Letter from Helen Evans to John Muir, 1910 Jun 11.

[letterhead]Riverside, California, June 11th 1910Mr John MuirMartinezCalif.Dear Sir: By request thro Miss Mary Beal - I have received a beautiful autographed photograph of Mr Burroughs and would like very much to have one of yours to hang with it in this Library.SincerelyHelen Evans0478

Biopsychosocial factors in body dissatisfaction and disordered eating attitudes amongst preadolescent girls: cross-sectional and longitudinal perspectives

Research into the antecedents of disordered eating attitudes and body dissatisfaction in preadolescent girls is lacking, despite the physical and psychological developmental risks these phenomena pose. In response, two separate studies of school-based samples of young girls were undertaken, investigating a range of biopsychosocial risk factors using longitudinal and cross-sectional methodologies. Study 1 examined prospective predictors of disordered eating attitudes and body dissatisfaction. 138 girls completed measures of adiposity, perfectionism, anxiety, body dissatisfaction and disordered eating attitudes at 7 to 9 years old and two years later at 9 to 11 years old. Across-time predictors of body dissatisfaction and disordered eating attitudes, adjusted for other across- and within-time relationships, were assessed using regression analyses. Initial adiposity predicted subsequent body dissatisfaction with only borderline significance when adjusted for subsequent adiposity. Initial disordered eating attitudes and perfectionism predicted subsequent disordered eating attitudes. These data suggest novel prospective factors in the pathogenesis of disordered eating and body image for young girls. Study 2 cross-sectionally examined the utility of an adult sociocultural model of body dissatisfaction and disordered eating attitudes in young girls for the first time. According to the model, internalising an unrealistically thin ideal body increases the risk of disordered eating via body dissatisfaction, dietary restraint, and depression. 127 girls aged 7-11 years old completed measures of adiposity, thin-ideal internalisation, body dissatisfaction, dieting, depression, and disordered eating attitudes. Thin-ideal internalisation predicted disordered eating attitudes indirectly via body dissatisfaction, dietary restraint, and depression; it also predicted disordered eating attitudes directly (a novel parameter). Exploratory path analyses showed that this revised sociocultural model fit well with the data. These data indicate a sociocultural framework of disordered eating and body dissatisfaction in adults is useful, with minor modifications, in understanding related attitudes in young girls. Together, these studies provide a detailed picture of factors involved in the development and maintenance of body dissatisfaction and disordered eating attitudes during middle childhood. They suggest the importance of early, targeted interventions for this age group as a means to reduce girls’ current and subsequent concerns about eating, shape and weight

Biosynthesis and signalling functions of central and peripheral nervous system neurosteroids in health and disease

Neurosteroids are steroid hormones synthesised de novo in the brain and peripheral nervous tissues. In contrast to adrenal steroid hormones that act on intracellular nuclear receptors, neurosteroids directly modulate plasma membrane ion channels and regulate intracellular signalling. This review provides an overview of the work that led to the discovery of neurosteroids, our current understanding of their intracellular biosynthetic machinery, and their roles in regulating the development and function of nervous tissue. Neurosteroids mediate signalling in the brain via multiple mechanisms. Here, we describe in detail their effects on GABA (inhibitory) and NMDA (excitatory) receptors, two signalling pathways of opposing function. Furthermore, emerging evidence points to altered neurosteroid function and signalling in neurological disease. This review focuses on neurodegenerative diseases associated with altered neurosteroid metabolism, mainly Niemann-Pick type C, multiple sclerosis and Alzheimer disease. Finally, we summarise the use of natural and synthetic neurosteroids as current and emerging therapeutics alongside their potential use as disease biomarkers

Introduction:borders in translation and intercultural communication

The introduction to this special issue discusses the notion of border and its position in current scholarship in translation studies and intercultural communication. It then analyses ways in which borders can be useful for thinking, focusing particularly on Walter Mignolo’s notion of “border thinking”. It reviews how borders are viewed in both translation studies and intercultural communication and offers some possible directions for future research before introducing the papers in this special issue

Provision For The Retarded Pupils In The Regular Instructional Program Of Reading In The Snook Negro School

If freedom Is to endure, our schools must produce real citizens who know how to face and think through their own problems, not merely to follow a dictator; but who have faith In such democratic procedures as free discussion, expression of conviction through ballot; who recognize the responsibilities to their fellowmen; who will strive to bring to every nan freedom from fear and want, and freedom of speech and worship. Such individuals will possess the essential tools which enable men to function as producing members of American society. Statement of the Problem Our rich social heritage and the opportunities of our modern civilization must be made available to all children. Since every child is entitled to be educated to his fullest capacity, the problem of what can be done to the instructional program arose to give every boy and girl a chance, An attempt will be made to handle the following questions: Why are some children retarded? How can the retarded child be helped through the regular Instructions! program? What are the different levels of those children? What teaching materials should be Included In the program for these pupils? How can they be encouraged to stay In school? What procedures in teaching can be used to help these pupils to become better adjusted socially, emotionally, economically, spiritually, and Intellectually