbia University's SRC, during the 2009-2010 school year. A mixed-methods approach was used. Data included closed and open-ended surveys (n = 34), combined interviews with preclinical and clinical student pairs (n = 5), individual interviews (n = 10), and focus groups (n = 3). The transcripts were analyzed using the principles of grounded theory. Many students had their first clinical teaching experience while volunteering at CoSMO. Clinical students' ability to teach affected the quality of the learning experience for their preclinical peers. Preclinical students who asked questions and engaged in patient care challenged their clinical peers to balance teaching with patient care. Clinical students began to see themselves as teachers while volunteering at CoSMO. The practical experiences in clinical teaching that students have at SRCs can supplement classroom-based trainings. Medical schools might revisit their SRCs as places for exposure to clinical teaching.

A study of the impact of a science symposium designed to influence middle school females toward further studies in science

NASA Astrophysics Data System (ADS)

Davis, Nedra Jeannine

2001-08-01

In 1995, the AAUW instituted an intervention program aimed at increasing girls' interest and participation in science and mathematics oriented careers. One of the goals of the program was to encourage young girls to pursue mathematics and science courses that they might not otherwise consider. Activities were planned to enhance young girls' interests in taking science and mathematics courses when they entered high school. The program involved providing a conference symposium through which eighth grade girls could also be introduced to female role models with nontraditional careers. The purpose of this study was to determine the effects of providing the science conference based on outcomes related to science courses taken at the high school level. The study compared the science course choices of participants in the AAUW program with a randomly selected control group of girls who did not attend the conference. Data pertaining to participants' choices were compiled from their high school transcripts. Girls who participated in the AAUW conference in eighth grade displayed a slight tendency to increase their choices for taking higher-levels or more challenging science courses than girls who did not participate in the intervention. It was very interesting to note that participation in the intervention resulted in more significance in regard to their choices of the more challenging science courses than it did for increasing the number of elective science courses taken. When combined with high science G.P.A. scores, participation in the intervention significantly increased the likelihood that the girls would enroll in college preparatory or honors level science courses. This study illuminated multiple ways in which girls can benefit from an intervention of this type.

Hope as seen through the eyes of homeless children.

PubMed

Herth, K

1998-11-01

Children now constitute the largest segment of the homeless population. Multiple studies have identified the adverse effects of homelessness on children's health, development, academic success, and behaviour. Minimal literature exists that describes homeless children from the perspective of their strengths. The purpose of this study was to investigate the meaning of hope in homeless children and to identify strategies that children use in fostering and maintaining their hope. Using the technique of methodological triangulation (semi-structured interviews and drawings) the investigator collected data on a convenience sample of 60 homeless children (6 to 16 years old) currently residing in homeless shelters. Transcriptions of the audio-taped interviews were analysed following Colaizzi's method of analysis. Transcript statements were compared with the drawings. Five themes representing hope emerged from the data: connectedness, internal resources, cognitive strategies, energy, and hope objects. School age children drew story book tale characters, pre-adolescents drew real life situations, and adolescents drew future plans to represent their hopes. An understanding of hope from the perspective of homeless children could provide a basis upon which to develop interventions that engender hope and to develop programmes that build on the hopes that children had already developed.

Staying connected: Native American women faculty members on experiencing success.

PubMed

Elliott, Barbara A; Dorscher, Joy; Wirta, Anna; Hill, Doris Leal

2010-04-01

To document how medical school faculty who are Native American women describe their sense of personal and professional success, so that mentoring can be better informed and diversity increased. This qualitative study was designed using snowball sampling methodology. Open-ended questions were developed with the authors' expertise and asked of five Native American women physician faculty participants until saturation was achieved. Transcripts were coded, organized, and interpreted to generate tentative themes and working hypotheses. The study was completed in 2006 and 2007. Native American women defined their place in the world through their primary culture. From analysis of the transcripts, three themes emerged as important in participants' sense of professional success: (1) Maintaining Native American values of belonging, connectedness, and giving back was essential, (2) success was perceived and experienced to have changed over time, and (3) mentoring relationships made success possible. Native American women faculty based their identity and definition of success in their primary culture's values, relationships, and expectations. Academic success can be accomplished with mentorship that honors the Native American woman's responsibility to her culture over time (with clinical and academic opportunities) while also assisting with development of appropriate academic skills and opportunities.

Factors that influence engagement in collaborative practice

PubMed Central

Herbert, Carol P.; Bainbridge, Lesley; Bickford, Julia; Baptiste, Susan; Brajtman, Susan; Dryden, Trish; Hall, Pippa; Risdon, Cathy; Solomon, Patricia

2007-01-01

OBJECTIVE To generate hypotheses regarding factors that might influence engagement in collaborative practice. DESIGN Qualitative study using in-depth interviews. SETTING Participants interviewed each other in dyads. The pairing was based upon geographical location and proximity to each other. PARTICIPANTS Eight professionals from the disciplines of medicine, nursing, occupational therapy, physical therapy, and massage therapy. METHOD Semistructured interviews, lasting 30 to 45 minutes each, were recorded and transcribed verbatim. The transcripts were read by all research team members using independent content analysis for common words, phrases, statements, or units of text for key themes. At a subsequent face-to-face meeting, the team used an iterative process of comparing and contrasting key themes until consensus was reached. The transcripts were then analyzed further for subthemes using NVivo software. MAIN FINDINGS Initial findings suggest that some common characteristics grounded in family history, school experiences, social interactions, and professional training might influence collaborative practice choices. The narrative form of the interview broke down interpersonal and interprofessional barriers, creating a new level of trust and respect that could improve professional collaboration. CONCLUSION This study suggests that life experiences from childhood into later adulthood can and do influence professional choices. PMID:17872847

Perceptions of children, parents, and teachers regarding whole-grain foods, and implications for a school-based intervention.

PubMed

Burgess-Champoux, Teri; Marquart, Len; Vickers, Zata; Reicks, Marla

2006-01-01

To identify perceptions of whole-grain foods and factors influencing intake by children, parents, and teachers as the basis for increasing intake by children within a school-based intervention. Focus group interviews with questions based on Social Cognitive Theory. After-school care programs in 4 elementary schools in a large metropolitan district in St. Paul, Minn. Seven, three and two focus group interviews with children (n = 40; grades K-6), parents (n = 18), and teachers (n = 11), respectively. Child and adult factors influencing intake of whole-grain foods, with a tasting activity to stimulate discussion. Qualitative data analysis procedures to generate common themes from encoded transcripts. Adults and children were positive about sensory characteristics of whole-grain products. Knowledge of ways to identify these foods was limited. Taste preferences strongly influenced selection of bread and cereals. Children suggested that new school foods should look and taste good, be familiar, and be promoted through sampling, peer influence, and incentives. Adults suggested a gradual increase in whole-grain content of school meals. Focus groups were useful in understanding perceptions regarding whole-grain foods and yielded valuable insight toward design of a school-based intervention.

Transcriptional dissection of melanoma identifies a high-risk subtype underlying TP53 family genes and epigenome deregulation

PubMed Central

Badal, Brateil; Solovyov, Alexander; Di Cecilia, Serena; Chan, Joseph Minhow; Chang, Li-Wei; Iqbal, Ramiz; Aydin, Iraz T.; Rajan, Geena S.; Chen, Chen; Abbate, Franco; Arora, Kshitij S.; Tanne, Antoine; Gruber, Stephen B.; Johnson, Timothy M.; Fullen, Douglas R.; Phelps, Robert; Bhardwaj, Nina; Bernstein, Emily; Ting, David T.; Brunner, Georg; Schadt, Eric E.; Greenbaum, Benjamin D.; Celebi, Julide Tok

2017-01-01

BACKGROUND. Melanoma is a heterogeneous malignancy. We set out to identify the molecular underpinnings of high-risk melanomas, those that are likely to progress rapidly, metastasize, and result in poor outcomes. METHODS. We examined transcriptome changes from benign states to early-, intermediate-, and late-stage tumors using a set of 78 treatment-naive melanocytic tumors consisting of primary melanomas of the skin and benign melanocytic lesions. We utilized a next-generation sequencing platform that enabled a comprehensive analysis of protein-coding and -noncoding RNA transcripts. RESULTS. Gene expression changes unequivocally discriminated between benign and malignant states, and a dual epigenetic and immune signature emerged defining this transition. To our knowledge, we discovered previously unrecognized melanoma subtypes. A high-risk primary melanoma subset was distinguished by a 122-epigenetic gene signature (“epigenetic” cluster) and TP53 family gene deregulation (TP53, TP63, and TP73). This subtype associated with poor overall survival and showed enrichment of cell cycle genes. Noncoding repetitive element transcripts (LINEs, SINEs, and ERVs) that can result in immunostimulatory signals recapitulating a state of “viral mimicry” were significantly repressed. The high-risk subtype and its poor predictive characteristics were validated in several independent cohorts. Additionally, primary melanomas distinguished by specific immune signatures (“immune” clusters) were identified. CONCLUSION. The TP53 family of genes and genes regulating the epigenetic machinery demonstrate strong prognostic and biological relevance during progression of early disease. Gene expression profiling of protein-coding and -noncoding RNA transcripts may be a better predictor for disease course in melanoma. This study outlines the transcriptional interplay of the cancer cell’s epigenome with the immune milieu with potential for future therapeutic targeting. FUNDING. National Institutes of Health (CA154683, CA158557, CA177940, CA087497-13), Tisch Cancer Institute, Melanoma Research Foundation, the Dow Family Charitable Foundation, and the Icahn School of Medicine at Mount Sinai. PMID:28469092

The perceived organizational impact of the gender gap across a Canadian department of medicine and proposed strategies to combat it: a qualitative study.

PubMed

Pattani, Reena; Marquez, Christine; Dinyarian, Camellia; Sharma, Malika; Bain, Julie; Moore, Julia E; Straus, Sharon E

2018-04-10

Despite the gender parity existing in medical schools for over three decades, women remain underrepresented in academic medical centers, particularly in senior ranks and in leadership roles. This has consequences for patient care, education, research, and workplace culture within healthcare organizations. This study was undertaken to explore the perspectives of faculty members at a single department of medicine on the impact of the existing gender gap on organizational effectiveness and workplace culture, and to identify systems-based strategies to mitigate the gap. The study took place at a large university department of medicine in Toronto, Canada, with six affiliated hospitals. In this qualitative study, semi-structured individual interviews were conducted between May and September 2016 with full-time faculty members who held clinical and university-based appointments. Transcripts of the interviews were analyzed using thematic analysis. Three authors independently reviewed the transcripts to determine a preliminary list of codes and establish a coding framework. A modified audit consensus coding approach was applied; a single analyst reviewed all the transcripts and a second analyst audited 20% of the transcripts in each round of coding. Following each round, inter-rater reliability was determined, discrepancies were resolved through discussion, and modifications were made as needed to the coding framework. The analysis revealed faculty members' perceptions of the gender gap, potential contributing factors, organizational impacts, and possible solutions to bridge the gap. Of the 43 full-time faculty members who participated in the survey (29 of whom self-identified as female), most participants were aware of the existing gender gap within academic medicine. Participants described social exclusion, reinforced stereotypes, and unprofessional behaviors as consequences of the gap on organizational effectiveness and culture. They suggested improvements in (1) the processes for recruitment, hiring, and promotion; (2) inclusiveness of the work environment; (3) structures for mentorship; and (4) ongoing monitoring of the gap. The existing gender gap in academic medicine may have negative consequences for organizational effectiveness and workplace culture but many systems-based strategies to mitigate the gap exist. Although these solutions warrant rigorous evaluation, they are feasible to institute within most healthcare organizations immediately.

Speaker Localisation Using Time Difference of Arrival

DTIC Science & Technology

2008-04-01

School of Electrical and Electronic Engineering of the University of Adelaide. His area of expertise and interest is in Signal Processing including audio ...support of Theatre intelligence capabilities. His recent research interests include: information visualisation , text and data mining, and speech and...by: steering microphone arrays to improve the quality of audio pickup for recording, communication and transcription; enhancing the separation – and

Colorectal Cancer—A New Look at an Old Problem

PubMed Central

Toribara, Neil W.

1994-01-01

This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith Jr. MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:7810127

On Phonetics and Phonology: A Broad-Termed Comparison and Contrast between Broad and Narrow Transcription

ERIC Educational Resources Information Center

Ebrahimi, Pouria

2010-01-01

As a subfield of linguistics, phonetics and phonology have as their main axis the concern of articulation of sounds; that is, how human beings produce speech. Although dated back over 2000 years ago, modern contributions of scientists and scholars regarding phonetics and phonology have involved various fields of science and schools of thought such…

Founders, Finding, Being Found: Women's Wisdom in Teaching and Learning in Theology and Religion

ERIC Educational Resources Information Center

Hess, Lisa M.; Brosmer, Mary Pierce; Moore, Mary Elizabeth Mullino

2015-01-01

This is an edited transcript of a conversation between two founding women on the delights and demands of teaching and learning within and beyond traditional institutional life, facilitated by Lisa M. Hess of the journal's Editorial Board. The conscious feminine practices of a women's writing school, Women Writing for (a) Change (Cincinnati, Ohio),…

Report of the Aesthetic Education Center (American Educational Theatre Association Convention, Chicago, Illinois, August, 1971).

ERIC Educational Resources Information Center

Rosenblatt, Bernard S., Ed.; Ingham, Susan D., Ed.

This report is a transcription of the proceedings of the Aesthetic Education Center meeting of 1971, sponsored by AETA and CEMREL, Inc. Following an opening statement, the report summarizes a panel discussion on "What Is Aesthetic Education?" which centered on finding approaches to relating the arts programs in schools more closely and in new ways…

From Reagan to Obama: Institutions, Relationships, and the Shrinking State

ERIC Educational Resources Information Center

Fuller, Bruce

2011-01-01

The article is a transcript of a talk given by the author at a University of California Berkeley Graduate School of Education symposium. He argues that the role of the state has changed quite dramatically since the 1960s. From the postwar period through the 1970s, there was an emphasis on expanding the state, and an emphasis on growing more…

Qualitative Investigation of the "Cooking with Kids" Program: Focus Group Interviews with Fourth-Grade Students, Teachers, and Food Educators

ERIC Educational Resources Information Center

Lukas, Catherine V.; Cunningham-Sabo, Leslie

2011-01-01

Objective: Focus group (FG) interviews with students and adults were used to obtain a rich understanding of the "Cooking with Kids" classroom experience from the child and adult participant perspectives. Methods: FG topics included students' cooking experiences at school and home and perceptions of "Cooking with Kids". Verified transcripts of…

Control of rRNA transcription in Escherichia coli.

PubMed Central

Condon, C; Squires, C; Squires, C L

1995-01-01

The control of rRNA synthesis in response to both extra- and intracellular signals has been a subject of interest to microbial physiologists for nearly four decades, beginning with the observations that Salmonella typhimurium cells grown on rich medium are larger and contain more RNA than those grown on poor medium. This was followed shortly by the discovery of the stringent response in Escherichia coli, which has continued to be the organism of choice for the study of rRNA synthesis. In this review, we summarize four general areas of E. coli rRNA transcription control: stringent control, growth rate regulation, upstream activation, and anti-termination. We also cite similar mechanisms in other bacteria and eukaryotes. The separation of growth rate-dependent control of rRNA synthesis from stringent control continues to be a subject of controversy. One model holds that the nucleotide ppGpp is the key effector for both mechanisms, while another school holds that it is unlikely that ppGpp or any other single effector is solely responsible for growth rate-dependent control. Recent studies on activation of rRNA synthesis by cis-acting upstream sequences has led to the discovery of a new class of promoters that make contact with RNA polymerase at a third position, called the UP element, in addition to the well-known -10 and -35 regions. Lastly, clues as to the role of antitermination in rRNA operons have begun to appear. Transcription complexes modified at the antiterminator site appear to elongate faster and are resistant to the inhibitory effects of ppGpp during the stringent response. PMID:8531889

Ethical theory, ethnography, and differences between doctors and nurses in approaches to patient care.

PubMed Central

Robertson, D W

1996-01-01

OBJECTIVES: To study empirically whether ethical theory (from the mainstream principles-based, virtue-based, and feminist schools) usefully describes the approaches doctors and nurses take in everyday patient care. DESIGN: Ethnographic methods: participant observation and interviews, the transcripts of which were analysed to identify themes in ethical approaches. SETTING: A British old-age psychiatry ward. PARTICIPANTS: The more than 20 doctors and nurses on the ward. RESULTS: Doctors and nurses on the ward differed in their conceptions of the principles of beneficence and respect for patient autonomy. Nurses shared with doctors a commitment to liberal and utilitarian conceptions of these principles, but also placed much greater weight on relationships and character virtues when expressing the same principles. Nurses also emphasised patient autonomy, while doctors were more likely to advocate beneficence, when the two principles conflicted. CONCLUSION: The study indicates that ethical theory can, contrary to the charges of certain critics, be relevant to everyday health care-if it (a) attends to social context and (b) is flexible enough to draw on various schools of theory. PMID:8910782

Voluntary community service in medical school: a qualitative study on obstacles faced by student leaders and potential solutions

PubMed Central

Loh, Alvona Zi Hui; Tan, Julia Shi Yu; Lee, Jeannette Jen-Mai; Koh, Gerald Choon-Huat

2015-01-01

Purpose In medical school, students may participate in various community involvement projects (CIP), which serve disadvantaged communities. However, several obstacles may arise during these projects. The authors conducted a qualitative study with the primary aim of understanding the obstacles and corresponding potential solutions when medical students in Singapore participate in local CIP (LCIP) and overseas CIP (OCIP). Design The authors recruited medical students from Yong Loo Lin School of Medicine, National University of Singapore, who were also leaders of a specific community service project done in medical school. Twelve one-to-one interviews were held for the participants from 6 to 8 January 2013. Participants were led in a discussion based on an interview guide. The interviews were audio-recorded and transcribed into free-flow text. Subsequently, content and thematic analyses of the transcripts were performed independently by three researchers. Results The medical students faced many common obstacles during their community service projects. These obstacles include difficulties in recruiting and managing volunteers, attaining recognition or credibility for the project to acquire funding and resources, adjusting to a different culture or language, setting goals, and facing project-specific obstacles. Potential solutions were offered for some obstacles, such as building a strong executive committee for the project, grooming successive batches of leaders, and improving the project's public image, mentorship, reflections, and sustainability plans. Conclusions Mentorship, reflections, and sustainability are potential solutions that have been proposed to tackle the obstacles faced during community service participation in medical school. However, there may still be difficulty in solving some of the problems even after these measures are put into practice. Future research may focus on evaluating the effectiveness of these suggested solutions. PMID:26490690

Voluntary community service in medical school: a qualitative study on obstacles faced by student leaders and potential solutions.

PubMed

Loh, Alvona Zi Hui; Tan, Julia Shi Yu; Lee, Jeannette Jen-Mai; Koh, Gerald Choon-Huat

2015-01-01

In medical school, students may participate in various community involvement projects (CIP), which serve disadvantaged communities. However, several obstacles may arise during these projects. The authors conducted a qualitative study with the primary aim of understanding the obstacles and corresponding potential solutions when medical students in Singapore participate in local CIP (LCIP) and overseas CIP (OCIP). The authors recruited medical students from Yong Loo Lin School of Medicine, National University of Singapore, who were also leaders of a specific community service project done in medical school. Twelve one-to-one interviews were held for the participants from 6 to 8 January 2013. Participants were led in a discussion based on an interview guide. The interviews were audio-recorded and transcribed into free-flow text. Subsequently, content and thematic analyses of the transcripts were performed independently by three researchers. The medical students faced many common obstacles during their community service projects. These obstacles include difficulties in recruiting and managing volunteers, attaining recognition or credibility for the project to acquire funding and resources, adjusting to a different culture or language, setting goals, and facing project-specific obstacles. Potential solutions were offered for some obstacles, such as building a strong executive committee for the project, grooming successive batches of leaders, and improving the project's public image, mentorship, reflections, and sustainability plans. Mentorship, reflections, and sustainability are potential solutions that have been proposed to tackle the obstacles faced during community service participation in medical school. However, there may still be difficulty in solving some of the problems even after these measures are put into practice. Future research may focus on evaluating the effectiveness of these suggested solutions.

“You Get Beautiful Teeth Down There”: Racial/Ethnic Minority Older Adults’ Perspectives on Care at Dental School Clinics

PubMed Central

Northridge, Mary E.; Schenkel, Andrew B.; Birenz, Shirley; Estrada, Ivette; Metcalf, Sara S.; Wolff, Mark S.

2017-01-01

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults’ positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care. PMID:29093140

"You Get Beautiful Teeth Down There": Racial/Ethnic Minority Older Adults' Perspectives on Care at Dental School Clinics.

PubMed

Northridge, Mary E; Schenkel, Andrew B; Birenz, Shirley; Estrada, Ivette; Metcalf, Sara S; Wolff, Mark S

2017-11-01

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults' positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care.

The formation of science choices in secondary school

NASA Astrophysics Data System (ADS)

Cleaves, Anna

2005-04-01

In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language

PubMed Central

Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

2016-01-01

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons: personal narratives (6 lessons) and written summaries about read source material (integrated reading-writing) and heard source material (integrated listening-writing) (12 lessons). Before composing summaries, students clicked sequentially one at a time onto translation strategies, which they read and heard through earphones, and could click on again as needed during summary writing: (a) Level I composing of the very next sentence, and (b) Level II composing of a higher-level discourse structure. ANOVAs showed that Level I strategies were used significantly more often than Level II strategies; but the main effect for transcription mode was not significant. Written summaries of read source material had more errors in main ideas and factual details than heard source materials, but not more irrelevant statements. Applications of results are discussed for using computers for writing instruction, not just accommodations, for students with persisting transcription disabilities. PMID:28670103

Stakeholder Perspectives on Optimizing Communication in a School-Centered Asthma Program.

PubMed

Snieder, Hylke M; Nickels, Sarah; Gleason, Melanie; McFarlane, Arthur; Szefler, Stanley J; Allison, Mandy A

2017-12-01

School-centered asthma programs (SAPs) can be an effective intervention to improve asthma control for underserved populations but little is known about how key stakeholders communicate within these programs. Therefore, our aim was to identify key components of effective communication in a SAP. Primary care providers (PCPs), parents and school nurses associated with a SAP in Denver, Colorado participated in interviews and focus groups about their views on effective communication. Interview and focus group guides were developed using an appreciative inquiry approach and transcripts were analyzed via an iterative coding approach. We conducted 3 focus groups with school nurses (N = 13), interviews with parents (N = 12) and PCPs (N = 10). Stakeholders identified multiple themes that enable communication, namely personal relationships, clear roles, integration of technology, adequate resources, and accessibility. Communication in SAPs is most effective when there are clearly delineated roles with the school being the focal point for education and monitoring of asthmatic students and PCPs being the focal point for diagnosis and changes in care. Communication should take place using modern technology that is integrated into existing workflow. Information sharing is most likely to be successful if there is deliberate relationship building. © 2017, American School Health Association.

Stakeholders' Perceptions About a Newly Established Dental School with a Problem-Based, Student-Led, Patient-Centered Curriculum: A Qualitative Study.

PubMed

Ali, Kamran; Tredwin, Christopher; Kay, Elizabeth; Slade, Anita

2016-03-01

The aim of this study was to explore the perceptions of stakeholders regarding a newly established dental school with a problem-based, student-led, patient-centered curriculum in a community setting. Qualitative methods using 16 semistructured interviews and two focus groups were used to engage a range of stakeholders from students to faculty members to practitioners. Purposive sampling was employed with participants contacted through professional channels. Interview and focus group transcripts were transcribed verbatim. The data were analyzed thematically using an inductive approach. Themes related to preparedness of dental graduates were identified during data analyses. Early clinical exposure with patients in the first year of the course, holistic care using a patient-centered approach, and the acquisition of communication skills, professionalism, team-working skills, reflective practice, and evidence-informed clinical practice were perceived to be key strengths of the curriculum. The participants also expressed the need to strengthen teaching of life sciences and provide additional clinical experience in simulated general dental practice clinics. This study provides insight into the perceptions of a wide range of stakeholders and provides a deeper understanding of the merits and challenges of an innovative undergraduate dental curriculum.

8 CFR 245.22 - Evidence to demonstrate an alien's physical presence in the United States on a specific date.

Code of Federal Regulations, 2010 CFR

2010-01-01

... has been issued in the 8 CFR, such regulation is controlling to the extent that it conflicts with this... record; (4) A public college or public school transcript; (5) Income tax records; (6) A certified copy of... submitted an income tax return, property tax payment, or similar submission or payment to the Federal, State...

The Impacts of Regular Upward Bound on Postsecondary Outcomes Seven to Nine Years after Scheduled High School Graduation. Final Report

ERIC Educational Resources Information Center

Seftor, Neil S.; Mamun, Arif; Schirm, Allen

2009-01-01

This last report from Mathematica's evaluation of Upward Bound analyzes data from the final round of survey and transcript data collection as well as administrative records from the National Student Clearinghouse and the federal Student Financial Aid files. It provides the first estimates of the effects of Upward Bound on postsecondary completion.…

"Give Me a Lesson and I'll Deliver It": Teaching Assistants' Experiences of Leading Primary Mathematics Lessons in England

ERIC Educational Resources Information Center

Houssart, Jenny

2013-01-01

Teaching Assistants (TAs) in primary schools in England have a growing pedagogic role. For some, this sometimes includes responsibility for the whole class instead of the teacher. This article draws on 24 interview transcripts to examine the practice in the context of primary mathematics lessons and from TAs' viewpoints. Emergency cover is often…

5 Best Practices for Building Your Portal in a Web 2.0 World

ERIC Educational Resources Information Center

Villano, Matt

2008-01-01

Not that many years back, portals were nothing more than splash pages from which users could click on links to navigate a school's web-based resources. Today, however, they are much more: single sign-on gateways that easily enable users to do everything from pay tuition and view transcripts, to purchase parking permits, and sell used books. Still,…

Learning in and about Rural Places: Connections and Tensions between Students' Everyday Experiences and Environmental Quality Issues in Their Community

ERIC Educational Resources Information Center

Zimmerman, Heather Toomey; Weible, Jennifer L.

2017-01-01

Guided by sociocultural perspectives on the importance of place as a resource for learning, we investigated 14- and 15-year old students' understandings of their community and water quality during a school-based watershed unit. Methods included a theory-driven thematic analysis of field notes and video transcripts from four biology classrooms, a…

Essential Hypertension—Where Are We Going?

PubMed Central

Ives, Harlan E.

1990-01-01

This discussion was selected from the weekly staff conferences in the Department of Medicine, University of California, San Francisco. Taken from a transcription, it has been edited by Homer A. Boushey, MD, Professor of Medicine, and Nathan M. Bass, MD, PhD, Associate Professor of Medicine, under the direction of Lloyd H. Smith, Jr, MD, Professor of Medicine and Associate Dean in the School of Medicine. Images PMID:2244377

Building on a YMCA's health and physical activity promotion capacities: A case study of a researcher-organization partnership to optimize adolescent programming_.

PubMed

Bush, Paula Louise; García Bengoechea, Enrique

2016-08-01

School-based physical activity programs are only effective for increasing adolescents' school-based physical activity. To increase out-of-school-time physical activity, complementary community programs are warranted. Partnerships between universities and community organizations may help build the capacity of these organizations to provide sustainable programs. To understand capacity building processes and outcomes, we partnered with a YMCA to build on their adolescent physical activity promotion capacity. Together, we designed and implemented means to evaluate the YMCA teen program to inform program planning. For this qualitative case study, emails and interviews and meetings transcripts were collected over 2.5 years and analyzed using inductive and deductive thematic analysis. Findings illustrate that the YMCA's workforce and organizational development capacities (e.g., evaluation and health promotion capacity and competence) were increased through our partnership, resource allocation, and leadership. We responded to YMCA partners' perceived needs, yet guided them beyond those needs, successfully combining our complementary objectives, knowledge, and skills to generate an integrated program vision, rationale, and evaluation results. This provided YMCA partners with validation, reminders, and awareness. In turn, this contributed to programming and evaluation practice changes. In light of extant capacity building literature, we discuss how our partnership increased the YMCA's capacity to promote healthy adolescent programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

A qualitative study of medical students in a rural track: views on eventual rural practice.

PubMed

Roseamelia, Carrie; Greenwald, James L; Bush, Tiffany; Pratte, Morgan; Wilcox, Jessica; Morley, Christopher P

2014-04-01

Rural tracks (RTs) exist within medical schools across the United States. These programs often target those students from rural areas and those with primary care career interests, given that these factors are robust predictors of eventual rural practice. However, only 26% to 64% of graduates from RTs enter eventual rural practice. We conducted a qualitative, exploratory study of medical students enrolled in one school's RT, examining their interests in rural training, specialization, and eventual rural practice, via open coding of transcripts from focus groups and in-depth individual interviews, leading to identification of emerging themes. A total of 16 out of 54 eligible first- and second-year preclinical medical students participated in focus group sessions, and a total of seven out of 17 eligible third- and fourth-year medical students participated in individual interviews. Analyses revealed the recognition of a "Rural Identity," typical characteristics, and the importance of "Program Fit" and "Intentions for Practice" that trended toward family medicine specialization and rural practice. However, nuances within the comments reveal incomplete commitment to rural practice. In many cases, student preference for rural practice was driven largely by a disinterest in urban practice. Students with rural and primary care practice interests are often not perfectly committed to rural practice. However, RTs may provide a haven for such students within medical school.

Stressing the journey: using life stories to study medical student wellbeing.

PubMed

Jenkins, Tania M; Kim, Jenny; Hu, Chelsea; Hickernell, John C; Watanaskul, Sarah; Yoon, John D

2018-05-05

While previous studies have considered medical student burnout and resilience at discrete points in students' training, few studies examine how stressors and resilience-building factors can emerge before, and during, medical school. Our study focuses on students' life stories to comprehensively identify factors contributing to student wellbeing. We performed a secondary analysis of life-story interviews with graduating fourth year medical students. These interviews were originally conducted in 2012 as part of the Project on the Good Physician, and then re-analyzed, focusing on student wellbeing. Respondents were encouraged to identify turning points in their life stories. De-identified transcripts were then coded using a consensus-based iterative process. 17 of 21 respondents reported feeling burned out at least once during medical school. Students identified three major stressors: negative role models, difficult rotations, and the United States Medical Licensing Examination Step 1. Two "motivational stressors"-financial concerns and personal life events-emerged as sources of stress that also motivated students to persevere. Finally, students identified four factors-positive role models, support networks, faith and spirituality, and passion-that helped them reframe stressors, making the struggle seem more worthwhile. These findings suggest that a life-story approach can add granularity to current understandings of medical student wellbeing. Initiatives to reduce stress and burnout should extend beyond the immediate medical school context and consider how past challenges might become future sources of resilience. This study also provides an example of secondary analysis of qualitative data, an approach which could be useful to future research in medical education.

Quality Issues of Court Reporters and Transcriptionists for Qualitative Research

PubMed Central

Hennink, Monique; Weber, Mary Beth

2015-01-01

Transcription is central to qualitative research, yet few researchers identify the quality of different transcription methods. We described the quality of verbatim transcripts from traditional transcriptionists and court reporters by reviewing 16 transcripts from 8 focus group discussions using four criteria: transcription errors, cost and time of transcription, and effect on study participants. Transcriptionists made fewer errors, captured colloquial dialogue, and errors were largely influenced by the quality of the recording. Court reporters made more errors, particularly in the omission of topical content and contextual detail and were less able to produce a verbatim transcript; however the potential immediacy of the transcript was advantageous. In terms of cost, shorter group discussions favored a transcriptionist and longer groups a court reporter. Study participants reported no effect by either method of recording. Understanding the benefits and limitations of each method of transcription can help researchers select an appropriate method for each study. PMID:23512435

In and out of Place: Exploring the Discursive Effects of Teachers' Talk about Outdoor Education in Secondary Schools in New Zealand

ERIC Educational Resources Information Center

Mikaels, Jonas; Backman, Erik; Lundvall, Suzanne

2016-01-01

The purpose of this article is to explore and problematise teachers' talk about outdoor education in New Zealand. The focus is on what can be said, how it is said and the discursive effects of such ways of speaking. The inquiry draws on Foucauldian theoretical insights to analyse interview transcripts derived from semi-structured interviews with…

College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready

ERIC Educational Resources Information Center

Conley, David T.

2005-01-01

Although more and more students have the test scores and transcripts to get into college, far too many are struggling once they get there. These students are surprised to find that college coursework demands so much more of them than high school. For the first time, they are asked to think deeply, write extensively, document assertions, solve…

Federal Efforts in Science and Mathematics Education. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Second Congress, First Session. Special Hearing.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate.

This report contains the transcript of a hearing that addressed federal efforts in school science and mathematics education. Included are prepared statements from the subcommittee members and spokespersons for the Office of Science and Technology Policy within the Executive Office of the President, the National Science Foundation, and the…

Imaging Transcriptional Regulation of Eukaryotic mRNA Genes: Advances and Outlook.

PubMed

Yao, Jie

2017-01-06

Regulation of eukaryotic transcription in vivo occurs at distinct stages. Previous research has identified many active or repressive transcription factors (TFs) and core transcription components and studied their functions in vitro and in vivo. Nonetheless, how individual TFs act in concert to regulate mRNA gene expression in a single cell remains poorly understood. Direct observation of TF assembly and disassembly and various biochemical reactions during transcription of a single-copy gene in vivo is the ideal approach to study this problem. Research in this area requires developing novel techniques for single-cell transcription imaging and integrating imaging studies into understanding the molecular biology of transcription. In the past decade, advanced cell imaging has enabled unprecedented capabilities to visualize individual TF molecules, to track single transcription sites, and to detect individual mRNA in fixed and living cells. These studies have raised several novel insights on transcriptional regulation such as the "hit-and-run" model and transcription bursting that could not be obtained by in vitro biochemistry analysis. At this point, the key question is how to achieve deeper understandings or discover novel mechanisms of eukaryotic transcriptional regulation by imaging transcription in single cells. Meanwhile, further technical advancements are likely required for visualizing distinct kinetic steps of transcription on a single-copy gene in vivo. This review article summarizes recent progress in the field and describes the challenges and opportunities ahead. Copyright © 2016 Elsevier Ltd. All rights reserved.

Opening Pathways for Underrepresented High School Students to Biomedical Research Careers: The Emory University RISE Program

PubMed Central

Rohrbaugh, Margaret C.; Corces, Victor G.

