Language instruction in the high school classroom: an action research study

This study examines the role of language in an Advanced Placement Literature class consisting of high school students in the Midwest. The language strategies focused on pertain to storytelling, dialect, syntax and style, vocabulary, and narrative framework. The three literature texts explored were Zora Neale Hurston\u27s Their Eyes Were Watching God, Ernest Hemingway\u27s A Farewell to Arms, and Joseph Conrad\u27s Heart of Darkness. The research questions for this study examine the literature classroom in terms of language instruction: (1) What strategies do students use to read difficult texts? (2) What motivates students to continue reading what they consider to be challenging texts? (3) How does language instruction influence critical and creative thinking? (4) How can teachers help readers comprehend challenging texts? I used a method of triangulation for this study that involved the use of case studies (student interviews, student surveys, and student writing samples), observation of class discussions (using audiotape), and a teacher journal that served as field notes centered around theoretical, methodological, and personal findings. The following conclusions were drawn from this study involving both quantitative and qualitative research: (1) High school students can identify and apply language strategies to the texts they read. (2) While engaged in small group discussions, students used reading strategies to construct meaning of the texts. (3) Reading strategies were accessible to both high and intermediate students. (4) Using reading strategies involving vocabulary and tone helped students to appreciate the author\u27s word choice and style. (5) Some students lacked motivation to read texts but developing a historical context helped reader motivation. (6) Using multiple language strategies helped students ask new questions about literature

Where We Fall Down: Tensions in Teaching Social Medicine and Global Health

Background: As global health interest has risen, so too has the relevance of education on the social determinants of health and health equity. Social medicine offers a particularly salient framework for educating on the social determinants of health, health disparities, and health equity. SocMed and EqualHealth, 2 unique but related organizations, offer annual global health courses in Uganda, Haiti, and the United States, which train students to understand and respond to the social determinants of health through praxis, self-reflection and self-awareness, and building collaborative partnerships across difference. Objectives: The aim of this paper is to describe an innovative pedagogical approach to teaching social medicine 'and' global health. We draw on the notion of praxis, which illuminates the value of iterative reflection and action, to critically examine our points of weakness as educators in order to derive lessons with broad applicability for those engaged in global health work. Methods: The data for this paper were collected through an autoethnography of teaching 10 global health social medicine courses in Uganda and Haiti since 2010. It draws on revealing descriptions from participant observation, student feedback collected in anonymous course evaluations, and ongoing relationships with alumni. Findings: Critical analysis reveals 3 significant and complicated tensions raised by our courses. The first point of weakness pertains to issues of course ownership by North American outsiders. The second tension emerges from explicit acknowledgment of social and economic inequities among our students and faculty. Finally, there are ongoing challenges of sustaining positive momentum toward social change after transformative course experiences. Conclusions: Although successful in generating transformative learning experiences, these courses expose significant fracture points worth interrogating as educators, activists, and global health practitioners. Ultimately, we have identified a need for building equitable partnerships and intentional community, embracing discomfort, and moving beyond reflection to praxis in global health education

The Period protein homolog LIN-42 negatively regulates microRNA biogenesis in C. elegans

AbstractMicroRNAs (miRNAs) are small RNAs that post-transcriptionally regulate gene expression in many multicellular organisms. They are encoded in the genome and transcribed into primary (pri-) miRNAs before two processing steps that ultimately produce the mature miRNA. In order to generate the appropriate amount of a particular miRNA in the correct location at the correct time, proper regulation of miRNA biogenesis is essential. Here we identify the Period protein homolog LIN-42 as a new regulator of miRNA biogenesis in Caenorhabditis elegans. We mapped a spontaneous suppressor of the normally lethal let-7(n2853) allele to the lin-42 gene. Mutations in this allele (ap201) or a second lin-42 allele (n1089) caused increased mature let-7 miRNA levels at most time points when mature let-7 miRNA is normally expressed. Levels of pri-let-7 and a let-7 transcriptional reporter were also increased in lin-42(n1089) worms. These results indicate that LIN-42 normally represses pri-let-7 transcription and thus the accumulation of let-7 miRNA. This inhibition is not specific to let-7, as pri- and mature levels of lin-4 and miR-35 were also increased in lin-42 mutants. Furthermore, small RNA-seq analysis showed widespread increases in the levels of mature miRNAs in lin-42 mutants. Thus, we propose that the period protein homolog LIN-42 is a global regulator of miRNA biogenesis

