The Impact of After-School Programs That Promote Personal and Social Skills

The first of several reports to come from CASEL's major meta-analysisproject. Conducted in collaboration with Joseph Durlak of Loyola Universityand funded by the W.T. Grant Foundation, this first report describes thestrong positive effects after-school programs can have, and the conditionsneeded to realize these benefits

Improving After-School Program Quality

Summarizes the findings from two recent reports on afterschool programs and their implications for policy and practice. Supports the case that afterschool programs are capable of improving important youth outcomes

Development and maturation of the immune system in preterm neonates : results from a whole genome expression study

To expand the knowledge about the consecutive expression of genes involved in the immune system development in preterm neonates and to verify if the environment changes the gene expression after birth we conducted a prospective study that included three cohorts: (A) extremely (gestational age (GA): 23–26 weeks; n=41), (B) very (GA: 27–29 weeks; n=39), and (C) moderately preterm infants (GA: 30–32 weeks; n=33). Blood samples were drawn from the study participants on the 5th and 28th day of life (DOL). The mRNA samples were evaluated for gene expression with the use of GeneChip Human Gene 1.0ST microarrays. Differential expression analysis revealed small subsets of genes that presented positive or negative monotone trends in both the 5th (138 genes) and 28th DOL (308 genes) in the three subgroups of patients. Based on pathway enrichment analysis, we found that most of the pathways that revealed a positive monotone trend were involved in host immunity. The most significantly GA dependent pathways were T-cell receptor signaling pathway and intestinal immune network for IgA production. Overall 4431 genes were differentially expressed between the 5th and 28th DOL. Despite differences in gestational age, patients with the same postconceptional age have a very similar expression of genes

Zarys historyczny zespołu dworskiego w Łęcznej

The palace and manor complex in Łęczna is situated on a high hill, on the Wieprz River. The area of the complex is 12 ha; it comprises the palace, manor house, manor outbuilding, 19th- century park and manor estate. The park is part of the Wieprz Landscape Park (Nadwieprzański Park Krajobrazowy), established in 1990. The complex is entered in the register of monuments of the Lublin province. The palace and manor house are in good condition whereas the manor farm is neglected. The most valuable elements of the park composition include avenues of over-hundred-years-old lindens. The south-western part of the park is the location of Łęczna castle, the fortifi ed residence of the Tęczyński family, fi rst recorded in 1525 as “curia in Lanczna”. The castle was recorded in written sources in 1525. There is an extant 1661 description of the castle, which lists furniture, suits of armor, and vessels. The castle had a tower, dungeons, and living quarters. In 1866 the Łęczna estates consisted of the Podzamcze, Ludwin, Dratów, Kaniawola, Trębaczew manors with the submanors of Zofi jówka and Ciechanki, and the Łuszczew manor. Their total area was as much as 9,581 ha. In the later 19th century the Łęczna manor with its manorial villages was acquired from Aniela Popławska, through Ludwik Grabowski, by the well-known millionaire Jana Gotlib Bloch. From 1911 on the owners of Łęczna-Podzamcze were the Bogusławski. In 1949 a state farm (PGR) was established on the estate. The studies conducted in 2014 showed that the historic substance of the park and the palace/manor complex buildings in Łęczna was neglected and that destructive changes had taken place. However, the complex is without doubt noteworthy for historical and nature reasons as well as a monument of garden art.Brak streszczenia w języku polskim

Student help seeking from pastoral care in UK high schools: a qualitative study

Background Little is known about high school students' perceptions of school-based pastoral support. This study aimed to explore this in the context of a high school–based emotional support project. Methods Qualitative interviews explored perspectives on help seeking of students (N = 23) and staff (N = 27) in three UK high schools where a pastoral project was introduced. Data were analysed thematically. Results Student peer groups perceived help seeking as a sign of weakness. However, students valued learning skills in managing emotions and friendships. Staff expressed concerns about students' ability to help seek proactively, and highlighted organisational influences on pastoral support. Conclusions Increasing student control over the process, and involving trusted staff, could encourage help seeking in high school. It is possible to access the views of students who do not help seek, to improve understanding of help-seeking behaviour