Constitutive expression of Yes-associated protein (Yap) in adult skeletal muscle fibres induces muscle atrophy and myopathy

Peer reviewedPublisher PD

The Otterbein Miscellany - June 1984

https://digitalcommons.otterbein.edu/miscellany/1007/thumbnail.jp

The Otterbein Miscellany - Spring 1985

https://digitalcommons.otterbein.edu/miscellany/1010/thumbnail.jp

Evaluation of the i3 Scale-up of Reading Recovery | Year One Report, 2011-12

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child's literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education's Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the scale-up of Reading Recovery by training 3,675 new RR Teachers in U.S. schools, thereby expanding capacity to allow service to an additional 88,200 students.The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up. This report presents findings through the second year of the evaluation. The primary goals of this evaluation were: a) to assess the success of the scale-up in meeting the i3 grant's expansion goals; b) to document the implementation of scale-up and fidelity to program standards; and, c) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort

The Otterbein Miscellany - Fall 1986

https://digitalcommons.otterbein.edu/miscellany/1005/thumbnail.jp

The Otterbein Miscellany - June 1982

https://digitalcommons.otterbein.edu/miscellany/1006/thumbnail.jp

The Otterbein Miscellany - December 1980

https://digitalcommons.otterbein.edu/miscellany/1014/thumbnail.jp

Evaluation of the i3 Scale-Up of Reading Recovery | Year Two Report, 2012-13

Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the training of 3,675 new Reading Recovery teachers in U.S. schools, thereby expanding service to an additional 88,200 students. The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale-up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation. This report presents the findings of the second year of the evaluation. The primary goals of this evaluation are: a) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort ; b) to assess the success of the scale-up in meeting the i3 grant’s expansion goals; and c) to document the implementation of the scale-up and fidelity to program standards. This document is the second in a series of three reports based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents results from the impact and implementation studies conducted over the 2012-2013 school year—the third year of the scale-up effort and the second full year of the evaluation. In order to estimate the impacts of the program, a sample of first graders who had been selected to receive Reading Recovery were randomly assigned to a treatment group that received Reading Recovery immediately, or to a control group that did not receive Reading Recovery until the treatment group had exited the intervention. The reading achievement of students in this sample was assessed using a standardized assessment of reading achievement—the Iowa Tests of Basic Skills (ITBS). The data for the implementation study include extensive interviews and surveys with Reading Recovery teachers, teacher leaders, site coordinators, University Training Center directors, members of the i3 project leadership team at The Ohio State University, and principals and first-grade teachers in schools involved in the scale-up. Case studies were also conducted in nine i3 scale-up schools to observe how Reading Recovery operates in different contexts

Eosinophil deficiency promotes aberrant repair and adverse remodelling following acute myocardial infarction

In ST-segment elevation myocardial infarction of both patients and mice, there was a decline in blood eosinophil count, with activated eosinophils recruited to the infarct zone. Eosinophil deficiency resulted in attenuated anti-inflammatory macrophage polarization, enhanced myocardial inflammation, increased scar size, and deterioration of myocardial structure and function. Adverse cardiac remodeling in the setting of eosinophil deficiency was prevented by interleukin-4 therapy

Human embryonic stem cell-derived endothelial cell product injection attenuates cardiac remodeling in myocardial infarction

BACKGROUND: Mechanisms contributing to tissue remodeling of the infarcted heart following cell-based therapy remain elusive. While cell-based interventions have the potential to influence the cardiac healing process, there is little direct evidence of preservation of functional myocardium. AIM: The aim of the study was to investigate tissue remodeling in the infarcted heart following human embryonic stem cell-derived endothelial cell product (hESC-ECP) therapy. MATERIALS AND METHODS: Following coronary artery ligation (CAL) to induce cardiac ischemia, we investigated infarct size at 1 day post-injection in media-injected controls (CALM, n = 11), hESC-ECP-injected mice (CALC, n = 10), and dead hESC-ECP-injected mice (CALD, n = 6); echocardiography-based functional outcomes 14 days post-injection in experimental (CALM, n = 13; CALC, n = 17) and SHAM surgical mice (n = 4); and mature infarct size (CALM and CALC, both n = 6). We investigated ligand–receptor interactions (LRIs) in hESC-ECP cell populations, incorporating a publicly available C57BL/6J mouse cardiomyocyte-free scRNAseq dataset with naive, 1 day, and 3 days post-CAL hearts. RESULTS: Human embryonic stem cell-derived endothelial cell product injection reduces the infarct area (CALM: 54.5 ± 5.0%, CALC: 21.3 ± 4.9%), and end-diastolic (CALM: 87.8 ± 8.9 uL, CALC: 63.3 ± 2.7 uL) and end-systolic ventricular volume (CALM: 56.4 ± 9.3 uL, CALC: 33.7 ± 2.6 uL). LRI analyses indicate an alternative immunomodulatory effect mediated via viable hESC-ECP-resident signaling. CONCLUSION: Delivery of the live hESC-ECP following CAL modulates the wound healing response during acute pathological remodeling, reducing infarct area, and preserving functional myocardium in this relatively acute model. Potential intrinsic myocardial cellular/hESC-ECP interactions indicate that discreet immunomodulation could provide novel therapeutic avenues to improve cardiac outcomes following myocardial infarction