The Vehicle, Fall 1986

Table of Contents Selling Poetry: Honesty with the InvestorPatrick Peterspage 2 Father\u27s Book, Jan. 1984 (A Fictional Autobiography)James T. Finneganpage 3 Pet Day in Afternoon KindergartenDan Von Holtenpage 7 Dental Dreams in the Bathroom MirrorDan Von Holtenpage 7 PhotographStephanie Eihlpage 8 SilenceJoe Hortonpage 8 SkullMichael Salempage 9 The TunnelJim Harrispage 10 Lindenwood CemeteryJean Chandlerpage 12 Into the SeaDan Seltzerpage 13 PhotographStephanie Eihlpage 13 WindowsJim Harrispage 14 Little Pieces of YouStuart Albertpage 18 Slicing the AppleAmy Callpage 19 Winter WalkLarry Mitchellpage 19 Komical KellyJohn Fehrmannpage 20 Thermal SueJohn Fehrmannpage 20 Death PoemBob Zordanipage 21 Venice, ItalySherry L. Clinepage 22 RoadkillPhil Simpsonpage 24 I Hate CowsLori Delzer, Joe Crites, Becky Michaelpage 32 Telephone Operators: 1942Jim Harrispage 33 Expiration Date 3/8/65Edward Schellpage 34 Desert FloorPatrick Peterspage 35 PhotographLawrence McGownpage 36 PhotographStephanie Eihlpage 37 Coping with NightStuart Albertpage 38 PhotographDan Mountpage 38 One On OnePatrick Peterspage 39 An Acquired TasteTina Wrightpage 40 PhotographStephanie Eihlpage 40 PhotographStephanie Eihlpage 41 When Children Are Alone, The Devil SpeaksTom Greenpage 41 BobChristy Denphypage 42 Gut & ScissorsDane Buczkowskipage 42 This Old HouseAmy Callpage 43 MortgageTina Wrightpage 43https://thekeep.eiu.edu/vehicle/1048/thumbnail.jp

The Vehicle, Fall 1986

Table of Contents Selling Poetry: Honesty with the InvestorPatrick Peterspage 2 Father\u27s Book, Jan. 1984 (A Fictional Autobiography)James T. Finneganpage 3 Pet Day in Afternoon KindergartenDan Von Holtenpage 7 Dental Dreams in the Bathroom MirrorDan Von Holtenpage 7 PhotographStephanie Eihlpage 8 SilenceJoe Hortonpage 8 SkullMichael Salempage 9 The TunnelJim Harrispage 10 Lindenwood CemeteryJean Chandlerpage 12 Into the SeaDan Seltzerpage 13 PhotographStephanie Eihlpage 13 WindowsJim Harrispage 14 Little Pieces of YouStuart Albertpage 18 Slicing the AppleAmy Callpage 19 Winter WalkLarry Mitchellpage 19 Komical KellyJohn Fehrmannpage 20 Thermal SueJohn Fehrmannpage 20 Death PoemBob Zordanipage 21 Venice, ItalySherry L. Clinepage 22 RoadkillPhil Simpsonpage 24 I Hate CowsLori Delzer, Joe Crites, Becky Michaelpage 32 Telephone Operators: 1942Jim Harrispage 33 Expiration Date 3/8/65Edward Schellpage 34 Desert FloorPatrick Peterspage 35 PhotographLawrence McGownpage 36 PhotographStephanie Eihlpage 37 Coping with NightStuart Albertpage 38 PhotographDan Mountpage 38 One On OnePatrick Peterspage 39 An Acquired TasteTina Wrightpage 40 PhotographStephanie Eihlpage 40 PhotographStephanie Eihlpage 41 When Children Are Alone, The Devil SpeaksTom Greenpage 41 BobChristy Denphypage 42 Gut & ScissorsDane Buczkowskipage 42 This Old HouseAmy Callpage 43 MortgageTina Wrightpage 43https://thekeep.eiu.edu/vehicle/1048/thumbnail.jp

Specificity of the STAT4 Genetic Association for Severe Disease Manifestations of Systemic Lupus Erythematosus