2011-01-01

Increasing the college graduation rates of underrepresented minority students in science disciplines is essential to attain a diverse workforce for the 21st century. The Research Internship and Science Education (RISE) program attempts to motivate and prepare students from the Atlanta Public School system, where underrepresented minority (URM) students comprise a majority of the population, for biomedical science careers by offering the opportunity to participate in an original research project. Students work in a research laboratory from the summer of their sophomore year until graduation, mentored by undergraduate and graduate students and postdoctoral fellows (postdocs). In addition, they receive instruction in college-level biology, scholastic assessment test (SAT) preparation classes, and help with the college application process. During the last 4 yr, RISE students have succeeded in the identification and characterization of a series of proteins involved in the regulation of nuclear organization and transcription. All but 1 of 39 RISE students have continued on to 4-year college undergraduate studies and 61% of those students are currently enrolled in science-related majors. These results suggest that the use of research-based experiences at the high school level may contribute to the increased recruitment of underrepresented students into science-related careers. PMID:21926301

Childhood nutrition in the Mississippi Delta: challenges and opportunities.

PubMed

Gray, Virginia B; Byrd, Sylvia H; Fountain, Brent J; Rader, Nicole E; Frugé, Andrew D

2016-12-01

Childhood obesity in the USA has more than tripled in the last three decades, and the prevalence is higher in the Mississippi Delta. Insight into the social, cultural and environmental factors that influence inequity can inform efforts to mediate health disparities. Focus groups (n = 12) among parents/guardians of elementary school children (n = 44) and teachers (n = 59) in the Mississippi Delta were used to investigate barriers and facilitators of healthy eating. Transcriptions were analyzed for themes. A strong preference for junk food among children and the pervasiveness of junk foods in schools and communities were cited as barriers to healthy eating. Potential facilitators of healthy eating included desire to avoid chronic disease, effort to limit junk food consumption and school support. Despite support for efforts to improve nutrition in the Delta, participants voiced a sense of inevitability related to children's consumption of unhealthy foods. This study suggests that parents and teachers express concern related to eating habits of children, yet they experience barriers to healthy eating which contribute to a sense of disempowerment. Improving health in the Mississippi Delta requires comprehensive strategies that offer its citizens a sense of agency. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Remediation in Canadian medical residency programs: Established and emerging best practices.

PubMed

Shearer, Cindy; Bosma, Mark; Bergin, Fiona; Sargeant, Joan; Warren, Andrew

2018-02-23

Policies to guide remediation in postgraduate medical education exist in all Canadian medical schools. This study examines concordance between these policies and processes, and published "best practices" in remediation. We conducted a literature review to identify best practices in the area of remediation. We then reviewed remediation policies from all 13 English medical schools in Canada other than our own and conducted interviews with key informants from each institution. Each policy and interview transcript pair was then reviewed for evidence of pre-defined "best practices." Team members also noted additional potential policy or process enablers of successful remediation. Most policies and processes aligned with some but not all published best practices. For instance, all participating schools tailored remediation strategies to individual resident needs, and a majority encouraged faculty-student relationships during remediation. Conversely, few required the teaching of goal-setting, strategic planning, self-monitoring, and self-awareness. In addition, we identified avoidance of automatic training extension and the use of an educational review board to support the remediation process as enablers for success. Remediation policies and practices in Canada align well with published best practices in this area. Based on key informant opinions, flexibility to avoid training extension and use of an educational review board may also support optimal remediation outcomes.

Opening pathways for underrepresented high school students to biomedical research careers: the Emory University RISE program.

PubMed

Rohrbaugh, Margaret C; Corces, Victor G

2011-12-01

Increasing the college graduation rates of underrepresented minority students in science disciplines is essential to attain a diverse workforce for the 21st century. The Research Internship and Science Education (RISE) program attempts to motivate and prepare students from the Atlanta Public School system, where underrepresented minority (URM) students comprise a majority of the population, for biomedical science careers by offering the opportunity to participate in an original research project. Students work in a research laboratory from the summer of their sophomore year until graduation, mentored by undergraduate and graduate students and postdoctoral fellows (postdocs). In addition, they receive instruction in college-level biology, scholastic assessment test (SAT) preparation classes, and help with the college application process. During the last 4 yr, RISE students have succeeded in the identification and characterization of a series of proteins involved in the regulation of nuclear organization and transcription. All but 1 of 39 RISE students have continued on to 4-year college undergraduate studies and 61% of those students are currently enrolled in science-related majors. These results suggest that the use of research-based experiences at the high school level may contribute to the increased recruitment of underrepresented students into science-related careers.

Middle school students' earthquake content and preparedness knowledge - A mixed method study

NASA Astrophysics Data System (ADS)

Henson, Harvey, Jr.

The purpose of this study was to assess the effect of earthquake instruction on students' earthquake content and preparedness for earthquakes. This study used an innovative direct instruction on earthquake science content and concepts with an inquiry-based group activity on earthquake safety followed by an earthquake simulation and preparedness video to help middle school students understand and prepare for the regional seismic threat. A convenience sample of 384 sixth and seventh grade students at two small middle schools in southern Illinois was used in this study. Qualitative information was gathered using open-ended survey questions, classroom observations, and semi-structured interviews. Quantitative data were collected using a 21 item content questionnaire administered to test students' General Earthquake Knowledge, Local Earthquake Knowledge, and Earthquake Preparedness Knowledge before and after instruction. A pre-test and post-test survey Likert scale with 21 items was used to collect students' perceptions and attitudes. Qualitative data analysis included quantification of student responses to the open-ended questions and thematic analysis of observation notes and interview transcripts. Quantitative datasets were analyzed using descriptive and inferential statistical methods, including t tests to evaluate the differences in means scores between paired groups before and after interventions and one-way analysis of variance (ANOVA) to test for differences between mean scores of the comparison groups. Significant mean differences between groups were further examined using a Dunnett's C post hoc statistical analysis. Integration and interpretation of the qualitative and quantitative results of the study revealed a significant increase in general, local and preparedness earthquake knowledge among middle school students after the interventions. The findings specifically indicated that these students felt most aware and prepared for an earthquake after an intervention that consisted of an inquiry-based group discussion on safety, earthquake content presentation and earthquake simulation video presentation on preparedness. Variations of the intervention, including no intervention, were not as effective in significantly increasing students' conceptual learning of earthquake knowledge.

The dynamics of narrative writing in primary grade children: writing process factors predict story quality.

PubMed

von Koss Torkildsen, Janne; Morken, Frøydis; Helland, Wenche A; Helland, Turid

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. Two process factors, transcription fluency and online revision activity, contributed to explaining variance in narrative macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers' ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.

Investigating transcription reinitiation through in vitro approaches

PubMed Central

Dieci, Giorgio; Fermi, Beatrice; Bosio, Maria Cristina

2014-01-01

By influencing the number of RNA molecules repeatedly synthesized from the same gene, the control of transcription reinitiation has the potential to shape the transcriptome. Transcription reinitiation mechanisms have been mainly addressed in vitro, through approaches based on both crude and reconstituted systems. These studies support the notion that transcription reinitiation and its regulation rely on dedicated networks of molecular interactions within transcription machineries. At the same time, comparison with in vivo transcription rates suggests that additional mechanisms, factors and conditions must exist in the nucleus, whose biochemical elucidation is a fascinating challenge for future in vitro transcription studies. PMID:25764113

The Sense of School Belonging and Implementation of a Prevention Program: Toward Healthier Interpersonal Relationships Among Early Adolescents.

PubMed

Drolet, Marie; Arcand, Isabelle; Ducharme, Daphne; Leblanc, Raymond

2013-01-01

The purpose of this qualitative study is to pave the way for the establishment of healthy interpersonal relations by facilitating an understanding of the impacts of Lions Quest Skills for Adolescence as perceived by adolescents and teachers who took part in it. Lions Quest has become recognized as an evidence-based program for preventing alcohol and drug use through the development of social skills and the promotion of meaningful engagement in the school community (Lions Clubs International, Overview of Skills for Adolescence 2013). Semi-structured interviews were conducted with 7th and 8th grade Francophone and Anglophone adolescents from three schools in Eastern Ontario who had participated in Lions Quest . Deductive and inductive analysis of interview transcripts clearly underscored that the positive perceptions of those early adolescents on the quality of their relationships with friends outweigh the negative impression that can be created by peer pressures at this age. It is through such a filter that these adolescents came to appreciate the impact of Lions Quest. Their need to be part of a circle of friends also comes to the fore as a crucial component of a sense of school belonging (Faircloth and Hamm (2005) J Youth Adolesc 34:293-309), highlighting the need to incorporate more of this form of positive social norm into interventions and prevention geared toward early adolescents. The data also underline the complementary importance attributed to having positive relationships with supportive adults.

The influence of academic discourses on medical students' identification with the discipline of family medicine.

PubMed

Rodríguez, Charo; López-Roig, Sofía; Pawlikowska, Teresa; Schweyer, François-Xavier; Bélanger, Emmanuelle; Pastor-Mira, Maria Angeles; Hugé, Sandrine; Spencer, Sarah; Lévasseur, Gwenola; Whitehead, Ian; Tellier, Pierre-Paul

2015-05-01

To understand the influence of academic discourses about family medicine on medical students' professional identity construction during undergraduate training. The authors used a multiple case study research design involving international medical schools, one each from Canada, France, Spain, and the United Kingdom (UK). The authors completed the fieldwork between 2007 and 2009 by conducting 18 focus groups (with 132 students) and 67 semistructured interviews with educators and by gathering pertinent institutional documents. They carried out discursive thematic analyses of the verbatim transcripts and then performed within- and cross-case analyses. The most striking finding was the diverging responses between those at the UK school and those at the other schools. In the UK case, family medicine was recognized as a prestigious academic discipline; students and faculty praised the knowledge and skills of family physicians, and students more often indicated their intent to pursue family medicine. In the other cases, family medicine was not well regarded by students or faculty. This was expressed overtly or through a paradoxical academic discourse that stressed the importance of family medicine to the health care system while decrying its lack of innovative technology and the large workload-to-income ratio. Students at these schools were less likely to consider family medicine. These results stress the influence of academic discourses on medical students' ability to identify with the practice of family medicine. Educators must consider processes of professional identity formation during undergraduate medical training as they develop and reform medical education.

Widespread antisense transcription of Populus genome under drought.

PubMed

Yuan, Yinan; Chen, Su

2018-06-06

Antisense transcription is widespread in many genomes and plays important regulatory roles in gene expression. The objective of our study was to investigate the extent and functional relevance of antisense transcription in forest trees. We employed Populus, a model tree species, to probe the antisense transcriptional response of tree genome under drought, through stranded RNA-seq analysis. We detected nearly 48% of annotated Populus gene loci with antisense transcripts and 44% of them with co-transcription from both DNA strands. Global distribution of reads pattern across annotated gene regions uncovered that antisense transcription was enriched in untranslated regions while sense reads were predominantly mapped in coding exons. We further detected 1185 drought-responsive sense and antisense gene loci and identified a strong positive correlation between the expression of antisense and sense transcripts. Additionally, we assessed the antisense expression in introns and found a strong correlation between intronic expression and exonic expression, confirming antisense transcription of introns contributes to transcriptional activity of Populus genome under drought. Finally, we functionally characterized drought-responsive sense-antisense transcript pairs through gene ontology analysis and discovered that functional groups including transcription factors and histones were concordantly regulated at both sense and antisense transcriptional level. Overall, our study demonstrated the extensive occurrence of antisense transcripts of Populus genes under drought and provided insights into genome structure, regulation pattern and functional significance of drought-responsive antisense genes in forest trees. Datasets generated in this study serve as a foundation for future genetic analysis to improve our understanding of gene regulation by antisense transcription.

GAO Review of LEA Controls over and Uses of Recovery Act Education Funds (Winston-Salem/Forsyth County Schools). Monitoring of Recovery Act Education Funds. GAO-10-747R

ERIC Educational Resources Information Center

Ashby, Cornelia M.

2010-01-01

This paper is a transcript of a letter written by the author, Cornelia M. Ashby, Director, Education, Workforce, and Income Security Issues, to June St. Clair Atkinson, State Superintendent of the North Carolina Department of Public Instruction. In this letter, the author reports that she and her colleagues have examined the efforts of selected…

GAO Review of LEA Controls over and Uses of Recovery Act Education Funds (Avery County Schools). Monitoring of Recovery Act Education Funds. GAO-10-746R

ERIC Educational Resources Information Center

Ashby, Cornelia M.

2010-01-01

This paper is a transcript of a letter written by the author, Cornelia M. Ashby, Director, Education, Workforce, and Income Security Issues, to June St. Clair Atkinson, State Superintendent of the North Carolina Department of Public Instruction. In this letter, the author reports that she and her colleagues have examined the efforts of selected…

Oversight of Food and Nutrition Service Programs: Food Stamps, Child Nutrition, and Commodity Distribution. Hearing before the Committee on Agriculture, Nutrition, and Forestry, United States Senate, Ninety-Eighth Congress, Second Session, April 25, 1984.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Agriculture, Nutrition, and Forestry.

The Federal government's oversight of its food and nutrition programs is discussed in this transcript of a Senate hearing. Testimony is presented regarding food stamps, the school lunch program, problems of targeting the needy, the Special Supplemental Food Program for Women, Infants, and Children (WIC), commodity distribution, surplus dairy…

Head Start: Working Towards Improved Results for Children. Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

These hearings transcripts present testimony on the impact of the Head Start program for preparing disadvantaged children for school, to inform the reauthorization of Head Start. Opening statements by U.S. Representatives Michael Castle (Delaware) and Lynn Wolsey (California) focused on needs for improving Head Start. A written statement by…

DOT/FAA Human Factors Workshop on Aviation. Transcript. Volume II.

DTIC Science & Technology

1980-11-25

impact of accelerated time perception produced by the emanations of any modern jetport s one such phenomenon which raises traveler’s anxieties...enough. Social responsi- bility, commitment to the education of school children , providing on-site experiences for university students, sensitive...for a long, long time. The original automated chart displays were developed in the 󈧶’ s , 󈨀’ s . They have been flown in Europe and in the

Maintenance of Glucose Homeostasis Through Acetylation of the Metabolic Transcriptional Coactivator PGC1-alpha

DTIC Science & Technology

2011-02-01

University of Madison, Wisconsin. Department of Biomolecular Chemistry . Personnel Supported by this Grant Joseph Rodgers, Ph.D. Yoonjin Lee...Maryland 21205 2 McKusick-Nathans Institute for Genetic Medicine and the Department of Biological Chemistry , Johns Hopkins University School of...energy state of HepG2 cells after incubations of 1 h (Table 1) or 15 min (data not shown). Quercetin, a putative SIRT1-activating flavonoid , also

The Presidential Address 2013: Promoting Enthusiasm, Imparting Knowledge! Science for the General Population and Science for Future Researchers Must All Start in the School Curriculum

ERIC Educational Resources Information Center

Rees, Martin

2013-01-01

This article provides a transcript of the Presidential Address delivered by Martin Rees, Lord Rees of Ludlow, to the Association for Science Education (ASE) Annual Conference at the University of Reading, January 2013. The address is divided into five sections under the following headings: (1) Three Reasons Why the ASE's Mission Is So Important;…

Adolescents’ and Young Adults’ Perceptions of Electronic Cigarettes for Smoking Cessation: A Focus Group Study

PubMed Central

Camenga, Deepa R.; Cavallo, Dana A.; Kong, Grace; Morean, Meghan E.; Connell, Christian M.; Simon, Patricia; Bulmer, Sandra M.

2015-01-01

Introduction: Research has shown that adults perceive that electronic cigarettes (e-cigarettes) are effective for smoking cessation, yet little is known about adolescents and young adults’ perceptions of e-cigarettes for quitting cigarette smoking. This study describes middle, high school, and college students’ beliefs about, and experiences with, e-cigarettes for cigarette smoking cessation. Methods: We conducted 18 focus groups (n = 127) with male and female cigarette smokers and nonsmokers in 2 public colleges, 2 high schools, and 1 middle school in Connecticut between November 2012 and April 2013. Participants discussed cigarette smoking cessation in relation to e-cigarettes. Verbatim transcripts were analyzed using thematic analysis. Results: All participants, regardless of age and smoking status, were aware that e-cigarettes could be used for smoking cessation. College and high school participants described different methods of how e-cigarettes could be used for smoking cessation: (a) nicotine reduction followed by cessation; (b) cigarette reduction/dual use; and (c) long-term exclusive e-cigarette use. However, overall, participants did not perceive that e-cigarette use led to successful quitting experiences. Participants described positive attributes (maintenance of smoking actions, “healthier” alternative to cigarettes, and parental approval) and negative attributes (persistence of craving, maintenance of addiction) of e-cigarettes for cessation. Some college students expressed distrust of marketing of e-cigarettes for smoking cessation. Conclusions: Adolescent and young adult smokers and nonsmokers perceive that there are several methods of using e-cigarettes for quitting and are aware of both positive and negative aspects of the product. Future research is needed to determine the role of e-cigarettes for smoking cessation in this population. PMID:25646346

Different types of pausing modes during transcription initiation.

PubMed

Lerner, Eitan; Ingargiola, Antonino; Lee, Jookyung J; Borukhov, Sergei; Michalet, Xavier; Weiss, Shimon

2017-08-08

In many cases, initiation is rate limiting to transcription. This due in part to the multiple cycles of abortive transcription that delay promoter escape and the transition from initiation to elongation. Pausing of transcription in initiation can further delay promoter escape. The previously hypothesized pausing in initiation was confirmed by two recent studies from Duchi et al. 1 and from Lerner, Chung et al. 2 In both studies, pausing is attributed to a lack of forward translocation of the nascent transcript during initiation. However, the two works report on different pausing mechanisms. Duchi et al. report on pausing that occurs during initiation predominantly on-pathway of transcript synthesis. Lerner, Chung et al. report on pausing during initiation as a result of RNAP backtracking, which is off-pathway to transcript synthesis. Here, we discuss these studies, together with additional experimental results from single-molecule FRET focusing on a specific distance within the transcription bubble. We show that the results of these studies are complementary to each other and are consistent with a model involving two types of pauses in initiation: a short-lived pause that occurs in the translocation of a 6-mer nascent transcript and a long-lived pause that occurs as a result of 1-2 nucleotide backtracking of a 7-mer transcript.

A structure-based kinetic model of transcription.

PubMed

Zuo, Yuhong; Steitz, Thomas A

2017-01-01

During transcription, RNA polymerase moves downstream along the DNA template and maintains a transcription bubble. Several recent structural studies of transcription complexes with a complete transcription bubble provide new insights into how RNAP couples the nucleotide addition reaction to its directional movement.

How underserviced rural communities approach physician recruitment: changes following the opening of a socially accountable medical school in northern Ontario.

PubMed

Mian, Oxana; Hogenbirk, John C; Warry, Wayne; Strasser, Roger P

2017-01-01

The Northern Ontario School of Medicine (NOSM) opened in 2005 with a social accountability mandate to address a long history of physician shortages in northern Ontario. The objective of this qualitative study was to understand the school's effect on recruitment of family physicians into medically underserviced rural communities of northern Ontario. We conducted a multiple case study of 8 small rural communities in northern Ontario that were considered medically underserviced by the provincial ministry of health and had successfully recruited NOSM-trained physicians. We interviewed 10 people responsible for physician recruitment in these communities. Interview transcripts were analyzed by means of an inductive and iterative thematic method. All 8 communities were NOSM medical education sites with populations of 1600-16 000. Positive changes, linked to collaboration with NOSM, included achieving a full complement of physicians in 5 communities with previous chronic shortages of 30%-50% of the physician supply, substantial reduction in recruitment expenditures, decreased reliance on locums and a shift from crisis management to long-term planning in recruitment activities. The magnitude of positive changes varied across communities, with individual leadership and communities' active engagement being key factors in successful physician recruitment. Locating medical education sites in underserviced rural communities in northern Ontario and engaging these communities in training rural physicians showed great potential to improve the ability of small rural communities to recruit family physicians and alleviate physician shortages in the region.

Informing a culturally appropriate approach to oral health and dental care for pre-school refugee children: a community participatory study

PubMed Central

2014-01-01

Background Pre-school children in families of recently settled refugees often have very high rates of early childhood caries (ECC). ECC is associated with a high level of morbidity and is largely preventable, however effective culturally appropriate models of care are lacking. This study aimed to provide a deeper understanding of the refugee experience related to early oral health by exploring pre-school refugee families (i) understanding of ECC and child oral health, (ii) experiences of accessing dental services and (iii) barriers and enablers for achieving improved oral health. The knowledge gained will be critical to the development of effective early oral health programs in refugee children. Methods Community based participatory qualitative methodology using focus groups of resettled refugee families and community refugee nurse interviews. A community reference group was established and a bi-lingual community research associate was employed. Transcripts were analysed for thematic content using NVivo software. Results There were 44 participants: eight focus groups (nine countries of origin) and five interviews. Emergent themes were (i) the major influence of parents’ previous experience, including their beliefs about deciduous (baby) teeth, traditional feeding practices and poverty; and a consequent lack of understanding of the importance of early oral health and early dental caries, (ii) the burden of resettlement including prioritising, parenting, learning about new foods and how to assimilate into the community, and (iii) refugees’ difficulties in accessing both information and dental services, and the role of schools in addressing these issues. An Opportunities for Change Model was proposed. Conclusions The main implication of the study is the demonstration of how enhanced understanding of the refugee experience can inform improvement in early oral prevention and treatment. The community participatory methodology of the study provided a basis for cross-cultural understanding and has already assisted in translating the findings and raising awareness in the provision of targeted refugee oral health services. PMID:24923308

Informing a culturally appropriate approach to oral health and dental care for pre-school refugee children: a community participatory study.

PubMed

Nicol, Pam; Al-Hanbali, Arwa; King, Nigel; Slack-Smith, Linda; Cherian, Sarah

2014-06-13

Pre-school children in families of recently settled refugees often have very high rates of early childhood caries (ECC). ECC is associated with a high level of morbidity and is largely preventable, however effective culturally appropriate models of care are lacking. This study aimed to provide a deeper understanding of the refugee experience related to early oral health by exploring pre-school refugee families (i) understanding of ECC and child oral health, (ii) experiences of accessing dental services and (iii) barriers and enablers for achieving improved oral health. The knowledge gained will be critical to the development of effective early oral health programs in refugee children. Community based participatory qualitative methodology using focus groups of resettled refugee families and community refugee nurse interviews. A community reference group was established and a bi-lingual community research associate was employed. Transcripts were analysed for thematic content using NVivo software. There were 44 participants: eight focus groups (nine countries of origin) and five interviews. Emergent themes were (i) the major influence of parents' previous experience, including their beliefs about deciduous (baby) teeth, traditional feeding practices and poverty; and a consequent lack of understanding of the importance of early oral health and early dental caries, (ii) the burden of resettlement including prioritising, parenting, learning about new foods and how to assimilate into the community, and (iii) refugees' difficulties in accessing both information and dental services, and the role of schools in addressing these issues. An Opportunities for Change Model was proposed. The main implication of the study is the demonstration of how enhanced understanding of the refugee experience can inform improvement in early oral prevention and treatment. The community participatory methodology of the study provided a basis for cross-cultural understanding and has already assisted in translating the findings and raising awareness in the provision of targeted refugee oral health services.

Identification and Classification of New Transcripts in Dorper and Small-Tailed Han Sheep Skeletal Muscle Transcriptomes.

PubMed

Chao, Tianle; Wang, Guizhi; Wang, Jianmin; Liu, Zhaohua; Ji, Zhibin; Hou, Lei; Zhang, Chunlan

2016-01-01

High-throughput mRNA sequencing enables the discovery of new transcripts and additional parts of incompletely annotated transcripts. Compared with the human and cow genomes, the reference annotation level of the sheep genome is still low. An investigation of new transcripts in sheep skeletal muscle will improve our understanding of muscle development. Therefore, applying high-throughput sequencing, two cDNA libraries from the biceps brachii of small-tailed Han sheep and Dorper sheep were constructed, and whole-transcriptome analysis was performed to determine the unknown transcript catalogue of this tissue. In this study, 40,129 transcripts were finally mapped to the sheep genome. Among them, 3,467 transcripts were determined to be unannotated in the current reference sheep genome and were defined as new transcripts. Based on protein-coding capacity prediction and comparative analysis of sequence similarity, 246 transcripts were classified as portions of unannotated genes or incompletely annotated genes. Another 1,520 transcripts were predicted with high confidence to be long non-coding RNAs. Our analysis also revealed 334 new transcripts that displayed specific expression in ruminants and uncovered a number of new transcripts without intergenus homology but with specific expression in sheep skeletal muscle. The results confirmed a complex transcript pattern of coding and non-coding RNA in sheep skeletal muscle. This study provided important information concerning the sheep genome and transcriptome annotation, which could provide a basis for further study.

Early Grade Writing Assessment: An Instrument Model.

PubMed

Jiménez, Juan E

The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the Early Grade Writing Assessment (EGWA) is to document learners' basic writing skills, mapped in composing units of increasing complexity to communicate meaning. Validation and standardization of EGWA was conducted in the Canary Islands (Spain) in 12 schools using a cross-sectional design with a sample of 1,653 Spanish-speaking students in Grades 1 through 3. The author describes EGWA's internal structure, along with the prevalence of learning disabilities (LD) in transcription and developmental differences in writing between Spanish-speaking children with LD and typical peers. Findings suggest that EGWA's psychometric characteristics are satisfactory, and its internal structure can be attributed to four factors responsible for a high percentage of the variance. The odds ratio indicated that 2 Spanish-speaking children with LD in transcription are identified out of every 100. A comparison between students with and without LD in transcription revealed statistically significant differences concerning sentence and text production across grades. Results are interpreted within current theoretical accounts of writing models.

TAFII-independent activation mediated by human TBP in the presence of the positive cofactor PC4.

PubMed Central

Wu, S Y; Kershnar, E; Chiang, C M

1998-01-01

TFIID is a multiprotein complex comprised of the TATA-binding protein (TBP) and an array of TBP-associated factors (TAFIIs). Whereas TBP is sufficient for basal transcription in conjunction with other general transcription factors and RNA polymerase II, TAFIIs are additionally required for activator-dependent transcription in mammalian cell-free transcription systems. However, recent in vivo studies carried out in yeast suggest that TAFIIs are not globally required for activator function. The discrepancy between in vivo yeast studies and in vitro mammalian cell-free systems remains to be resolved. In this study, we describe a mammalian cell-free transcription system reconstituted with only recombinant proteins and epitope-tagged multiprotein complexes. Transcriptional activation can be recapitulated in this highly purified in vitro transcription system in the absence of TAFIIs. This TBP-mediated activation is not induced by human mediator, another transcriptional coactivator complex potentially implicated in activator response. In contrast, general transcription factors TFIIH and TFIIA play a significant role in TBP-mediated activation, which can be detected in vitro with Gal4 fusion proteins containing various transcriptional activation domains. Our data, therefore, suggest that TFIIH and TFIIA can mediate activator function in the absence of TAFIIs. PMID:9687514

Harnessing health information to foster disadvantaged teens' community engagement, leadership skills, and career plans: a qualitative evaluation of the Teen Health Leadership Program.

PubMed

Keselman, Alla; Ahmed, Einas A; Williamson, Deborah C; Kelly, Janice E; Dutcher, Gale A

2015-04-01

This paper describes a qualitative evaluation of a small-scale program aiming to improve health information literacy, leadership skills, and interest in health careers among high school students in a low-income, primarily minority community. Graduates participated in semi-structured interviews, transcripts of which were coded with a combination of objectives-driven and data-driven categories. The program had a positive impact on the participants' health information competency, leadership skills, academic orientation, and interest in health careers. Program enablers included a supportive network of adults, novel experiences, and strong mentorship. The study suggests that health information can provide a powerful context for enabling disadvantaged students' community engagement and academic success.

Poly A- transcripts expressed in HeLa cells.

PubMed

Wu, Qingfa; Kim, Yeong C; Lu, Jian; Xuan, Zhenyu; Chen, Jun; Zheng, Yonglan; Zhou, Tom; Zhang, Michael Q; Wu, Chung-I; Wang, San Ming

2008-07-30

Transcripts expressed in eukaryotes are classified as poly A+ transcripts or poly A- transcripts based on the presence or absence of the 3' poly A tail. Most transcripts identified so far are poly A+ transcripts, whereas the poly A- transcripts remain largely unknown. We developed the TRD (Total RNA Detection) system for transcript identification. The system detects the transcripts through the following steps: 1) depleting the abundant ribosomal and small-size transcripts; 2) synthesizing cDNA without regard to the status of the 3' poly A tail; 3) applying the 454 sequencing technology for massive 3' EST collection from the cDNA; and 4) determining the genome origins of the detected transcripts by mapping the sequences to the human genome reference sequences. Using this system, we characterized the cytoplasmic transcripts from HeLa cells. Of the 13,467 distinct 3' ESTs analyzed, 24% are poly A-, 36% are poly A+, and 40% are bimorphic with poly A+ features but without the 3' poly A tail. Most of the poly A- 3' ESTs do not match known transcript sequences; they have a similar distribution pattern in the genome as the poly A+ and bimorphic 3' ESTs, and their mapped intergenic regions are evolutionarily conserved. Experiments confirmed the authenticity of the detected poly A- transcripts. Our study provides the first large-scale sequence evidence for the presence of poly A- transcripts in eukaryotes. The abundance of the poly A- transcripts highlights the need for comprehensive identification of these transcripts for decoding the transcriptome, annotating the genome and studying biological relevance of the poly A- transcripts.

A structure-based kinetic model of transcription

PubMed Central

Steitz, Thomas A.

2017-01-01

ABSTRACT During transcription, RNA polymerase moves downstream along the DNA template and maintains a transcription bubble. Several recent structural studies of transcription complexes with a complete transcription bubble provide new insights into how RNAP couples the nucleotide addition reaction to its directional movement. PMID:27656764

Widespread anti-sense transcription in apple is correlated with siRNA production and indicates a large potential for transcriptional and/or post-transcriptional control.

PubMed

Celton, Jean-Marc; Gaillard, Sylvain; Bruneau, Maryline; Pelletier, Sandra; Aubourg, Sébastien; Martin-Magniette, Marie-Laure; Navarro, Lionel; Laurens, François; Renou, Jean-Pierre

2014-07-01

Characterizing the transcriptome of eukaryotic organisms is essential for studying gene regulation and its impact on phenotype. The realization that anti-sense (AS) and noncoding RNA transcription is pervasive in many genomes has emphasized our limited understanding of gene transcription and post-transcriptional regulation. Numerous mechanisms including convergent transcription, anti-correlated expression of sense and AS transcripts, and RNAi remain ill-defined. Here, we have combined microarray analysis and high-throughput sequencing of small RNAs (sRNAs) to unravel the complexity of transcriptional and potential post-transcriptional regulation in eight organs of apple (Malus × domestica). The percentage of AS transcript expression is higher than that identified in annual plants such as rice and Arabidopsis thaliana. Furthermore, we show that a majority of AS transcripts are transcribed beyond 3'UTR regions, and may cover a significant portion of the predicted sense transcripts. Finally we demonstrate at a genome-wide scale that anti-sense transcript expression is correlated with the presence of both short (21-23 nt) and long (> 30 nt) siRNAs, and that the sRNA coverage depth varies with the level of AS transcript expression. Our study provides a new insight on the functional role of anti-sense transcripts at the genome-wide level, and a new basis for the understanding of sRNA biogenesis in plants. © 2014 INRA. New Phytologist © 2014 New Phytologist Trust.

Adolescents' perceptions of flavored tobacco products, including E-cigarettes: A qualitative study to inform FDA tobacco education efforts through videogames.

PubMed

Camenga, D R; Fiellin, L E; Pendergrass, T; Miller, Erica; Pentz, M A; Hieftje, K

2018-07-01

Flavored tobacco products have been shown to appeal to youth, however tobacco control strategies have traditionally not focused on these products. To inform the adaptation of an existing videogame to focus on the prevention of flavored tobacco product use, this study explored adolescents' perceptions, beliefs, and social norms surrounding these products, including flavored e-cigarettes. We conducted and analyzed transcripts from seven focus groups with 11-17-year-old adolescents (n = 33) from after-school programs in CT and CA in 2016. Participants discussed flavored tobacco product beliefs and experiences, and how these compared to traditional cigarettes. Thematic analysis of transcripts revealed that participants could name flavors in tobacco products, even though few discussed first-hand experience with the products. Most groups perceived that flavored tobacco product and flavored e-cigarette use facilitated peer approval and acceptance. All groups discussed how youth could easily access flavored tobacco products, including e-cigarettes. Flavoring was a salient aspect of e-cigarette advertisements; however the groups did not recall exposure to other types of flavored tobacco product counter-marketing. These data can help inform the development of tobacco control strategies, novel interventions (such as videogames), and future FDA efforts to prevent adolescent tobacco product use through education and risk communication. Copyright © 2018. Published by Elsevier Ltd.

Kiddie Credit Cards. Hearing before the Subcommittee on Consumer Credit and Insurance of the Committee on Banking, Finance and Urban Affairs. House of Representatives, One Hundred Third Congress, Second Session (March 10, 1994).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Banking, Finance and Urban Affairs.

This hearing transcript presents testimony and discussion of a congressional committee on the marketing of credit cards to high school and college students and the consequences of that activity. Chairman Joseph P. Kennedy opened the hearing with a statement describing aggressive credit marketing to this population and some of his concerns. Ruth…

Innovative Delivery Systems to Meet School Staffing Needs. Proceedings of the Annual Meeting of the National Association of State Directors of Teacher Education and Certification (53rd, Williamsburg, VA, June 23-25, 1981).

ERIC Educational Resources Information Center

Mackey, Charles C., Jr., Ed.

