The Influence of English Language Arts Instructional Minutes on Student Achievement in Grades 6, 7, & 8

The purpose of this quantitative, non-experimental study was to examine if a relationship existed between allocated English Language Arts (ELA) instructional minutes within a school’s bell schedule for Grades 6, 7, and 8 and its corresponding mean PARCC score for that grade. Furthermore, the study also sought to detect the presence of an interaction effect regarding time, socioeconomic status, and student performance. The study controlled for other student, faculty, and school variables as well. Data for ELA instructional time were obtained from school personnel and also through school websites. Additional variable were obtained through the New Jersey School Performance Reports for schools in the sample. Using multiple regression for both research questions, several independent variables were found to be statistically significant predictors. Allocated ELA minutes were found to be statistically significant on both sixth and eighth grades, however the unstandardized betas were very small and negative. Additional variables were found to be statistically significant predictors in one of the focus grades: percentage of students with disabilities (sixth grade), percentage of chronic absentees (seventh grade), and percentage of economically disadvantaged students (eighth grade). The study was unable to detect the presence of an interaction effect between time, student achievement, and socioeconomic status

The Influence of English Language Arts Instructional Minutes on Student Achievement in Grades 6, 7, & 8

The purpose of this quantitative, non-experimental study was to examine if a relationship existed between allocated English Language Arts (ELA) instructional minutes within a school’s bell schedule for Grades 6, 7, and 8 and its corresponding mean PARCC score for that grade. Furthermore, the study also sought to detect the presence of an interaction effect regarding time, socioeconomic status, and student performance. The study controlled for other student, faculty, and school variables as well. Data for ELA instructional time were obtained from school personnel and also through school websites. Additional variable were obtained through the New Jersey School Performance Reports for schools in the sample. Using multiple regression for both research questions, several independent variables were found to be statistically significant predictors. Allocated ELA minutes were found to be statistically significant on both sixth and eighth grades, however the unstandardized betas were very small and negative. Additional variables were found to be statistically significant predictors in one of the focus grades: percentage of students with disabilities (sixth grade), percentage of chronic absentees (seventh grade), and percentage of economically disadvantaged students (eighth grade). The study was unable to detect the presence of an interaction effect between time, student achievement, and socioeconomic status

The effect of classwide peer tutoring on the academic performance and critical thinking of students with learning disabilities in an urban middle school inclusion social studies classroom

This single subject study utilized an ABAB design to investigate the effect of Classwide Peer Tutoring (CWPT) on vocabulary acquisition and critical thinking. Three special education students in an urban middle school social studies classroom participated in the study. During the intervention phases of this ten week study, students participated in CWPT sessions prior to taking ten questions quizzes consisting of eight vocabulary and two critical thinking questions. Students took turns performing the roles of tutor and tutee. The results of the present study demonstrated small growth in the group means for both vocabulary and critical thinking. Individual results varied with two of the three participants showing growth in the area of vocabulary acquisition from baseline to intervention phases. One participant showed consistent results across baseline and intervention phases. In the area of critical thinking, overall group means showed minor increases in critical thinking scores. Individual results were mixed, with only one of the three subjects showing consistent growth from baseline to intervention phases. The results for the other two participants were mixed and did not demonstrate a strong correlation between CWPT and an increase in critical thinking scores. Student satisfaction surveys showed a high level of satisfaction with the CWPT process

Efficient CRISPR/Cas9-assisted gene targeting enables rapid and precise genetic manipulation of mammalian neural stem cells

Mammalian neural stem cell (NSC) lines provide a tractable model for discovery across stem cell and developmental biology, regenerative medicine and neuroscience. They can be derived from foetal or adult germinal tissues and continuously propagated in vitro as adherent monolayers. NSCs are clonally expandable, genetically stable, and easily transfectable – experimental attributes compatible with targeted genetic manipulations. However, gene targeting, which is crucial for functional studies of embryonic stem cells, has not been exploited to date in NSC lines. Here, we deploy CRISPR/Cas9 technology to demonstrate a variety of sophisticated genetic modifications via gene targeting in both mouse and human NSC lines, including: (1) efficient targeted transgene insertion at safe harbour loci (Rosa26 and AAVS1); (2) biallelic knockout of neurodevelopmental transcription factor genes; (3) simple knock-in of epitope tags and fluorescent reporters (e.g. Sox2-V5 and Sox2-mCherry); and (4) engineering of glioma mutations (TP53 deletion; H3F3A point mutations). These resources and optimised methods enable facile and scalable genome editing in mammalian NSCs, providing significant new opportunities for functional genetic analysis

Evaluation of health promotion training for the Western Australian Aboriginal maternal and child health sector

