Legal Relationship between the Student and the Private College Or University

As American higher education moves from the turbulent sixties into what may be cautiously predicted as the even more tumultuous seventies, it carries with it the scars of the student rights battle. The ‘silent’ college generation of the 1950’s has given way to a generation of student activists who have made headlines throughout the world in recent years. Campus unrest has become a major political and social factor. Such unrest has also become a major legal problem. In the light of these changes, it is evident that a rational theory of the legal relationship between the student and the university can develop within the context of the university as an instrument of society. In this concept, student-university relationships cease to be the private affairs the university has ling considered them. The university’s responsibility to its students is a responsibility to society

Broadway and the Paycock: The Broadway Musical Adaptation of Sean O\u27Casey\u27s Juno and the Paycock

The 1959 Broadway musical Juno, based on Sean O\u27Casey\u27s 1924 classic Juno and the Paycock, is notable despite its ultimate artistic and financial failure. Musical adaptors Joseph Stein and Marc Blitzstein were inspired by the inherent musicality of O\u27Casey\u27s play. However, O\u27Casey\u27s linguistic complexity, profound characterization and political commentary were impossible to translate onto the Broadway stage. Instead, Stein, Blitzstein and de Mille emphasized ritualism and psychology within the story of the Boyle family, and were careful to conform O\u27Casey\u27s world to that of 1950s Broadway. In doing so, however, the adaptation became different thematically from its predecessor. Whereas O\u27Casey\u27s world vision was a cynical one, the Broadway musical glorified fantasy, underlined the importance of community and attempted to illustrate the benefits of tragedy

Stages of Instruction: Theater, Pedagogy and Information Literacy

The author uses personal observations as inspiration to examine what has been written in scholarly literature about various theatrical practices in instruction, applying the conversation to the library instruction context. Additionally, research from business and professional literature is also incorporated into the discussion. This literature review focuses on three general areas. First, a review on how to use tools and perspectives from the theater to help librarians prepare their lessons; second, an examination of the librarian as performer; and third, a discussion on how theater might help librarians deal with repetition and burnout

Like a Hurricane: A Citation Analysis of Emergency Management Scholarly Literature

This bibliometric study used citation analysis to uncover citing characteristics in the burgeoning academic field of emergency management. Of the 281 degree programs listed by the Federal Emergency Management Agency nationwide, those at community colleges accounted for 17 percent of the total. Using the interdisciplinary database of Academic Search Complete, a sample of 5,099 citations was collected from 146 articles published between 2002 and 2012. The most strongly represented disciplines revealed by the analysis were Social Science, Science/Technology and Medicine. A majority of citations (45%) came from academic journals, with nearly half (44%) of those from Social Science. When citing outside of their discipline, medical and science/technology journals cited most often from Social Science, 70% and 12%, respectively. This study also finds the 20 most frequently cited journals, which will be of help to collection development and subject librarians

Regional genome transcriptional response of adult mouse brain to hypoxia

<p>Abstract</p> <p>Background</p> <p>Since normal brain function depends upon continuous oxygen delivery and short periods of hypoxia can precondition the brain against subsequent ischemia, this study examined the effects of brief hypoxia on the whole genome transcriptional response in adult mouse brain.</p> <p>Result</p> <p>Pronounced changes of gene expression occurred after 3 hours of hypoxia (8% O₂) and after 1 hour of re-oxygenation in all brain regions. The hypoxia-responsive genes were predominantly up-regulated in hindbrain and predominantly down-regulated in forebrain - possibly to support hindbrain survival functions at the expense of forebrain cognitive functions. The up-regulated genes had a significant role in cell survival and involved both shared and unshared signaling pathways among different brain regions. Up-regulation of transcriptional signaling including hypoxia inducible factor, insulin growth factor (IGF), the vitamin D3 receptor/retinoid X nuclear receptor, and glucocorticoid signaling was common to many brain regions. However, many of the hypoxia-regulated target genes were specific for one or a few brain regions. Cerebellum, for example, had 1241 transcripts regulated by hypoxia only in cerebellum but not in hippocampus; and, 642 (54%) had at least one hepatic nuclear receptor 4A (HNF4A) binding site and 381 had at least two HNF4A binding sites in their promoters. The data point to HNF4A as a major hypoxia-responsive transcription factor in cerebellum in addition to its known role in regulating erythropoietin transcription. The genes unique to hindbrain may play critical roles in survival during hypoxia.</p> <p>Conclusion</p> <p>Differences of forebrain and hindbrain hypoxia-responsive genes may relate to suppression of forebrain cognitive functions and activation of hindbrain survival functions, which may coordinately mediate the neuroprotection afforded by hypoxia preconditioning.</p