Presentations delivered at the 1981 annual meeting of the National Association of State Directors of Teacher Education and Certification are presented in this publication. The papers consist of: (1) an edited transcript of a discussion on "Innovative Delivery Systems" (W. Robert Houston, Dwight Allen, and Fred Wood); (2) "Delivery Systems in a…

Poly A- Transcripts Expressed in HeLa Cells

PubMed Central

Lu, Jian; Xuan, Zhenyu; Chen, Jun; Zheng, Yonglan; Zhou, Tom; Zhang, Michael Q.; Wu, Chung-I; Wang, San Ming

2008-01-01

Background Transcripts expressed in eukaryotes are classified as poly A+ transcripts or poly A- transcripts based on the presence or absence of the 3′ poly A tail. Most transcripts identified so far are poly A+ transcripts, whereas the poly A- transcripts remain largely unknown. Methodology/Principal Findings We developed the TRD (Total RNA Detection) system for transcript identification. The system detects the transcripts through the following steps: 1) depleting the abundant ribosomal and small-size transcripts; 2) synthesizing cDNA without regard to the status of the 3′ poly A tail; 3) applying the 454 sequencing technology for massive 3′ EST collection from the cDNA; and 4) determining the genome origins of the detected transcripts by mapping the sequences to the human genome reference sequences. Using this system, we characterized the cytoplasmic transcripts from HeLa cells. Of the 13,467 distinct 3′ ESTs analyzed, 24% are poly A-, 36% are poly A+, and 40% are bimorphic with poly A+ features but without the 3′ poly A tail. Most of the poly A- 3′ ESTs do not match known transcript sequences; they have a similar distribution pattern in the genome as the poly A+ and bimorphic 3′ ESTs, and their mapped intergenic regions are evolutionarily conserved. Experiments confirmed the authenticity of the detected poly A- transcripts. Conclusion/Significance Our study provides the first large-scale sequence evidence for the presence of poly A- transcripts in eukaryotes. The abundance of the poly A- transcripts highlights the need for comprehensive identification of these transcripts for decoding the transcriptome, annotating the genome and studying biological relevance of the poly A- transcripts. PMID:18665230

The relationship between gene transcription and combinations of histone modifications

NASA Astrophysics Data System (ADS)

Cui, Xiangjun; Li, Hong; Luo, Liaofu

2012-09-01

Histone modification is an important subject of epigenetics which plays an intrinsic role in transcriptional regulation. It is known that multiple histone modifications act in a combinatorial fashion. In this study, we demonstrated that the pathways within constructed Bayesian networks can give an indication for the combinations among 12 histone modifications which have been studied in the TSS+1kb region in S. cerevisiae. After Bayesian networks for the genes with high transcript levels (H-network) and low transcript levels (L-network) were constructed, the combinations of modifications within the two networks were analyzed from the view of transcript level. The results showed that different combinations played dissimilar roles in the regulation of gene transcription when there exist differences for gene expression at transcription level.

Parents' and teachers' views on sexual health education and screening for sexually transmitted infections among in-school adolescent girls in Kenya: a qualitative study.

PubMed

Wanje, George; Masese, Linnet; Avuvika, Ethel; Baghazal, Anisa; Omoni, Grace; Scott McClelland, R

2017-08-14

To successfully develop and implement school-based sexual health interventions for adolescent girls, such as screening for Chlamydia trachomatis, Neisseria gonorrhoeae, and Trichomonas vaginalis, it is important to understand parents' and teachers' attitudes towards sexual health education and acceptability of sexually transmitted infection (STI) screening interventions. In this qualitative study, we approached parents and teachers from three high schools to participate in in-depth interviews (IDIs) and focus-group discussions (FGDs). Parents and teachers were asked about their general knowledge of STIs and sexual health education. In addition, they were asked whether they would support utilizing outreach to schools to facilitate provision of sexual health education and screening for STIs in adolescent girls. Data were audio-recorded, transcribed, and translated into English. An initial coding matrix was developed and refined throughout the coding process. Transcripts were coded by two researchers and analyzed using the content analysis approach. We conducted 10 IDIs (5 parents and 5 teachers) and 4 FGDs (2 with parents, 2 with teachers, total of 26 participants). Most parents reported few or no discussions regarding STIs with their adolescent girls. Parents were more comfortable discussing consequences of sexual activity including loss of virginity and the potential for pregnancy. Parents tended to place responsibility for sexual health education with teachers. The teachers, in turn, provided basic sexual and reproductive health education including puberty, abstinence, and overview of STIs. Both parents and teachers found the idea of screening for STIs in adolescent girls to be acceptable, and were comfortable with research staff contacting girls through informational meetings at schools. Parents felt that adolescents' STI screening results should be shared with their parents. In this African setting, parents and teachers provide limited sexual health education, with a focus on negative consequences including loss of virginity, pregnancy, and risk for STIs. Nonetheless, both parents and teachers were supportive of STI screening for adolescent girls, beginning with school-based informational meetings for the girls. Research and programs that aim to provide STI screening in this setting must offer treatment and address the issue of whether results will be disclosed to parents.

Medical student perspectives on geriatrics and geriatric education.

PubMed

Bagri, Anita S; Tiberius, Richard

2010-10-01

To ascertain medical students' perspectives on geriatrics. Interpretative phenomenological analysis. An allopathic, Liaison Committee on Medical Education-accredited, former Donald W. Reynolds Foundation grant recipient, U.S. medical school. Thirty fourth-year medical students who completed geriatric educational activities in all 4 years of medical school. Two researchers independently reviewed verbatim transcripts from five focus groups and identified themes using the constant comparative method. Seventeen themes that elaborate on students' perspectives on geriatrics were identified. Students reported not feeling appropriately engaged in geriatrics, despaired at the futility of care, were depressed by the decline and death of their patients, were frustrated by low reimbursement rates and low prestige despite fellowship training, were concerned about patients' unrealistic expectations and opportunities for litigation, felt unsure how to handle ethical dilemmas, and found communicating with older adults to be enjoyable but time consuming and challenging. They felt they had too much exposure to geriatrics in medical school. Current attitude scales fail to capture some of the dimensions uncovered in this study, whereas students did not mention other dimensions commonly included in attitude scales. Regarding curriculum development, students may find an integrated preclinical geriatric curriculum to be more relevant to their careers than a stand-alone curriculum. Clinical clerkships might be in a better position to emphasize the positive aspects of geriatrics and develop strategies to address students' negative attitudes. © 2010, Copyright the Authors. Journal compilation © 2010, The American Geriatrics Society.

A Transcription and Translation Protocol for Sensitive Cross-Cultural Team Research.

PubMed

Clark, Lauren; Birkhead, Ana Sanchez; Fernandez, Cecilia; Egger, Marlene J

2017-10-01

Assurance of transcript accuracy and quality in interview-based qualitative research is foundational for data accuracy and study validity. Based on our experience in a cross-cultural ethnographic study of women's pelvic organ prolapse, we provide practical guidance to set up step-by-step interview transcription and translation protocols for team-based research on sensitive topics. Beginning with team decisions about level of detail in transcription, completeness, and accuracy, we operationalize the process of securing vendors to deliver the required quality of transcription and translation. We also share rubrics for assessing transcript quality and the team protocol for managing transcripts (assuring consistency of format, insertion of metadata, anonymization, and file labeling conventions) and procuring an acceptable initial translation of Spanish-language interviews. Accurate, complete, and systematically constructed transcripts in both source and target languages respond to the call for more transparency and reproducibility of scientific methods.

Youth-violence prevention in the aftermath of the San Diego East county school shootings: a qualitative assessment of community explanatory models.

PubMed

Palinkas, Lawrence A; Prussing, Erica; Landsverk, John; Reznik, Vivian

2003-01-01

In March, 2001, 2 separate incidents of school shootings occurred within the same school district in San Diego's East County. To examine community explanatory models of the causes of the school shootings and strategies for preventing such events. A qualitative study was undertaken in 4 East County communities over a 6-month period following the 2 events. Semistructured interviews were conducted with 85 community residents identified through maximum variation sampling. Interview transcripts were analyzed by coding consensus, co-occurrence and comparison, using NVivo text analysis software. Four sets of theories as to the cause of these events were identified, based on the following: 1) unique or idiosyncratic characteristics of the 2 shooters (newcomer to community who was a victim of bullying, victim of child abuse with a history of mental illness), 2) universal factors (culture of violence, violence in the media), 3) family-centered characteristics (single-parent households, dysfunctional relationships), and 4) community-specific characteristics (reputation for social intolerance, widespread access to guns). Beliefs in family-centered and community-centered theories of etiology were associated with optimism in preventing such events from occurring in the future through increased recognition and response to problem behaviors, while beliefs in idiosyncratic or universal determinants of youth violence were associated with pessimistic assessments of prevention. In this community, youth-violence-prevention programs that focus on taking responsibility for recognizing and responding to problem behaviors in at-risk youth are more likely to gain community support and participation than programs that focus on increased security, surveillance, or behavior change.

Educators' experiences of managing students with ADHD: a qualitative study.

PubMed

Moore, D A; Russell, A E; Arnell, S; Ford, T J

2017-07-01

The symptoms of attention-deficit/hyperactivity disorder are associated with difficulty coping with the social, behavioural and academic components of school. Compared with medication and other non-pharmacological treatment, there is less evidence relating to school-based interventions to support children with ADHD. There is additionally an absence of any research focused on the experiences and practices of educators in the UK around how they work with children who are inattentive, impulsive and hyperactive. Forty-two educational practitioners from primary, secondary and alternate provision schools in the UK participated in focus groups or individual interviews that explored (1) their experiences of managing students with ADHD in the classroom and (2) factors that helped and hindered them in this endeavour. Transcripts were analysed using thematic analysis. Analysis identified six themes: broad strategies, student-centred, inclusive strategies, labelling, medication and relationships. Participants' experiences of managing students with ADHD drew upon a wide range of strategies that typically involved responding to individual needs in an inclusive manner, so individuals with ADHD could access the classroom with their peers. Participants spoke about three factors that helped and hindered managing students with ADHD. Labelling of students with ADHD was reported, with the negative aspects of labelling, such as stigmatization, affecting the classroom. Educators reported mixed experiences regarding the helpfulness of medication; where helpful, it allowed the use of strategies in the classroom. Although students with ADHD were described as having rollercoaster relationships, positive relationships were considered key to the support of children with these difficulties. This study suggests that factors such as attitudes towards ADHD, relationships experienced by students with ADHD and other treatments being delivered need to be carefully considered before strategies are put in place in the classroom. This study supports the need for further work on the implementation of evidence-based school interventions for ADHD. © 2017 John Wiley & Sons Ltd.

One size does not fit all-qualitative process evaluation of the Healthy School Start parental support programme to prevent overweight and obesity among children in disadvantaged areas in Sweden.

PubMed

Norman, Åsa; Nyberg, Gisela; Elinder, Liselotte Schäfer; Berlin, Anita

2016-01-14

Parental support interventions have shown some effectiveness in improving children's dietary and physical activity habits and preventing overweight and obesity. To date, there is limited research on barriers and facilitators of school-based parental support interventions targeting overweight and obesity. This study aimed to describe barriers and facilitators influencing implementation of the Healthy School Start (HSS) intervention in disadvantaged areas in Stockholm, Sweden, from the perspective of parents and teachers. Focus groups and individual interviews with teachers (n = 10) and focus groups with parents (n = 14) in the intervention group of the HSS were undertaken, guided by the Consolidated Framework for Implementation Research (CFIR). Transcriptions were analysed using qualitative content analysis in two steps: deductive sorting in two domains of the CFIR (intervention characteristics and process), and subsequent inductive analysis. The overarching theme "tailoring the intervention to increase participant engagement" was found. Among teachers, barriers and facilitators were related to how the intervention was introduced, perceptions of the usefulness of the classroom material, preparation ahead of the start of the intervention, cooperation between home and school and children's and parents' active engagement in the intervention activities. For parents, barriers and facilitators were related to the perceived relevance of the intervention, usefulness of the material, experiences of the Motivational Interviewing (MI) sessions, the family member targeted by the intervention, cooperation between home and school and parents' ability to act as good role models. It seems important to tailor the intervention to the abilities of the target group in order to increase participant engagement. Including activities that focus on parents as role models and cooperation between parents seems important to bring about changes in the home environment. It also appears important to include activities that target cooperation between home and school.

Centromere Transcription: Means and Motive.

PubMed

Duda, Zachary; Trusiak, Sarah; O'Neill, Rachel

2017-01-01

The chromosome biology field at large has benefited from studies of the cell cycle components, protein cascades and genomic landscape that are required for centromere identity, assembly and stable transgenerational inheritance. Research over the past 20 years has challenged the classical descriptions of a centromere as a stable, unmutable, and transcriptionally silent chromosome component. Instead, based on studies from a broad range of eukaryotic species, including yeast, fungi, plants, and animals, the centromere has been redefined as one of the more dynamic areas of the eukaryotic genome, requiring coordination of protein complex assembly, chromatin assembly, and transcriptional activity in a cell cycle specific manner. What has emerged from more recent studies is the realization that the transcription of specific types of nucleic acids is a key process in defining centromere integrity and function. To illustrate the transcriptional landscape of centromeres across eukaryotes, we focus this review on how transcripts interact with centromere proteins, when in the cell cycle centromeric transcription occurs, and what types of sequences are being transcribed. Utilizing data from broadly different organisms, a picture emerges that places centromeric transcription as an integral component of centromere function.

Analysis of a Plant Transcriptional Regulatory Network Using Transient Expression Systems.

PubMed

Díaz-Triviño, Sara; Long, Yuchen; Scheres, Ben; Blilou, Ikram

2017-01-01

In plant biology, transient expression systems have become valuable approaches used routinely to rapidly study protein expression, subcellular localization, protein-protein interactions, and transcriptional activity prior to in vivo studies. When studying transcriptional regulation, luciferase reporter assays offer a sensitive readout for assaying promoter behavior in response to different regulators or environmental contexts and to confirm and assess the functional relevance of predicted binding sites in target promoters. This chapter aims to provide detailed methods for using luciferase reporter system as a rapid, efficient, and versatile assay to analyze transcriptional regulation of target genes by transcriptional regulators. We describe a series of optimized transient expression systems consisting of Arabidopsis thaliana protoplasts, infiltrated Nicotiana benthamiana leaves, and human HeLa cells to study the transcriptional regulations of two well-characterized transcriptional regulators SCARECROW (SCR) and SHORT-ROOT (SHR) on one of their targets, CYCLIN D6 (CYCD6).Here, we illustrate similarities and differences in outcomes when using different systems. The plant-based systems revealed that the SCR-SHR complex enhances CYCD6 transcription, while analysis in HeLa cells showed that the complex is not sufficient to strongly induce CYCD6 transcription, suggesting that additional, plant-specific regulators are required for full activation. These results highlight the importance of the system and suggest that including heterologous systems, such as HeLa cells, can provide a more comprehensive analysis of a complex gene regulatory network.

Fractional dynamics of globally slow transcription and its impact on deterministic genetic oscillation.

PubMed

Wei, Kun; Gao, Shilong; Zhong, Suchuan; Ma, Hong

2012-01-01

In dynamical systems theory, a system which can be described by differential equations is called a continuous dynamical system. In studies on genetic oscillation, most deterministic models at early stage are usually built on ordinary differential equations (ODE). Therefore, gene transcription which is a vital part in genetic oscillation is presupposed to be a continuous dynamical system by default. However, recent studies argued that discontinuous transcription might be more common than continuous transcription. In this paper, by appending the inserted silent interval lying between two neighboring transcriptional events to the end of the preceding event, we established that the running time for an intact transcriptional event increases and gene transcription thus shows slow dynamics. By globally replacing the original time increment for each state increment by a larger one, we introduced fractional differential equations (FDE) to describe such globally slow transcription. The impact of fractionization on genetic oscillation was then studied in two early stage models--the Goodwin oscillator and the Rössler oscillator. By constructing a "dual memory" oscillator--the fractional delay Goodwin oscillator, we suggested that four general requirements for generating genetic oscillation should be revised to be negative feedback, sufficient nonlinearity, sufficient memory and proper balancing of timescale. The numerical study of the fractional Rössler oscillator implied that the globally slow transcription tends to lower the chance of a coupled or more complex nonlinear genetic oscillatory system behaving chaotically.

Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University

PubMed Central

Quiñones, Catherine; Kakietek, Jakub; Teodorescu, Daniel; Marsteller, Pat

2010-01-01

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants. PMID:20516357

Identification of hundreds of novel UPF1 target transcripts by direct determination of whole transcriptome stability

PubMed Central

Tani, Hidenori; Imamachi, Naoto; Salam, Kazi Abdus; Mizutani, Rena; Ijiri, Kenichi; Irie, Takuma; Yada, Tetsushi; Suzuki, Yutaka; Akimitsu, Nobuyoshi

2012-01-01

UPF1 eliminates aberrant mRNAs harboring premature termination codons, and regulates the steady-state levels of normal physiological mRNAs. Although genome-wide studies of UPF1 targets performed, previous studies did not distinguish indirect UPF1 targets because they could not determine UPF1-dependent altered RNA stabilities. Here, we measured the decay rates of the whole transcriptome in UPF1-depleted HeLa cells using BRIC-seq, an inhibitor-free method for directly measuring RNA stability. We determined the half-lives and expression levels of 9,229 transcripts. An amount of 785 transcripts were stabilized in UPF1-depleted cells. Among these, the expression levels of 76 transcripts were increased, but those of the other 709 transcripts were not altered. RNA immunoprecipitation showed UPF1 bound to the stabilized transcripts, suggesting that UPF1 directly degrades the 709 transcripts. Many UPF1 targets in this study were newly identified. This study clearly demonstrates that direct determination of RNA stability is a powerful approach for identifying targets of RNA degradation factors. PMID:23064114

1998 Physical Acoustics Summer School (PASS 98). Volume 1: Transcripts.

DTIC Science & Technology

1998-01-01

just simple adiabatic heating , the temperature also goes up a lot. I ask you, if you went back to your lab, built a levitator, put a bubble in there...radial pulsations of the bubble similar to the second graph on Transparency 10. Now turn up the amplitude. The first thing you notice is that the...region called non-spherical pulsations . The bubble is going crazy. Turn the amplitude up more and the bubble stabilizes rock solid, gets really small

The WRKY transcription factor family in Brachypodium distachyon.

PubMed

Tripathi, Prateek; Rabara, Roel C; Langum, Tanner J; Boken, Ashley K; Rushton, Deena L; Boomsma, Darius D; Rinerson, Charles I; Rabara, Jennifer; Reese, R Neil; Chen, Xianfeng; Rohila, Jai S; Rushton, Paul J

2012-06-22

A complete assembled genome sequence of wheat is not yet available. Therefore, model plant systems for wheat are very valuable. Brachypodium distachyon (Brachypodium) is such a system. The WRKY family of transcription factors is one of the most important families of plant transcriptional regulators with members regulating important agronomic traits. Studies of WRKY transcription factors in Brachypodium and wheat therefore promise to lead to new strategies for wheat improvement. We have identified and manually curated the WRKY transcription factor family from Brachypodium using a pipeline designed to identify all potential WRKY genes. 86 WRKY transcription factors were found, a total higher than all other current databases. We therefore propose that our numbering system (BdWRKY1-BdWRKY86) becomes the standard nomenclature. In the JGI v1.0 assembly of Brachypodium with the MIPS/JGI v1.0 annotation, nine of the transcription factors have no gene model and eleven gene models are probably incorrectly predicted. In total, twenty WRKY transcription factors (23.3%) do not appear to have accurate gene models. To facilitate use of our data, we have produced The Database of Brachypodium distachyon WRKY Transcription Factors. Each WRKY transcription factor has a gene page that includes predicted protein domains from MEME analyses. These conserved protein domains reflect possible input and output domains in signaling. The database also contains a BLAST search function where a large dataset of WRKY transcription factors, published genes, and an extensive set of wheat ESTs can be searched. We also produced a phylogram containing the WRKY transcription factor families from Brachypodium, rice, Arabidopsis, soybean, and Physcomitrella patens, together with published WRKY transcription factors from wheat. This phylogenetic tree provides evidence for orthologues, co-orthologues, and paralogues of Brachypodium WRKY transcription factors. The description of the WRKY transcription factor family in Brachypodium that we report here provides a framework for functional genomics studies in an important model system. Our database is a resource for both Brachypodium and wheat studies and ultimately projects aimed at improving wheat through manipulation of WRKY transcription factors.

The WRKY transcription factor family in Brachypodium distachyon

PubMed Central

2012-01-01

Background A complete assembled genome sequence of wheat is not yet available. Therefore, model plant systems for wheat are very valuable. Brachypodium distachyon (Brachypodium) is such a system. The WRKY family of transcription factors is one of the most important families of plant transcriptional regulators with members regulating important agronomic traits. Studies of WRKY transcription factors in Brachypodium and wheat therefore promise to lead to new strategies for wheat improvement. Results We have identified and manually curated the WRKY transcription factor family from Brachypodium using a pipeline designed to identify all potential WRKY genes. 86 WRKY transcription factors were found, a total higher than all other current databases. We therefore propose that our numbering system (BdWRKY1-BdWRKY86) becomes the standard nomenclature. In the JGI v1.0 assembly of Brachypodium with the MIPS/JGI v1.0 annotation, nine of the transcription factors have no gene model and eleven gene models are probably incorrectly predicted. In total, twenty WRKY transcription factors (23.3%) do not appear to have accurate gene models. To facilitate use of our data, we have produced The Database of Brachypodium distachyon WRKY Transcription Factors. Each WRKY transcription factor has a gene page that includes predicted protein domains from MEME analyses. These conserved protein domains reflect possible input and output domains in signaling. The database also contains a BLAST search function where a large dataset of WRKY transcription factors, published genes, and an extensive set of wheat ESTs can be searched. We also produced a phylogram containing the WRKY transcription factor families from Brachypodium, rice, Arabidopsis, soybean, and Physcomitrella patens, together with published WRKY transcription factors from wheat. This phylogenetic tree provides evidence for orthologues, co-orthologues, and paralogues of Brachypodium WRKY transcription factors. Conclusions The description of the WRKY transcription factor family in Brachypodium that we report here provides a framework for functional genomics studies in an important model system. Our database is a resource for both Brachypodium and wheat studies and ultimately projects aimed at improving wheat through manipulation of WRKY transcription factors. PMID:22726208

Relationship between human cytomegalovirus transcription and symptomatic apical periodontitis in Iran.

PubMed

Yazdi, K A; Sabeti, M; Jabalameli, F; Eman eini, M; Kolahdouzan, S A; Slots, J

2008-12-01

Apical periodontitis of endodontic origin may develop as a result of cooperative interactions among herpesviruses, specific pathogenic bacteria and tissue-destructive inflammatory mediators. This study sought to identify the presence of Epstein-Barr virus (EBV) and human cytomegalovirus (HCMV) transcripts in symptomatic and asymptomatic periapical lesions of individuals living in Iran. Fifty endodontic patients (28 with symptomatic periapical lesions and 22 with asymptomatic periapical lesions) were included in the study. In each study subject, a microbiological periapical sample was collected using a curette in conjunction with periapical surgery. A reverse transcription-polymerase chain reaction assay was used to identify transcripts of EBV and HCMV. Human cytomegalovirus transcript was detected in 15 of the 28 (53.6%) symptomatic and in six of the 22 (27.3%) asymptomatic periapical study lesions (significant difference between symptomatic and asymptomatic lesions; P = 0.03, chi-square test). Epstein-Barr virus transcript was identified in one symptomatic and in two asymptomatic periapical lesions. This study establishes that HCMV transcription is common in apical periodontitis and is most frequent in symptomatic lesions. The high frequency of active herpesvirus infections in severe apical periodontitis changes the pathogenic paradigm of the disease and may also have preventive and therapeutic implications.

The transcriptional terminator sequences downstream of the covR gene terminate covR/S operon transcription to generate covR monocistronic transcripts in Streptococcus pyogenes.

PubMed

Chiang-Ni, Chuan; Tsou, Chih-Cheng; Lin, Yee-Shin; Chuang, Woei-Jer; Lin, Ming-T; Liu, Ching-Chuan; Wu, Jiunn-Jong

2008-12-31

CovR/S is an important two component regulatory system, which regulates about 15% of the gene expression in Streptococcus pyogenes. The covR/S locus was identified as an operon generating an RNA transcript around 2.5-kb in size. In this study, we found the covR/S operon produced three RNA transcripts (around 2.5-, 1.0-, and 0.8-kb in size). Using RNA transcriptional terminator sequence prediction and transcriptional terminator analysis, we identified two atypical rho-independent terminator sequences downstream of the covR gene and showed these terminator sequences terminate RNA transcription efficiently. These results indicate that covR/S operon generates covR/S transcript and monocistronic covR transcripts.

E6-associated transcription patterns in human papilloma virus 16-positive cervical tissues.

PubMed

Lin, Kezhi; Lu, Xulian; Chen, Jun; Zou, Ruanmin; Zhang, Lifang; Xue, Xiangyang

2015-01-01

The change in transcription pattern induced by post-transcriptional RNA splicing is an important mechanism in the regulation of the early gene expression of human papilloma virus (HPV). The present study was conducted to establish a method to specifically amplify HPV-16 E6-associated transcripts. The E6-related transcripts from 63 HPV-16-positive cervical tumor tissue samples were amplified, consisting of eight cases of low-risk intraepithelial lesions, 38 cases of high-risk intraepithelial lesions and 17 cases of cervical cancer (CxCa). The appropriate amplified segments were recovered following agarose gel electrophoresis, and subjected to further sequencing and sequence alignment analysis. Six groups of E6 transcription patterns were identified from HPV-16-positive cervical tumor tissue, including five newly-discovered transcripts. Different HPV-16 E6-associated transcription patterns were detected during the development of CxCa. Over the course of the progression of the low-grade squamous intraepithelial lesions to CxCa, the specific HPV-16 E6-associated transcription patterns and the dominant transcripts were all different. As indicated by this study, the transcription pattern of the E6 early gene of HPV-16 was closely associated with the stages of cervical carcinogenesis, and may also be involved in the development of CxCa.

Differentiation Driven Changes in the Dynamic Organization of Basal Transcription Initiation

PubMed Central

Giglia-Mari, Giuseppina; Mourgues, Sophie; Nonnekens, Julie; Andrieux, Lise O.; de Wit, Jan; Miquel, Catherine; Wijgers, Nils; Maas, Alex; Fousteri, Maria; Hoeijmakers, Jan H. J.; Vermeulen, Wim

2009-01-01

Studies based on cell-free systems and on in vitro–cultured living cells support the concept that many cellular processes, such as transcription initiation, are highly dynamic: individual proteins stochastically bind to their substrates and disassemble after reaction completion. This dynamic nature allows quick adaptation of transcription to changing conditions. However, it is unknown to what extent this dynamic transcription organization holds for postmitotic cells embedded in mammalian tissue. To allow analysis of transcription initiation dynamics directly into living mammalian tissues, we created a knock-in mouse model expressing fluorescently tagged TFIIH. Surprisingly and in contrast to what has been observed in cultured and proliferating cells, postmitotic murine cells embedded in their tissue exhibit a strong and long-lasting transcription-dependent immobilization of TFIIH. This immobilization is both differentiation driven and development dependent. Furthermore, although very statically bound, TFIIH can be remobilized to respond to new transcriptional needs. This divergent spatiotemporal transcriptional organization in different cells of the soma revisits the generally accepted highly dynamic concept of the kinetic framework of transcription and shows how basic processes, such as transcription, can be organized in a fundamentally different fashion in intact organisms as previously deduced from in vitro studies. PMID:19841728

Older adults' perspectives on key domains of childhood social and economic experiences and opportunities: a first step to creating a multidimensional measure

PubMed Central

Yen, Irene H; Stewart, Anita L; Scherzer, Teresa; Pérez-Stable, Eliseo J

2007-01-01

Objectives Although research has found that childhood socioeconomic status (SES) is associated with physical and mental health in mid- and later life, most of these studies used conventional, single dimension SES measures for the childhood period such as household income or educational attainment of parents. Life course and health disparities research would benefit from identification and measurement of a variety of childhood social and economic experiences and opportunities that might affect health in later life. Design This study utilized qualitative research methods to identify key dimensions of childhood experiences related to SES. We conducted in-depth interviews with 25 adults age 55 to 80 years from diverse economic and ethnic backgrounds. Topics included home, neighborhood, school, and work experiences during early childhood and adolescence. Interviews were audio-taped and transcripts were coded to identify thematic domains. Results We identified eight thematic domains, many of which had clear subdomains: home and family circumstances, neighborhood, work and money, potential for advancement through schooling, school quality and content, discrimination, influence and support of adults, and leisure activities. These domains highlight individual characteristics and experiences and also economic and educational opportunities. Conclusion These domains of childhood social and economic circumstances add breadth and depth to conventional conceptualization of childhood SES. When the domains are translated into a measurement tool, it will allow for the possibility of classifying people along multiple dimensions, such as from a low economic circumstance with high levels of adult support. PMID:17986341

Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study.

PubMed

Gruner, Douglas; Pottie, Kevin; Archibald, Douglas; Allison, Jill; Sabourin, Vicki; Belcaid, Imane; McCarthy, Anne; Brindamour, Mahli; Augustincic Polec, Lana; Duke, Pauline

2015-09-02

Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012-2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.

Trichomonas vaginalis ribosomal RNA: identification and characterisation of the transcription promoter and terminator sequences.

PubMed

Franco, Bernardo; Hernández, Roberto; López-Villaseñor, Imelda

2012-09-01

Trichomonas vaginalis is a parasitic protozoan of both medical and biological relevance. Transcriptional studies in this organism have focused mainly on type II pol promoters, whereas the elements necessary for transcription by polI or polIII have not been investigated. Here, with the aid of a transient transcription system, we characterised the rDNA intergenic region, defining both the promoter and the terminator sequences required for transcription. We defined the promoter as a compact region of approximately 180 bp. We also identified a potential upstream control element (UCE) that was located 80 bp upstream of the transcription start point (TSP). A transcription termination element was identified within a 34 bp region that was located immediately downstream of the 28S coding sequence. The function of this element depends upon polarity and the presence of both a stretch of uridine residues (U's) and a hairpin structure in the transcript. Our observations provide a strong basis for the study of DNA recognition by the polI transcriptional machinery in this early divergent organism. Copyright © 2012 Elsevier B.V. All rights reserved.

Pervasive, Genome-Wide Transcription in the Organelle Genomes of Diverse Plastid-Bearing Protists.

PubMed

Sanitá Lima, Matheus; Smith, David Roy

2017-11-06

Organelle genomes are among the most sequenced kinds of chromosome. This is largely because they are small and widely used in molecular studies, but also because next-generation sequencing technologies made sequencing easier, faster, and cheaper. However, studies of organelle RNA have not kept pace with those of DNA, despite huge amounts of freely available eukaryotic RNA-sequencing (RNA-seq) data. Little is known about organelle transcription in nonmodel species, and most of the available eukaryotic RNA-seq data have not been mined for organelle transcripts. Here, we use publicly available RNA-seq experiments to investigate organelle transcription in 30 diverse plastid-bearing protists with varying organelle genomic architectures. Mapping RNA-seq data to organelle genomes revealed pervasive, genome-wide transcription, regardless of the taxonomic grouping, gene organization, or noncoding content. For every species analyzed, transcripts covered ≥85% of the mitochondrial and/or plastid genomes (all of which were ≤105 kb), indicating that most of the organelle DNA-coding and noncoding-is transcriptionally active. These results follow earlier studies of model species showing that organellar transcription is coupled and ubiquitous across the genome, requiring significant downstream processing of polycistronic transcripts. Our findings suggest that noncoding organelle DNA can be transcriptionally active, raising questions about the underlying function of these transcripts and underscoring the utility of publicly available RNA-seq data for recovering complete genome sequences. If pervasive transcription is also found in bigger organelle genomes (>105 kb) and across a broader range of eukaryotes, this could indicate that noncoding organelle RNAs are regulating fundamental processes within eukaryotic cells. Copyright © 2017 Sanitá Lima and Smith.

The role of alternative Polyadenylation in regulation of rhythmic gene expression.

PubMed

Ptitsyna, Natalia; Boughorbel, Sabri; El Anbari, Mohammed; Ptitsyn, Andrey

2017-08-04

Alternative transcription is common in eukaryotic cells and plays important role in regulation of cellular processes. Alternative polyadenylation results from ambiguous PolyA signals in 3' untranslated region (UTR) of a gene. Such alternative transcripts share the same coding part, but differ by a stretch of UTR that may contain important functional sites. The methodoogy of this study is based on mathematical modeling, analytical solution, and subsequent validation by datamining in multiple independent experimental data from previously published studies. In this study we propose a mathematical model that describes the population dynamics of alternatively polyadenylated transcripts in conjunction with rhythmic expression such as transcription oscillation driven by circadian or metabolic oscillators. Analysis of the model shows that alternative transcripts with different turnover rates acquire a phase shift if the transcript decay rate is different. Difference in decay rate is one of the consequences of alternative polyadenylation. Phase shift can reach values equal to half the period of oscillation, which makes alternative transcripts oscillate in abundance in counter-phase to each other. Since counter-phased transcripts share the coding part, the rate of translation becomes constant. We have analyzed a few data sets collected in circadian timeline for the occurrence of transcript behavior that fits the mathematical model. Alternative transcripts with different turnover rate create the effect of rectifier. This "molecular diode" moderates or completely eliminates oscillation of individual transcripts and stabilizes overall protein production rate. In our observation this phenomenon is very common in different tissues in plants, mice, and humans. The occurrence of counter-phased alternative transcripts is also tissue-specific and affects functions of multiple biological pathways. Accounting for this mechanism is important for understanding the natural and engineering the synthetic cellular circuits.

Identifying students’ learning performance as a way to determine the admission process in physical education field

NASA Astrophysics Data System (ADS)

Prihanto, J. B.; Kartiko, D. C.; Wijaya, A.

2018-01-01

The interest in the physical education field has been rising in the past ten years. It can be seen that registrants of the physical education program in several universities increase. This research is meant to analyze students’ admission process and its relation to their performance in the learning activities in the department of physical education at Universitas Negeri Surabaya. The design of this study was quantitative data analysis. The research was conducted by collecting students’ admission data and their transcripts. The result showed that the most influential factor of admission in physical education program was the student’ field of study in high school. In addition, their achievements in sports competitions and family welfare are not likely to be important factors. These results give a recommendation for the next admission process which related to the quality of graduates.

Upstream regulatory elements are necessary and sufficient for transcription of a U6 RNA gene by RNA polymerase III.

PubMed Central

Das, G; Henning, D; Wright, D; Reddy, R

1988-01-01

Whereas the genes coding for trimethyl guanosine-capped snRNAs are transcribed by RNA polymerase II, the U6 RNA genes are transcribed by RNA polymerase III. In this study, we have analyzed the cis-regulatory elements involved in the transcription of a mouse U6 snRNA gene in vitro and in frog oocytes. Transcriptional analysis of mutant U6 gene constructs showed that, unlike most known cases of polymerase III transcription, intragenic sequences except the initiation nucleotide are dispensable for efficient and accurate transcription of U6 gene in vitro. Transcription of 5' deletion mutants in vitro and in frog oocytes showed that the upstream region, within 79 bp from the initiation nucleotide, contains elements necessary for U6 gene transcription. Transcription studies were carried out in frog oocytes with U6 genes containing 5' distal sequence; these studies revealed that the distal element acts as an orientation-dependent enhancer when present upstream to the gene, while it is orientation-independent but distance-dependent enhancer when placed down-stream to the U6 gene. Analysis of 3' deletion mutants showed that the transcription termination of U6 RNA is dependent on a T cluster present on the 3' end of the gene, thus providing further support to other lines of evidence that U6 genes are transcribed by RNA polymerase III. These observations suggest the involvement of a composite of components of RNA polymerase II and III transcription machineries in the transcription of U6 genes by RNA polymerase III. Images PMID:3366121

Association of cocaine- and amphetamine-related transcript, leptin and leptin receptor gene polymorphisms with anthropometric obesity phenotype indicators in South African learners.

