How Can Catholic Higher Education Help K-12 Catholic Schools and School Systems Prepare for and Maximize Participation in Parental Choice Programs? A Reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic School Financing

A reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic school financing

Partnerships with Catholic Colleges Support Schools

Animating our faith and hope for our church and our future, Catholic higher education and P-12 Catholic school partnerships are growing in number and variety. New times call for new measures grounded in respect and recognition of our deep and lasting traditions. Recent events seem to show the way to new endeavors that will bring innovative means to cultivate formation in faith and heighten academic excellence for students in our nation\u27s Catholic schools. Critically considering partnership formation, sustainability and impact creates excitement and spurs action

How Can Catholic Higher Education Help K-12 Catholic Schools and School Systems Prepare for and Maximize Participation in Parental Choice Programs? (A Reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic School Financing)

Dr. Lee Shulman reminded those of us participating in the Catholic Higher Education Collaborative Conference of 2013 that some issues are intractable. Financing Catholic education for all who desire this gift seems to be just such a difficult and complex issue. However, offering hope and assurance for progress in issues of finance, Dr. Shulman also noted advances made, both in furthering scholarly work and in raising the bar for excellence in Catholic schools since the inaugural CHEC Conference in 2007. For example, Dr. Shulman highlighted meta-analyses of research connected to outcomes for students graduated from and currently attending Catholic education institutions; he also applauded the publication and implementation of the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools, along with other recent developments furthering the field. The charge for those participating in the 2013 CHEC Conference was to explore Catholic school financing as related to public funding, private support, cultivation of institutional commitment, and financial management. Truly it is the examination of these facets both individually and as integrated pathways that will lead to progress in securing the viability of Catholic schools. The conference’s logistics offered opportunities to listen and respond, to ponder significant questions, and then to network outside of formal sessions. Participants listened to presentations about public funding, private support, financial management, and the cultivation of an institutional commitment, and after these presentations, we could ask questions or add commentary. Separate breakout groups were also held, at which participants with a variety of perspectives examined more specific questions about this range of topics germane to the financing of Catholic schools. Network potential was created in both formal and informal gatherings

Amphetamine-evoked gene expression in striatopallidal neurons: regulation by corticostriatal afferents and the ERK/MAPK signaling cascade

The environmental context in which psychostimulant drugs are experienced influences their ability to induce immediate early genes (IEGs) in the striatum. When given in the home cage amphetamine induces IEGs predominately in striatonigral neurons, but when given in a novel test environment amphetamine also induces IEGs in striatopallidal neurons. The source of the striatopetal projections that regulate the ability of amphetamine to differentially engage these two striatofugal circuits has never been described. We report that transection of corticostriatal afferents selectively blocks, whereas enhancement of cortical activity with an ampakine selectively augments, the number of amphetamine-evoked c- fos -positive striatopallidal (but not striatonigral) neurons. In addition, blockade of the extracellular signal-regulated kinase (ERK)/mitogen-activated protein kinase (MAPK) signaling cascade preferentially inhibits the number of amphetamine-evoked c- fos -positive striatopallidal neurons. These results suggest that glutamate released from corticostriatal afferents modulates the ability of amphetamine to engage striatopallidal neurons through an ERK/MAPK signaling-dependent mechanism. We speculate that this may be one mechanism by which environmental context facilitates some forms of drug experience-dependent plasticity, such as psychomotor sensitization.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66343/1/j.1471-4159.2004.02712.x.pd

An Investigation of Three Approaches to Vocabulary Learning in High School Spanish Classes

Three vocabulary learning approaches -- rote memorization; Cover, Copy, Compare (CCC); and Cover, Copy, Compare Adapted with picture (CCCA) – were examined for effectiveness in promoting long-term memory retention for productive vocabulary in foreign language learning. Pretest, posttest, and delayed posttest data were collected using Conjuguemos, an on-line Spanish program. Results indicated a significant increase in mean scores with each assessment for all treatments; however, there was no significant difference in recall among the three learning approaches. Students were also surveyed about their preferences in approaches. Although survey responses indicated a preference for CCC, most students reported abandoning use of this method after six months

Stories of God\u27s Love: Preschool Program (Ages 3-4)

