Elizabeth B. Mahon Papers - Accession 1215

The Elizabeth B. Mahon Papers consists of the personal papers of former All-American Girls Professional Baseball League (AAGPBL) standout Elizabeth “Lib” Mahon. This collection includes an extensive amount of memorabilia pertaining to the AAAGPBL and more specifically to Elizabeth “Lib” B. Mahon (1919-2001). Lib Mahon graduated from Winthrop College in 1942 and played in the AAGPBL from 1944-1952 mostly with the South Bend Blue Sox. Lib was a great athlete and an all-star outfielder. She twice led the league in RBIs and once stole over 100 bases. The Mahon Papers consist of photographs, newspaper clippings, and memorabilia related to her playing career in the AAGPBL and to reunions of former players. There is also material related to her academic career as an undergraduate at Winthrop College (mostly related to reunions) and graduate work at the University of Indiana (mostly notes and academic papers), as well as records pertaining to her professional career as a teacher and counselor, to her personal life, and to her bowling exploits (mostly trophies).https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1122/thumbnail.jp

Online Professional Learning for Science Teachers of Multilingual Learners

In its 2009 position statement Science for English Language Learners, the National Science Teachers Association (NSTA) recommended “that teacher preparation and professional development programs for teachers, regardless of area of certification, focus on science content and pedagogy for English language learners” (p. 2). Since that time, widespread adoption of both English language developments standards such as WIDA (https://www.wida.us) and comprehensive, rigorous science standards such as NGSS (http://www.nextgenscience.org) have provided extensive support in describing what bilingual students can and should be doing in science. While most science teachers have access to professional development to support the teaching practices described in either NGSS or WIDA resources, there are few opportunities to support the integration of both language and science standards. Without specific support for integration of language and science, teachers may perceive rigorous science standards as beyond the capabilities of bilingual students with emerging English proficiency (Cho and McDonnough 2009; Lee et al. 2013; Verplaetse 1998). In crafting the Next Generation Science Standards (NGSS Lead States 2013), the National Academy of Sciences made it clear that the standards apply to all learners, including “students who have traditionally struggled to demonstrate mastery” (v 25, 25). Language and literacy instruction is embedded into the NGSS, and the shift toward greater emphasis on science and engineering practices allows for even greater opportunity for language acquisition. (Lee et al. 2013). Since 2011, the e-Learning Communities for Academic Language Learning in Mathematics and Science (eCALLMS) 1 project has been working to craft professional learning opportunities that support the integration of language instruction in science as is called for by the NGSS standards and the NSTA recommendations. By creating innovative online resources that support professional learning communities of teachers to explore various aspects of language development in relationship to content teaching, eCALLMS (see http://ecallms.ucdsehd.net/) is offering rigorous opportunities for science teachers to meaningfully integrate both language and science content development

Online Professional Learning for Science Teachers of Multilingual Learners

In its 2009 position statement Science for English Language Learners, the National Science Teachers Association (NSTA) recommended “that teacher preparation and professional development programs for teachers, regardless of area of certification, focus on science content and pedagogy for English language learners” (p. 2). Since that time, widespread adoption of both English language developments standards such as WIDA (https://www.wida.us) and comprehensive, rigorous science standards such as NGSS (http://www.nextgenscience.org) have provided extensive support in describing what bilingual students can and should be doing in science. While most science teachers have access to professional development to support the teaching practices described in either NGSS or WIDA resources, there are few opportunities to support the integration of both language and science standards. Without specific support for integration of language and science, teachers may perceive rigorous science standards as beyond the capabilities of bilingual students with emerging English proficiency (Cho and McDonnough 2009; Lee et al. 2013; Verplaetse 1998). In crafting the Next Generation Science Standards (NGSS Lead States 2013), the National Academy of Sciences made it clear that the standards apply to all learners, including “students who have traditionally struggled to demonstrate mastery” (v 25, 25). Language and literacy instruction is embedded into the NGSS, and the shift toward greater emphasis on science and engineering practices allows for even greater opportunity for language acquisition. (Lee et al. 2013). Since 2011, the e-Learning Communities for Academic Language Learning in Mathematics and Science (eCALLMS) 1 project has been working to craft professional learning opportunities that support the integration of language instruction in science as is called for by the NGSS standards and the NSTA recommendations. By creating innovative online resources that support professional learning communities of teachers to explore various aspects of language development in relationship to content teaching, eCALLMS (see http://ecallms.ucdsehd.net/) is offering rigorous opportunities for science teachers to meaningfully integrate both language and science content development

Preparation and Characterization of Monoclonal Antibodies Directed Against Antigenic Determinants of Recombinant Human Tumour Necrosis Factor (rTNF)