PubMed

Yako, Y Y; Fanampe, B L; Hassan, M S; Erasmus, R T; van der Merwe, L; van Rensburg, S J; Matsha, T E

2011-01-01

Obesity has increased rapidly in South African children and adolescents. Genes involved in appetite regulation have been extensively studied worldwide, but their role in the obesity phenotype in South African Black and mixed-ancestry school adolescents is unknown. Seven common polymorphisms in LEP, GHRL, CART and LEPR were analysed for genotype and haplotype association with anthropometric obesity phenotype indicators in South African Black and mixed-ancestry adolescent school learners. The CART c.517A→G polymorphism was significantly associated with obesity susceptibility. The LEPR Lys(109)Arg G allele was associated with an average reduction of 2.36 kg/m(2) in body mass index (BMI), 5.66 cm in waist circumference (WC) and 1.61 cm in mid-upper-arm circumference (MUAC). This was confirmed by haplotype analysis. Additionally, a haplotype of the LEP polymorphisms significantly increased BMI, MUAC and hip circumference, while LEPR haplotypes were associated with differences in MUAC. Our findings suggest that c.517A→G and Lys(109)Arg contribute to the variation in anthropometric obesity phenotype indicators observed among Black African and mixed-ancestry South African learners. Furthermore, haplotypes of LEP, LEPR and GHRL polymorphisms were associated with varying measurements of weight, BMI and WC. Further studies are required to confirm our results in a larger and homogeneous study population group. Copyright © 2011 S. Karger AG, Basel.

Altered minor-groove hydrogen bonds in DNA block transcription elongation by T7 RNA polymerase.

PubMed

Tanasova, Marina; Goeldi, Silvan; Meyer, Fabian; Hanawalt, Philip C; Spivak, Graciela; Sturla, Shana J

2015-05-26

DNA transcription depends upon the highly efficient and selective function of RNA polymerases (RNAPs). Modifications in the template DNA can impact the progression of RNA synthesis, and a number of DNA adducts, as well as abasic sites, arrest or stall transcription. Nonetheless, data are needed to understand why certain modifications to the structure of DNA bases stall RNA polymerases while others are efficiently bypassed. In this study, we evaluate the impact that alterations in dNTP/rNTP base-pair geometry have on transcription. T7 RNA polymerase was used to study transcription over modified purines and pyrimidines with altered H-bonding capacities. The results suggest that introducing wobble base-pairs into the DNA:RNA heteroduplex interferes with transcriptional elongation and stalls RNA polymerase. However, transcriptional stalling is not observed if mismatched base-pairs do not H-bond. Together, these studies show that RNAP is able to discriminate mismatches resulting in wobble base-pairs, and suggest that, in cases of modifications with minor steric impact, DNA:RNA heteroduplex geometry could serve as a controlling factor for initiating transcription-coupled DNA repair. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

The Intertwined Roles of Transcription and Repair Proteins

PubMed Central

Fong, Yick W.; Cattoglio, Claudia; Tjian, Robert

2014-01-01

Transcription is apparently risky business. Its intrinsic mutagenic potential must be kept in check by networks of DNA repair factors that monitor the transcription process to repair DNA lesions that could otherwise compromise transcriptional fidelity and genome integrity. Intriguingly, recent studies point to an even more direct function of DNA repair complexes as co-activators of transcription and the unexpected role of “scheduled” DNA damage/repair at gene promoters. Paradoxically, spontaneous DNA double-strand breaks also induce ectopic transcription that is essential for repair. Thus, transcription, DNA damage and repair may be more physically and functionally intertwined than previously appreciated. PMID:24207023

The use of in vitro transcription to probe regulatory functions of viral protein domains.

PubMed

Loewenstein, Paul M; Song, Chao-Zhong; Green, Maurice

2007-01-01

Adenoviruses (Ads), like other DNA tumor viruses, have evolved specific regulatory genes that facilitate virus replication by controlling the transcription of other viral genes as well as that of key cellular genes. In this regard, the E1A transcription unit contains multiple protein domains that can transcriptionally activate or repress cellular genes involved in the regulation of cell proliferation and cell differentiation. Studies using in vitro transcription have provided a basis for a molecular understanding of the interaction of viral regulatory proteins with the transcriptional machinery of the cell and continue to inform our understanding of transcription regulation. This chapter provides examples of the use of in vitro transcription to analyze transcriptional activation and transcriptional repression by purified, recombinant Ad E1A protein domains and single amino acid substitution mutants as well as the use of protein-affinity chromatography to identify host cell transcription factors involved in viral transcriptional regulation. A detailed description is provided of the methodology to prepare nuclear transcription extract, to prepare biologically active protein domains, to prepare affinity depleted transcription extracts, and to analyze transcription by primer extension and by run-off assay using naked DNA templates.

Menarche and menstruation through the eyes of pubescent students in eastern Taiwan: implications in sociocultural influence and gender differences issues.

PubMed

Chang, Yu-Ting; Lin, Mei-Ling

2013-03-01

Menstruation is a significant part of women's lives. It has been studied from many perspectives to draw various conclusions about biological and physiological development, gender differences, and sociocultural environments. The purpose of this study was to explore how male and female pubescent students perceive and interpret menarche and menstruation and how their perceptions reflect gender differences and the sociocultural environment in eastern Taiwan. This was an exploratory qualitative study that employed focus group interviews. Data were collected from 20 girls and 27 boys, aged 10-12 years, who were recruited from two elementary schools. Participants engaged in 19 focus group discussions, which lasted 45-60 minutes each. Discussion transcripts were collected, encoded, categorized, and analyzed using the Atlas V 5.0 software. The central theme in menarche and menstruation experiences among pubescent students in eastern Taiwan can be summarized as, "Struggling to grow up amidst contradictions," an attitude that reflects gender divisions and sociocultural representations and practices. Generally, participants' views on menstruation fell within five subthemes: "Ambiguous," "Disregarded," "Dirty," "Personal," and "Transitional." These themes were analyzed within the contexts of society, school, and family. In line with previous research, this study shows the need for more individual reproductive health consultations, reliable sex education, and well-planned health policies to assist pubescent students manage menstruation. In addition, this study suggests that the subjugation of girls and women remains a critical issue that must be addressed and challenged.

Analysis of the regulation of viral transcription.

PubMed

Gloss, Bernd; Kalantari, Mina; Bernard, Hans-Ulrich

2005-01-01

Despite the small genomes and number of genes of papillomaviruses, regulation of their transcription is very complex and governed by numerous transcription factors, cis-responsive elements, and epigenetic phenomena. This chapter describes the strategies of how one can approach a systematic analysis of these factors, elements, and mechanisms. From the numerous different techniques useful for studying transcription, we describe in detail three selected protocols of approaches that have been relevant in shaping our knowledge of human papillomavirus transcription. These are DNAse I protection ("footprinting") for location of transcription-factor binding sites, electrophoretic mobility shifts ("gelshifts") for analysis of bound transcription factors, and bisulfite sequencing for analysis of DNA methylation as a prerequisite for epigenetic transcriptional regulation.

Influenza B virus outbreak at a religious residential school for boys in Northern Bangladesh, 2011.

PubMed

Haque, Farhana; Sturm-Ramirez, Katharine; Homaira, Nusrat; Gurley, Emily Suzane; Hossain, Md Jahangir; Hasan, S M Murshid; Chowdhury, Sukanta; Sarkar, Shamim; Khan, Abdul Khaleque Md Dawlat; Rahman, Mustafizur; Rahman, Mahmudur; Luby, Stephen P

2017-03-01

National media reported a febrile illness among dormitory residents of a boys' religious school. We investigated the outbreak to identify cause. Individuals with fever (>100°F) and cough or sore throat between 1 and 13 August 2011 were influenza-like-illness (ILI) case-patients. We collected histories and specimens from hospitalized case-patients and visited campus to explore environmental context. All 28 case-patients were dormitory residents including 27 hospitalizations. Accommodation space per resident was <0.8 square metres. Nasal and oropharyngeal swabs from 22 case-patients were positive for influenza B virus using real-time reverse transcription polymerase chain reaction (rRT-PCR). Overcrowding likely facilitated transmission leading to this dormitory outbreak. © 2016 The Authors. Influenza and Other Respiratory Viruses Published by John Wiley & Sons Ltd.

Group Violence and Migration Experience among Latin American Youths in Justice Enforcement Centers (Madrid, Spain).

PubMed

Martínez García, José Manuel; Martín López, María Jesús

2015-10-30

Group violence among Latin American immigrant youth has led to ongoing debates in political, legal, and media circles, yet none of those many perspectives has arrived at a solid, empirically supported definition for the phenomenon. This study aims to explore the relationship between the immigrant experience and violent group behavior in youths from Latin America serving prison sentences in Justice Enforcement Centers in the Community of Madrid. Semi-structured interviews were conducted with 19 juveniles, and content analysis was applied to the resulting transcripts, employing Grounded Theory to create an axial codification of intra- and inter-categorical contents, and Delphi panels for quality control. The research team delved into 62 topics, addressing participants' perceptions of the immigrant experience and its effects on five socialization settings (neighborhood, school, family, peer group, and significant other), and each one's relationship to violent behavior. The results led us to believe the young people's immigration experiences had been systematically examined. Their personal and social development was influenced by negative socioeconomic conditions, ineffective parental supervision, maladjustment and conflict at school, and experiences of marginalization and xenophobia. All those conditions favored affiliation with violent groups that provided them instrumental (economic and material), expressive, or affective support.

Clinical reasoning skills in final-year dental students: A qualitative cross-curricula comparison.

PubMed

Nafea, E T; Dennick, R

2018-05-01

The aim of this research was to explore the perceptions of undergraduate dental students regarding clinical reasoning skills and also discover the influences of different curriculum designs on the acquisition of these skills by students. Eighteen final-year students from three different dental schools with varied curricula and cultures participated in the current research. The research used qualitative methodology. The study took place in 2013-2014. Interviews captured the participants' own understanding of clinical reasoning and its acquisition plus they "talked through" a clinical problem using a "think-aloud" technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure. Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Clinical reasoning process was dominated by pattern recognition. Students' behaviours seemed to be influenced by cultural factors. This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which will improve educational practices in the future. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

PubMed Central

Martínez-Andrés, Maria; Bartolomé-Gutiérrez, Raquel; Rodríguez-Martín, Beatriz; Pardo-Guijarro, Maria Jesus; Martínez-Vizcaíno, Vicente

2017-01-01

ABSTRACT The aim of the study was to know the factors that influence boys and girls’ perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8–11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools. PMID:29039264

"Football is a boys' game": children's perceptions about barriers for physical activity during recess time.

PubMed

Martínez-Andrés, Maria; Bartolomé-Gutiérrez, Raquel; Rodríguez-Martín, Beatriz; Pardo-Guijarro, Maria Jesus; Martínez-Vizcaíno, Vicente

2017-01-01

The aim of the study was to know the factors that influence boys and girls' perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8-11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools.

Analyses of advanced rice anther transcriptomes reveal global tapetum secretory functions and potential proteins for lipid exine formation.

PubMed

Huang, Ming-Der; Wei, Fu-Jin; Wu, Cheng-Cheih; Hsing, Yue-Ie Caroline; Huang, Anthony H C

2009-02-01

The anthers in flowers perform important functions in sexual reproduction. Several recent studies used microarrays to study anther transcriptomes to explore genes controlling anther development. To analyze the secretion and other functions of the tapetum, we produced transcriptomes of anthers of rice (Oryza sativa subsp. japonica) at six progressive developmental stages and pollen with sequencing-by-synthesis technology. The transcriptomes included at least 18,000 unique transcripts, about 25% of which had antisense transcripts. In silico anther-minus-pollen subtraction produced transcripts largely unique to the tapetum; these transcripts include all the reported tapetum-specific transcripts of orthologs in other species. The differential developmental profiles of the transcripts and their antisense transcripts signify extensive regulation of gene expression in the anther, especially the tapetum, during development. The transcriptomes were used to dissect two major cell/biochemical functions of the tapetum. First, we categorized and charted the developmental profiles of all transcripts encoding secretory proteins present in the cellular exterior; these transcripts represent about 12% and 30% of the those transcripts having more than 100 and 1,000 transcripts per million, respectively. Second, we successfully selected from hundreds of transcripts several transcripts encoding potential proteins for lipid exine synthesis during early anther development. These proteins include cytochrome P450, acyltransferases, and lipid transfer proteins in our hypothesized mechanism of exine synthesis in and export from the tapetum. Putative functioning of these proteins in exine formation is consistent with proteins and metabolites detected in the anther locule fluid obtained by micropipetting.

Inhabitancy of active Nitrosopumilus-like ammonia-oxidizing archaea and Nitrospira nitrite-oxidizing bacteria in the sponge Theonella swinhoei

PubMed Central

Feng, Guofang; Sun, Wei; Zhang, Fengli; Karthik, Loganathan; Li, Zhiyong

2016-01-01

Nitrification directly contributes to the ammonia removal in sponges, and it plays an indispensable role in sponge-mediated nitrogen cycle. Previous studies have demonstrated genomic evidences of nitrifying lineages in the sponge Theonella swinhoei. However, little is known about the transcriptional activity of nitrifying community in this sponge. In this study, combined DNA- and transcript-based analyses were performed to reveal the composition and transcriptional activity of the nitrifiers in T. swinhoei from the South China Sea. Transcriptional activity of ammonia-oxidizing archaea (AOA) and nitrite-oxidizing bacteria (NOB) in this sponge were confirmed by targeting their nitrifying genes,16S rRNA genes and their transcripts. Phylogenetic analysis coupled with RDP rRNA classification indicated that archaeal 16S rRNA genes, amoA (the subunit of ammonia monooxygenase) genes and their transcripts were closely related to Nitrosopumilus-like AOA; whereas nitrifying bacterial 16S rRNA genes, nxrB (the subunit of nitrite oxidoreductase) genes and their transcripts were closely related to Nitrospira NOB. Quantitative assessment demonstrated relative higher abundances of nitrifying genes and transcripts of Nitrosopumilus-like AOA than those of Nitrospira NOB in this sponge. This study illustrated the transcriptional potentials of Nitrosopumilus-like archaea and Nitrospira bacteria that would predominantly contribute to the nitrification functionality in the South China Sea T. swinhoei. PMID:27113140

Acclimation of Saccharomyces cerevisiae to low temperature: a chemostat-based transcriptome analysis.

PubMed

Tai, Siew Leng; Daran-Lapujade, Pascale; Walsh, Michael C; Pronk, Jack T; Daran, Jean-Marc

2007-12-01

Effects of suboptimal temperatures on transcriptional regulation in yeast have been extensively studied in batch cultures. To eliminate indirect effects of specific growth rates that are inherent to batch-cultivation studies, genome-wide transcriptional responses to low temperatures were analyzed in steady-state chemostats, grown at a fixed specific growth rate (0.03 h(-1)). Although in vivo metabolic fluxes were essentially the same in cultures grown at 12 and at 30 degrees C, concentrations of the growth-limiting nutrients (glucose or ammonia) were higher at 12 degrees C. This difference was reflected by transcript levels of genes that encode transporters for the growth-limiting nutrients. Several transcriptional responses to low temperature occurred under both nutrient-limitation regimes. Increased transcription of ribosome-biogenesis genes emphasized the importance of adapting protein-synthesis capacity to low temperature. In contrast to observations in cold-shock and batch-culture studies, transcript levels of environmental stress response genes were reduced at 12 degrees C. Transcription of trehalose-biosynthesis genes and intracellular trehalose levels indicated that, in contrast to its role in cold-shock adaptation, trehalose is not involved in steady-state low-temperature adaptation. Comparison of the chemostat-based transcriptome data with literature data revealed large differences between transcriptional reprogramming during long-term low-temperature acclimation and the transcriptional responses to a rapid transition to low temperature.

De novo assembly and transcriptome analysis of five major tissues of Jatropha curcas L. using GS FLX titanium platform of 454 pyrosequencing

PubMed Central

2011-01-01

Background Jatropha curcas L. is an important non-edible oilseed crop with promising future in biodiesel production. However, factors like oil yield, oil composition, toxic compounds in oil cake, pests and diseases limit its commercial potential. Well established genetic engineering methods using cloned genes could be used to address these limitations. Earlier, 10,983 unigenes from Sanger sequencing of ESTs, and 3,484 unique assembled transcripts from 454 pyrosequencing of uncloned cDNAs were reported. In order to expedite the process of gene discovery, we have undertaken 454 pyrosequencing of normalized cDNAs prepared from roots, mature leaves, flowers, developing seeds, and embryos of J. curcas. Results From 383,918 raw reads, we obtained 381,957 quality-filtered and trimmed reads that are suitable for the assembly of transcript sequences. De novo contig assembly of these reads generated 17,457 assembled transcripts (contigs) and 54,002 singletons. Average length of the assembled transcripts was 916 bp. About 30% of the transcripts were longer than 1000 bases, and the size of the longest transcript was 7,173 bases. BLASTX analysis revealed that 2,589 of these transcripts are full-length. The assembled transcripts were validated by RT-PCR analysis of 28 transcripts. The results showed that the transcripts were correctly assembled and represent actively expressed genes. KEGG pathway mapping showed that 2,320 transcripts are related to major biochemical pathways including the oil biosynthesis pathway. Overall, the current study reports 14,327 new assembled transcripts which included 2589 full-length transcripts and 27 transcripts that are directly involved in oil biosynthesis. Conclusion The large number of transcripts reported in the current study together with existing ESTs and transcript sequences will serve as an invaluable genetic resource for crop improvement in jatropha. Sequence information of those genes that are involved in oil biosynthesis could be used for metabolic engineering of jatropha to increase oil content, and to modify oil composition. PMID:21492485

De novo assembly and transcriptome analysis of five major tissues of Jatropha curcas L. using GS FLX titanium platform of 454 pyrosequencing.

PubMed

Natarajan, Purushothaman; Parani, Madasamy

2011-04-15

Jatropha curcas L. is an important non-edible oilseed crop with promising future in biodiesel production. However, factors like oil yield, oil composition, toxic compounds in oil cake, pests and diseases limit its commercial potential. Well established genetic engineering methods using cloned genes could be used to address these limitations. Earlier, 10,983 unigenes from Sanger sequencing of ESTs, and 3,484 unique assembled transcripts from 454 pyrosequencing of uncloned cDNAs were reported. In order to expedite the process of gene discovery, we have undertaken 454 pyrosequencing of normalized cDNAs prepared from roots, mature leaves, flowers, developing seeds, and embryos of J. curcas. From 383,918 raw reads, we obtained 381,957 quality-filtered and trimmed reads that are suitable for the assembly of transcript sequences. De novo contig assembly of these reads generated 17,457 assembled transcripts (contigs) and 54,002 singletons. Average length of the assembled transcripts was 916 bp. About 30% of the transcripts were longer than 1000 bases, and the size of the longest transcript was 7,173 bases. BLASTX analysis revealed that 2,589 of these transcripts are full-length. The assembled transcripts were validated by RT-PCR analysis of 28 transcripts. The results showed that the transcripts were correctly assembled and represent actively expressed genes. KEGG pathway mapping showed that 2,320 transcripts are related to major biochemical pathways including the oil biosynthesis pathway. Overall, the current study reports 14,327 new assembled transcripts which included 2589 full-length transcripts and 27 transcripts that are directly involved in oil biosynthesis. The large number of transcripts reported in the current study together with existing ESTs and transcript sequences will serve as an invaluable genetic resource for crop improvement in jatropha. Sequence information of those genes that are involved in oil biosynthesis could be used for metabolic engineering of jatropha to increase oil content, and to modify oil composition.

Transcriptional Profiling of Human Endogenous Retrovirus Group HERV-K(HML-2) Loci in Melanoma

PubMed Central

Schmitt, Katja; Reichrath, Jörg; Roesch, Alexander; Meese, Eckart; Mayer, Jens

2013-01-01

Recent studies suggested a role for the human endogenous retrovirus (HERV) group HERV-K(HML-2) in melanoma because of upregulated transcription and expression of HERV-K(HML-2)-encoded proteins. Very little is known about which HML-2 loci are transcribed in melanoma. We assigned >1,400 HML-2 cDNA sequences generated from various melanoma and related samples to genomic HML-2 loci, identifying a total of 23 loci as transcribed. Transcription profiles of loci differed significantly between samples. One locus was found transcribed only in melanoma-derived samples but not in melanocytes and might represent a marker for melanoma. Several of the transcribed loci harbor ORFs for retroviral Gag and/or Env proteins. Env-encoding loci were transcribed only in melanoma. Specific investigation of rec and np9 transcripts indicated transcription of protein encoding loci in melanoma and melanocytes hinting at the relevance of Rec and Np9 in melanoma. UVB irradiation changed transcription profiles of loci and overall transcript levels decreased in melanoma and melanocytes. We further identified transcribed HML-2 loci formed by reverse transcription of spliced HML-2 transcripts by L1 machinery or in a retroviral fashion, with loci potentially encoding HML-2-like proteins. We reveal complex, sample-specific transcription of HML-2 loci in melanoma and related samples. Identified HML-2 loci and proteins encoded by those loci are particularly relevant for further studying the role of HML-2 in melanoma. Transcription of HERVs appears as a complex mechanism requiring specific studies to elucidate which HERV loci are transcribed and how transcribed HERVs may be involved in disease. PMID:23338945

De novo Assembly of Leaf Transcriptome in the Medicinal Plant Andrographis paniculata

PubMed Central

Cherukupalli, Neeraja; Divate, Mayur; Mittapelli, Suresh R.; Khareedu, Venkateswara R.; Vudem, Dashavantha R.

2016-01-01

Andrographis paniculata is an important medicinal plant containing various bioactive terpenoids and flavonoids. Despite its importance in herbal medicine, no ready-to-use transcript sequence information of this plant is made available in the public data base, this study mainly deals with the sequencing of RNA from A. paniculata leaf using Illumina HiSeq™ 2000 platform followed by the de novo transcriptome assembly. A total of 189.22 million high quality paired reads were generated and 1,70,724 transcripts were predicted in the primary assembly. Secondary assembly generated a transcriptome size of ~88 Mb with 83,800 clustered transcripts. Based on the similarity searches against plant non-redundant protein database, gene ontology, and eukaryotic orthologous groups, 49,363 transcripts were annotated constituting upto 58.91% of the identified unigenes. Annotation of transcripts—using kyoto encyclopedia of genes and genomes database—revealed 5606 transcripts plausibly involved in 140 pathways including biosynthesis of terpenoids and other secondary metabolites. Transcription factor analysis showed 6767 unique transcripts belonging to 97 different transcription factor families. A total number of 124 CYP450 transcripts belonging to seven divergent clans have been identified. Transcriptome revealed 146 different transcripts coding for enzymes involved in the biosynthesis of terpenoids of which 35 contained terpene synthase motifs. This study also revealed 32,341 simple sequence repeats (SSRs) in 23,168 transcripts. Assembled sequences of transcriptome of A. paniculata generated in this study are made available, for the first time, in the TSA database, which provides useful information for functional and comparative genomic analysis besides identification of key enzymes involved in the various pathways of secondary metabolism. PMID:27582746

Molecular analysis of alternative transcripts of equine AXL receptor tyrosine kinase gene.

PubMed

Park, Jeong-Woong; Song, Ki-Duk; Kim, Nam Young; Choi, Jae-Young; Hong, Seul A; Oh, Jin Hyeog; Kim, Si Won; Lee, Jeong Hyo; Park, Tae Sub; Kim, Jin-Kyoo; Kim, Jong Geun; Cho, Byung-Wook

2017-10-01

Since athletic performance is a most importance trait in horses, most research focused on physiological and physical studies of horse athletic abilities. In contrast, the molecular analysis as well as the regulatory pathway studies remain insufficient for evaluation and prediction of horse athletic abilities. In our previous study, we identified AXL receptor tyrosine kinase ( AXL ) gene which was expressed as alternative spliced isoforms in skeletal muscle during exercise. In the present study, we validated two AXL alternative splicing transcripts (named as AXLa for long form and AXLb for short form) in equine skeletal muscle to gain insight(s) into the role of each alternative transcript during exercise. We validated two isoforms of AXL transcripts in horse tissues by reverse transcriptase polymerase chain reaction (RT-PCR), and then cloned the transcripts to confirm the alternative locus and its sequences. Additionally, we examined the expression patterns of AXLa and AXLb transcripts in horse tissues by quantitative RT-PCR (qRT-PCR). Both of AXLa and AXLb transcripts were expressed in horse skeletal muscle and the expression levels were significantly increased after exercise. The sequencing analysis showed that there was an alternative splicing event at exon 11 between AXLa and AXLb transcripts. 3-dimentional (3D) prediction of the alternative protein structures revealed that the structural distance of the connective region between fibronectin type 3 (FN3) and immunoglobin (Ig) domain was different between two alternative isoforms. It is assumed that the expression patterns of AXLa and AXLb transcripts would be involved in regulation of exercise-induced stress in horse muscle possibly through an NF-κB signaling pathway. Further study is necessary to uncover biological function(s) and significance of the alternative splicing isoforms in race horse skeletal muscle.

Understanding science teacher enhancement programs: Essential components and a model

NASA Astrophysics Data System (ADS)

Spiegel, Samuel Albert

Researchers and practioners alike recognize that "the national goal that every child in the United States has access to high-quality school education in science and mathematics cannot be realized without the availability of effective professional development of teachers" (Hewson, 1997, p. 16). Further, there is a plethora of reports calling for the improvement of professional development efforts (Guskey & Huberman, 1995; Kyle, 1995; Loucks-Horsley, Hewson, Love, & Stiles, 1997). In this study I analyze a successful 3-year teacher enhancement program, one form of professional development, to: (1) identify essential components of an effective teacher enhancement program; and (2) create a model to identify and articulate the critical issues in designing, implementing, and evaluating teacher enhancement programs. Five primary sources of information were converted into data: (1) exit questionnaires, (2) exit surveys, (3) exit interview transcripts, (4) focus group transcripts, and (5) other artifacts. Additionally, a focus group was used to conduct member checks. Data were analyzed in an iterative process which led to the development of the list of essential components. The Components are categorized by three organizers: Structure (e.g., science research experience, a mediator throughout the program), Context (e.g., intensity, collaboration), and Participant Interpretation (e.g., perceived to be "safe" to examine personal beliefs and practices, actively engaged). The model is based on: (1) a 4-year study of a successful teacher enhancement program; (2) an analysis of professional development efforts reported in the literature; and (3) reflective discussions with implementors, evaluators, and participants of professional development programs. The model consists of three perspectives, cognitive, symbolic interaction, and organizational, representing different viewpoints from which to consider issues relevant to the success of a teacher enhancement program. These perspectives influence and are examined across three settings, program, individual, and school. An over-arching theme, namely the content focus of the program, such as the teaching and learning of science illuminate both the perspectives and the settings. While the model was developed to understand and evaluate a specific program, it is hypothesized that it can be a powerful tool for designing and implementing a variety of programs.

Difficulties experienced by young people with Tourette syndrome in secondary school: a mixed methods description of self, parent and staff perspectives.

PubMed

Wadman, Ruth; Glazebrook, Cris; Beer, Charlotte; Jackson, Georgina M

2016-01-20

Tourette syndrome (TS) is a neurodevelopmental disorder characterised by motor and vocal tics. These involuntary movements and vocalizations can have a negative impact in the school environment. The paper presents a mixed methods description of the difficulties experienced by UK students with TS in secondary school, drawing on multiple perspectives. Thirty-five young people with TS (11 to 18 years), their parents (n = 35) and key members of school staff (n = 54) took part in semi-structured interviews about TS-related difficulties in secondary school. Theme analysis was used to identify school difficulties reported by the young people, before moving on to analysis of the parents' and staff members' transcripts. The most frequently occurring themes from the young people's accounts were then quantified in order to examine the level of agreement between informants and the association with clinical symptom severity. A range of TS-related difficulties with academic work, and social and emotional well-being in school were reported by young people, parents and staff. Three superordinate themes are described: 1) TS makes school work more difficult, 2) Negative response to TS from staff and fellow students and 3) TS makes it more difficult to manage emotions in school. The three difficulties most frequently reported by the young people were problems concentrating in class, unhelpful responses by school staff to tics and difficulties with other students such as name-calling and mimicking tics. Additional difficulties reported by more than a quarter of young people related to homework, examinations, writing, anxiety and managing anger in school. Having more severe motor tics was associated with reporting difficulties with homework and handwriting, whereas having more severe phonic tics was associated with reporting unhelpful responses from staff. Young people and parents agreed more strongly with each other than they did with staff regarding school difficulties faced by individuals, and staff generally reported fewer TS-related difficulties. TS can present a barrier to learning in several ways and can also affect interactions with others and emotional experiences in secondary school. Implications for supporting secondary school-aged students with TS are considered.

Transcription regulation by the Mediator complex.

PubMed

Soutourina, Julie

2018-04-01

Alterations in the regulation of gene expression are frequently associated with developmental diseases or cancer. Transcription activation is a key phenomenon in the regulation of gene expression. In all eukaryotes, mediator of RNA polymerase II transcription (Mediator), a large complex with modular organization, is generally required for transcription by RNA polymerase II, and it regulates various steps of this process. The main function of Mediator is to transduce signals from the transcription activators bound to enhancer regions to the transcription machinery, which is assembled at promoters as the preinitiation complex (PIC) to control transcription initiation. Recent functional studies of Mediator with the use of structural biology approaches and functional genomics have revealed new insights into Mediator activity and its regulation during transcription initiation, including how Mediator is recruited to transcription regulatory regions and how it interacts and cooperates with PIC components to assist in PIC assembly. Novel roles of Mediator in the control of gene expression have also been revealed by showing its connection to the nuclear pore and linking Mediator to the regulation of gene positioning in the nuclear space. Clear links between Mediator subunits and disease have also encouraged studies to explore targeting of this complex as a potential therapeutic approach in cancer and fungal infections.

Mitotic Transcriptional Activation: Clearance of Actively Engaged Pol II via Transcriptional Elongation Control in Mitosis.

PubMed

Liang, Kaiwei; Woodfin, Ashley R; Slaughter, Brian D; Unruh, Jay R; Box, Andrew C; Rickels, Ryan A; Gao, Xin; Haug, Jeffrey S; Jaspersen, Sue L; Shilatifard, Ali

2015-11-05

Although it is established that some general transcription factors are inactivated at mitosis, many details of mitotic transcription inhibition (MTI) and its underlying mechanisms are largely unknown. We have identified mitotic transcriptional activation (MTA) as a key regulatory step to control transcription in mitosis for genes with transcriptionally engaged RNA polymerase II (Pol II) to activate and transcribe until the end of the gene to clear Pol II from mitotic chromatin, followed by global impairment of transcription reinitiation through MTI. Global nascent RNA sequencing and RNA fluorescence in situ hybridization demonstrate the existence of transcriptionally engaged Pol II in early mitosis. Both genetic and chemical inhibition of P-TEFb in mitosis lead to delays in the progression of cell division. Together, our study reveals a mechanism for MTA and MTI whereby transcriptionally engaged Pol II can progress into productive elongation and finish transcription to allow proper cellular division. Copyright © 2015 Elsevier Inc. All rights reserved.

Predicting Phonetic Transcription Agreement: Insights from Research in Infant Vocalizations

ERIC Educational Resources Information Center

Ramsdell, Heather L.; Oller, D. Kimbrough; Ethington, Corinna A.

2007-01-01

The purpose of this study is to provide new perspectives on correlates of phonetic transcription agreement. Our research focuses on phonetic transcription and coding of infant vocalizations. The findings are presumed to be broadly applicable to other difficult cases of transcription, such as found in severe disorders of speech, which similarly…

An Optogenetic Platform for Real-Time, Single-Cell Interrogation of Stochastic Transcriptional Regulation.

PubMed

Rullan, Marc; Benzinger, Dirk; Schmidt, Gregor W; Milias-Argeitis, Andreas; Khammash, Mustafa

2018-05-17

Transcription is a highly regulated and inherently stochastic process. The complexity of signal transduction and gene regulation makes it challenging to analyze how the dynamic activity of transcriptional regulators affects stochastic transcription. By combining a fast-acting, photo-regulatable transcription factor with nascent RNA quantification in live cells and an experimental setup for precise spatiotemporal delivery of light inputs, we constructed a platform for the real-time, single-cell interrogation of transcription in Saccharomyces cerevisiae. We show that transcriptional activation and deactivation are fast and memoryless. By analyzing the temporal activity of individual cells, we found that transcription occurs in bursts, whose duration and timing are modulated by transcription factor activity. Using our platform, we regulated transcription via light-driven feedback loops at the single-cell level. Feedback markedly reduced cell-to-cell variability and led to qualitative differences in cellular transcriptional dynamics. Our platform establishes a flexible method for studying transcriptional dynamics in single cells. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Archaeal RNA polymerase and transcription regulation

PubMed Central

Jun, Sung-Hoon; Reichlen, Matthew J.; Tajiri, Momoko; Murakami, Katsuhiko S.

2010-01-01

To elucidate the mechanism of transcription by cellular RNA polymerases (RNAPs), high resolution X-ray crystal structures together with structure-guided biochemical, biophysical and genetics studies are essential. The recently-solved X-ray crystal structures of archaeal RNA polymerase (RNAP) allow a structural comparison of the transcription machinery among all three domains of life. The archaea were once thought of closely related to bacteria, but they are now considered to be more closely related to the eukaryote at the molecular level than bacteria. According to these structures, the archaeal transcription apparatus, which includes RNAP and general transcription factors, is similar to the eukaryotic transcription machinery. Yet, the transcription regulators, activators and repressors, encoded by archaeal genomes are closely related to bacterial factors. Therefore, archaeal transcription appears to possess an intriguing hybrid of eukaryotic-type transcription apparatus and bacterial-like regulatory mechanisms. Elucidating the transcription mechanism in archaea, which possesses a combination of bacterial and eukaryotic transcription mechanisms that are commonly regarded as separate and mutually exclusive, can provide data that will bring basic transcription mechanisms across all three domains of life. PMID:21250781

Gender, Self-Perception, and Academic Problems in High School.

PubMed

Crosnoe, Robert; Riegle-Crumb, Catherine; Muller, Chandra

2007-01-01

Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.

Meeting report for Odd Pols 2016: Ann Arbor 2.0.

PubMed

Roy-Engel, Astrid M

2017-05-15

The Tenth International Conference on Transcription by RNA Polymerases I, III, IV and V (the 'Odd Pols') was held June 24-28, 2016 at the University of Michigan, Ann Arbor, USA and organized by David Engelke, Deborah Johnson, Richard Maraia, Lawrence Rothblum, David Schneider, Andrzej Wierzbicki and Astrid Engel. The organizers are grateful for the support from the Rackham Graduate School of the University of Michigan for providing the meeting venue. The environment provided a great background with unexpected encounters with fireflies, free live music and a festive fireworks display. The meeting was composed of eleven oral sessions and a poster session. The keynote speaker, Dave Engelke, opened the meeting with his presentation entitled "A personal history of pol III transcription - how we got here from the 'good old days'." The meeting drew attendees from sixteen countries that shared their research discoveries. Here we present some of the highlights from the meeting using summaries provided by the participants. Copyright © 2016 Elsevier B.V. All rights reserved.