Issue addressed: The evaluation of health promotion training for the Western Australian (WA) Aboriginal maternal and child health (MCH) sector. Methods: Fifty-one MCH professionals from five regions in WA who attended one of three health promotion short courses in 2012–2013 were invited to complete an online survey or a telephone interview, between 4 to 17 months post-course. Respondents were asked how they had utilised the information and resources from the training and to identify the enabling factors or barriers to integrating health promotion into their work practices subsequently. Results: Overall response rate was 33% (n = 17); 94% of respondents reported they had utilised the information and resources from the course and 76% had undertaken health promotion activities since attending the course. Building contacts with other MCH providers and access to planning tools were identified as valuable components of the course. Barriers to translating knowledge into practice included financial constraints and lack of organisational support for health promotion activity. Conclusions: Health promotion training provides participants with the skills and confidence to deliver health promotion strategies in their communities. The training presents an opportunity to build health professionals’ capacity to address some determinants of poor health outcomes among pregnant Aboriginal women and their babies. So what?: Training would be enhanced if accompanied by ongoing support for participants to integrate health promotion into their work practice, organisational development including health promotion training for senior management, establishing stronger referral pathways among partner organisations to support continuity of care and embedding training into MCH workforce curricula

Transposon-mediated BAC transgenesis in human ES cells

Transgenesis is a cornerstone of molecular biology. The ability to integrate a specifically engineered piece of DNA into the genome of a living system is fundamental to our efforts to understand life and exploit its implications for medicine, nanotechnology and bioprospecting. However, transgenesis has been hampered by position effects and multi-copy integration problems, which are mainly due to the use of small, plasmid-based transgenes. Large transgenes based on native genomic regions cloned into bacterial artificial chromosomes (BACs) circumvent these problems but are prone to fragmentation. Herein, we report that contrary to widely held notions, large BAC-sized constructs do not prohibit transposition. We also report the first reliable method for BAC transgenesis in human embryonic stem cells (hESCs). The PiggyBac or Sleeping Beauty transposon inverted repeats were integrated into BAC vectors by recombineering, followed by co-lipofection with the corresponding transposase in hESCs to generate robust fluorescent protein reporter lines for OCT4, NANOG, GATA4 and PAX6. BAC transposition delivers several advantages, including increased frequencies of single-copy, full-length integration, which will be useful in all transgenic systems but especially in difficult venues like hESCs

INSGFP/w human embryonic stem cells facilitate isolation of in vitro derived insulin-producing cells

AIMS/HYPOTHESIS: We aimed to generate human embryonic stem cell (hESC) reporter lines that would facilitate the characterisation of insulin-producing (INS⁺) cells derived in vitro. METHODS: Homologous recombination was used to insert sequences encoding green fluorescent protein (GFP) into the INS locus, to create reporter cell lines enabling the prospective isolation of viable INS⁺ cells. RESULTS: Differentiation of INS(GFP/w) hESCs using published protocols demonstrated that all GFP⁺ cells co-produced insulin, confirming the fidelity of the reporter gene. INS-GFP⁺ cells often co-produced glucagon and somatostatin, confirming conclusions from previous studies that early hESC-derived insulin-producing cells were polyhormonal. INS(GFP/w) hESCs were used to develop a 96-well format spin embryoid body (EB) differentiation protocol that used the recombinant protein-based, fully defined medium, APEL. Like INS-GFP⁺ cells generated with other methods, those derived using the spin EB protocol expressed a suite of pancreatic-related transcription factor genes including ISL1, PAX6 and NKX2.2. However, in contrast with previous methods, the spin EB protocol yielded INS-GFP⁺ cells that also co-expressed the beta cell transcription factor gene, NKX6.1, and comprised a substantial proportion of monohormonal INS⁺ cells. CONCLUSIONS/INTERPRETATION: INS(GFP/w) hESCs are a valuable tool for investigating the nature of early INS⁺ progenitors in beta cell ontogeny and will facilitate the development of novel protocols for generating INS⁺ cells from differentiating hESCs

Rethinking activism: tourism, mobilities and emotion

This article seeks to trouble distinctions between activism and tourism, and activism and regionality. It does this by exploring the role of tourism, mobilities and emotion for a regional Australian queer collective, and their 1400 km return journey to the Sydney Gay and Lesbian Mardi Gras Parade. In illustrating the ways this touristic journey represents alternative ways of performing queer activism, I argue that the existence of regional activism deconstructs notions that non-normative sexualities and queer politics do not exist beyond urban centres. Granting attention to the alternative ways the queer collective utilises tourism mobilities as part of their activism strengthens characterisations of leisure as always more than a space of hedonism and escape. Understanding the broader significance of events enables scholars to rethink festivals as spatially and temporally bounded, one off events but rather crucial to the ongoing sustainability of regional queer collectives and performances of queer activism in peripheral areas

Lettre de Henry Goulburn à sir J. C. Sherbrooke sur la permission accordée par lord Bathurst à Thomas Dickinson d'aller au Canada

4 pages, originalAttachée à M3/Q01.059 et M3/Q01.060Lettre de Henry Goulburn à sir J. C. Sherbrooke sur : la permission accordée par lord Bathurst à Tho[ma]s Dickinson d'aller au Canada en qualité de colon et le désir de Goulburn que Dickinson reçoive une concession de terre