A correlational study examining the relationship between invented spelling and beginning reading

This research study was designed to investigate correlations between invented spelling patterns and beginning reading for low-performing and on-level boys and girls in kindergarten. Two research questions were examined: (1) Is there a statistically significant relationship between invented spelling as displayed in task and reading skills as measured by DIBELS? and (2) Does the performance displayed in task and reading skills as measured by DIBELS differ significantly for boys and girls in kindergarten? Student performance data was gathered using extant school Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmarks at collected at midyear of kindergarten. It was hypothesized that kindergarten students who scored below DIBELS benchmark at midyear would not perform as well as kindergarten students who scored on or above DIBELS benchmark at midyear on the invented/temporary spelling and reading tasks. It was further hypothesized that gender would not significantly affect task and beginning reading performance as measured by DIBELS for the kindergarten students in this study. Data revealed on-level kindergarten participants performed significantly better than low-performing kindergarten participants on the invented/temporary spelling and word-learning tasks. However, there was very little or no statistical correlation between performance among male and female participants on the temporary spelling tasks and the word-learning tasks

Instructional environments for technology inservice education

This study examines different instructional formats for providing inservice education on classroom technology applications to elementary teachers. An intensive weekend workshop format was compared with a traditionally paced format for inservice education. Results are discussed in terms of measurable changes in teacher growth in the use of the applications and growth in the use of the applications with students. A secondary purpose was to determine if there was a relationship between learning styles and success in these two environments. Teachers\u27 learning styles were identified using the Myers-Briggs Type Indicator. The results of the study indicate that intensive models of inservice education are as effective as traditional models in this context. The study was inconclusive with respect to learning styles relationships; however the data suggest that further research is warranted

Mentoring toward technology use: Cooperating teacher practice in preparing student teachers

This study investigated the practices of cooperating teachers as they prepared student teachers to integrate technology into teaching and learning activities. Descriptive statistics and qualitative methods were used in this study; Participants included 16 cooperating teachers from grades K--12 and seven of their student teachers. The cooperating teachers attended a series of monthly full-day workshops during the semester long project. The school district and the university jointly sponsored the workshops. Seven of the cooperating teachers and their student teachers were selected for case studies; Data sources included electronic transcripts from discussion forums, transcripts of workshop discussions among the cooperating teachers, artifacts created during workshops, field notes, data from a final questionnaire, transcripts of semi-structured interviews with cooperating teachers and student teachers, and data from cooperating teachers and student teachers on a self-evaluation rubric assessing technology skills. Mentoring literature was used to frame the data. Findings describe the practices of cooperating teachers in mentoring student teachers toward technology use in six areas: system information practices, resources and materials practices, instructional practices, productivity practices, modeling practices, and support and challenge practices. Although findings are limited to one setting, a complex variety of contextual factors influencing the integration of technology into student teaching experiences are described. Recommendations for other school district/university partnerships attempting to integrate technology in field experiences are included

Jane Grove with John Kean, June 25, 1778

This legal document for the sale of enslaved people from Jane Grove to her son John Kean. Names included: John, Cudjoe, Peter, Billy, Basan, October, Cloe, Fanny, May, Bella, and Paddy. This indenture was signed in the presence of William Frint.https://digitalcommons.kean.edu/lhc_1770s/1003/thumbnail.jp

John Faucherand Grimke with Jane Grove, March 3, 1778

This legal document is for the sale of enslaved people by John Faucherand Grimke to Jane Grove. Names of the enslaved people: London, Cuffy, Cudjoe, John, Peter, Billy, Bosan, October, Celia, Betty, Cloe, Fanny, May, Bella, Ceasar, Chance, Sarah, Bess, and Paddy. This indenture was signed in the presence of Thomas Elliot.https://digitalcommons.kean.edu/lhc_1770s/1002/thumbnail.jp

Long term cognitive outcomes of early term (37-38 weeks) and late preterm (34-36 weeks) births: a systematic review