Adolescents' and Young Adults' Perceptions of Electronic Cigarettes for Smoking Cessation: A Focus Group Study.

PubMed

Camenga, Deepa R; Cavallo, Dana A; Kong, Grace; Morean, Meghan E; Connell, Christian M; Simon, Patricia; Bulmer, Sandra M; Krishnan-Sarin, Suchitra

2015-10-01

Research has shown that adults perceive that electronic cigarettes (e-cigarettes) are effective for smoking cessation, yet little is known about adolescents and young adults' perceptions of e-cigarettes for quitting cigarette smoking. This study describes middle, high school, and college students' beliefs about, and experiences with, e-cigarettes for cigarette smoking cessation. We conducted 18 focus groups (n = 127) with male and female cigarette smokers and nonsmokers in 2 public colleges, 2 high schools, and 1 middle school in Connecticut between November 2012 and April 2013. Participants discussed cigarette smoking cessation in relation to e-cigarettes. Verbatim transcripts were analyzed using thematic analysis. All participants, regardless of age and smoking status, were aware that e-cigarettes could be used for smoking cessation. College and high school participants described different methods of how e-cigarettes could be used for smoking cessation: (a) nicotine reduction followed by cessation; (b) cigarette reduction/dual use; and (c) long-term exclusive e-cigarette use. However, overall, participants did not perceive that e-cigarette use led to successful quitting experiences. Participants described positive attributes (maintenance of smoking actions, "healthier" alternative to cigarettes, and parental approval) and negative attributes (persistence of craving, maintenance of addiction) of e-cigarettes for cessation. Some college students expressed distrust of marketing of e-cigarettes for smoking cessation. Adolescent and young adult smokers and nonsmokers perceive that there are several methods of using e-cigarettes for quitting and are aware of both positive and negative aspects of the product. Future research is needed to determine the role of e-cigarettes for smoking cessation in this population. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

If We Build It, Will They Come? A Qualitative Study of Key Stakeholder Opinions on the Implementation of a Videogame Intervention for Risk Reduction in Adolescents.

PubMed

Pendergrass, Tyra M; Hieftje, Kimberly; Crusto, Cindy A; Montanaro, Erika; Fiellin, Lynn E

2016-08-01

Serious games are emerging as important tools that offer an innovative approach to teach adolescents behavioral skills to avoid risky situations. PlayForward: Elm City Stories, an interactive videogame targeting risk reduction, is currently undergoing evaluation. Collecting stakeholder data on its acceptability and real-life implementation strategies is critical for successful dissemination. We collected interview data from four stakeholder groups regarding incorporating PlayForward into settings with adolescents. Transcripts were coded, creating a comprehensive code structure for each stakeholder group. We conducted 40 semi-structured interviews that included 14 adolescents (aged 12-15 years; 10 boys), eight parents/guardians (all women), 12 after-school/school coordinators (nine women), and 14 community partners (13 women). We identified four themes that reflected stakeholders' perceptions about how the videogame might be implemented in real-world settings. (1) Stakeholder groups expressed that the topics of sex, alcohol, and drugs were not being taught in an educational setting. (2) Stakeholder groups saw a videogame as a viable option to teach about sex, alcohol, and drugs. (3) Stakeholder groups thought that the videogame would fit well into other settings, such as after-school programs or community organizations. (4) Some stakeholder groups highlighted additional tools that could help with implementation, such as manuals, homework assignments, and group discussion questions. Stakeholder groups supported the game as a delivery vehicle for targeted content, indicating high acceptability but highlighting additional tools that would aid in implementation.

Predictors of Cognitive and Functional Decline in Patients With Alzheimer Disease Dementia From Brazil.

PubMed

Oliveira, Fabricio F; Chen, Elizabeth S; Smith, Marilia C; Bertolucci, Paulo H F

2016-01-01

Little is known on how risk factors for Alzheimer disease (AD) dementia affect disease progression, much less for populations with low mean schooling, whereas the transcription of APOE may be regulated by nongenetic factors. In this 44-month cohort study, 214 consecutive outpatients with late-onset AD were assessed for rates of cognitive and functional decline by way of Clinical Dementia Rating and Mini-Mental State Examination (MMSE) scores, keeping blinded assessment of APOE haplotypes. Subjects were evaluated for sex, schooling, age of dementia onset, and cerebrovascular risk factors (including Framingham risk scores). Of the 214 patients, there were 146 (68.2%) women and 113 (52.8%) APOE4+ carriers. The mean age of AD onset was 73.4±6.5 years-old, negatively correlated with time to Clinical Dementia Rating >1.0 (β=-0.132; ρ<0.001), MMSE=20 (β=-0.105; ρ<0.001), and MMSE=15 (β=-0.124; ρ=0.003), more significantly for women and APOE4+ carriers. Mean schooling was 4.18±3.7 years, correlated with time to MMSE=20 and MMSE=15 for women and APOE4+ carriers. Body mass index was correlated with time to MMSE=20 only for men (ρ=0.006). The 10-year coronary heart disease risk was correlated with time to MMSE=20 only for APOE4+ carriers (ρ=0.015). These outcomes suggest interactions among genomic effects of cognitive reserve, cerebral perfusion, and hormonal changes over mechanisms of neurodegeneration.

The impact of instructor grouping strategies on student efficacy in inquiry science labs: A phenomenological case study of grouping perceptions and strategies

NASA Astrophysics Data System (ADS)

Miller, Nathaniel J.

Abundant educational research has integrated Albert Bandura's concepts of self-efficacy and collective efficacy within educational settings. In this phenomenological case study, the investigation sought to capture the manifestation of self-efficacy and collective efficacy within inquiry-based science laboratory courses. Qualitative data was derived from student efficacy surveys, direct classroom observations, and three-tiered interviews with teacher participants. Four high school science instructors and their students from two school districts in Northern Illinois were selected to participate in the study. This study sought to identify instructor strategies or criteria used to formulate student laboratory groups and the impact of such groupings on student self-efficacy and collective efficacy. Open coding of interview transcripts, observation logs, and student surveys led to the development of eight emerging themes. These themes included the purpose of science laboratory activities, instructor grouping strategies, instructor roles, instructor's perceptions, science laboratory assessment, student interactions, learner self-perceptions, and grouping preferences. Results from the study suggest that some students were innately inclined to assume leadership roles, smaller groupings had greater participation from all group members, students had a strong preference for working collaboratively in groups, and students desired to maintain stable laboratory groups in lieu of periodically changing laboratory partners. As with all case study methodologies, the findings of the study were limited to the individual participants at research sites and were not generalizable to all science classrooms. Additional research in the realms of group size, group autonomy, and student interviews would provide even greater insights into the observed phenomena.

c-Jun binds the N terminus of human TAF(II)250 to derepress RNA polymerase II transcription in vitro.

PubMed

Lively, T N; Ferguson, H A; Galasinski, S K; Seto, A G; Goodrich, J A

2001-07-06

c-Jun is an oncoprotein that activates transcription of many genes involved in cell growth and proliferation. We studied the mechanism of transcriptional activation by human c-Jun in a human RNA polymerase II transcription system composed of highly purified recombinant and native transcription factors. Transcriptional activation by c-Jun depends on the TATA-binding protein (TBP)-associated factor (TAF) subunits of transcription factor IID (TFIID). Protein-protein interaction assays revealed that c-Jun binds with high specificity to the largest subunit of human TFIID, TAF(II)250. The region of TAF(II)250 bound by c-Jun lies in the N-terminal 163 amino acids. This same region of TAF(II)250 binds to TBP and represses its interaction with TATA boxes, thereby decreasing DNA binding by TFIID. We hypothesized that c-Jun is capable of derepressing the effect of the TAF(II)250 N terminus on TFIID-driven transcription. In support of this hypothesis, we found that c-Jun increased levels of TFIID-driven transcription in vitro when added at high concentrations to a DNA template lacking activator protein 1 (AP-1) sites. Moreover, c-Jun blocked the repression of TBP DNA binding caused by the N terminus of TAF(II)250. In addition to revealing a mechanism by which c-Jun activates transcription, our studies provide the first evidence that an activator can bind directly to the N terminus of TAF(II)250 to derepress RNA polymerase II transcription in vitro.

Distinct Mechanisms of Transcription Initiation by RNA Polymerases I and II.

PubMed

Engel, Christoph; Neyer, Simon; Cramer, Patrick

2018-05-20

RNA polymerases I and II (Pol I and Pol II) are the eukaryotic enzymes that catalyze DNA-dependent synthesis of ribosomal RNA and messenger RNA, respectively. Recent work shows that the transcribing forms of both enzymes are similar and the fundamental mechanisms of RNA chain elongation are conserved. However, the mechanisms of transcription initiation and its regulation differ between Pol I and Pol II. Recent structural studies of Pol I complexes with transcription initiation factors provided insights into how the polymerase recognizes its specific promoter DNA, how it may open DNA, and how initiation may be regulated. Comparison with the well-studied Pol II initiation system reveals a distinct architecture of the initiation complex and visualizes promoter- and gene-class-specific aspects of transcription initiation. On the basis of new structural studies, we derive a model of the Pol I transcription cycle and provide a molecular movie of Pol I transcription that can be used for teaching.

Construction of a Transcription Map for Papillomaviruses using RACE, RNAse Protection and Primer Extension Assays

PubMed Central

Wang, Xiaohong; Zheng, Zhi-Ming

2016-01-01

Papillomaviruses are a family of small, non-enveloped DNA tumor viruses. Knowing a complete transcription map from each papillomavirus genome can provide guidance for various papillomavirus studies. This unit provides detailed protocols to construct a transcription map of human papillomavirus type 18. The same approach can be easily adapted to other transcription map studies of any other papillomavirus genotype due to the high degree of conservation in the genome structure, organization and gene expression among papillomaviruses. The focused methods are 5’- and 3’- rapid amplification of cDNA ends (RACE), which are the techniques commonly used in molecular biology to obtain the full length RNA transcript or to map a transcription start site (TSS) or an RNA polyadenylation (pA) cleavage site. Primer walking RT-PCR is a method for studying splicing junction of RACE products. In addition, RNase protection assay and primer extension are also introduced as alternative methods in the mapping analysis. PMID:26855281

Evaluation of reference genes for reverse transcription quantitative real-time PCR (RT-qPCR) studies in Silene vulgaris considering the method of cDNA preparation

PubMed Central

Koloušková, Pavla; Stone, James D.

2017-01-01

Accurate gene expression measurements are essential in studies of both crop and wild plants. Reverse transcription quantitative real-time PCR (RT-qPCR) has become a preferred tool for gene expression estimation. A selection of suitable reference genes for the normalization of transcript levels is an essential prerequisite of accurate RT-qPCR results. We evaluated the expression stability of eight candidate reference genes across roots, leaves, flower buds and pollen of Silene vulgaris (bladder campion), a model plant for the study of gynodioecy. As random priming of cDNA is recommended for the study of organellar transcripts and poly(A) selection is indicated for nuclear transcripts, we estimated gene expression with both random-primed and oligo(dT)-primed cDNA. Accordingly, we determined reference genes that perform well with oligo(dT)- and random-primed cDNA, making it possible to estimate levels of nucleus-derived transcripts in the same cDNA samples as used for organellar transcripts, a key benefit in studies of cyto-nuclear interactions. Gene expression variance was estimated by RefFinder, which integrates four different analytical tools. The SvACT and SvGAPDH genes were the most stable candidates across various organs of S. vulgaris, regardless of whether pollen was included or not. PMID:28817728

Lesson study: Professional development and its impact on science teacher self-efficacy

NASA Astrophysics Data System (ADS)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal relationships is a relevant consideration in the development of science teacher's self-efficacy. From this study, it is apparent that teachers who are collaboratively involved in a supportive setting such as lesson study can increase their level of self-efficacy and thus improve their teaching practice.

Transcriptional bursting is intrinsically caused by interplay between RNA polymerases on DNA

NASA Astrophysics Data System (ADS)

Fujita, Keisuke; Iwaki, Mitsuhiro; Yanagida, Toshio

2016-12-01

Cell-to-cell variability plays a critical role in cellular responses and decision-making in a population, and transcriptional bursting has been broadly studied by experimental and theoretical approaches as the potential source of cell-to-cell variability. Although molecular mechanisms of transcriptional bursting have been proposed, there is little consensus. An unsolved key question is whether transcriptional bursting is intertwined with many transcriptional regulatory factors or is an intrinsic characteristic of RNA polymerase on DNA. Here we design an in vitro single-molecule measurement system to analyse the kinetics of transcriptional bursting. The results indicate that transcriptional bursting is caused by interplay between RNA polymerases on DNA. The kinetics of in vitro transcriptional bursting is quantitatively consistent with the gene-nonspecific kinetics previously observed in noisy gene expression in vivo. Our kinetic analysis based on a cellular automaton model confirms that arrest and rescue by trailing RNA polymerase intrinsically causes transcriptional bursting.

The mechanism of nucleosome traversal by RNA polymerase II

PubMed Central

2011-01-01

RNA polymerase II traverses nucleosomes rapidly and efficiently in the cell but it has not been possible to duplicate this process in the test tube. A single nucleosome has generally been found to provide a strong barrier to transcript elongation in vitro. Recent studies have shown that effective transcript elongation can occur on nucleosomal templates in vitro, but this depends on both facilitated uncoiling of DNA from the octamer surface and the presence of transcription factors that maintain polymerase in the transcriptionally competent state. These findings indicate that the efficiency and rate of transcription through chromatin could be regulated through controlled DNA uncoiling. These studies also demonstrate that nucleosome traversal need not result in nucleosome displacement. PMID:21519186

Left behind and left out: The impact of the school environment on young people with continence problems.

PubMed

Whale, Katie; Cramer, Helen; Joinson, Carol

2018-05-01

To explore the impact of the secondary school environment on young people with continence problems. In-depth qualitative semi-structured interviews. We interviewed 20 young people aged 11-19 years (11 female and nine male) with continence problems (daytime wetting, bedwetting, and/or soiling). Interviews were conducted by Skype (n = 11) and telephone (n = 9). Transcripts were analysed using inductive thematic analysis. We generated five main themes: (1) Boundaries of disclosure: friends and teachers; (2) Social consequences of avoidance and deceit; (3) Strict and oblivious gatekeepers; (4) Intimate actions in public spaces; and (5) Interrupted learning. Disclosure of continence problems at school to both friends and teachers was rare, due to the perceived stigma and fears of bullying and social isolation. The lack of disclosure to teachers and other school staff, such as pastoral care staff, creates challenges in how best to support these young people. Young people with continence problems require unrestricted access to private and adequate toilet facilities during the school day. There is a need for inclusive toilet access policies and improved toilet standards in schools. Addressing the challenges faced by young people with continence problems at school could help to remove the barriers to successful self-management of their symptoms. It is particularly concerning that young people with continence problems are at higher risk of academic underachievement. Increased support at school is needed to enable young people with continence problems to achieve their academic potential. Statement of Contribution What is already known on this subject? Continence problems are among the most common paediatric health problems Self-management of continence problems requires a structured schedule of fluid intake and bladder emptying Inadequate toilet facilities and restricted access make it difficult for young people to manage their incontinence What does this study add? Improvement is needed in teacher understanding of the needs of young people with continence problems Young people are reluctant to disclose continence problems due to perceived stigma and fear of social isolation Young people with continence problems may be at increased risk of academic underachievement. © 2017 The Authors. British Journal of Health Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

System-wide analysis of the transcriptional network of human myelomonocytic leukemia cells predicts attractor structure and phorbol-ester-induced differentiation and dedifferentiation transitions

NASA Astrophysics Data System (ADS)

Sakata, Katsumi; Ohyanagi, Hajime; Sato, Shinji; Nobori, Hiroya; Hayashi, Akiko; Ishii, Hideshi; Daub, Carsten O.; Kawai, Jun; Suzuki, Harukazu; Saito, Toshiyuki

2015-02-01

We present a system-wide transcriptional network structure that controls cell types in the context of expression pattern transitions that correspond to cell type transitions. Co-expression based analyses uncovered a system-wide, ladder-like transcription factor cluster structure composed of nearly 1,600 transcription factors in a human transcriptional network. Computer simulations based on a transcriptional regulatory model deduced from the system-wide, ladder-like transcription factor cluster structure reproduced expression pattern transitions when human THP-1 myelomonocytic leukaemia cells cease proliferation and differentiate under phorbol myristate acetate stimulation. The behaviour of MYC, a reprogramming Yamanaka factor that was suggested to be essential for induced pluripotent stem cells during dedifferentiation, could be interpreted based on the transcriptional regulation predicted by the system-wide, ladder-like transcription factor cluster structure. This study introduces a novel system-wide structure to transcriptional networks that provides new insights into network topology.

Diversity of transcripts and transcript processing forms in plastids of the dinoflagellate alga Karenia mikimotoi.

PubMed

Dorrell, Richard G; Hinksman, George A; Howe, Christopher J

2016-02-01

Plastids produce a vast diversity of transcripts. These include mature transcripts containing coding sequences, and their processing precursors, as well as transcripts that lack direct coding functions, such as antisense transcripts. Although plastid transcriptomes have been characterised for many plant species, less is known about the transcripts produced in other plastid lineages. We characterised the transcripts produced in the fucoxanthin-containing plastids of the dinoflagellate alga Karenia mikimotoi. This plastid lineage, acquired through tertiary endosymbiosis, utilises transcript processing pathways that are very different from those found in plants and green algae, including 3' poly(U) tail addition, and extensive substitutional editing of transcript sequences. We have sequenced the plastid transcriptome of K. mikimotoi, and have detected evidence for divergent evolution of fucoxanthin plastid genomes. We have additionally characterised polycistronic and monocistronic transcripts from two plastid loci, psbD-tRNA (Met)-ycf4 and rpl36-rps13-rps11. We find evidence for a range of transcripts produced from each locus that differ in terms of editing state, 5' end cleavage position, and poly(U) tail addition. Finally, we identify antisense transcripts in K. mikimotoi, which appear to undergo different processing events from the corresponding sense transcripts. Overall, our study provides insights into the diversity of transcripts and processing intermediates found in plastid lineages across the eukaryotes.

Oral History Interview Transcripts Tombigbee Historic Townsites Project. Volume 5 (Interview Numbers 123-128).

DTIC Science & Technology

1981-01-01

and Mama had throe in college when the Depression hit. I was still in junior high sceaool. At that time, they consolidated the Aberdeen Separate School...What brought you to Clay County? A: Well, I was just hunting labor. That was in the Depression days. We were hunting labor and moved down to the...all through the Depression period! 780 A: Yes, ma’am, and then plumb up to the Second World War. We started sawmilling just before World War II when

Auxilio, Socorro! Salvame! Los Esterioripos de la Mujer en la Television. Octavo Modulo de una Serie para Maestros de Escuela Elemental. Fara Usar con la Grabacion (Help! Help! Save me! Sexual Stereotyping of Women. Eighth Module of a Series for Elementary School Teachers. Audiotape Transcriptions).

ERIC Educational Resources Information Center

Garcia Ramis, Magali, Ed.; And Others

This guide in English and Spanish provides information for teachers concerning the roles assigned to women in television, and the stereotypes on which these roles are based. The guide contains a pre-test and a post-test to measure the user's awareness of sexual stereotyping. Four object lessons examine: (1) the traditional role of women on…

A Patient with Dengue Fever Presenting with Rhabdomyolysis.

PubMed

Nakamura, Masayuki; Ikeda, Shuntaro; Nagahara, Hiroyuki; Hitsumoto, Tatsurou; Matsui, Shogo; Kadota, Hisaki; Shimizu, Hideaki; Ohshima, Kiyotaka; Yakushiji, Naoki; Hamada, Mareomi

2015-01-01

A 16-year-old boy stayed in Tokyo near Yoyogi Park for extracurricular high school activities. After returning home, he experienced an episode of fever and visited our emergency outpatient unit. He initially exhibited symptoms of leukopenia, thrombocytopenia and concomitant rhabdomyolysis and after admission simultaneously developed a biphasic fever and systemic erythema. Based on the results of reverse transcription polymerase chain reaction testing, he was finally diagnosed with dengue fever. After an absence of 70 years, dengue fever has reemerged as a domestic infection. Awareness of this trend led to our diagnosis.

Application submission date reflects applicant quality.

PubMed

Fuhrman, George M; Dada, Stephen; Ehleben, Carole

2008-01-01

Applications for general surgery residency are submitted through the Electronic Residency Application Service (ERAS) beginning in early September. The purpose of this study was to determine whether the date of application submission could be used in the screening of an applicant for general surgery residency. The 2007 ERAS data for an independent program that accepts 2 categorical residents per year was evaluated. International medical graduates were excluded because no international applicants were considered for interviews. Applicants for preliminary positions were also excluded. The remaining graduates from medical schools accredited by the Liaison Committee on Medical Education (LCME) who applied for categorical positions were evaluated based on United States Medical Licensing Examination (USMLE) scores and on medical school performance, as well as on the quality of their personal statements and letters of recommendation. Medical school performance was determined from dean's letters and transcript information, and each applicant was classified as outstanding, average, or poor. The date of application submission was compared with USMLE scores and medical school performance. The lag time to submit an application was also evaluated and compared with whether a student was offered an interview and the assessment of the quality of that interview. Results were evaluated using analysis of variance and the Pearson correlation test to evaluate for significance. A total of 155 applications from LCME-accredited schools for categorical positions were received. The mean lag time to application for students with an outstanding medical school performance was 15.2 +/- 15.5 days compared with 37.4 +/- 26.2 days for poorly performing students (p < 0.01). A negative correlation between USMLE score and the lag time to application was noted (p < 0.01 USMLE I and USMLE II). Applicants offered an interview demonstrated a lag time to submit their application of 19.2 days +/- 21.7 versus 34.0 days +/- 25.8 for applicants not selected to interview (p < 0.01). The results of our study suggest that the date of application submission can provide important screening information about an applicant for general surgery residency. If nearly all high-quality applications are received in September, programs could begin the interview process in early November, which gives students an opportunity to visit more programs and increase their exposure to a broader variety of training options.

Asymmetry between Activation and Deactivation during a Transcriptional Pulse.

PubMed

Dunham, Lee S S; Momiji, Hiroshi; Harper, Claire V; Downton, Polly J; Hey, Kirsty; McNamara, Anne; Featherstone, Karen; Spiller, David G; Rand, David A; Finkenstädt, Bärbel; White, Michael R H; Davis, Julian R E

2017-12-27

Transcription in eukaryotic cells occurs in gene-specific bursts or pulses of activity. Recent studies identified a spectrum of transcriptionally active "on-states," interspersed with periods of inactivity, but these "off-states" and the process of transcriptional deactivation are poorly understood. To examine what occurs during deactivation, we investigate the dynamics of switching between variable rates. We measured live single-cell expression of luciferase reporters from human growth hormone or human prolactin promoters in a pituitary cell line. Subsequently, we applied a statistical variable-rate model of transcription, validated by single-molecule FISH, to estimate switching between transcriptional rates. Under the assumption that transcription can switch to any rate at any time, we found that transcriptional activation occurs predominantly as a single switch, whereas deactivation occurs with graded, stepwise decreases in transcription rate. Experimentally altering cAMP signalling with forskolin or chromatin remodelling with histone deacetylase inhibitor modifies the duration of defined transcriptional states. Our findings reveal transcriptional activation and deactivation as mechanistically independent, asymmetrical processes. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Pervasive Targeting of Nascent Transcripts by Hfq.

PubMed

Kambara, Tracy K; Ramsey, Kathryn M; Dove, Simon L

2018-05-01

Hfq is an RNA chaperone and an important post-transcriptional regulator in bacteria. Using chromatin immunoprecipitation coupled with high-throughput DNA sequencing (ChIP-seq), we show that Hfq associates with hundreds of different regions of the Pseudomonas aeruginosa chromosome. These associations are abolished when transcription is inhibited, indicating that they reflect Hfq binding to transcripts during their synthesis. Analogous ChIP-seq analyses with the post-transcriptional regulator Crc reveal that it associates with many of the same nascent transcripts as Hfq, an activity we show is Hfq dependent. Our findings indicate that Hfq binds many transcripts co-transcriptionally in P. aeruginosa, often in concert with Crc, and uncover direct regulatory targets of these proteins. They also highlight a general approach for studying the interactions of RNA-binding proteins with nascent transcripts in bacteria. The binding of post-transcriptional regulators to nascent mRNAs may represent a prevalent means of controlling translation in bacteria where transcription and translation are coupled. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Swinger RNAs with sharp switches between regular transcription and transcription systematically exchanging ribonucleotides: Case studies.

PubMed

Seligmann, Hervé

2015-09-01

During RNA transcription, DNA nucleotides A,C,G, T are usually matched by ribonucleotides A, C, G and U. However occasionally, this rule does not apply: transcript-DNA homologies are detectable only assuming systematic exchanges between ribonucleotides. Nine symmetric (X ↔ Y, e.g. A ↔ C) and fourteen asymmetric (X ↔ Y ↔ Z, e.g. A ↔ C ↔ G) exchanges exist, called swinger transcriptions. Putatively, polymerases occasionally stabilize in unspecified swinger conformations, possibly similar to transient conformations causing punctual misinsertions. This predicts chimeric transcripts, part regular, part swinger-transformed, reflecting polymerases switching to swinger polymerization conformation(s). Four chimeric Genbank transcripts (three from human mitochondrion and one murine cytosolic) are described here: (a) the 5' and 3' extremities reflect regular polymerization, the intervening sequence exchanges systematically between ribonucleotides (swinger rule G ↔ U, transcript (1), with sharp switches between regular and swinger sequences; (b) the 5' half is 'normal', the 3' half systematically exchanges ribonucleotides (swinger rule C ↔ G, transcript (2), with an intercalated sequence lacking homology; (c) the 3' extremity fits A ↔ G exchanges (10% of transcript length), the 5' half follows regular transcription; the intervening region seems a mix of regular and A ↔ G transcriptions (transcript 3); (d) murine cytosolic transcript 4 switches to A ↔ U + C ↔ G, and is fused with A ↔ U + C ↔ G swinger transformed precursor rRNA. In (c), each concomitant transcript 5' and 3' extremities match opposite genome strands. Transcripts 3 and 4 combine transcript fusions with partial swinger transcriptions. Occasional (usually sharp) switches between regular and swinger transcriptions reveal greater coding potential than detected until now, suggest stable polymerase swinger conformations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

An empirical strategy to detect bacterial transcript structure from directional RNA-seq transcriptome data.

PubMed

Wang, Yejun; MacKenzie, Keith D; White, Aaron P

2015-05-07

As sequencing costs are being lowered continuously, RNA-seq has gradually been adopted as the first choice for comparative transcriptome studies with bacteria. Unlike microarrays, RNA-seq can directly detect cDNA derived from mRNA transcripts at a single nucleotide resolution. Not only does this allow researchers to determine the absolute expression level of genes, but it also conveys information about transcript structure. Few automatic software tools have yet been established to investigate large-scale RNA-seq data for bacterial transcript structure analysis. In this study, 54 directional RNA-seq libraries from Salmonella serovar Typhimurium (S. Typhimurium) 14028s were examined for potential relationships between read mapping patterns and transcript structure. We developed an empirical method, combined with statistical tests, to automatically detect key transcript features, including transcriptional start sites (TSSs), transcriptional termination sites (TTSs) and operon organization. Using our method, we obtained 2,764 TSSs and 1,467 TTSs for 1331 and 844 different genes, respectively. Identification of TSSs facilitated further discrimination of 215 putative sigma 38 regulons and 863 potential sigma 70 regulons. Combining the TSSs and TTSs with intergenic distance and co-expression information, we comprehensively annotated the operon organization in S. Typhimurium 14028s. Our results show that directional RNA-seq can be used to detect transcriptional borders at an acceptable resolution of ±10-20 nucleotides. Technical limitations of the RNA-seq procedure may prevent single nucleotide resolution. The automatic transcript border detection methods, statistical models and operon organization pipeline that we have described could be widely applied to RNA-seq studies in other bacteria. Furthermore, the TSSs, TTSs, operons, promoters and unstranslated regions that we have defined for S. Typhimurium 14028s may constitute valuable resources that can be used for comparative analyses with other Salmonella serotypes.

Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

NASA Astrophysics Data System (ADS)

Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media, argumentation, risk analysis, and pedagogical aspects of SSI-based instruction should be incorporated into educational courses designed for the Turkish teacher education programs such as the science teaching methods course. When we find ways to improve PSTs or science teachers' SSI teaching practices in terms of these components, we can provide useful information for curriculum developers, policy-makers, and science educators in Turkey and other countries, that are facing similar problems. We believe that this study would initiate more investigative and exploratory studies toward this goal.

A conceptual framework for healthy eating behavior in ecuadorian adolescents: a qualitative study.

PubMed

Verstraeten, Roosmarijn; Van Royen, Kathleen; Ochoa-Avilés, Angélica; Penafiel, Daniela; Holdsworth, Michelle; Donoso, Silvana; Maes, Lea; Kolsteren, Patrick

2014-01-01

The objective of this study was to identify factors influencing eating behavior of Ecuadorian adolescents - from the perspective of parents, school staff and adolescents - to develop a conceptual framework for adolescents' eating behavior. Twenty focus groups (N=144 participants) were conducted separately with adolescents aged 11-15 y (n (focus groups)=12, N (participants)=80), parents (n=4, N=32) and school staff (n=4, N=32) in rural and urban Ecuador. A semi-structured questioning route was developed based on the 'Attitude, Social influences and Self-efficacy' model and the socio-ecological model to assess the relevance of behavioral and environmental factors in low- and middle-income countries. Two researchers independently analyzed verbatim transcripts for emerging themes, using deductive thematic content analysis. Data were analyzed using NVivo 8. All groups recognized the importance of eating healthily and key individual factors in Ecuadorian adolescents' food choices were: financial autonomy, food safety perceptions, lack of self-control, habit strength, taste preferences and perceived peer norms. Environmental factors included the poor nutritional quality of food and its easy access at school. In their home and family environment, time and convenience completed the picture as barriers to eating healthily. Participants acknowledged the impact of the changing socio-cultural environment on adolescents' eating patterns. Availability of healthy food at home and financial constraints differed between settings and socio-economic groups. Our findings endorse the importance of investigating behavioral and environmental factors that influence and mediate healthy dietary behavior prior to intervention development. Several culture-specific factors emerged that were incorporated into a conceptual framework for developing health promotion interventions in Ecuador.

Global isoform-specific transcript alterations and deregulated networks in clear cell renal cell carcinoma

PubMed Central

Hamilton, Michael J.; Girke, Thomas; Martinez, Ernest

2018-01-01

Extensive genome-wide analyses of deregulated gene expression have now been performed for many types of cancer. However, most studies have focused on deregulation at the gene-level, which may overlook the alterations of specific transcripts for a given gene. Clear cell renal cell carcinoma (ccRCC) is one of the best-characterized and most pervasive renal cancers, and ccRCCs are well-documented to have aberrant RNA processing. In the present study, we examine the extent of aberrant isoform-specific RNA expression by reporting a comprehensive transcript-level analysis, using the new kallisto-sleuth-RATs pipeline, investigating coding and non-coding differential transcript expression in ccRCC. We analyzed 50 ccRCC tumors and their matched normal samples from The Cancer Genome Altas datasets. We identified 7,339 differentially expressed transcripts and 94 genes exhibiting differential transcript isoform usage in ccRCC. Additionally, transcript-level coexpression network analyses identified vasculature development and the tricarboxylic acid cycle as the most significantly deregulated networks correlating with ccRCC progression. These analyses uncovered several uncharacterized transcripts, including lncRNAs FGD5-AS1 and AL035661.1, as potential regulators of the tricarboxylic acid cycle associated with ccRCC progression. As ccRCC still presents treatment challenges, our results provide a new resource of potential therapeutics targets and highlight the importance of exploring alternative methodologies in transcriptome-wide studies.

Learning to Teach Argumentation: Research and development in the science classroom

NASA Astrophysics Data System (ADS)

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-02-01

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin’s argument pattern were developed and applied to classroom transcripts. Teachers’ use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers’ oral contributions that facilitated and supported argumentation. All teachers attempted to encourage a variety of processes involved in argumentation; teachers whose lessons included the highest quality of argumentation (Toulmin’s argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers’ facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.

Personal incentives as determinants of adolescent health behavior: the meaning of behavior.

PubMed

Spruijt-Metz, D

1995-09-01

It has been suggested that prevailing theories do not fully incorporate the less rational, more emotional elements of adolescent health and risk behavior. To address this limitation, the perceived incentives construct from Tappe's Model of Personal Investment is split into intrinsic and extrinsic incentives, with the intrinsic incentives representing personal meanings of adolescent health and risk behaviors. Intrinsic incentives were operationalized using transcripts from focus group interviews for three behavioral domains: sleeping habits, eating habits at lunch and eating habits after school. The ensuing questionnaire was completed by 416 Dutch secondary school students with a mean age of 14 years. Intrinsic incentives, or the personal meaning with which behavior is imbued, predicted health and risk behaviors well in all three behavioral domains. The implications of these results for further research and for the development of health education programs are discussed.

Using collective argumentation to engage students in a primary mathematics classroom

NASA Astrophysics Data System (ADS)

Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

A new paradigm for transcription factor TFIIB functionality

PubMed Central

Gelev, Vladimir; Zabolotny, Janice M.; Lange, Martin; Hiromura, Makoto; Yoo, Sang Wook; Orlando, Joseph S.; Kushnir, Anna; Horikoshi, Nobuo; Paquet, Eric; Bachvarov, Dimcho; Schaffer, Priscilla A.; Usheva, Anny

2014-01-01

Experimental and bioinformatic studies of transcription initiation by RNA polymerase II (RNAP2) have revealed a mechanism of RNAP2 transcription initiation less uniform across gene promoters than initially thought. However, the general transcription factor TFIIB is presumed to be universally required for RNAP2 transcription initiation. Based on bioinformatic analysis of data and effects of TFIIB knockdown in primary and transformed cell lines on cellular functionality and global gene expression, we report that TFIIB is dispensable for transcription of many human promoters, but is essential for herpes simplex virus-1 (HSV-1) gene transcription and replication. We report a novel cell cycle TFIIB regulation and localization of the acetylated TFIIB variant on the transcriptionally silent mitotic chromatids. Taken together, these results establish a new paradigm for TFIIB functionality in human gene expression, which when downregulated has potent anti-viral effects. PMID:24441171

c-Rel, an NF-[kappa]B Family Transcription Factor, Is Required for Hippocampal Long-Term Synaptic Plasticity and Memory Formation

ERIC Educational Resources Information Center

Ahn, Hyung Jin; Hernandez, Caterina M.; Levenson, Jonathan M.; Lubin, Farah D.; Liou, Hsiou-Chi; Sweatt, J. David

2008-01-01

Transcription is a critical component for consolidation of long-term memory. However, relatively few transcriptional mechanisms have been identified for the regulation of gene expression in memory formation. In the current study, we investigated the activity of one specific member of the NF-[kappa]B transcription factor family, c-Rel, during…

Identification and functional analysis of two alternatively spliced transcripts of ABSCISIC ACID INSENSITIVE3 (ABI3) in linseed flax (Linum usitatissimum L.).

