Subsurface Study of Glacial Deposits at Cleveland, Ohio

Author Institution: Sverdrup & Parcel, Inc., Consulting Engineers, St. Louis, Mo

Bulletin 26 - Education and Utility

https://thekeep.eiu.edu/eiu_bulletin/1128/thumbnail.jp

Doctor of Philosophy

dissertationMon1 is an evolutionarily conserved gene that has homologs from yeast to humans. The original identification and characterization of Mon1 in mammals, Mon1a, was performed in a study that identified Mon1a as a modifier of iron homeostasis in mice. That work demonstrated that C57BL mice harbor an intrinsic "gain-of-function" mutation that resulted in an excess of the iron exporter ferroportin at the cell surface of iron recycling macrophages. The study also showed that Mon1a had a function in the movement of soluble and membrane-bound proteins through the secretory apparatus. We were able to expand on those findings using protein interaction and RNAi analysis to demonstrate that Mon1a associates with the molecular motor Dynein, known to function in ER-Golgi trafficking. Subcellular localization demonstrated that Mon1a peripherally associates with the ER membrane. Further, RNAi-mediated reduction of Mon1a resulted in a significant decrease in the formation of ER-derived vesicle, which resulted in impaired trafficking in the early secretory pathway. We also determined that the movement of the viral protein VSVGtsGFP from the Golgi to the plasma membrane was delayed in Mon1a-depleted cells. A yeast two-hybrid (Y2H) analysis of Mon1a interacting partners found that a F-BAR domain-contain protein, FCHo2, known to affect membrane traffic at the cell surface, physically associated with Mon1a. RNAi-mediate reduction of Mon1a or iv FCHo2 resulted in severe Golgi fragmentation, which was dependent on the activity of the Golgi GTPase Rab6. The RNAi-mediate phenotypes of Mon1a and FCHo2 were not identical as only FCHo2 silencing-induced Golgi fragmentation was cell cycle-dependent. We show using FRAP analysis that FCHo2 is necessary for the lateral movement of membrane proteins between Golgi elements that link Golgi cisternae. We determined that FCHo2-mediated Golgi fragmentation resulted in immature glycosylation moieties at the plasma membrane. This dissertation describes novel roles for both Mon1a and FCHo2 in membrane traffic in the secretory pathway and Golgi architecture maintenance

Changing professional discourses in teacher education policy back towards a training paradigm : a comparative study

Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm

Islamic Education in a Multicultural Society: The Case of a Muslim School in Canada

The case study explores the ways in which a prominent, private Canadian Muslim school provides an Islamic education while negotiating its place in an integrated, socially cohesive, multicultural society. The data are derived from an in-depth qualitative investigation utilizing documentary analysis, participant observation, and interviews (N = 22). The findings reveal the ways in which the school perceives the specific challenges in negotiating the tension between their aspiration to preserve Islamic values and wider socio-political pressures to integrate into Canada’s multicultural society. The study concludes that both the nature of Islamic educational provision and Canadian multicultural policy require modification and change

The marginalisation of social justice as a form of knowledge in teacher education in England

This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism–neo-conservatism, making them arguably impossible to achieve within the current system of education in England

Is there a role for educational psychologists in facilitating managed moves?

The current research aimed to explore the extent to which school professionals and local authority staff perceived that there was a role for educational psychologists in the processes involved in implementing, monitoring and offering support to young people for whom a managed move was being arranged. The study was conducted in one English local authority where 11 school staff and five local authority staff were interviewed using a thematic analysis methodology. The emerging themes were: lack of role clarity; variability between schools; reactiveness in relation to crisis; capacity; and possibilities for further involvement including transition, preventative work and accurate assessment of needs