Vocational Education in the High School Curriculum

The title of this study Vocational Education in the High School Curriculum is more comprehensive than the study. The object of the study is to show, in part, the present status of Vocational Education in the High school Curriculum, with a proposed plan for Vocational Education in a specified school. Briefly the study attempts to answer the following questions: Is our system of education wholly or partially democratic? What is the attitude of the Federal Government toward Vocational Education? To what extent does the Federal Government finance Vocational Education? To what extent is Vocational Agricultural Education being taught in the high schools of the United States? To what extent is Vocational Home Economics being taught in the high schools of the United States? To what extent do the high schools offer Commercial Vocational Training? To what extent do the high schools attempt to prepare the youth for trades and industrial occupation? To this end there is presented in the first chapter a brief historical background, giving the opinions of some early educational reformers, some of the early attempts at manual instruction, and the probable influence these opinions and experiments had on the succeeding educational leaders. Also a brief history of the apprenticeship system and the reasons why it is not a suitable institution for today. In Chapter II the writer has attempted to give several logical reasons why there is a need for Vocational Education in the high school curriculum today. Chapter III is concerned with Vocational Education since the passage of the Smith-Hughes Act (present status). The study has been purely academic. The material is so arranged that the reader may study the different phases of the research separately. The statistical material presented represents the latest to be found at this time, and as recorded in the most reliable sources. Reference is given as to the source of each table and diagram under each heading. The data of the tables and diagrams presented were arranged with the idea of simplicity in mind and of being self explanatory, for that reason very little comment is made on such material herewith presented. In the appendix is given some material which may be of interest to anyone who is attempting to organize a vocational training course in his school. The forms of contracts given and the requirements are specifically for Vocational Agricultural Education, but substantially the same forms and requirements are set up for other courses that may be organized under the provisions of the Smith-Hughes Act. The text of the Act is also included in the appendix so that any question regarding the distribution of money, administrative policies, or conditions that the Federal Government imposes upon the State and local community might be answered. The study is by no means comprehensive, but with the limited amount of source material examined, the purpose of the study fulfilled, the writer hopes that the findings will be of value to those interested in Vocational Education in the high school. The proposed plan as indicated and outlined in Chapter IV is for the six-year high school at South Charleston, West Virginia, where the writer serves in the capacity of principal

Dynamic landscape and regulation of RNA editing in mammals

Adenosine-to-inosine (A-to-I) RNA editing is a conserved post-transcriptional mechanism mediated by ADAR enzymes that diversifies the transcriptome by altering selected nucleotides in RNA molecules1. Although many editing sites have recently been discovered2,3,4,5,6,7, the extent to which most sites are edited and how the editing is regulated in different biological contexts are not fully understood8,9,10. Here we report dynamic spatiotemporal patterns and new regulators of RNA editing, discovered through an extensive profiling of A-to-I RNA editing in 8,551 human samples (representing 53 body sites from 552 individuals) from the Genotype-Tissue Expression (GTEx) project and in hundreds of other primate and mouse samples. We show that editing levels in non-repetitive coding regions vary more between tissues than editing levels in repetitive regions. Globally, ADAR1 is the primary editor of repetitive sites and ADAR2 is the primary editor of non-repetitive coding sites, whereas the catalytically inactive ADAR3 predominantly acts as an inhibitor of editing. Cross-species analysis of RNA editing in several tissues revealed that species, rather than tissue type, is the primary determinant of editing levels, suggesting stronger cis-directed regulation of RNA editing for most sites, although the small set of conserved coding sites is under stronger trans-regulation. In addition, we curated an extensive set of ADAR1 and ADAR2 targets and showed that many editing sites display distinct tissue-specific regulation by the ADAR enzymes in vivo. Further analysis of the GTEx data revealed several potential regulators of editing, such as AIMP2, which reduces editing in muscles by enhancing the degradation of the ADAR proteins. Collectively, our work provides insights into the complex cis- and trans-regulation of A-to-I editing