PubMed

Wang, Yanyan; Zhang, Tianbao; Song, Xiaxia; Zhang, Jianping; Dang, Zhanhai; Pei, Xinwu; Long, Yan

2018-01-01

Alternative splicing is a popular phenomenon in different types of plants. It can produce alternative spliced transcripts that encode proteins with altered functions. Previous studies have shown that one transcription factor, ABSCISIC ACID INSENSITIVE3 (ABI3), which encodes an important component in abscisic acid (ABA) signaling, is subjected to alternative splicing in both mono- and dicotyledons. In the current study, we identified two homologs of ABI3 in the genome of linseed flax. We screened two alternatively spliced flax LuABI3 transcripts, LuABI3-2 and LuABI3-3, and one normal flax LuABI3 transcript, LuABI3-1. Sequence analysis revealed that one of the alternatively spliced transcripts, LuABI3-3, retained a 6 bp intron. RNA accumulation analysis showed that all three transcripts were expressed during seed development, while subcellular localization and transgene experiments showed that LuABI3-3 had no biological function. The two normal transcripts, LuABI3-1 and LuABI3-2, are the important functional isoforms in flax and play significant roles in the ABA regulatory pathway during seed development, germination, and maturation.

Transcription Regulation in Archaea

PubMed Central

Gehring, Alexandra M.; Walker, Julie E.

2016-01-01

The known diversity of metabolic strategies and physiological adaptations of archaeal species to extreme environments is extraordinary. Accurate and responsive mechanisms to ensure that gene expression patterns match the needs of the cell necessitate regulatory strategies that control the activities and output of the archaeal transcription apparatus. Archaea are reliant on a single RNA polymerase for all transcription, and many of the known regulatory mechanisms employed for archaeal transcription mimic strategies also employed for eukaryotic and bacterial species. Novel mechanisms of transcription regulation have become apparent by increasingly sophisticated in vivo and in vitro investigations of archaeal species. This review emphasizes recent progress in understanding archaeal transcription regulatory mechanisms and highlights insights gained from studies of the influence of archaeal chromatin on transcription. PMID:27137495

Stressing Escherichia coli to educate students about research: A CURE to investigate multiple levels of gene regulation.

PubMed

McDonough, Janet; Goudsouzian, Lara K; Papaj, Agllai; Maceli, Ashley R; Klepac-Ceraj, Vanja; Peterson, Celeste N

2017-09-01

Course-based undergraduate research experiences (CUREs) have been shown to increase student retention and learning in the biological sciences. Most CURES cover only one aspect of gene regulation, such as transcriptional control. Here we present a new inquiry-based lab that engages understanding of gene expression from multiple perspectives. Students carry out a forward genetic screen to identify regulators of the stationary phase master regulator RpoS in the model organism Escherichia coli and then use a series of reporter fusions to determine if the regulation is at the level of transcription or the post-transcription level. This easy-to-implement course has been run both as a 9-week long project and a condensed 5-6 week version in three different schools and types of courses. A majority of the genes found in the screen are novel, thus giving students the opportunity to contribute to original findings to the field. Assessments of this CURE show student gains in learning in many knowledge areas. In addition, attitudinal surveys suggest the students are enthusiastic about the screen and their learning about gene regulation. In summary, this lab would be an appropriate addition to an intermediate or advanced level Molecular Biology, Genetics, or Microbiology curriculum. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):449-458, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Transcript Isoform Variation Associated with Cytosine Modification in Human Lymphoblastoid Cell Lines.

PubMed

Zhang, Xu; Zhang, Wei

2016-06-01

Cytosine modification on DNA is variable among individuals, which could correlate with gene expression variation. The effect of cytosine modification on interindividual transcript isoform variation (TIV), however, remains unclear. In this study, we assessed the extent of cytosine modification-specific TIV in lymphoblastoid cell lines (LCLs) derived from unrelated individuals of European and African descent. Our study detected cytosine modification-specific TIVs for 17% of the analyzed genes at a 5% false discovery rate. Forty-five percent of the TIV-associated cytosine modifications correlated with the overall gene expression levels as well, with the corresponding CpG sites overrepresented in transcript initiation sites, transcription factor binding sites, and distinct histone modification peaks, suggesting that alternative isoform transcription underlies the TIVs. Our analysis also revealed 33% of the TIV-associated cytosine modifications that affected specific exons, with the corresponding CpG sites overrepresented in exon/intron junctions, splicing branching points, and transcript termination sites, implying that the TIVs are attributable to alternative splicing or transcription termination. Genetic and epigenetic regulation of TIV shared target preference but exerted independent effects on 61% of the common exon targets. Cytosine modification-specific TIVs detected from LCLs were differentially enriched in those detected from various tissues in The Cancer Genome Atlas, indicating their developmental dependency. Genes containing cytosine modification-specific TIVs were enriched in pathways of cancers and metabolic disorders. Our study demonstrated a prominent effect of cytosine modification variation on the transcript isoform spectrum over gross transcript abundance and revealed epigenetic contributions to diseases that were mediated through cytosine modification-specific TIV. Copyright © 2016 by the Genetics Society of America.

Functional architecture of Escherichia coli: new insights provided by a natural decomposition approach.

PubMed

Freyre-González, Julio A; Alonso-Pavón, José A; Treviño-Quintanilla, Luis G; Collado-Vides, Julio

2008-10-27

Previous studies have used different methods in an effort to extract the modular organization of transcriptional regulatory networks. However, these approaches are not natural, as they try to cluster strongly connected genes into a module or locate known pleiotropic transcription factors in lower hierarchical layers. Here, we unravel the transcriptional regulatory network of Escherichia coli by separating it into its key elements, thus revealing its natural organization. We also present a mathematical criterion, based on the topological features of the transcriptional regulatory network, to classify the network elements into one of two possible classes: hierarchical or modular genes. We found that modular genes are clustered into physiologically correlated groups validated by a statistical analysis of the enrichment of the functional classes. Hierarchical genes encode transcription factors responsible for coordinating module responses based on general interest signals. Hierarchical elements correlate highly with the previously studied global regulators, suggesting that this could be the first mathematical method to identify global regulators. We identified a new element in transcriptional regulatory networks never described before: intermodular genes. These are structural genes that integrate, at the promoter level, signals coming from different modules, and therefore from different physiological responses. Using the concept of pleiotropy, we have reconstructed the hierarchy of the network and discuss the role of feedforward motifs in shaping the hierarchical backbone of the transcriptional regulatory network. This study sheds new light on the design principles underpinning the organization of transcriptional regulatory networks, showing a novel nonpyramidal architecture composed of independent modules globally governed by hierarchical transcription factors, whose responses are integrated by intermodular genes.

Identification of the gene transcription repressor domain of Gli3.

PubMed

Tsanev, Robert; Tiigimägi, Piret; Michelson, Piret; Metsis, Madis; Østerlund, Torben; Kogerman, Priit

2009-01-05

Gli transcription factors are downstream targets of the Hedgehog signaling pathway. Two of the three Gli proteins harbor gene transcription repressor function in the N-terminal half. We have analyzed the sequences and identified a potential repressor domain in Gli2 and Gli3 and have tested this experimentally. Overexpression studies confirm that the N-terminal parts harbor gene repression activity and we mapped the minimal repressor to residues 106 till 236 in Gli3. Unlike other mechanisms that inhibit Gli induced gene transcription, the repressor domain identified here does not utilize Histone deacetylases (HDACs) to achieve repression, as confirmed by HDAC inhibition studies and pull-down assays. This distinguishes the identified domain from other regulatory parts with negative influence on transcription.

Female and male Hispanic students majoring in science or engineering: Their stories describing their educational journeys

NASA Astrophysics Data System (ADS)

Brown, Susan Wightman

National statistics clearly demonstrate an underrepresentation of minorities in the fields of science and engineering. Blacks, Hispanics, American Indians, and Asians do not typically choose science or engineering as their college major; therefore, there is a very small representation of these minorities in the science and engineering labor force. The decision not to major in science and engineering may begin as soon as the child can begin to recognize role models in the media. News stories, magazine articles, television programs, teachers, parents, administrators, and other agencies have painted the picture of a scientist or engineer as being dominantly a White male. Schools have continued society's portrayal by using curriculum, textbooks, role models, instructional strategies, and counseling that continues to encourage the White male to succeed in science and engineering, but discourages the minority students, male and female, from succeeding in these fields. In this qualitative study, 22 Hispanic students, 12 female and 10 male, who are majoring in science or engineering, were interviewed using Seidman's in-depth interviewing technique. These students were shadowed in their college science or engineering classes; their high school and college transcripts were analyzed; and, a focus group was brought together at the end of the interviewing process in order to allow interaction between the participants. The goal was to explore the educational journeys of the 22 Hispanic students. What made a difference in the journeys of these 22 students so that they could succeed in majors that have historically discouraged minority students? Seven themes emerged: family support, honors program, challenging and interactive curriculum, college preparation in high school courses, caring and kind teachers, small class size, and small communities. Gender comparison of the educational journeys documents these differences between the females and males: college preparation, mentoring, special school and summer programs, and gender role conflicts. In Chapter Six, a picture is painted by these 22 Hispanic students of a school that would promote success for all minority students in science and engineering related classes. Science and math educators, and really all educators, should take note and changes need to be made in our schools in order to provide a learning environment for all students.

Persistence in STEM: An investigation of the relationship between high school experiences in science and mathematics and college degree completion in STEM fields

NASA Astrophysics Data System (ADS)

Maltese, Adam V.

While the number of Bachelor's degrees awarded annually has nearly tripled over the past 40 years (NSF, 2008), the same cannot be said for degrees in the STEM (science, technology, engineering and mathematics) fields. The Bureau of Labor Statistics projects that by the year 2014 the combination of new positions and retirements will lead to 2 million job openings in STEM (BLS, 2005). Thus, the research questions I sought to answer with this study were: (1)What are the most common enrollment patterns for students who enter into and exit from the STEM pipeline during high school and college? (2) Controlling for differences in student background and early interest in STEM careers, what are the high school science and mathematics classroom experiences that characterize student completion of a college major in STEM? Using data from NELS:88 I analyzed descriptive statistics and completed logistic regressions to gain an understanding of factors related to student persistence in STEM. Approximately 4700 students with transcript records and who participated in all survey rounds were included in the analyses. The results of the descriptive analysis demonstrated that most students who went on to complete majors in STEM completed at least three or four years of STEM courses during high school, and enrolled in advanced high school mathematics and science courses at higher rates. At almost every pipeline checkpoint indicators of the level of coursework and achievement were significant in predicting student completion of a STEM degree. The results also support previous research that showed demographic variables have little effect on persistence once the sample is limited to those who have the intrinsic ability and desire to complete a college degree. The most significant finding is that measures of student interest and engagement in science and mathematics were significant in predicting completion of a STEM degree, above and beyond the effects of course enrollment and performance. A final analysis, which involved the comparison of descriptive statistics for students who switched into and out of the STEM pipeline during high school, suggested that attitudes toward mathematics and science play a major role in choices regarding pipeline persistence.

Transcriptome analysis by strand-specific sequencing of complementary DNA

PubMed Central

Parkhomchuk, Dmitri; Borodina, Tatiana; Amstislavskiy, Vyacheslav; Banaru, Maria; Hallen, Linda; Krobitsch, Sylvia; Lehrach, Hans; Soldatov, Alexey

2009-01-01

High-throughput complementary DNA sequencing (RNA-Seq) is a powerful tool for whole-transcriptome analysis, supplying information about a transcript's expression level and structure. However, it is difficult to determine the polarity of transcripts, and therefore identify which strand is transcribed. Here, we present a simple cDNA sequencing protocol that preserves information about a transcript's direction. Using Saccharomyces cerevisiae and mouse brain transcriptomes as models, we demonstrate that knowing the transcript's orientation allows more accurate determination of the structure and expression of genes. It also helps to identify new genes and enables studying promoter-associated and antisense transcription. The transcriptional landscapes we obtained are available online. PMID:19620212

Transcriptome analysis by strand-specific sequencing of complementary DNA.

PubMed

Parkhomchuk, Dmitri; Borodina, Tatiana; Amstislavskiy, Vyacheslav; Banaru, Maria; Hallen, Linda; Krobitsch, Sylvia; Lehrach, Hans; Soldatov, Alexey

2009-10-01

High-throughput complementary DNA sequencing (RNA-Seq) is a powerful tool for whole-transcriptome analysis, supplying information about a transcript's expression level and structure. However, it is difficult to determine the polarity of transcripts, and therefore identify which strand is transcribed. Here, we present a simple cDNA sequencing protocol that preserves information about a transcript's direction. Using Saccharomyces cerevisiae and mouse brain transcriptomes as models, we demonstrate that knowing the transcript's orientation allows more accurate determination of the structure and expression of genes. It also helps to identify new genes and enables studying promoter-associated and antisense transcription. The transcriptional landscapes we obtained are available online.

A critical role for topoisomerase IIb and DNA double strand breaks in transcription

PubMed Central

Calderwood, Stuart K.

2016-01-01

ABSTRACT Recent studies have indicated a novel role for topoisomerase IIb in transcription. Transcription of heat shock genes, serum-induced immediate early genes and nuclear receptor-activated genes, each required DNA double strands generated by topoisomerase IIb. Such strand breaks seemed both necessary and sufficient for transcriptional activation. In addition, such transcription was associated with initiation of the DNA damage response pathways, including the activation of the enzymes: ataxia-telangiectasia mutated (ATM), DNA-dependent protein kinase and poly (ADP ribose) polymerase 1. DNA damage response signaling was involved both in transcription and in repair of DNA breaks generated by topoisomerase IIb. PMID:27100743

A critical role for topoisomerase IIb and DNA double strand breaks in transcription.

PubMed

Calderwood, Stuart K

2016-05-26

Recent studies have indicated a novel role for topoisomerase IIb in transcription. Transcription of heat shock genes, serum-induced immediate early genes and nuclear receptor-activated genes, each required DNA double strands generated by topoisomerase IIb. Such strand breaks seemed both necessary and sufficient for transcriptional activation. In addition, such transcription was associated with initiation of the DNA damage response pathways, including the activation of the enzymes: ataxia-telangiectasia mutated (ATM), DNA-dependent protein kinase and poly (ADP ribose) polymerase 1. DNA damage response signaling was involved both in transcription and in repair of DNA breaks generated by topoisomerase IIb.

English language learners with learning disabilities interacting in a science class within an inclusion setting

NASA Astrophysics Data System (ADS)

Ayala, Vivian Luz

In today's schools there are by far more students identified with learning disabilities (LD) than with any other disability. The U.S. Department of Education in the year 1997--98 reported that there are 38.13% students with LD in our nations' schools (Smith, Polloway, Patton, & Dowdy, 2001; U.S. Department of Education, 1999). Of those, 1,198,200 are considered ELLs with LD (Baca & Cervantes. 1998). These figures which represent an increase evidence the need to provide these students with educational experiences geared to address both their academic and language needs (Ortiz, 1997; Ortiz, & Garcia, 1995). English language learners with LD must be provided with experiences in the least restrictive environment (LRE) and must be able to share the same kind of social and academic experiences as those students from the general population (Etscheidt & Bartlett, 1999; Lloyd, Kameenui, & Chard, 1997) The purpose of this research was to conduct a detailed qualitative study on classroom interactions to enhance the understanding of the science curriculum in order to foster the understanding of content and facilitate the acquisition of English as a second language (Cummins, 2000; Echevarria, Vogt, & Short, 2000). This study was grounded on the theories of socioconstructivism, second language acquisition, comprehensible input, and classroom interactions. The participants of the study were fourth and fifth grade ELLS with LD in a science elementary school bilingual inclusive setting. Data was collected through observations, semi-structured interviews (students and teacher), video and audio taping, field notes, document analysis, and the Classroom Observation Schedule (COS). The transcriptions of the video and audio tapes were coded to highlight emergent patterns on the type of interactions and language used by the participants. The findings of the study intend to provide information for teachers of ELLs with LD about the implications of using classroom interactions point to: students more actively engaged, an increase in the acquisition of L2, development of science content vocabulary, and a willingness of students to take risks.

Gene Expression in Archaea: Studies of Transcriptional Promoters, Messenger RNA Processing, and Five Prime Untranslated Regions in "Methanocaldococcus Jannashchii"

ERIC Educational Resources Information Center

Zhang, Jian

2009-01-01

Gene expression in Archaea is less understood than those in Bacteria and Eucarya. In general, three steps are involved in gene expression--transcription, RNA processing, and translation. To expand our knowledge of these processes in Archaea, I have studied transcriptional promoters, messenger RNA processing, and 5'-untranslated regions in…

Nucleoside Triphosphate Phosphohydrolase I (NPH I) Functions as a 5′ to 3′ Translocase in Transcription Termination of Vaccinia Early Genes*

PubMed Central

Hindman, Ryan; Gollnick, Paul

2016-01-01

Vaccinia virus early genes are transcribed immediately upon infection. Nucleoside triphosphate phosphohydrolase I (NPH I) is an essential component of the early gene transcription complex. NPH I hydrolyzes ATP to release transcripts during transcription termination. The ATPase activity of NPH I requires single-stranded (ss) DNA as a cofactor; however, the source of this cofactor within the transcription complex is not known. Based on available structures of transcription complexes it has been hypothesized that the ssDNA cofactor is obtained from the unpaired non-template strand within the transcription bubble. In vitro transcription on templates that lack portions of the non-template strand within the transcription bubble showed that the upstream portion of the transcription bubble is required for efficient NPH I-mediated transcript release. Complementarity between the template and non-template strands in this region is also required for NPH I-mediated transcript release. This observation complicates locating the source of the ssDNA cofactor within the transcription complex because removal of the non-template strand also disrupts transcription bubble reannealing. Prior studies have shown that ssRNA binds to NPH I, but it does not activate ATPase activity. Chimeric transcription templates with RNA in the non-template strand confirm that the source of the ssDNA cofactor for NPH I is the upstream portion of the non-template strand in the transcription bubble. Consistent with this conclusion we also show that isolated NPH I acts as a 5′ to 3′ translocase on single-stranded DNA. PMID:27189950

Stimulation of ribosomal RNA gene promoter by transcription factor Sp1 involves active DNA demethylation by Gadd45-NER pathway.

PubMed

Rajput, Pallavi; Pandey, Vijaya; Kumar, Vijay

2016-08-01

The well-studied Pol II transcription factor Sp1 has not been investigated for its regulatory role in rDNA transcription. Here, we show that Sp1 bound to specific sites on rDNA and localized into the nucleoli during the G1 phase of cell cycle to activate rDNA transcription. It facilitated the recruitment of Pol I pre-initiation complex and impeded the binding of nucleolar remodeling complex (NoRC) to rDNA resulting in the formation of euchromatin active state. More importantly, Sp1 also orchestrated the site-specific binding of Gadd45a-nucleotide excision repair (NER) complex resulting in active demethylation and transcriptional activation of rDNA. Interestingly, knockdown of Sp1 impaired rDNA transcription due to reduced engagement of the Gadd45a-NER complex and hypermethylation of rDNA. Thus, the present study unveils a novel role of Sp1 in rDNA transcription involving promoter demethylation. Copyright © 2016 Elsevier B.V. All rights reserved.

The RNA-induced transcriptional silencing complex targets chromatin exclusively via interacting with nascent transcripts.

PubMed

Shimada, Yukiko; Mohn, Fabio; Bühler, Marc

2016-12-01

Small RNAs regulate chromatin modification and transcriptional gene silencing across the eukaryotic kingdom. Although these processes have been well studied, fundamental mechanistic aspects remain obscure. Specifically, it is unclear exactly how small RNA-loaded Argonaute protein complexes target chromatin to mediate silencing. Here, using fission yeast, we demonstrate that transcription of the target locus is essential for RNA-directed formation of heterochromatin. However, high transcriptional activity is inhibitory; thus, a transcriptional window exists that is optimal for silencing. We further found that pre-mRNA splicing is compatible with RNA-directed heterochromatin formation. However, the kinetics of pre-mRNA processing is critical. Introns close to the 5' end of a transcript that are rapidly spliced result in a bistable response whereby the target either remains euchromatic or becomes fully silenced. Together, our results discount siRNA-DNA base pairing in RNA-mediated heterochromatin formation, and the mechanistic insights further reveal guiding paradigms for the design of small RNA-directed chromatin silencing studies in multicellular organisms. © 2016 Shimada et al.; Published by Cold Spring Harbor Laboratory Press.

Probing transcription factor diffusion dynamics in the living mammalian embryo with photoactivatable fluorescence correlation spectroscopy.

PubMed

Kaur, Gurpreet; Costa, Mauro W; Nefzger, Christian M; Silva, Juan; Fierro-González, Juan Carlos; Polo, Jose M; Bell, Toby D M; Plachta, Nicolas

2013-01-01

Transcription factors use diffusion to search the DNA, yet the mechanisms controlling transcription factor diffusion during mammalian development remain poorly understood. Here we combine photoactivation and fluorescence correlation spectroscopy to study transcription factor diffusion in developing mouse embryos. We show that the pluripotency-associated transcription factor Oct4 displays both fast and Brownian and slower subdiffusive behaviours that are controlled by DNA interactions. Following cell lineage specification, the slower DNA-interacting diffusion fraction distinguishes pluripotent from extraembryonic cell nuclei. Similar to Oct4, Sox2 shows slower diffusion in pluripotent cells while Cdx2 displays opposite dynamics, suggesting that slow diffusion may represent a general feature of transcription factors in lineages where they are essential. Slow Oct4 subdiffusive behaviours are conserved in embryonic stem cells and induced pluripotent stem cells (iPS cells), and lost during differentiation. We also show that Oct4 diffusion depends on its interaction with ERG-associated protein with SET domain. Photoactivation and fluorescence correlation spectroscopy provides a new intravital approach to study transcription factor diffusion in complex in vivo systems.

Discovery of novel transcripts of the human tissue kallikrein (KLK1) and kallikrein-related peptidase 2 (KLK2) in human cancer cells, exploiting Next-Generation Sequencing technology.

PubMed

Adamopoulos, Panagiotis G; Kontos, Christos K; Scorilas, Andreas

2018-03-31

Tissue kallikrein, kallikrein-related peptidases (KLKs), and plasma kallikrein form the largest group of serine proteases in the human genome, sharing many structural and functional properties. Several KLK transcripts have been found aberrantly expressed in numerous human malignancies, confirming their prognostic or/and diagnostic values. However, the process of alternative splicing can now be studied in-depth due to the development of Next-Generation Sequencing (NGS). In the present study, we used NGS to discover novel transcripts of the KLK1 and KLK2 genes, after nested touchdown PCR. Bioinformatics analysis and PCR experiments revealed a total of eleven novel KLK transcripts (two KLK1 and nine KLK2 transcripts). In addition, the expression profiles of each novel transcript were investigated with nested PCR experiments using variant-specific primers. Since KLKs are implicated in human malignancies, qualifying as potential biomarkers, the quantification of the presented novel transcripts in human samples may have clinical applications in different types of cancer. Copyright © 2018. Published by Elsevier Inc.

VirF-Independent Regulation of Shigella virB Transcription is Mediated by the Small RNA RyhB

PubMed Central

Broach, William H.; Egan, Nicholas; Wing, Helen J.; Payne, Shelley M.; Murphy, Erin R.

2012-01-01

Infection of the human host by Shigella species requires the coordinated production of specific Shigella virulence factors, a process mediated largely by the VirF/VirB regulatory cascade. VirF promotes the transcription of virB, a gene encoding the transcriptional activator of several virulence-associated genes. This study reveals that transcription of virB is also regulated by the small RNA RyhB, and importantly, that this regulation is not achieved indirectly via modulation of VirF activity. These data are the first to demonstrate that the regulation of virB transcription can be uncoupled from the master regulator VirF. It is also established that efficient RyhB-dependent regulation of transcription is facilitated by specific nucleic acid sequences within virB. This study not only reveals RyhB-dependent regulation of virB transcription as a novel point of control in the central regulatory circuit modulating Shigella virulence, but also highlights the versatility of RyhB in controlling bacterial gene expression. PMID:22701677

Alternative splicing of the tyrosinase gene transcript in normal human melanocytes and lymphocytes.

PubMed

Fryer, J P; Oetting, W S; Brott, M J; King, R A

2001-11-01

We have identified and isolated ectopically expressed tyrosinase transcripts in normal human melanocytes and lymphocytes and in a human melanoma (MNT-1) cell line to establish a baseline for the expression pattern of this gene in normal tissue. Tyrosinase mRNA from human lymphoblastoid cell lines was reverse transcribed and amplified using specific "nested" primers. This amplification yielded eight identifiable transcripts; five that resulted from alternative splicing patterns arising from the utilization of normal and alternative splice sequences. Identical splicing patterns were found in transcripts from human primary melanocytes in culture and a melanoma cell line, indicating that lymphoblastoid cell lines provide an accurate reflection of transcript processing in melanocytes. Similar splicing patterns have also been found with murine melanocyte tyrosinase transcripts. Our results demonstrate that alternative splicing of human tyrosinase gene transcript produces a number of predictable and identifiable transcripts, and that human lymphoblastoid cell lines provide a source of ectopically expressed transcripts that can be used to study the biology of tyrosinase gene expression in humans.

Genome-Wide Reprogramming of Transcript Architecture by Temperature Specifies the Developmental States of the Human Pathogen Histoplasma

PubMed Central

Gilmore, Sarah A.; Voorhies, Mark; Gebhart, Dana; Sil, Anita

2015-01-01

Eukaryotic cells integrate layers of gene regulation to coordinate complex cellular processes; however, mechanisms of post-transcriptional gene regulation remain poorly studied. The human fungal pathogen Histoplasma capsulatum (Hc) responds to environmental or host temperature by initiating unique transcriptional programs to specify multicellular (hyphae) or unicellular (yeast) developmental states that function in infectivity or pathogenesis, respectively. Here we used recent advances in next-generation sequencing to uncover a novel re-programming of transcript length between Hc developmental cell types. We found that ~2% percent of Hc transcripts exhibit 5’ leader sequences that differ markedly in length between morphogenetic states. Ribosome density and mRNA abundance measurements of differential leader transcripts revealed nuanced transcriptional and translational regulation. One such class of regulated longer leader transcripts exhibited tight transcriptional and translational repression. Further examination of these dually repressed genes revealed that some control Hc morphology and that their strict regulation is necessary for the pathogen to make appropriate developmental decisions in response to temperature. PMID:26177267

Bombyx mori Transcription Factors: Genome-Wide Identification, Expression Profiles and Response to Pathogens by Microarray Analysis

PubMed Central

Huang, Lulin; Cheng, Tingcai; Xu, Pingzhen; Fang, Ting; Xia, Qingyou

2012-01-01

Transcription factors are present in all living organisms, and play vital roles in a wide range of biological processes. Studies of transcription factors will help reveal the complex regulation mechanism of organisms. So far, hundreds of domains have been identified that show transcription factor activity. Here, 281 reported transcription factor domains were used as seeds to search the transcription factors in genomes of Bombyx mori L. (Lepidoptera: Bombycidae) and four other model insects. Overall, 666 transcription factors including 36 basal factors and 630 other factors were identified in B. mori genome, which accounted for 4.56% of its genome. The silkworm transcription factors' expression profiles were investigated in relation to multiple tissues, developmental stages, sexual dimorphism, and responses to oral infection by pathogens and direct bacterial injection. These all provided rich clues for revealing the transcriptional regulation mechanism of silkworm organ differentiation, growth and development, sexual dimorphism, and response to pathogen infection. PMID:22943524

Genome-Wide Reprogramming of Transcript Architecture by Temperature Specifies the Developmental States of the Human Pathogen Histoplasma.

PubMed

Gilmore, Sarah A; Voorhies, Mark; Gebhart, Dana; Sil, Anita

2015-07-01

Eukaryotic cells integrate layers of gene regulation to coordinate complex cellular processes; however, mechanisms of post-transcriptional gene regulation remain poorly studied. The human fungal pathogen Histoplasma capsulatum (Hc) responds to environmental or host temperature by initiating unique transcriptional programs to specify multicellular (hyphae) or unicellular (yeast) developmental states that function in infectivity or pathogenesis, respectively. Here we used recent advances in next-generation sequencing to uncover a novel re-programming of transcript length between Hc developmental cell types. We found that ~2% percent of Hc transcripts exhibit 5' leader sequences that differ markedly in length between morphogenetic states. Ribosome density and mRNA abundance measurements of differential leader transcripts revealed nuanced transcriptional and translational regulation. One such class of regulated longer leader transcripts exhibited tight transcriptional and translational repression. Further examination of these dually repressed genes revealed that some control Hc morphology and that their strict regulation is necessary for the pathogen to make appropriate developmental decisions in response to temperature.

Identification of a gene set to evaluate the potential effects of loud sounds from seismic surveys on the ears of fishes: a study with Salmo salar

PubMed Central

Andrews, C D; Payne, J F; Rise, M L

2014-01-01

Functional genomic studies were carried out on the inner ear of Atlantic salmon Salmo salar following exposure to a seismic airgun. Microarray analyses revealed 79 unique transcripts (passing background threshold), with 42 reproducibly up-regulated and 37 reproducibly down-regulated in exposed v. control fish. Regarding the potential effects on cellular energetics and cellular respiration, altered transcripts included those with roles in oxygen transport, the glycolytic pathway, the Krebs cycle and the electron transport chain. Of these, a number of transcripts encoding haemoglobins that are important in oxygen transport were up-regulated and among the most highly expressed. Up-regulation of transcripts encoding nicotinamide riboside kinase 2, which is also important in energy production and linked to nerve cell damage, points to evidence of neuronal damage in the ear following noise exposure. Transcripts related to protein modification or degradation also indicated potential damaging effects of sound on ear tissues. Notable in this regard were transcripts associated with the proteasome–ubiquitin pathway, which is involved in protein degradation, with the transcript encoding ubiquitin family domain-containing protein 1 displaying the highest response to exposure. The differential expression of transcripts observed for some immune responses could potentially be linked to the rupture of cell membranes. Meanwhile, the altered expression of transcripts for cytoskeletal proteins that contribute to the structural integrity of the inner ear could point to repair or regeneration of ear tissues including auditory hair cells. Regarding potential effects on hormones and vitamins, the protein carrier for thyroxine and retinol (vitamin A), namely transthyretin, was altered at the transcript expression level and it has been suggested from studies in mammalian systems that retinoic acid may play a role in the regeneration of damaged hair cells. The microarray experiment identified the transcript encoding growth hormone I as up-regulated by loud sound, supporting previous evidence linking growth hormone to hair cell regeneration in fishes. Quantitative (q) reverse transcription (RT) polymerase chain reaction (qRT-PCR) analyses confirmed dysregulation of some microarray-identified transcripts and in some cases revealed a high level of biological variability in the exposed group. These results support the potential utility of molecular biomarkers to evaluate the effect of seismic surveys on fishes with studies on the ears being placed in a priority category for development of exposure–response relationships. Knowledge of such relationships is necessary for addressing the question of potential size of injury zones. PMID:24814183

Residents' perspectives on the final year of medical school

PubMed Central

Obrien, Bridget; Niehaus, Brian; Teherani, Arianne; Young, John Q.

2012-01-01

Objectives To characterize junior residents’ perspectives on the purpose, value, and potential improvement of the final year of medical school. Methods Eighteen interviews were conducted with junior residents who graduated from nine different medical schools and who were in internal medicine, surgery, and psychiatry programs at one institution in the United States. Interview transcripts were coded and analyzed inductively for themes. Results Participants’ descriptions of the purpose of their recently completed final year of medical school contained three primary themes: residency-related purposes, interest- or need-based purposes, and transitional purposes. Participants commented on the most valued aspects of the final year. Themes included opportunities to: prepare for residency; assume a higher level of responsibility in patient care; pursue experiences of interest that added breadth of knowledge, skills and perspective; develop and/or clarify career plans; and enjoy a period of respite. Suggestions for improvement included enhancing the learning value of clinical electives, augmenting specific curricular content, and making the final year more purposeful and better aligned with career goals. Conclusions The final year of medical school is a critical part of medical education for most learners, but careful attention is needed to ensure that the year is developmentally robust. Medical educators can facilitate this by creating structures to help students define personal and professional goals, identify opportunities to work toward these goals, and monitor progress so that the value of the final year is optimized and not exclusively focused on residency preparation. PMID:28029642

Evaluation of a Public Awareness Campaign to Prevent High School Dropout.

PubMed

Babinski, Leslie M; Corra, Ashley J; Gifford, Elizabeth J

2016-08-01

Many advocacy organizations devote time and resources to increasing community awareness and educating the public in an effort to gain support for their issue. One such effort, the Dropout Prevention Campaign by America's Promise Alliance, aimed to increase the visibility of the high school dropout problem and mobilize the community to take action. The objective of this paper is to evaluate the framing of the Dropout Prevention Campaign in television news media. To evaluate this campaign, television news coverage about high school dropout in 12 U.S. communities (N = 982) was examined. A content analysis of news transcripts was conducted and coded to determine the definition of the problem, the reasons for dropout and the possible solutions. Findings indicated that the high school dropout problem was most often framed (30 % of news segments) in terms of the economic and societal implications for the community. Individual student factors as well as broader societal influences were frequently discussed as possible reasons for dropout. The most commonly mentioned solutions were school-based interventions. News segments that mentioned America's Promise Alliance were more likely to frame the issue as a crisis and to use statistics to illustrate that point. Solutions that were more likely to appear in America's Promise segments promoted community and cross-sector involvement, consistent with the messages promoted by the Dropout Prevention Campaign. The findings suggest that a media content analysis can be an effective framework for analyzing a prevention campaign.

Bacterial Transcription as a Target for Antibacterial Drug Development

PubMed Central

Ma, Cong; Yang, Xiao

2016-01-01

SUMMARY Transcription, the first step of gene expression, is carried out by the enzyme RNA polymerase (RNAP) and is regulated through interaction with a series of protein transcription factors. RNAP and its associated transcription factors are highly conserved across the bacterial domain and represent excellent targets for broad-spectrum antibacterial agent discovery. Despite the numerous antibiotics on the market, there are only two series currently approved that target transcription. The determination of the three-dimensional structures of RNAP and transcription complexes at high resolution over the last 15 years has led to renewed interest in targeting this essential process for antibiotic development by utilizing rational structure-based approaches. In this review, we describe the inhibition of the bacterial transcription process with respect to structural studies of RNAP, highlight recent progress toward the discovery of novel transcription inhibitors, and suggest additional potential antibacterial targets for rational drug design. PMID:26764017

Protein-protein interactions in the regulation of WRKY transcription factors.