A large number of monoclonal antibodies (McAb) binding to antigenic determinants of human tumour necrosis factor (TNF) were prepared from two fusions of mouse myeloma NSO cells with spleen cells from Balb/c mice immunized with highly purified recombinant (r)TNF. Several of these McAbs were highly neutralizing with respect to the biological activity (cytotoxicity) of TNF manifested in L-929 C1.10 cells. Antibody competition experiments suggested the presence of at least two antigenic determinants on the rTNF molecule through which binding of McAb effects neutralization of biological activity. Some of these McAbs were shown to be suitable for the development of immuoassays to quantify rTNF

A Comprehensive Summary of Services and Resources Provided by Librarians in support of CODA Accredited Predoctoral (DDS/DMD) Dental Education Programs in the United States and Canada

Objective The objective of this study is to provide a summary of library services and resources that support dental education and research. This summary will demonstrate trends in dental librarianship as well as services and resources that can be adopted to serve the needs of dental related education programs. To date, there has not been a comprehensive summary of these services. Methods An environmental scan was carried out to take inventory of services that dental librarians (1) provide. The study population consisted of librarians who work in dental libraries or college / university libraries that serve dental programs. The librarians surveyed were from institutions with a CODA accredited DMD/DDS pre-doctoral program (2). Currently, there are 76 such programs within the United States and Canada, of which 71 responded. Conclusion Our data demonstrates that the majority of dental programs have a dedicated librarian or library liaison providing clinical, educational, and research support through a variety of approaches. Increasing awareness and utilization of available services and resources within the dental community can facilitate research and complement dental education. The service models cited here can be adapted in dental related education programs across North America

The Source: Rethinking Water Through Contemporary Art

Catalogue of an exhibition held at the Rodman Hall Art Centre/ Brock University from from May 23 to September 28, 2014. Index Introductory Paragraphs. By Stuart Reid, Patrick Mahon and Robert William Sandford Foreword. Pg. 13. By Stuart Reid. Preface. Pg. 14-15. By Patrick Mahon, Soheila Esfahani, Colin Miner and Gu Xiong Pictures, Time, Colour and Apology: Some Terms of Address in Art About Water. Pg. 16-25. By Patrick Mahon. Priming the Source: An Introduction to the Exhibition. Pg. 26-27. By Stuart Reid Artists\u27 Folios. Pg. 28-63. Nadine Bariteau, Raymond Boisjoly, Elizabeth Chitty, Soheila Esfahani, Gautam Garoo, Patrick Mahon, Colin Miner, Lucy + Jorge Orta, Gu Xiong Time, Process, Labour and Collaboration. Pg. 64-67. By Nadine Bariteau and Gautam Garoo. Meditation, History and Reality/Fiction. Pg. 68-71. By Raymond Boisjoly and Colin Miner. Migration, Cultural Memory and Adaptation. Pg. 72-75. By Soheila Esfahani and Gu Xiong. Activism and Aesthetic Practices. Pg. 76-79. By Elizabeth Chitty and Patrick Mahon. Water and Hope: Facing Fact and Inspiring Optimism in the Anthropocene. Pg. 80-87. By Robert William Sandford. List of Works. Pg. 89. Contributor Biographies. Pg. 91-93. By Nadine Bariteau, Raymond Boisjoly, Elizabeth Chitty, Soheila Esfahani, Gautam Garoo, Patrick Mahon, Colin Miner, Lucy + Jorge Orta, Gu Xiong. Artists\u27 Acknowledgements and Curator\u27s Acknowledgements. Pg 94.https://ir.lib.uwo.ca/visualartsebooks/1002/thumbnail.jp

Free-sugar, total-sugar, fibre and micronutrient intake within elite youth British soccer players: a nutritional transition from schoolboy to fulltime soccer player.

It is recommended that soccer players consume a high carbohydrate (CHO) diet to augment performance. However, growing evidence suggests that there is a link between high free-sugar (FS) intake (>5% total energy intake; TEI) and metabolic diseases. Furthermore, foods that are often high in sugar, such as processed foods, are typically lacking in nutrient quality. We therefore analysed total- and FS, dietary fibre and micronutrient intake of players from an English Premier League academy under(U) 18 (n=13); U15/16 (n=25); U13/14 (n=21) using a 7-day food diary. Data was compared to current UK dietary reference value (DRV) for free-sugar via a t-test. The U13/14s (1018 %) and U15/16s (1130 %) both consumed higher amounts of free-sugar in comparison to the UK DRV of 5% TEI 5% (P<0.01), conversely, the U18s did not exceed the DRV (513 %). Furthermore, FS intake of the U18s was significantly lower than the U13/14s and U15/16s (P<0.01). Dietary fibre was below the DRV (25g/d for U13/14 & U15/16s; 30g/d for U18s) for all squads (19.04.7; 19.68.3; 17.14.2 g/d, respectively), but not different between squads. Additionally, micronutrient reference intakes were generally met. In conclusion, we provide novel data on dietary sugar, fibre and micronutrient intake within elite youth soccer players. We report an apparent 'nutritional transition' from schoolboy to fulltime soccer player, with U18s showing a significantly lower intake of sugar in comparison to younger squads, and a similar intake of FS to the UK DRVs. Practitioners should target improving player education around sugar and fibre consumption