Background: There is a paucity of evidence regarding long-term outcomes of late preterm (34-36 weeks) and early term (37-38 weeks) delivery.  The objective of this systematic review was to assess long-term cognitive outcomes of children born at these gestations. Methods: Four electronic databases (Medline, Embase, clinicaltrials.gov and PsycINFO) were searched.  Last search was 5 th August 2016.  Studies were included if they reported gestational age, IQ measure and the ages assessed.  The protocol was registered with the International prospective register of systematic reviews (PROSPERO Record CRD42015015472).  Two independent reviewers assessed the studies.  Data were abstracted and critical appraisal performed of eligible papers. Results: Of 11,905 potential articles, seven studies reporting on 41,344 children were included.  For early term births, four studies (n = 35,711) consistently showed an increase in cognitive scores for infants born at full term (39-41 weeks) compared to those born at early term (37-38 weeks) with increases for each week of term (difference between 37 and 40 weeks of around 3 IQ points), despite differences in age of testing and method of IQ/cognitive testing.  Four studies (n = 5644) reporting childhood cognitive outcomes of late preterm births (34 - 36 weeks) also differed in study design (cohort and case control); age of testing; and method of IQ testing, and found no differences in outcomes between late preterm and term births, although risk of bias was high in included studies. Conclusion:  Children born at 39-41 weeks have higher cognitive outcome scores compared to those born at early term (37-38 weeks).  This should be considered when discussing timing of delivery.  For children born late preterm, the data is scarce and when compared to full term (37-42 weeks) did not show any difference in IQ scores

Hepatoma cell density promotes claudin-1 and scavenger receptor BI expression and hepatitis C virus internalization.

Hepatitis C virus (HCV) entry occurs via a pH- and clathrin-dependent endocytic pathway and requires a number of cellular factors, including CD81, the tight-junction proteins claudin 1 (CLDN1) and occludin, and scavenger receptor class B member I (SR-BI). HCV tropism is restricted to the liver, where hepatocytes are tightly packed. Here, we demonstrate that SR-BI and CLDN1 expression is modulated in confluent human hepatoma cells, with both receptors being enriched at cell-cell junctions. Cellular contact increased HCV pseudoparticle (HCVpp) and HCV particle (HCVcc) infection and accelerated the internalization of cell-bound HCVcc, suggesting that the cell contact modulation of receptor levels may facilitate the assembly of receptor complexes required for virus internalization. CLDN1 overexpression in subconfluent cells was unable to recapitulate this effect, whereas increased SR-BI expression enhanced HCVpp entry and HCVcc internalization, demonstrating a rate-limiting role for SR-BI in HCV internalization

Identification of a residue in hepatitis C virus E2 glycoprotein that determines scavenger receptor BI and CD81 receptor dependency and sensitivity to neutralizing antibodies.

Hepatitis C virus (HCV) infection is dependent on at least three coreceptors: CD81, scavenger receptor BI (SR-BI), and claudin-1. The mechanism of how these molecules coordinate HCV entry is unknown. In this study we demonstrate that a cell culture-adapted JFH-1 mutant, with an amino acid change in E2 at position 451 (G451R), has a reduced dependency on SR-BI. This altered receptor dependency is accompanied by an increased sensitivity to neutralization by soluble CD81 and enhanced binding of recombinant E2 to cell surface-expressed and soluble CD81. Fractionation of HCV by density gradient centrifugation allows the analysis of particle-lipoprotein associations. The cell culture-adapted mutation alters the relationship between particle density and infectivity, with the peak infectivity occurring at higher density than the parental virus. No association was observed between particle density and SR-BI or CD81 coreceptor dependence. JFH-1 G451R is highly sensitive to neutralization by gp-specific antibodies, suggesting increased epitope exposure at the virion surface. Finally, an association was observed between JFH-1 particle density and sensitivity to neutralizing antibodies (NAbs), suggesting that lipoprotein association reduces the sensitivity of particles to NAbs. In summary, mutation of E2 at position 451 alters the relationship between particle density and infectivity, disrupts coreceptor dependence, and increases virion sensitivity to receptor mimics and NAbs. Our data suggest that a balanced interplay between HCV particles, lipoprotein components, and viral receptors allows the evasion of host immune responses

Jane Grove and John Kean on behalf of Samuel Grove to John Faucherand Grimke, January 1, 1778

This legal document is for the sale of enslaved people from the estate of Samuel Grove, deceased, to John Faucherand Grimke. Samuel Grove was the husband of Jane Grove and stepfather to John Kean, the executrix and executor of his estate. Names of the enslaved people: London, Cuffy, Cudjoe, John, Sancho, Ocra, Gloster, Celia, Doll, Cloe, Hannah, Betty, Ceasar, Chance, Sarah, Bess, Cato, Edinborough, Primus, Sampson, Peter, June, December, Sandy, September, October, Billy, Guinea Peter, Kate, Affy, Flora, Minnah, Moll, Pender, Venus, Bella, Lettice, Ben, Rinah, Bess, Little Venus Mariane, Bosan, and Joe. This indenture was signed in the presence of William Frinr.https://digitalcommons.kean.edu/lhc_1770s/1000/thumbnail.jp