PubMed

Chi, Yingjun; Yang, Yan; Zhou, Yuan; Zhou, Jie; Fan, Baofang; Yu, Jing-Quan; Chen, Zhixiang

2013-03-01

It has been almost 20 years since the first report of a WRKY transcription factor, SPF1, from sweet potato. Great progress has been made since then in establishing the diverse biological roles of WRKY transcription factors in plant growth, development, and responses to biotic and abiotic stress. Despite the functional diversity, almost all analyzed WRKY proteins recognize the TTGACC/T W-box sequences and, therefore, mechanisms other than mere recognition of the core W-box promoter elements are necessary to achieve the regulatory specificity of WRKY transcription factors. Research over the past several years has revealed that WRKY transcription factors physically interact with a wide range of proteins with roles in signaling, transcription, and chromatin remodeling. Studies of WRKY-interacting proteins have provided important insights into the regulation and mode of action of members of the important family of transcription factors. It has also emerged that the slightly varied WRKY domains and other protein motifs conserved within each of the seven WRKY subfamilies participate in protein-protein interactions and mediate complex functional interactions between WRKY proteins and between WRKY and other regulatory proteins in the modulation of important biological processes. In this review, we summarize studies of protein-protein interactions for WRKY transcription factors and discuss how the interacting partners contribute, at different levels, to the establishment of the complex regulatory and functional network of WRKY transcription factors.

Transcription through enhancers suppresses their activity in Drosophila

PubMed Central

2013-01-01

Background Enhancer elements determine the level of target gene transcription in a tissue-specific manner, providing for individual patterns of gene expression in different cells. Knowledge of the mechanisms controlling enhancer action is crucial for understanding global regulation of transcription. In particular, enhancers are often localized within transcribed regions of the genome. A number of experiments suggest that transcription can have both positive and negative effects on regulatory elements. In this study, we performed direct tests for the effect of transcription on enhancer activity. Results Using a transgenic reporter system, we investigated the relationship between the presence of pass-through transcription and the activity of Drosophila enhancers controlling the expression of the white and yellow genes. The results show that transcription from different promoters affects the activity of enhancers, counteracting their ability to activate the target genes. As expected, the presence of a transcriptional terminator between the inhibiting promoter and the affected enhancer strongly reduces the suppression. Moreover, transcription leads to dislodging of the Zeste protein that is responsible for the enhancer-dependent regulation of the white gene, suggesting a 'transcription interference’ mechanism for this regulation. Conclusions Our findings suggest a role for pass-through transcription in negative regulation of enhancer activity. PMID:24279291

Identification of Reference Genes for Real-Time Quantitative PCR Experiments in the Liverwort Marchantia polymorpha

PubMed Central

Dolan, Liam; Langdale, Jane A.

2015-01-01

Real-time quantitative polymerase chain reaction (qPCR) has become widely used as a method to compare gene transcript levels across different conditions. However, selection of suitable reference genes to normalize qPCR data is required for accurate transcript level analysis. Recently, Marchantia polymorpha has been adopted as a model for the study of liverwort development and land plant evolution. Identification of appropriate reference genes has therefore become a necessity for gene expression studies. In this study, transcript levels of eleven candidate reference genes have been analyzed across a range of biological contexts that encompass abiotic stress, hormone treatment and different developmental stages. The consistency of transcript levels was assessed using both geNorm and NormFinder algorithms, and a consensus ranking of the different candidate genes was then obtained. MpAPT and MpACT showed relatively constant transcript levels across all conditions tested whereas the transcript levels of other candidate genes were clearly influenced by experimental conditions. By analyzing transcript levels of phosphate and nitrate starvation reporter genes, we confirmed that MpAPT and MpACT are suitable reference genes in M. polymorpha and also demonstrated that normalization with an inappropriate gene can lead to erroneous analysis of qPCR data. PMID:25798897

Inhibition of host cell RNA polymerase III-mediated transcription by poliovirus: Inactivation of specific transcription factors

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fradkin, L.G.; Yoshinaga, S.K.; Berk, A.J.

1987-11-01

The inhibition of transcription by RNA polymerase III in poliovirus-infected cells was studied. Experiments utilizing two different cell lines showed that the initiation step of transcription by RNA polymerase III was impaired by infection of these cells with the virus. The observed inhibition of transcription was not due to shut-off of host cell protein synthesis by poliovirus. Among four distinct components required for accurate transcription in vitro from cloned DNA templates, activities of RNA polymerase III and transcription factor TFIIIA were not significantly affected by virus infection. The activity of transcription factor TFIIIC, the limiting component required for transcription ofmore » RNA polymerase III genes, was severely inhibited in infected cells, whereas that of transcription factor TFIIIB was inhibited to a lesser extent. The sequence-specific DNA-binding of TFIIIC to the adenovirus VA1 gene internal promoted, however, was not altered by infection of cells with the virus. The authors conclude that (i) at least two transcription factors, TFIIIB and TFIIIC, are inhibited by infection of cells with poliovirtus, (ii) inactivation of TFIIIC does not involve destruction of its DNA-binding domain, and (iii) sequence-specific DNA binding by TFIIIC may be necessary but is not sufficient for the formation of productive transcription complexes.« less

Identification of mRNAs that move over long distances using an RNA-Seq analysis of Arabidopsis/Nicotiana benthamiana heterografts.

PubMed

Notaguchi, Michitaka; Higashiyama, Tetsuya; Suzuki, Takamasa

2015-02-01

Phloem is a conductive tissue that allocates nutrients from mature source leaves to sinks such as young developing tissues. Phloem also delivers proteins and RNA species, such as small RNAs and mRNAs. Intensive studies on plant systemic signaling revealed the essential roles of proteins and RNA species. However, many of their functions are still largely unknown, with the roles of transported mRNAs being particularly poorly understood. A major difficulty is the absence of an accurate and comprehensive list of mobile transcripts. In this study, we used a hetero-graft system with Nicotiana benthamiana as the recipient scion and Arabidopsis as the donor stock, to identify transcripts that moved long distances across the graft union. We identified 138 Arabidopsis transcripts as mobile mRNAs, which we collectively termed the mRNA mobilome. Reverse transcription-PCR, quantitative real-time PCR and droplet digital PCR analyses confirmed the mobility. The transcripts included potential signaling factors and, unexpectedly, more general factors. In our investigations, we found no preferred transcript length, no previously known sequence motifs in promoter or transcript sequences and no similarities between the level of the transcripts and that in the source leaves. Grafting experiments regarding the function of ERECTA, an identified transcript, showed that no function of the transcript mobilized. To our knowledge, this is the first report identifying transcripts that move over long distances using a hetero-graft system between different plant taxa. © The Author 2014. Published by Oxford University Press on behalf of Japanese Society of Plant Physiologists. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Maize Iranian mosaic virus shows a descending transcript accumulation order in plant and insect hosts.

PubMed

Hortamani, Mozhgan; Massah, Amir; Izadpanah, Keramat

2018-04-01

Maize Iranian mosaic virus (MIMV) is a distinct member of the genus Nucleorhabdovirus. In this study, expression of all MIMV genes in maize for four weeks after inoculation and in inoculative planthoppers was examined using a quantitative RT-PCR (RT-qPCR) assay. Accumulation of MIMV P, gene 3, M, G and L transcripts relative to N transcripts was measured and normalized to 18S rRNA in maize plants and to the ribosomal protein S13 gene (RPS13) in planthoppers using the comparative C T method. In plants, higher levels of MIMV N transcripts were found relative to other transcripts, while MIMV L transcripts were at the lowest levels. The highest accumulation of MIMV transcripts was found at 14 days postinoculation (dpi). At 21 dpi, we found the lowest transcript levels for all genes, which increased again at 28 dpi, although in lower amounts than at 14 dpi. In Laodelphax striatellus, MIMV M, G and L transcripts accumulated at lower levels than other transcripts. The gene 3 transcript level was high in both plants and planthoppers. Our results showed that transcript accumulation for the MIMV genes was similar in both hosts and followed the pattern of sequential transcriptional attenuation from the 3' to the 5' end of the genome, similar to vertebrate rhabdoviruses. These results indicate that the regulation of virus gene transcription for this plant-infecting rhabdovirus is similar to that of some vertebrate-infecting rhabdoviruses.

Pervasive Transcription of a Herpesvirus Genome Generates Functionally Important RNAs

PubMed Central

Canny, Susan P.; Reese, Tiffany A.; Johnson, L. Steven; Zhang, Xin; Kambal, Amal; Duan, Erning; Liu, Catherine Y.; Virgin, Herbert W.

2014-01-01

ABSTRACT Pervasive transcription is observed in a wide range of organisms, including humans, mice, and viruses, but the functional significance of the resulting transcripts remains uncertain. Current genetic approaches are often limited by their emphasis on protein-coding open reading frames (ORFs). We previously identified extensive pervasive transcription from the murine gammaherpesvirus 68 (MHV68) genome outside known ORFs and antisense to known genes (termed expressed genomic regions [EGRs]). Similar antisense transcripts have been identified in many other herpesviruses, including Kaposi’s sarcoma-associated herpesvirus and human and murine cytomegalovirus. Despite their prevalence, whether these RNAs have any functional importance in the viral life cycle is unknown, and one interpretation is that these are merely “noise” generated by functionally unimportant transcriptional events. To determine whether pervasive transcription of a herpesvirus genome generates RNA molecules that are functionally important, we used a strand-specific functional approach to target transcripts from thirteen EGRs in MHV68. We found that targeting transcripts from six EGRs reduced viral protein expression, proving that pervasive transcription can generate functionally important RNAs. We characterized transcripts emanating from EGRs 26 and 27 in detail using several methods, including RNA sequencing, and identified several novel polyadenylated transcripts that were enriched in the nuclei of infected cells. These data provide the first evidence of the functional importance of regions of pervasive transcription emanating from MHV68 EGRs. Therefore, studies utilizing mutation of a herpesvirus genome must account for possible effects on RNAs generated by pervasive transcription. PMID:24618256

Water deficit-induced changes in transcription factor expression in maize seedlings

USDA-ARS?s Scientific Manuscript database

Plants tolerate water deficits by regulating gene networks controlling cellular and physiological traits to modify growth and development. Transcription factor (TFs) directed regulation of transcription within these gene networks is key to eliciting appropriate responses. In this study, reverse tran...

Regulation of the Hippo Pathway Transcription Factor TEAD.

PubMed

Lin, Kimberly C; Park, Hyun Woo; Guan, Kun-Liang

2017-11-01

The TEAD transcription factor family is best known for transcriptional output of the Hippo signaling pathway and has been implicated in processes such as development, cell growth and proliferation, tissue homeostasis, and regeneration. Our understanding of the functional importance of TEADs has increased dramatically since its initial discovery three decades ago. The majority of our knowledge of TEADs is in the context of Hippo signaling as nuclear DNA-binding proteins passively activated by Yes-associated protein (YAP) and transcriptional activator with PDZ-binding domain (TAZ), transcription coactivators downstream of the Hippo pathway. However, recent studies suggest that TEAD itself is actively regulated. Here, we highlight evidence demonstrating Hippo-independent regulation of TEADs and the potential impacts these studies may have on new cancer therapeutics. Copyright © 2017 Elsevier Ltd. All rights reserved.

Analysis of the TCP genes expressed in the inflorescence of the orchid Orchis italica

PubMed Central

De Paolo, Sofia; Gaudio, Luciano; Aceto, Serena

2015-01-01

TCP proteins are plant-specific transcription factors involved in many different processes. Because of their involvement in a large number of developmental pathways, their roles have been investigated in various plant species. However, there are almost no studies of this transcription factor family in orchids. Based on the available transcriptome of the inflorescence of the orchid Orchis italica, in the present study we identified 12 transcripts encoding TCP proteins. The phylogenetic analysis showed that they belong to different TCP classes (I and II) and groups (PCF, CIN and CYC/TB1), and that they display a number of conserved motifs when compared with the TCPs of Arabidopsis and Oryza. The presence of a specific cleavage site for the microRNA miRNA319, an important post-transcriptional regulator of several TCP genes in other species, was demonstrated for one transcript of O. italica, and the analysis of the expression pattern of the TCP transcripts in different inflorescence organs and in leaf tissue suggests that some TCP transcripts of O. italica exert their role only in specific tissues, while others may play multiple roles in different tissues. In addition, the evolutionary analysis showed a general purifying selection acting on the coding region of these transcripts. PMID:26531864

Analysis of the TCP genes expressed in the inflorescence of the orchid Orchis italica.

PubMed

De Paolo, Sofia; Gaudio, Luciano; Aceto, Serena

2015-11-04

TCP proteins are plant-specific transcription factors involved in many different processes. Because of their involvement in a large number of developmental pathways, their roles have been investigated in various plant species. However, there are almost no studies of this transcription factor family in orchids. Based on the available transcriptome of the inflorescence of the orchid Orchis italica, in the present study we identified 12 transcripts encoding TCP proteins. The phylogenetic analysis showed that they belong to different TCP classes (I and II) and groups (PCF, CIN and CYC/TB1), and that they display a number of conserved motifs when compared with the TCPs of Arabidopsis and Oryza. The presence of a specific cleavage site for the microRNA miRNA319, an important post-transcriptional regulator of several TCP genes in other species, was demonstrated for one transcript of O. italica, and the analysis of the expression pattern of the TCP transcripts in different inflorescence organs and in leaf tissue suggests that some TCP transcripts of O. italica exert their role only in specific tissues, while others may play multiple roles in different tissues. In addition, the evolutionary analysis showed a general purifying selection acting on the coding region of these transcripts.

Distinct heat shock factors and chromatin modifications mediate the organ-autonomous transcriptional memory of heat stress.

PubMed

Liu, Hsiang-Chin; Lämke, Jörn; Lin, Siou-Ying; Hung, Meng-Ju; Liu, Kuan-Ming; Charng, Yee-Yung; Bäurle, Isabel

2018-05-11

Plants can be primed by a stress cue to mount a faster or stronger activation of defense mechanisms upon a subsequent stress. A crucial component of such stress priming is the modified reactivation of genes upon recurring stress; however, the underlying mechanisms are poorly understood. Here, we report that dozens of Arabidopsis thaliana genes display transcriptional memory, i.e. stronger upregulation after a recurring heat stress, that lasts for at least three days. We define a set of transcription factors involved in this memory response and show that the transcriptional memory results in enhanced transcriptional activation within minutes after the onset of a heat stress cue. Further, we show that the transcriptional memory is active in all tissues. It may last for up to a week, and is associated with histone H3 lysine 4 hyper-methylation during this time. This transcriptional memory is cis-encoded, as we identify a promoter fragment that confers memory onto a heterologous gene. In summary, heat-induced transcriptional memory is a widespread and sustained response, and our study provides a framework for future mechanistic studies of somatic stress memory in higher plants. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Identification of a transcriptional activation domain in yeast repressor activator protein 1 (Rap1) using an altered DNA-binding specificity variant

PubMed Central

Johnson, Amanda N.; Weil, P. Anthony

2017-01-01

Repressor activator protein 1 (Rap1) performs multiple vital cellular functions in the budding yeast Saccharomyces cerevisiae. These include regulation of telomere length, transcriptional repression of both telomere-proximal genes and the silent mating type loci, and transcriptional activation of hundreds of mRNA-encoding genes, including the highly transcribed ribosomal protein- and glycolytic enzyme-encoding genes. Studies of the contributions of Rap1 to telomere length regulation and transcriptional repression have yielded significant mechanistic insights. However, the mechanism of Rap1 transcriptional activation remains poorly understood because Rap1 is encoded by a single copy essential gene and is involved in many disparate and essential cellular functions, preventing easy interpretation of attempts to directly dissect Rap1 structure-function relationships. Moreover, conflicting reports on the ability of Rap1-heterologous DNA-binding domain fusion proteins to serve as chimeric transcriptional activators challenge use of this approach to study Rap1. Described here is the development of an altered DNA-binding specificity variant of Rap1 (Rap1AS). We used Rap1AS to map and characterize a 41-amino acid activation domain (AD) within the Rap1 C terminus. We found that this AD is required for transcription of both chimeric reporter genes and authentic chromosomal Rap1 enhancer-containing target genes. Finally, as predicted for a bona fide AD, mutation of this newly identified AD reduced the efficiency of Rap1 binding to a known transcriptional coactivator TFIID-binding target, Taf5. In summary, we show here that Rap1 contains an AD required for Rap1-dependent gene transcription. The Rap1AS variant will likely also be useful for studies of the functions of Rap1 in other biological pathways. PMID:28196871

Perspectives of female medical faculty in Ethiopia on a leadership fellowship program.

PubMed

Kvach, Elizabeth; Yesehak, Bethlehem; Abebaw, Hiwot; Conniff, James; Busse, Heidi; Haq, Cynthia

2017-09-01

This study aims to evaluate a leadership fellowship program through perspectives of Ethiopian women medical faculty participants. An intensive two-week leadership development fellowship was designed for women faculty from Ethiopian medical schools and conducted from 2011-2015 at the University of Wisconsin-School of Medicine and Public Health in Madison, Wisconsin. Nine Ethiopian women working in early- or mid-level academic positions were selected. Semi-structured interviews were conducted with the fellows. Transcripts were reviewed through qualitative analysis to assess the perceived impact of the training on their careers. Three male academic leaders were interviewed to solicit feedback on the program. Eight of 9 fellows were interviewed. Themes describing the benefits of the fellowship included: increased awareness of gender inequities; enhanced motivation for career advancement; increased personal confidence; and improved leadership skills. Fellows provided suggestions for future training and scaling up efforts to promote gender equity. Male leaders described the benefits of men promoting gender equity within academic health centers. This paper provides evidence that targeted brief training programs can enhance women's motivation and skills to become effective leaders in academic medicine in Ethiopia. Promoting gender equity in academic medicine is an important strategy to address health workforce shortages and to provide professional role models for female students in the health professions.

Structural Basis of Mitochondrial Transcription Initiation.

PubMed

Hillen, Hauke S; Morozov, Yaroslav I; Sarfallah, Azadeh; Temiakov, Dmitry; Cramer, Patrick

2017-11-16

Transcription in human mitochondria is driven by a single-subunit, factor-dependent RNA polymerase (mtRNAP). Despite its critical role in both expression and replication of the mitochondrial genome, transcription initiation by mtRNAP remains poorly understood. Here, we report crystal structures of human mitochondrial transcription initiation complexes assembled on both light and heavy strand promoters. The structures reveal how transcription factors TFAM and TFB2M assist mtRNAP to achieve promoter-dependent initiation. TFAM tethers the N-terminal region of mtRNAP to recruit the polymerase to the promoter whereas TFB2M induces structural changes in mtRNAP to enable promoter opening and trapping of the DNA non-template strand. Structural comparisons demonstrate that the initiation mechanism in mitochondria is distinct from that in the well-studied nuclear, bacterial, or bacteriophage transcription systems but that similarities are found on the topological and conceptual level. These results provide a framework for studying the regulation of gene expression and DNA replication in mitochondria. Copyright © 2017 Elsevier Inc. All rights reserved.

RNA-seq analysis of the transcriptional response to blue and red light in the extremophilic red alga, Cyanidioschyzon merolae.

PubMed

Tardu, Mehmet; Dikbas, Ugur Meric; Baris, Ibrahim; Kavakli, Ibrahim Halil

2016-11-01

Light is one of the main environmental cues that affects the physiology and behavior of many organisms. The effect of light on genome-wide transcriptional regulation has been well-studied in green algae and plants, but not in red algae. Cyanidioschyzon merolae is used as a model red algae, and is suitable for studies on transcriptomics because of its compact genome with a relatively small number of genes. In addition, complete genome sequences of the nucleus, mitochondrion, and chloroplast of this organism have been determined. Together, these attributes make C. merolae an ideal model organism to study the response to light stimuli at the transcriptional and the systems biology levels. Previous studies have shown that light significantly affects cell signaling in this organism, but there are no reports on its blue light- and red light-mediated transcriptional responses. We investigated the direct effects of blue and red light at the transcriptional level using RNA-seq. Blue and red lights were found to regulate 35 % of the total genes in C. merolae. Blue light affected the transcription of genes involved in protein synthesis while red light specifically regulated the transcription of genes involved in photosynthesis and DNA repair. Blue or red light regulated genes involved in carbon metabolism and pigment biosynthesis. Overall, our data showed that red and blue light regulate the majority of the cellular, cell division, and repair processes in C. merolae.

Transcriptional and phylogenetic analysis of five complete ambystomatid salamander mitochondrial genomes.

PubMed

Samuels, Amy K; Weisrock, David W; Smith, Jeramiah J; France, Katherine J; Walker, John A; Putta, Srikrishna; Voss, S Randal

2005-04-11

We report on a study that extended mitochondrial transcript information from a recent EST project to obtain complete mitochondrial genome sequence for 5 tiger salamander complex species (Ambystoma mexicanum, A. t. tigrinum, A. andersoni, A. californiense, and A. dumerilii). We describe, for the first time, aspects of mitochondrial transcription in a representative amphibian, and then use complete mitochondrial sequence data to examine salamander phylogeny at both deep and shallow levels of evolutionary divergence. The available mitochondrial ESTs for A. mexicanum (N=2481) and A. t. tigrinum (N=1205) provided 92% and 87% coverage of the mitochondrial genome, respectively. Complete mitochondrial sequences for all species were rapidly obtained by using long distance PCR and DNA sequencing. A number of genome structural characteristics (base pair length, base composition, gene number, gene boundaries, codon usage) were highly similar among all species and to other distantly related salamanders. Overall, mitochondrial transcription in Ambystoma approximated the pattern observed in other vertebrates. We inferred from the mapping of ESTs onto mtDNA that transcription occurs from both heavy and light strand promoters and continues around the entire length of the mtDNA, followed by post-transcriptional processing. However, the observation of many short transcripts corresponding to rRNA genes indicates that transcription may often terminate prematurely to bias transcription of rRNA genes; indeed an rRNA transcription termination signal sequence was observed immediately following the 16S rRNA gene. Phylogenetic analyses of salamander family relationships consistently grouped Ambystomatidae in a clade containing Cryptobranchidae and Hynobiidae, to the exclusion of Salamandridae. This robust result suggests a novel alternative hypothesis because previous studies have consistently identified Ambystomatidae and Salamandridae as closely related taxa. Phylogenetic analyses of tiger salamander complex species also produced robustly supported trees. The D-loop, used in previous molecular phylogenetic studies of the complex, was found to contain a relatively low level of variation and we identified mitochondrial regions with higher rates of molecular evolution that are more useful in resolving relationships among species. Our results show the benefit of using complete genome mitochondrial information in studies of recently and rapidly diverged taxa.

Epistemic agency in an environmental sciences watershed investigation fostered by digital photography

NASA Astrophysics Data System (ADS)

Zimmerman, Heather Toomey; Weible, Jennifer L.

2018-05-01

This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic agency. Data analysed include field notes and video transcripts from two groups of learners (n = 19) that focus on how high school students used digital photography during their participation in two distinct environmental monitoring practices: stream mapping and macroinvertebrate identification. Our study resulted in two findings related to the role of digital photography where students developed knowledge as they engaged in environmental monitoring inquiry practices. First, we found that digital photography was integral to the youths' epistemic agency (defined as their confidence that they could build knowledge related to science in their community) as they engaged in data collection, documenting environmental monitoring procedures, and sharing data in the classroom. Based this finding, an implication of our work is a refined view of the role of digital photography in environmental sciences education where the use of photography enhances epistemic agency in inquiry-based activities. Second, we found that the youths innovated a use of digital photography to foster a recognition that they were capable and competent in scientific procedures during a streamside study. Based on this finding, we offer a theoretical implication that expands the construct of epistemic agency; we posit that epistemic agency includes a subcomponent where the students purposefully formulate an external recognition as producers of scientific knowledge.

Farm and rural adolescents’ perspective on hearing conservation: Reports from a focus group study

PubMed Central

Rosemberg, Marie-Anne S.; McCullagh, Marjorie C.; Nordstrom, Megan

2015-01-01

This study explored the attitudes, beliefs, and behaviors of rural and farm adolescents regarding hearing conservation strategies. This qualitative study took place at two high schools in rural Michigan. Twenty-five adolescents living and working on farms or living in rural areas participated in one of two focus groups. Interviews were audio-recorded and transcribed verbatim. Transcripts were coded and analyzed by two researchers and checked by an additional researcher to ensure reliability. Noise exposure was ubiquitous among participants, both in farm-related (e.g., equipment, livestock) and non-farm-related (e.g., music, firearms) activities. Perceived barriers to use of hearing protection devices outweighed perceived benefits, resulting in uncommon use of protection. When hearing protection was used, it was usually earmuffs or earplugs. Participants indicated a lack of training in noise hazards and protective strategies. Despite their acknowledged risk of hearing loss, participants did not associate their use of hearing protection today with their hearing ability later in life. Categories emerging that relate to hearing protector use included: Barriers, benefits, self-efficacy, situational influences, impersonal influences, cues to action, susceptibility, and severity. Farm and rural adolescents are at risk for noise exposure and hearing loss. The findings stress the significance of work environment and adult modeling in facilitating hearing conservation behaviors. As indicated by the youths’ recommendations, school-based interventions may be an effective approach to address this health concern. Intervention studies are needed to test various approaches that can effectively promote use of hearing conservation strategies among rural and farm adolescents. PMID:25913552

Technical Advance: Transcription factor, promoter, and enhancer utilization in human myeloid cells.

PubMed

Joshi, Anagha; Pooley, Christopher; Freeman, Tom C; Lennartsson, Andreas; Babina, Magda; Schmidl, Christian; Geijtenbeek, Teunis; Michoel, Tom; Severin, Jessica; Itoh, Masayoshi; Lassmann, Timo; Kawaji, Hideya; Hayashizaki, Yoshihide; Carninci, Piero; Forrest, Alistair R R; Rehli, Michael; Hume, David A

2015-05-01

The generation of myeloid cells from their progenitors is regulated at the level of transcription by combinatorial control of key transcription factors influencing cell-fate choice. To unravel the global dynamics of this process at the transcript level, we generated transcription profiles for 91 human cell types of myeloid origin by use of CAGE profiling. The CAGE sequencing of these samples has allowed us to investigate diverse aspects of transcription control during myelopoiesis, such as identification of novel transcription factors, miRNAs, and noncoding RNAs specific to the myeloid lineage. We further reconstructed a transcription regulatory network by clustering coexpressed transcripts and associating them with enriched cis-regulatory motifs. With the use of the bidirectional expression as a proxy for enhancers, we predicted over 2000 novel enhancers, including an enhancer 38 kb downstream of IRF8 and an intronic enhancer in the KIT gene locus. Finally, we highlighted relevance of these data to dissect transcription dynamics during progressive maturation of granulocyte precursors. A multifaceted analysis of the myeloid transcriptome is made available (www.myeloidome.roslin.ed.ac.uk). This high-quality dataset provides a powerful resource to study transcriptional regulation during myelopoiesis and to infer the likely functions of unannotated genes in human innate immunity. © The Author(s).

Mechanisms of specificity in neuronal activity-regulated gene transcription

PubMed Central

Lyons, Michelle R.; West, Anne E.

2011-01-01

The brain is a highly adaptable organ that is capable of converting sensory information into changes in neuronal function. This plasticity allows behavior to be accommodated to the environment, providing an important evolutionary advantage. Neurons convert environmental stimuli into long-lasting changes in their physiology in part through the synaptic activity-regulated transcription of new gene products. Since the neurotransmitter-dependent regulation of Fos transcription was first discovered nearly 25 years ago, a wealth of studies have enriched our understanding of the molecular pathways that mediate activity-regulated changes in gene transcription. These findings show that a broad range of signaling pathways and transcriptional regulators can be engaged by neuronal activity to sculpt complex programs of stimulus-regulated gene transcription. However, the shear scope of the transcriptional pathways engaged by neuronal activity raises the question of how specificity in the nature of the transcriptional response is achieved in order to encode physiologically relevant responses to divergent stimuli. Here we summarize the general paradigms by which neuronal activity regulates transcription while focusing on the molecular mechanisms that confer differential stimulus-, cell-type-, and developmental-specificity upon activity-regulated programs of neuronal gene transcription. In addition, we preview some of the new technologies that will advance our future understanding of the mechanisms and consequences of activity-regulated gene transcription in the brain. PMID:21620929

Acetyl Coenzyme A Stimulates RNA Polymerase II Transcription and Promoter Binding by Transcription Factor IID in the Absence of Histones

PubMed Central

Galasinski, Shelly K.; Lively, Tricia N.; Grebe de Barron, Alexandra; Goodrich, James A.

2000-01-01

Protein acetylation has emerged as a means of controlling levels of mRNA synthesis in eukaryotic cells. Here we report that acetyl coenzyme A (acetyl-CoA) stimulates RNA polymerase II transcription in vitro in the absence of histones. The effect of acetyl-CoA on basal and activated transcription was studied in a human RNA polymerase II transcription system reconstituted from recombinant and highly purified transcription factors. Both basal and activated transcription were stimulated by the addition of acetyl-CoA to transcription reaction mixtures. By varying the concentrations of general transcription factors in the reaction mixtures, we found that acetyl-CoA decreased the concentration of TFIID required to observe transcription. Electrophoretic mobility shift assays and DNase I footprinting revealed that acetyl-CoA increased the affinity of the general transcription factor TFIID for promoter DNA in a TBP-associated factor (TAF)-dependent manner. Interestingly, acetyl-CoA also caused a conformational change in the TFIID-TFIIA-promoter complex as assessed by DNase I footprinting. These results show that acetyl-CoA alters the DNA binding activity of TFIID and indicate that this biologically important cofactor functions at multiple levels to control gene expression. PMID:10688640

Acetyl coenzyme A stimulates RNA polymerase II transcription and promoter binding by transcription factor IID in the absence of histones.

PubMed

Galasinski, S K; Lively, T N; Grebe De Barron, A; Goodrich, J A

2000-03-01

Protein acetylation has emerged as a means of controlling levels of mRNA synthesis in eukaryotic cells. Here we report that acetyl coenzyme A (acetyl-CoA) stimulates RNA polymerase II transcription in vitro in the absence of histones. The effect of acetyl-CoA on basal and activated transcription was studied in a human RNA polymerase II transcription system reconstituted from recombinant and highly purified transcription factors. Both basal and activated transcription were stimulated by the addition of acetyl-CoA to transcription reaction mixtures. By varying the concentrations of general transcription factors in the reaction mixtures, we found that acetyl-CoA decreased the concentration of TFIID required to observe transcription. Electrophoretic mobility shift assays and DNase I footprinting revealed that acetyl-CoA increased the affinity of the general transcription factor TFIID for promoter DNA in a TBP-associated factor (TAF)-dependent manner. Interestingly, acetyl-CoA also caused a conformational change in the TFIID-TFIIA-promoter complex as assessed by DNase I footprinting. These results show that acetyl-CoA alters the DNA binding activity of TFIID and indicate that this biologically important cofactor functions at multiple levels to control gene expression.

Therapeutic potential of Mediator complex subunits in metabolic diseases.

PubMed

Ranjan, Amol; Ansari, Suraiya A

2018-01-01

The multisubunit Mediator is an evolutionary conserved transcriptional coregulatory complex in eukaryotes. It is needed for the transcriptional regulation of gene expression in general as well as in a gene specific manner. Mediator complex subunits interact with different transcription factors as well as components of RNA Pol II transcription initiation complex and in doing so act as a bridge between gene specific transcription factors and general Pol II transcription machinery. Specific interaction of various Mediator subunits with nuclear receptors (NRs) and other transcription factors involved in metabolism has been reported in different studies. Evidences indicate that ligand-activated NRs recruit Mediator complex for RNA Pol II-dependent gene transcription. These NRs have been explored as therapeutic targets in different metabolic diseases; however, they show side-effects as targets due to their overlapping involvement in different signaling pathways. Here we discuss the interaction of various Mediator subunits with transcription factors involved in metabolism and whether specific interaction of these transcription factors with Mediator subunits could be potentially utilized as therapeutic strategy in a variety of metabolic diseases. Copyright © 2017 Elsevier B.V. and Société Française de Biochimie et Biologie Moléculaire (SFBBM). All rights reserved.

Glucocorticoid Regulation of the Vitamin D Receptor

PubMed Central

Hidalgo, Alejandro A.; Trump, Donald L.; Johnson, Candace S.

2010-01-01

Many studies indicate calcitriol has potent anti-tumor activity in different types of cancers. However, high levels of vitamin D can produce hypercalcemia in some patients. Glucocorticoids are used to ameliorate hypercalcemia and to enhance calcitriol anti-tumor activity. Calcitriol in combination with the glucocorticoid dexamethasone (Dex) increased vitamin D receptor (VDR) protein levels and ligand binding in squamous cell carcinoma VII (SCC). In this study we found that both calcitriol and Dex induce VDR- and glucocorticoid receptor (GR)-mediated transcription respectively, indicating both hormone receptors are active in SCC. Pre-treatment with Dex increases VDR-mediated transcription at the human CYP24A1 promoter. Whereas, pre-treatment with other steroid hormones, including dihydrotestosterone and R1881, has no effect on VDR-mediated transcription. Real-time PCR indicates treatment with Dex increases Vdr transcripts in a time-dependent manner, suggesting Dex may directly regulate expression of Vdr. Numerous putative glucocorticoid response elements (GREs) were found in the Vdr gene. Chromatin immunoprecipitation (ChIP) assay demonstrated GR binding at several putative GREs located within the mouse Vdr gene. However, none of the putative GREs studied increase GR-mediated transcription in luciferase reporter assays. In an attempt to identify the response element responsible for Vdr transcript regulation, future studies will continue to analyze newly identified GREs more distal from the Vdr gene promoter. PMID:20398752

An integrated approach to characterize transcription factor and microRNA regulatory networks involved in Schwann cell response to peripheral nerve injury

PubMed Central

2013-01-01

Background The regenerative response of Schwann cells after peripheral nerve injury is a critical process directly related to the pathophysiology of a number of neurodegenerative diseases. This SC injury response is dependent on an intricate gene regulatory program coordinated by a number of transcription factors and microRNAs, but the interactions among them remain largely unknown. Uncovering the transcriptional and post-transcriptional regulatory networks governing the Schwann cell injury response is a key step towards a better understanding of Schwann cell biology and may help develop novel therapies for related diseases. Performing such comprehensive network analysis requires systematic bioinformatics methods to integrate multiple genomic datasets. Results In this study we present a computational pipeline to infer transcription factor and microRNA regulatory networks. Our approach combined mRNA and microRNA expression profiling data, ChIP-Seq data of transcription factors, and computational transcription factor and microRNA target prediction. Using mRNA and microRNA expression data collected in a Schwann cell injury model, we constructed a regulatory network and studied regulatory pathways involved in Schwann cell response to injury. Furthermore, we analyzed network motifs and obtained insights on cooperative regulation of transcription factors and microRNAs in Schwann cell injury recovery. Conclusions This work demonstrates a systematic method for gene regulatory network inference that may be used to gain new information on gene regulation by transcription factors and microRNAs. PMID:23387820

School-age children talk about chess: does knowledge drive syntactic complexity?