Systemic lupus erythematosus (SLE) is a genetically complex disease with heterogeneous clinical manifestations. A polymorphism in the STAT4 gene has recently been established as a risk factor for SLE, but the relationship with specific SLE subphenotypes has not been studied. We studied 137 SNPs in the STAT4 region genotyped in 4 independent SLE case series (total n = 1398) and 2560 healthy controls, along with clinical data for the cases. Using conditional testing, we confirmed the most significant STAT4 haplotype for SLE risk. We then studied a SNP marking this haplotype for association with specific SLE subphenotypes, including autoantibody production, nephritis, arthritis, mucocutaneous manifestations, and age at diagnosis. To prevent possible type-I errors from population stratification, we reanalyzed the data using a subset of subjects determined to be most homogeneous based on principal components analysis of genome-wide data. We confirmed that four SNPs in very high LD (r2 = 0.94 to 0.99) were most strongly associated with SLE, and there was no compelling evidence for additional SLE risk loci in the STAT4 region. SNP rs7574865 marking this haplotype had a minor allele frequency (MAF) = 31.1% in SLE cases compared with 22.5% in controls (OR = 1.56, p = 10−16). This SNP was more strongly associated with SLE characterized by double-stranded DNA autoantibodies (MAF = 35.1%, OR = 1.86, p<10−19), nephritis (MAF = 34.3%, OR = 1.80, p<10−11), and age at diagnosis<30 years (MAF = 33.8%, OR = 1.77, p<10−13). An association with severe nephritis was even more striking (MAF = 39.2%, OR = 2.35, p<10−4 in the homogeneous subset of subjects). In contrast, STAT4 was less strongly associated with oral ulcers, a manifestation associated with milder disease. We conclude that this common polymorphism of STAT4 contributes to the phenotypic heterogeneity of SLE, predisposing specifically to more severe disease

The effects of loneliness and stress on healthcare workers (HCWs) due to Covid-19

In resent years from the end of 2019 to current time the world has came to a standstill over a global pandemic which is upturning lives. This study aimed to create a better understanding for two main aspects healthcare workers have been suffering from. The research is expanding on previous literature and knowledge to determine if levels of loneliness and levels of stress have increased for healthcare workers due to Covid-19. The were three main research questions presented alongside three hypotheses. The hypothesises were that HCWs would score high on the UCLA questionnaire, that there will be a relationship between self-reported stress and loneliness and third that their will be an increase in levels of stress due to high levels of loneliness. For this study participant were recruited through social media platforms using convenient snowball sampling and received a total of 90 participants. Participants were asked to complete a demographic questionnaire which entailed their age, highest degree of schooling, employment type etc. The participant could proceed on and complete the Perceived Stress Questionnaire (PSQ) and the University of Los Angeles version 3 Questionnaire (UCLA VS3). Results from the present study were obtained from a non- parametric Spearman’s Correlation and Standard Multiple Regression. The current research suggests that according to previous research HCWs levels of both aspects (Loneliness and Stress) are significantly increased due to Covid-19. Implications, strengths, and limitations are discussed in relation to this current study

Language instruction in the high school classroom: an action research study

This study examines the role of language in an Advanced Placement Literature class consisting of high school students in the Midwest. The language strategies focused on pertain to storytelling, dialect, syntax and style, vocabulary, and narrative framework. The three literature texts explored were Zora Neale Hurston's Their Eyes Were Watching God, Ernest Hemingway's A Farewell to Arms, and Joseph Conrad's Heart of Darkness. The research questions for this study examine the literature classroom in terms of language instruction: (1) What strategies do students use to read difficult texts? (2) What motivates students to continue reading what they consider to be challenging texts? (3) How does language instruction influence critical and creative thinking? (4) How can teachers help readers comprehend challenging texts? I used a method of triangulation for this study that involved the use of case studies (student interviews, student surveys, and student writing samples), observation of class discussions (using audiotape), and a teacher journal that served as field notes centered around theoretical, methodological, and personal findings. The following conclusions were drawn from this study involving both quantitative and qualitative research: (1) High school students can identify and apply language strategies to the texts they read. (2) While engaged in small group discussions, students used reading strategies to construct meaning of the texts. (3) Reading strategies were accessible to both high and intermediate students. (4) Using reading strategies involving vocabulary and tone helped students to appreciate the author's word choice and style. (5) Some students lacked motivation to read texts but developing a historical context helped reader motivation. (6) Using multiple language strategies helped students ask new questions about literature.</p