The effects of weaning methods on gut microbiota composition and horse physiology

Weaning has been described as one of the most stressful events in the life of horses. Given the importance of the interaction between the gut-brain axis and gut microbiota under stress, we evaluated (i) the effect of two different weaning methods on the composition of gut microbiota across time and (ii) how the shifts of gut microbiota composition after weaning affect the host. A total of 34 foals were randomly subjected to a progressive (P) or an abrupt (A) weaning method. In the P method, mares were separated from foals at progressively increasing intervals every day, starting from five min during the fourth week prior to weaning and ending with 6 h during the last week before weaning. In the A method, mares and foals were never separated prior to weaning (0 d). Different host phenotypes and gut microbiota composition were studied across 6 age strata (days -30, 0, 3, 5, 7, and 30 after weaning) by 16S rRNA gene sequencing. Results revealed that the beneficial species belonging to Prevotella, Paraprevotella, and Ruminococcus were more abundant in the A group prior to weaning compared to the P group, suggesting that the gut microbiota in the A cohort was better adapted to weaning. Streptococcus, on the other hand, showed the opposite pattern after weaning. Fungal loads, which are thought to increase the capacity for fermenting the complex polysaccharides from diet, were higher in P relative to A. Beyond the effects of weaning methods, maternal separation at weaning markedly shifted the composition of the gut microbiota in all foals, which fell into three distinct community types at 3 days post-weaning. Most genera in community type 2 (i.e., Eubacterium, Coprococcus, Clostridium XI, and Blautia spp.) were negatively correlated with salivary cortisol levels, but positively correlated with telomere length and N-butyrate production. Average daily gain was also greater in the foals harboring a community type 2 microbiota. Therefore, community type 2 is likely to confer better stress response adaptation following weaning. This study identified potential microbial biomarkers that could predict the likelihood for physiological adaptations to weaning in horses, although causality remains to be addressed

The methods and skills of history : a practical guide

Buku ini adalah buku kerja yang dinamis yang menggabungkan teori dengan praktek , memberikan esai menarik , dokumen , dan latihan yang akan memperkuat keterampilan mereka mereka .fitur modifikasi penting juga , termasuk reorganisasi bab untuk kemajuan bahkan lebih lancar dari diskusi teoritis sifat sejarah ( Bagian I ) , untuk pertimbangan praktis yang terlibat dalam menghadapi catatan sejarah ( Part II ) untuk benar-benar melakukan sejarah ( Bagian III ) . Bagian akhir ( Bagian IV ) memberikan gambaran singkat tentang bagaimana sejarah sebagai suatu disiplin berkembang dan bagaimana kaitannya dengan disiplin ilmu lainnya , serta lampiran yang terdiri dari dokumen-dokumen sejarah yang menarik dan membantu sumber referensi dan bibliografi

Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words

Preschoolers can learn vocabulary through shared book reading, especially when given the opportunity to predict and/or reflect on the novel words encountered in the story. Readers often pause and encourage children to guess or repeat novel words during shared reading, and prior research has suggested a positive correlation between how much readers dramatically pause and how well words are later retained. This experimental study of 60 3- to 5-year-olds compared the effects of placing pauses before target words to encourage predictions, placing pauses after target words to encourage reflection, or not pausing at all on children’s retention of novel monster names in a rhymed storybook. Children who heard dramatic pauses that invited prediction before the monsters were named identified more at test than children who heard either post-target pauses or the story read verbatim. In addition, there was an interaction between pre- vs. post-target pausing and whether the pauses were silent or replaced with an eliciting question, such that silent pauses were more effective before the target words, while eliciting questions were more effective after. Overall, dramatic silent pauses before new words in a story were found to best help children attend to and remember those new words