PubMed

Nippold, Marilyn A

2009-08-01

This study examined language productivity and syntactic complexity in school-age children in relation to their knowledge of the topic of discussion-the game of chess. Children (N = 32; mean age = 10;11 [years;months]) who played chess volunteered to be interviewed by an adult examiner who had little or no experience playing chess. Children's chess knowledge and experience was assessed, and each child was classified as a novice or an expert player. Each child participated in 3 speaking tasks: General Conversation, Chess Conversation, and Chess Explanation. Interviews were audiorecorded, transcribed into Systematic Analysis of Language Transcripts (J. F. Miller & R. Chapman, 2003), segmented into T-units, and coded for finite clauses. Each speaking task was analyzed for total T-units; mean length of T-unit; clausal density; and nominal, relative, and adverbial clause use. Total T-units, mean length of T-unit, clausal density, and the use of each type of subordinate clause was substantially higher in the Chess Explanation task compared with the Chess Conversation task or the General Conversation task. Compared with the novices, the experts knew more about chess, had played longer, and were stronger players. Nevertheless, the novices and experts did not differ on any of the language factors for any of the speaking tasks. Language productivity and syntactic complexity in school-age children are strongly influenced by the speaking task. When children are presented with a motivating and challenging topic, they rise to the occasion to explain the finer details of it to a naïve adult.

If We Build It, Will They Come? A Qualitative Study of Key Stakeholder Opinions on the Implementation of a Videogame Intervention for Risk Reduction in Adolescents

PubMed Central

Hieftje, Kimberly; Crusto, Cindy A.; Montanaro, Erika; Fiellin, Lynn E.

2016-01-01

Abstract Objective: Serious games are emerging as important tools that offer an innovative approach to teach adolescents behavioral skills to avoid risky situations. PlayForward: Elm City Stories, an interactive videogame targeting risk reduction, is currently undergoing evaluation. Collecting stakeholder data on its acceptability and real-life implementation strategies is critical for successful dissemination. Materials and Methods: We collected interview data from four stakeholder groups regarding incorporating PlayForward into settings with adolescents. Transcripts were coded, creating a comprehensive code structure for each stakeholder group. Results: We conducted 40 semi-structured interviews that included 14 adolescents (aged 12–15 years; 10 boys), eight parents/guardians (all women), 12 after-school/school coordinators (nine women), and 14 community partners (13 women). We identified four themes that reflected stakeholders' perceptions about how the videogame might be implemented in real-world settings. (1) Stakeholder groups expressed that the topics of sex, alcohol, and drugs were not being taught in an educational setting. (2) Stakeholder groups saw a videogame as a viable option to teach about sex, alcohol, and drugs. (3) Stakeholder groups thought that the videogame would fit well into other settings, such as after-school programs or community organizations. (4) Some stakeholder groups highlighted additional tools that could help with implementation, such as manuals, homework assignments, and group discussion questions. Conclusion: Stakeholder groups supported the game as a delivery vehicle for targeted content, indicating high acceptability but highlighting additional tools that would aid in implementation. PMID:27336205

Neuropsychology reports for childhood brain tumor survivors: implementation of recommendations at home and school.

PubMed

Cheung, Lorraine L T; Wakefield, Claire E; Ellis, Sarah J; Mandalis, Anna; Frow, Eleanor; Cohn, Richard J

2014-06-01

As pediatric brain tumor survivors may experience cognitive decline post-treatment, a neuropsychology assessment is often conducted. The assessment evaluates the child's cognitive functioning and highlights potential challenges. Whilst neuropsychology reports provide recommendations for the home and school, how this translates in practice is under researched. This study explored parent and teacher understanding of neuropsychology reports, implementation rates for recommendations and their perceived effectiveness. Barriers to implementation were also investigated. Twenty-five semi-structured interviews were conducted with 17 parents and 8 teachers of childhood brain tumor survivors from 15 Australian families who had received a neuropsychology report within 2 years of the interview. Twenty-four neuropsychology reports encompassing 131 recommendations were reviewed. The qualitative methodological framework of Miles and Huberman [Miles M, Huberman A. Qualitative data analysis: An expanded sourcebook. London: Sage; 1994] was used to analyze interview transcripts with QSR NVivo 9.0. The majority of parents and teachers had a sound understanding of the report. Implementation of recommendations at home and school was 47% and 41%, respectively. Recommendations that did not require extra effort and organization appeared more likely to be implemented, however, those perceived to be more effective or helpful did not necessarily have higher implementation rates. Key reported barriers to implementation barrier were patient reluctance, and a lack of parents' willingness to adopt the recommendation. Patient understanding and willingness play a significant role in the implementation of neuropsychology recommendations. Collaboration and clear communication between the patient, teacher, parent, and neuropsychologist is vital for effective management. © 2014 Wiley Periodicals, Inc.

Parents' views on engaging families of middle school students in obesity prevention and control in a multiethnic population.

PubMed

Cowgill, Burton O; Chung, Paul J; Thompson, Lindsey R; Elijah, Jacinta; Lamb, Sheila; Garcia, Vanessa P; Bastani, Roshan

2014-04-04

Overweight and obesity remain significant public health risks for youth in the United States, particularly among racial/ethnic minority groups. Efforts at obesity prevention and control have targeted youth and family members in diverse settings. Although involving parents in obesity prevention programs for youth may improve the potential of these programs, less is known about parents' preferred methods of engagement, especially among racial/ethnic minority parents and parents whose primary language is not English. In this qualitative study, parents of middle-school-aged children were asked how best to engage their children in obesity prevention and control efforts. We recruited 38 parents whose children attended Los Angeles middle schools to participate in focus groups. Two English-language focus groups with 14 parents of different racial/ethnic backgrounds and 2 Spanish language groups with 24 Latino parents were conducted from 2010 through 2011. We analyzed focus group transcripts by using content analysis using inductive and deductive techniques. Findings from focus groups confirmed that parents want to help their children avoid obesity but feel constrained in their ability to take action. Participants identified an overarching desire to become better parents as a potential incentive to engage in obesity prevention efforts. Parents advocated for family-focused approaches in obesity prevention programs, including family sports leagues and cooking classes. Most findings were consistent between language groups, but parents in the Spanish language groups cited language-related barriers. The development and testing of simple programs that are sustainable, community-based, and family-focused may empower families to address obesity prevention and control.

Evaluation of mobile learning: students' experiences in a new rural-based medical school.

PubMed

Nestel, Debra; Ng, Andre; Gray, Katherine; Hill, Robyn; Villanueva, Elmer; Kotsanas, George; Oaten, Andrew; Browne, Chris

2010-08-11

Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. At Gippsland Medical School (GMS), students are given a laptop at the commencement of their four-year degree. We evaluated the educational impact of the ML program from students' perspectives. Questionnaires and individual interviews explored students' experiences of ML. All students were invited to complete questionnaires. Convenience sampling was used for interviews. Quantitative data was entered to SPSS 17.0 and descriptive statistics computed. Free text comments from questionnaires and transcriptions of interviews were thematically analysed. Fifty students completed the questionnaire (response rate 88%). Six students participated in interviews. More than half the students owned a laptop prior to commencing studies, would recommend the laptop and took the laptop to GMS daily. Modal daily use of laptops was four hours. Most frequent use was for access to the internet and email while the most frequently used applications were Microsoft Word and PowerPoint. Students appreciated the laptops for several reasons. The reduced financial burden was valued. Students were largely satisfied with the laptop specifications. Design elements of teaching spaces limited functionality. Although students valued aspects of the virtual learning environment (VLE), they also made many suggestions for improvement. Students reported many educational benefits from school provision of laptops. In particular, the quick and easy access to electronic educational resources as and when they were needed. Improved design of physical facilities would enhance laptop use together with a more logical layout of the VLE, new computer-based resources and activities promoting interaction.

The impact of hyperhidrosis on patients' daily life and quality of life: a qualitative investigation.

PubMed

Kamudoni, P; Mueller, B; Halford, J; Schouveller, A; Stacey, B; Salek, M S

2017-06-08

An understanding of the daily life impacts of hyperhidrosis and how patients deal with them, based on qualitative research, is lacking. This study investigated the impact of hyperhidrosis on the daily life of patients using a mix of qualitative research methods. Participants were recruited through hyperhidrosis patient support groups such as the Hyperhidrosis Support Group UK. Data were collected using focus groups, interviews and online surveys. A grounded theory approach was used in the analysis of data transcripts. Data were collected from 71 participants, out of an initial 100 individuals recruited. Seventeen major themes capturing the impacts of hyperhidrosis were identified; these covered all areas of life including daily life, psychological well-being, social life, professional /school life, dealing with hyperhidrosis, unmet health care needs and physical impact. Psychosocial impacts are central to the overall impacts of hyperhidrosis, cutting across and underlying the limitations experienced in other areas of life.

Socioscientific Argumentation: The effects of content knowledge and morality

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

Fox transcription factors: from development to disease.

PubMed

Golson, Maria L; Kaestner, Klaus H

2016-12-15

Forkhead box (Fox) transcription factors are evolutionarily conserved in organisms ranging from yeast to humans. They regulate diverse biological processes both during development and throughout adult life. Mutations in many Fox genes are associated with human disease and, as such, various animal models have been generated to study the function of these transcription factors in mechanistic detail. In many cases, the absence of even a single Fox transcription factor is lethal. In this Primer, we provide an overview of the Fox family, highlighting several key Fox transcription factor families that are important for mammalian development. © 2016. Published by The Company of Biologists Ltd.

[Research progress in lampbrush chromosomes and some suggestions for their use in genetics teaching].

PubMed

Chen, Fan-guo; Li, Qing-qing

2016-02-01

Lampbrush chromosomes (LBCs) are transient giant transcripts that exist at the diplotene stage of the first meiotic division in female gametocytes of almost all animals except mammals. LBCs are named for their lampbrush-like structure, however, they received the lowest research attention in studies of three classical cytogenetic chromosomes. They have been excellent models for studying the structure, organization, transcription, and transcriptional processing of chromosomes during meiosis. Here we briefly summarized these studies and LBCs forming mechanism and also discussed their possible functions, such as providing enough transcriptional products for embryonic development by oocytes LBCs or polyploidy demonstrated by previous reports. Finally, we discussed the possibility of introducing this typical case into our genetics teaching to inspire students' interest in genetics.

Coupled Evolution of Transcription and mRNA Degradation

PubMed Central

Dori-Bachash, Mally; Shema, Efrat; Tirosh, Itay

2011-01-01

mRNA levels are determined by the balance between transcription and mRNA degradation, and while transcription has been extensively studied, very little is known regarding the regulation of mRNA degradation and its coordination with transcription. Here we examine the evolution of mRNA degradation rates between two closely related yeast species. Surprisingly, we find that around half of the evolutionary changes in mRNA degradation were coupled to transcriptional changes that exert opposite effects on mRNA levels. Analysis of mRNA degradation rates in an interspecific hybrid further suggests that opposite evolutionary changes in transcription and in mRNA degradation are mechanistically coupled and were generated by the same individual mutations. Coupled changes are associated with divergence of two complexes that were previously implicated both in transcription and in mRNA degradation (Rpb4/7 and Ccr4-Not), as well as with sequence divergence of transcription factor binding motifs. These results suggest that an opposite coupling between the regulation of transcription and that of mRNA degradation has shaped the evolution of gene regulation in yeast. PMID:21811398

5' diversity of human hepatic PXR (NR1I2) transcripts and identification of the major transcription initiation site.

PubMed

Kurose, Kouichi; Koyano, Satoru; Ikeda, Shinobu; Tohkin, Masahiro; Hasegawa, Ryuichi; Sawada, Jun-Ichi

2005-05-01

The human pregnane X receptor (PXR) is a crucial regulator of the genes encoding several major cytochrome P450 enzymes and transporters, such as CYP3A4 and MDR1, but its own transcriptional regulation remains unclear. To elucidate the transcriptional mechanisms of human PXR gene, we first endeavored to identify the transcription initiation site of human PXR using 5'-RACE. Five types of 5'-variable transcripts (a, b, c, d, and e) with common exon 2 sequence were found, and comparison of these sequences with the genomic sequence suggested that their 5' diversity is derived from initiation by alternative promoters and alternative splicing. None of the exons found in our study contain any new in-frame coding regions. Newly identified introns IVS-a and IVS-b were found to have CT-AC splice sites that do not follow the GT-AG rule of conventional donor and acceptor splice sites. Of the five types of 5' variable transcripts identified, RT-PCR showed that type-a was the major transcript type. Four transcription initiation sites (A-D) for type-a transcript were identified by 5'-RACE using GeneRacer RACE Ready cDNA (human liver) constructed by the oligo-capping method. Putative TATA boxes were located approximately 30 bp upstream from the transcriptional start sites of the major transcript (C) and the longest minor transcript (A) expressed in the human liver. These results indicate that the initiation of transcription of human PXR is more complex than previously reported.

Interaction between FMDV Lpro and transcription factor ADNP is required for viral replication

USDA-ARS?s Scientific Manuscript database

The foot-and-mouth disease virus (FMDV) leader protease (Lpro) inhibits host translation and transcription affecting the expression of several factors involved in innate immunity. In this study, we have identified the host transcription factor ADNP (activity dependent neuroprotective protein) as an ...

Identification of candidate transcription factor binding sites in the cattle genome

USDA-ARS?s Scientific Manuscript database

A resource that provides candidate transcription factor binding sites does not currently exist for cattle. Such data is necessary, as predicted sites may serve as excellent starting locations for future 'omics studies to develop transcriptional regulation hypotheses. In order to generate this resour...

Students' perceptions of motivation in high school biology class: Informing current theories

NASA Astrophysics Data System (ADS)

McManic, Janet A.

The purpose of this study was to investigate students' perceptions of motivation to achieve while participating in general level high school biology classes. In a national poll of teacher's attitudes, student's motivation was a top concern of teachers (Elam, 1989). The student's perceptions of motivation are important to understand if improvements and advancements in motivation are to be implemented in the science classroom. This qualitative study was conducted in an urban high school that is located in a major metropolitan area in the southeast of the United States. The student body of 1100 is composed of Caucasian, African-American, Hispanic, and Asian students. The focus question of the study was: What are students' perceptions of their motivation in biology class? From general level biology classes, purposeful sampling narrowed the participants to fifteen students. Semi-structured interviews were conducted with the participants having varying measurements of motivation on the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1980). The interviews were recorded and transcribed. After transcription, the interviews were coded by the constant comparative method (Glaser & Strauss, 1967). The coded data of students' responses were analyzed and compared to current theories of motivation. The current theories are the social-cognitive model (Bandura, 1977), attribution theory (Weiner, 1979), basic needs theory (Maslow, 1954) and choice theory (Glasser, 1986). The results of this study support the social cognitive model of motivation (Bandura, 1977) through the description of family structure and its relationship to motivation (Gonzalez, 2002). The study upheld previous research in that extrinsic orientation was shown to be prevalent in older students (Harter, 1981; Anderman & Maehr, 1994). In addition, the students' responses disclosed the difficulties encountered in studying biology. Students expressed the opinion that biology terms are complicated; the material is too extensive to be understood and there is no relevance between the subject and the student. Positive affirmations of biology classes included hands-on activities and dissections. According to this study, in order to encourage student learning in biology, it may prove beneficial to implement suitable or applicable adaptations in the class environment.

Tissue-Specific and Genetic Regulation of Insulin Sensitivity-Associated Transcripts in African Americans

PubMed Central

Sharma, Neeraj K.; Sajuthi, Satria P.; Chou, Jeff W.; Calles-Escandon, Jorge; Demons, Jamehl; Rogers, Samantha; Ma, Lijun; Palmer, Nicholette D.; McWilliams, David R.; Beal, John; Comeau, Mary E.; Cherry, Kristina; Hawkins, Gregory A.; Menon, Lata; Kouba, Ethel; Davis, Donna; Burris, Marcie; Byerly, Sara J.; Easter, Linda; Bowden, Donald W.; Freedman, Barry I.; Langefeld, Carl D.

2016-01-01

Context: Compared with European Americans, African Americans (AAs) are more insulin resistant, have a higher insulin secretion response to glucose, and develop type 2 diabetes more often. Molecular processes and/or genetic variations contributing to altered glucose homeostasis in high-risk AAs remain uncharacterized. Objective: Adipose and muscle transcript expression profiling and genotyping were performed in 260 AAs to identify genetic regulatory mechanisms associated with insulin sensitivity (SI). We hypothesized that: 1) transcription profiles would reveal tissue-specific modulation of physiologic pathways with SI, and 2) a subset of SI-associated transcripts would be controlled by DNA sequence variants as expression quantitative traits, and these variants in turn would be associated with SI. Design and Settings: The cross-sectional research study was performed in a clinical research unit. Participants: Unrelated nondiabetic AAs were recruited for the study. Main Outcome Measures: SI was measured by frequently sampled iv glucose tolerance test. Results: The expression levels of 2212 transcripts in adipose and 145 transcripts in muscle were associated with SI. Genes involved in eIF2, eIF4-p70S6K, and mTOR signaling were modulated with SI in both tissues. Genes involved in leukocyte extravasation signaling showed adipose-specific regulation, and genes involved in oxidative phosphorylation had discordant regulation between tissues. Intersecting cis-expression quantitative trait loci results with data from transcript-SI association analysis identified cis-regulatory single nucleotide polymorphisms for 363 and 42 SI-associated transcripts in adipose and muscle, respectively. Cis-eSNPs for three SI-associated adipose transcripts, NINJ1, AGA, and CLEC10A were associated with SI. Abrogation of NINJ1 induction in THP1 macrophages modulated expression of genes in chemokine signaling, cell adhesion, and angiogenesis pathways. Conclusion: This study identified multiple pathways associated with SI; particularly discordant tissue-specific regulation of the oxidative phosphorylation pathway, and adipose-specific regulation of transcripts in the leukocyte extravasation signaling pathway that seem to be important in insulin resistance. Identification of single nucleotide polymorphisms associated with SI and with modulation of expression of SI-associated transcripts, including NINJ1, reveals novel genetic regulatory mechanisms of insulin resistance in AAs. PMID:26789776

THRAP3 interacts with and inhibits the transcriptional activity of SOX9 during chondrogenesis.

PubMed

Sono, Takashi; Akiyama, Haruhiko; Miura, Shigenori; Deng, Jian Min; Shukunami, Chisa; Hiraki, Yuji; Tsushima, Yu; Azuma, Yoshiaki; Behringer, Richard R; Matsuda, Shuichi

2018-07-01

Sex-determining region Y (Sry)-box (Sox)9 is required for chondrogenesis as a transcriptional activator of genes related to chondrocyte proliferation, differentiation, and cartilage-specific extracellular matrix. Although there have been studies investigating the Sox9-dependent transcriptional complexes, not all their components have been identified. In the present study, we demonstrated that thyroid hormone receptor-associated protein (THRAP)3 is a component of a SOX9 transcriptional complex by liquid chromatography mass spectrometric analysis of FLAG-tagged Sox9-binding proteins purified from FLAG-HA-tagged Sox9 knock-in mice. Thrap3 knockdown in ATDC5 chondrogenic cells increased the expression of Collagen type II alpha 1 chain (Col2a1) without affecting Sox9 expression. THRAP3 and SOX9 overexpression reduced Col2a1 levels to a greater degree than overexpression of SOX9 alone. The negative regulation of SOX9 transcriptional activity by THRAP3 was mediated by interaction between the proline-, glutamine-, and serine-rich domain of SOX9 and the innominate domain of THRAP3. These results indicate that THRAP3 negatively regulates SOX9 transcriptional activity as a cofactor of a SOX9 transcriptional complex during chondrogenesis.

Transcriptional and post-transcriptional regulation of the ionizing radiation response by ATM and p53

PubMed Central

Venkata Narayanan, Ishwarya; Paulsen, Michelle T.; Bedi, Karan; Berg, Nathan; Ljungman, Emily A.; Francia, Sofia; Veloso, Artur; Magnuson, Brian; di Fagagna, Fabrizio d’Adda; Wilson, Thomas E.; Ljungman, Mats

2017-01-01

In response to ionizing radiation (IR), cells activate a DNA damage response (DDR) pathway to re-program gene expression. Previous studies using total cellular RNA analyses have shown that the stress kinase ATM and the transcription factor p53 are integral components required for induction of IR-induced gene expression. These studies did not distinguish between changes in RNA synthesis and RNA turnover and did not address the role of enhancer elements in DDR-mediated transcriptional regulation. To determine the contribution of synthesis and degradation of RNA and monitor the activity of enhancer elements following exposure to IR, we used the recently developed Bru-seq, BruChase-seq and BruUV-seq techniques. Our results show that ATM and p53 regulate both RNA synthesis and stability as well as enhancer element activity following exposure to IR. Importantly, many genes in the p53-signaling pathway were coordinately up-regulated by both increased synthesis and RNA stability while down-regulated genes were suppressed either by reduced synthesis or stability. Our study is the first of its kind that independently assessed the effects of ionizing radiation on transcription and post-transcriptional regulation in normal human cells. PMID:28256581

Promoter architecture dictates cell-to-cell variability in gene expression.

PubMed

Jones, Daniel L; Brewster, Robert C; Phillips, Rob

2014-12-19

Variability in gene expression among genetically identical cells has emerged as a central preoccupation in the study of gene regulation; however, a divide exists between the predictions of molecular models of prokaryotic transcriptional regulation and genome-wide experimental studies suggesting that this variability is indifferent to the underlying regulatory architecture. We constructed a set of promoters in Escherichia coli in which promoter strength, transcription factor binding strength, and transcription factor copy numbers are systematically varied, and used messenger RNA (mRNA) fluorescence in situ hybridization to observe how these changes affected variability in gene expression. Our parameter-free models predicted the observed variability; hence, the molecular details of transcription dictate variability in mRNA expression, and transcriptional noise is specifically tunable and thus represents an evolutionarily accessible phenotypic parameter. Copyright © 2014, American Association for the Advancement of Science.

Real-time observation of the initiation of RNA polymerase II transcription.

PubMed

Fazal, Furqan M; Meng, Cong A; Murakami, Kenji; Kornberg, Roger D; Block, Steven M

2015-09-10

Biochemical and structural studies have shown that the initiation of RNA polymerase II transcription proceeds in the following stages: assembly of the polymerase with general transcription factors and promoter DNA in a 'closed' preinitiation complex (PIC); unwinding of about 15 base pairs of the promoter DNA to form an 'open' complex; scanning downstream to a transcription start site; synthesis of a short transcript, thought to be about 10 nucleotides long; and promoter escape. Here we have assembled a 32-protein, 1.5-megadalton PIC derived from Saccharomyces cerevisiae, and observe subsequent initiation processes in real time with optical tweezers. Contrary to expectation, scanning driven by the transcription factor IIH involved the rapid opening of an extended transcription bubble, averaging 85 base pairs, accompanied by the synthesis of a transcript up to the entire length of the extended bubble, followed by promoter escape. PICs that failed to achieve promoter escape nevertheless formed open complexes and extended bubbles, which collapsed back to closed or open complexes, resulting in repeated futile scanning.

Natural Antisense Transcripts: Molecular Mechanisms and Implications in Breast Cancers

PubMed Central

Latgé, Guillaume; Poulet, Christophe; Bours, Vincent; Jerusalem, Guy

2018-01-01

Natural antisense transcripts are RNA sequences that can be transcribed from both DNA strands at the same locus but in the opposite direction from the gene transcript. Because strand-specific high-throughput sequencing of the antisense transcriptome has only been available for less than a decade, many natural antisense transcripts were first described as long non-coding RNAs. Although the precise biological roles of natural antisense transcripts are not known yet, an increasing number of studies report their implication in gene expression regulation. Their expression levels are altered in many physiological and pathological conditions, including breast cancers. Among the potential clinical utilities of the natural antisense transcripts, the non-coding|coding transcript pairs are of high interest for treatment. Indeed, these pairs can be targeted by antisense oligonucleotides to specifically tune the expression of the coding-gene. Here, we describe the current knowledge about natural antisense transcripts, their varying molecular mechanisms as gene expression regulators, and their potential as prognostic or predictive biomarkers in breast cancers. PMID:29301303

Natural Antisense Transcripts: Molecular Mechanisms and Implications in Breast Cancers.

PubMed

Latgé, Guillaume; Poulet, Christophe; Bours, Vincent; Josse, Claire; Jerusalem, Guy

2018-01-02

Natural antisense transcripts are RNA sequences that can be transcribed from both DNA strands at the same locus but in the opposite direction from the gene transcript. Because strand-specific high-throughput sequencing of the antisense transcriptome has only been available for less than a decade, many natural antisense transcripts were first described as long non-coding RNAs. Although the precise biological roles of natural antisense transcripts are not known yet, an increasing number of studies report their implication in gene expression regulation. Their expression levels are altered in many physiological and pathological conditions, including breast cancers. Among the potential clinical utilities of the natural antisense transcripts, the non-coding|coding transcript pairs are of high interest for treatment. Indeed, these pairs can be targeted by antisense oligonucleotides to specifically tune the expression of the coding-gene. Here, we describe the current knowledge about natural antisense transcripts, their varying molecular mechanisms as gene expression regulators, and their potential as prognostic or predictive biomarkers in breast cancers.

The transcriptional network that controls growth arrest and differentiation in a human myeloid leukemia cell line.

PubMed

Suzuki, Harukazu; Forrest, Alistair R R; van Nimwegen, Erik; Daub, Carsten O; Balwierz, Piotr J; Irvine, Katharine M; Lassmann, Timo; Ravasi, Timothy; Hasegawa, Yuki; de Hoon, Michiel J L; Katayama, Shintaro; Schroder, Kate; Carninci, Piero; Tomaru, Yasuhiro; Kanamori-Katayama, Mutsumi; Kubosaki, Atsutaka; Akalin, Altuna; Ando, Yoshinari; Arner, Erik; Asada, Maki; Asahara, Hiroshi; Bailey, Timothy; Bajic, Vladimir B; Bauer, Denis; Beckhouse, Anthony G; Bertin, Nicolas; Björkegren, Johan; Brombacher, Frank; Bulger, Erika; Chalk, Alistair M; Chiba, Joe; Cloonan, Nicole; Dawe, Adam; Dostie, Josee; Engström, Pär G; Essack, Magbubah; Faulkner, Geoffrey J; Fink, J Lynn; Fredman, David; Fujimori, Ko; Furuno, Masaaki; Gojobori, Takashi; Gough, Julian; Grimmond, Sean M; Gustafsson, Mika; Hashimoto, Megumi; Hashimoto, Takehiro; Hatakeyama, Mariko; Heinzel, Susanne; Hide, Winston; Hofmann, Oliver; Hörnquist, Michael; Huminiecki, Lukasz; Ikeo, Kazuho; Imamoto, Naoko; Inoue, Satoshi; Inoue, Yusuke; Ishihara, Ryoko; Iwayanagi, Takao; Jacobsen, Anders; Kaur, Mandeep; Kawaji, Hideya; Kerr, Markus C; Kimura, Ryuichiro; Kimura, Syuhei; Kimura, Yasumasa; Kitano, Hiroaki; Koga, Hisashi; Kojima, Toshio; Kondo, Shinji; Konno, Takeshi; Krogh, Anders; Kruger, Adele; Kumar, Ajit; Lenhard, Boris; Lennartsson, Andreas; Lindow, Morten; Lizio, Marina; Macpherson, Cameron; Maeda, Norihiro; Maher, Christopher A; Maqungo, Monique; Mar, Jessica; Matigian, Nicholas A; Matsuda, Hideo; Mattick, John S; Meier, Stuart; Miyamoto, Sei; Miyamoto-Sato, Etsuko; Nakabayashi, Kazuhiko; Nakachi, Yutaka; Nakano, Mika; Nygaard, Sanne; Okayama, Toshitsugu; Okazaki, Yasushi; Okuda-Yabukami, Haruka; Orlando, Valerio; Otomo, Jun; Pachkov, Mikhail; Petrovsky, Nikolai; Plessy, Charles; Quackenbush, John; Radovanovic, Aleksandar; Rehli, Michael; Saito, Rintaro; Sandelin, Albin; Schmeier, Sebastian; Schönbach, Christian; Schwartz, Ariel S; Semple, Colin A; Sera, Miho; Severin, Jessica; Shirahige, Katsuhiko; Simons, Cas; St Laurent, George; Suzuki, Masanori; Suzuki, Takahiro; Sweet, Matthew J; Taft, Ryan J; Takeda, Shizu; Takenaka, Yoichi; Tan, Kai; Taylor, Martin S; Teasdale, Rohan D; Tegnér, Jesper; Teichmann, Sarah; Valen, Eivind; Wahlestedt, Claes; Waki, Kazunori; Waterhouse, Andrew; Wells, Christine A; Winther, Ole; Wu, Linda; Yamaguchi, Kazumi; Yanagawa, Hiroshi; Yasuda, Jun; Zavolan, Mihaela; Hume, David A; Arakawa, Takahiro; Fukuda, Shiro; Imamura, Kengo; Kai, Chikatoshi; Kaiho, Ai; Kawashima, Tsugumi; Kawazu, Chika; Kitazume, Yayoi; Kojima, Miki; Miura, Hisashi; Murakami, Kayoko; Murata, Mitsuyoshi; Ninomiya, Noriko; Nishiyori, Hiromi; Noma, Shohei; Ogawa, Chihiro; Sano, Takuma; Simon, Christophe; Tagami, Michihira; Takahashi, Yukari; Kawai, Jun; Hayashizaki, Yoshihide

2009-05-01

Using deep sequencing (deepCAGE), the FANTOM4 study measured the genome-wide dynamics of transcription-start-site usage in the human monocytic cell line THP-1 throughout a time course of growth arrest and differentiation. Modeling the expression dynamics in terms of predicted cis-regulatory sites, we identified the key transcription regulators, their time-dependent activities and target genes. Systematic siRNA knockdown of 52 transcription factors confirmed the roles of individual factors in the regulatory network. Our results indicate that cellular states are constrained by complex networks involving both positive and negative regulatory interactions among substantial numbers of transcription factors and that no single transcription factor is both necessary and sufficient to drive the differentiation process.

What's the FOX Got to Do with the KITten? Regulating the Lineage-Specific Transcriptional Landscape in GIST.

PubMed

Lee, Donna M; Duensing, Anette

2018-02-01

Transcriptional regulation of the KIT receptor tyrosine kinase, a master regulator in gastrointestinal stromal tumors (GIST) and their precursors, the interstitial cells of Cajal (ICC), is part of a positive feedback loop involving the transcription factor ETV1. A new study now shows that the forkhead box (FOX) family transcription factor FOXF1 not only is an upstream regulator of ETV1 and hence ICC/GIST lineage-specific gene transcription, but also functions as lineage-specific pioneer factor with an active role in chromatin rearrangement to facilitate ETV1 binding and transcriptional activity. Cancer Discov; 8(2); 146-9. ©2018 AACR See related article by Ran et al., p. 234 . ©2018 American Association for Cancer Research.

Adenovirus EIIA early promoter: transcriptional control elements and induction by the viral pre-early EIA gene, which appears to be sequence independent.

PubMed Central

Murthy, S C; Bhat, G P; Thimmappaya, B

1985-01-01

A molecular dissection of the adenovirus EIIA early (E) promoter was undertaken to study the sequence elements required for transcription and to examine the nucleotide sequences, if any, specific for its trans-activation by the viral pre-early EIA gene product. A chimeric gene in which the EIIA-E promoter region fused to the coding sequences of the bacterial chloramphenicol acetyltransferase (CAT) gene was used in transient assays to identify the transcriptional control regions. Deletion mapping studies revealed that the upstream DNA sequences up to -86 were sufficient for the optimal basal level transcription in HeLa cells and also for the EIA-induced transcription. A series of linker-scanning (LS) mutants were constructed to precisely identify the nucleotide sequences that control transcription. Analysis of these LS mutants allowed us to identify two regions of the promoter that are critical for the EIIA-E transcription. These regions are located between -29 and -21 (region I) and between -82 and -66 (region II). Mutations in region I affected initiation and appeared functionally similar to the "TATA" sequence of the commonly studied promoters. To examine whether or not the EIIA-E promoter contained DNA sequences specific for the trans-activation by the EIA, the LS mutants were analyzed in a cotransfection assay containing a plasmid carrying the EIA gene. CAT activity of all of the LS mutants was induced by the EIA gene in this assay, suggesting that the induction of transcription of the EIIA-E promoter by the EIA gene is not sequence-specific. Images PMID:3857577

Coordinating Regulation of Gene Expression in Cardiovascular Disease: Interactions between Chromatin Modifiers and Transcription Factors

PubMed Central

Bauer, Ashley J.; Martin, Kathleen A.

2017-01-01

Cardiovascular disease is a leading cause of death with increasing economic burden. The pathogenesis of cardiovascular diseases is complex, but can arise from genetic and/or environmental risk factors. This can lead to dysregulated gene expression in numerous cell types including cardiomyocytes, endothelial cells, vascular smooth muscle cells, and inflammatory cells. While initial studies addressed transcriptional control of gene expression, epigenetics has been increasingly appreciated to also play an important role in this process through alterations in chromatin structure and gene accessibility. Chromatin-modifying proteins including enzymes that modulate DNA methylation, histone methylation, and histone acetylation can influence gene expression in numerous ways. These chromatin modifiers and their marks can promote or prevent transcription factor recruitment to regulatory regions of genes through modifications to DNA, histones, or the transcription factors themselves. This review will focus on the emerging question of how epigenetic modifiers and transcription factors interact to coordinately regulate gene expression in cardiovascular disease. While most studies have addressed the roles of either epigenetic or transcriptional control, our understanding of the integration of these processes is only just beginning. Interrogating these interactions is challenging, and improved technical approaches will be needed to fully dissect the temporal and spatial relationships between transcription factors, chromatin modifiers, and gene expression in cardiovascular disease. We summarize the current state of the field and provide perspectives on limitations and future directions. Through studies of epigenetic and transcriptional interactions, we can advance our understanding of the basic mechanisms of cardiovascular disease pathogenesis to develop novel therapeutics. PMID:28428957