Stories of God’s Love is a Bible-based program prepared by a team of respected preschool specialists from the University of Dayton and is written following the directives developed by the U.S. Conference of Catholic Bishops. The leaflet style format proclaims age appropriate Bible stories as well as contemporary stories which connect the scripture story to an everyday life experience of a preschool child. Seasonal leaflets introduce and explore holy days, holidays and the seasons of the year. A music component, poster set and program director manual completes the program. Multi-day and one-day guides are available

Evolution of the Gas Mass Fraction of Progenitors to Today's Massive Galaxies: ALMA Observations in the CANDELS GOODS-S Field

We present an ALMA survey of dust continuum emission in a sample of 70 galaxies in the redshift range z=2-5 selected from the CANDELS GOODS-S field. Multi-Epoch Abundance Matching (MEAM) is used to define potential progenitors of a z = 0 galaxy of stellar mass 1.5 10^11 M_sun. Gas masses are derived from the 850um luminosity. Ancillary data from the CANDELS GOODS-S survey are used to derive the gas mass fractions. The results at z<=3 are mostly in accord with expectations: The detection rates are 75% for the z=2 redshift bin, 50% for the z=3 bin and 0% for z>=4. The average gas mass fraction for the detected z=2 galaxies is f_gas = 0.55+/-0.12 and f_gas = 0.62+/-0.15 for the z=3 sample. This agrees with expectations for galaxies on the star-forming main sequence, and shows that gas fractions have decreased at a roughly constant rate from z=3 to z=0. Stacked images of the galaxies not detected with ALMA give upper limits to f_gas of <0.08 and <0.15, for the z=2 and z=3 redshift bins. None of our galaxies in the z=4 and z=5 sample are detected and the upper limit from stacked images, corrected for low metallicity, is f_gas<0.66. We do not think that lower gas-phase metallicities can entirely explain the lower dust luminosities. We briefly consider the possibility of accretion of very low-metallicity gas to explain the absence of detectable dust emission in our galaxies at z>4.Comment: Accepted for publication in the Astrophysical Journal. 33 pages; 11 figure

Clumpy Galaxies in CANDELS. I. The Definition of UV Clumps and the Fraction of Clumpy Galaxies at 0.5<z<3

Although giant clumps of stars are crucial to galaxy formation and evolution, the most basic demographics of clumps are still uncertain, mainly because the definition of clumps has not been thoroughly discussed. In this paper, we study the basic demographics of clumps in star-forming galaxies (SFGs) at 0.5<z<3, using our proposed physical definition that UV-bright clumps are discrete star-forming regions that individually contribute more than 8% of the rest-frame UV light of their galaxies. Clumps defined this way are significantly brighter than the HII regions of nearby large spiral galaxies, either individually or blended, when physical spatial resolution and cosmological dimming are considered. Under this definition, we measure the fraction of SFGs that contain at least one off-center clump (Fclumpy) and the contributions of clumps to the rest-frame UV light and star formation rate of SFGs in the CANDELS/GOODS-S and UDS fields, where our mass-complete sample consists of 3239 galaxies with axial ratio q>0.5. The redshift evolution of Fclumpy changes with the stellar mass (M*) of the galaxies. Low-mass (log(M*/Msun)<9.8) galaxies keep an almost constant Fclumpy of about 60% from z~3.0 to z~0.5. Intermediate-mass and massive galaxies drop their Fclumpy from 55% at z~3.0 to 40% and 15%, respectively, at z~0.5. We find that (1) the trend of disk stabilization predicted by violent disk instability matches the Fclumpy trend of massive galaxies; (2) minor mergers are a viable explanation of the Fclumpy trend of intermediate-mass galaxies at z<1.5, given a realistic observability timescale; and (3) major mergers are unlikely responsible for the Fclumpy trend in all masses at z<1.5. The clump contribution to the rest-frame UV light of SFGs shows a broad peak around galaxies with log(M*/Msun)~10.5 at all redshifts, possibly linked to the molecular gas fraction of the galaxies. (Abridged)Comment: 22 pages, 15 figures. Appeared in ApJ (2015, 800, 39). A few typos correcte

Weaving The Threads of Multiculturalism Throughout Medical Education

How do medical students learn about the healthcare impact of essential multiculturalism issues in an increasingly diverse population? This study gauges student participation in a variety of multiculturalism curricula and student assessment of curriculum time devoted to multiculturalism at school versus national levels