Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.

The purpose of this study was to determine how Individuals with Disabilities Education Act (IDEA) Part B funds in the American Recovery and Reinvestment Act (ARRA) were initially budgeted for sustainable or unsustainable purposes by the 50 Local Education Agencies (LEAs) in East Tennessee in 2009-2010. Federal guidance for use of ARRA funds suggested funds should be spent quickly to create or save jobs and support education reforms. Thoughtful investment in order to avoid the funding cliff when ARRA funds ended was also stressed. The one-time funds presented a substantial increase in federal dollars and provided opportunity for LEAs to reduce maintenance of effort, the level of state and local funds an LEA must maintain in order to receive federal funds. The study was conducted to determine if significant relationships existed among the percentage of economically disadvantaged students, the percentage of dollars taken in reduction of maintenance of effort, geographic demographics of the LEAs, and the percentage of dollars budgeted for sustainable purposes. Data sources included the 2009-2010 IDEA Part B ARRA budget applications and 2009-2010 IDEA Special Education Services LEA Budget Applications as approved by the Tennessee Department of Education. The LEA Report Card Profiles were the source for the percentage of economically disadvantaged population. Significant results were found in the difference in dollars budgeted for unsustainable and sustainable purposes with more funds for unsustainable efforts. No significant relationships were found among the percentage of dollars budgeted for sustainable purposes, the percentage of reduction in maintenance of effort, the percentage of economically disadvantaged students, and the rural-urban index classifications of the LEAs. The study indicates the importance of careful long-term planning by LEAs to identify and prioritize needs in order to appropriately budget short-term funds to the best advantage for students. There may also be implications for state and federal entities that underscore the importance of specific structuring and clear communication of parameters for use of short-term funds

When and Where I Enter: Teaching the Concepts of Critical Pedagogy and Applied Sociology Through Study Abroad Programs

Participation of students in study abroad programs which focus on teaching the core concepts and principles in a different country enhances a student\u27s understanding and appreciation of the host country\u27s culture and brings alive the concept of globalization in a way that no other classroom experience in America could ever do. The University System of Georgia\u27s European Council study abroad programs have for years offered in-depth immersion programs which have proven to be exciting, effective and reliable models for increasing a student\u27s awareness and actively stimulating their capacity for higher learning, often leading to an increase in participatory community activism and civic engagement upon the student\u27s return to their home campuses and community environments. When a professor has the ability to use creative teaching techniques which use examples from the experiential component gained from study and travel in a country other than a student\u27s home country, teaching and learning come together in an exciting way in the classroom and every fact imparted to students produces a series of teaching moments whereby teaching and learning are both enhanced and intensified. As a student is guided through the learning process to look introspectively and critically at the races and cultures of our world and at the intergroup relations that emerge from ethnic, religious, cultural, class, gender and other differences, this teacher\u27s roadmap for student learning is considered basic to developing a critical and necessary understanding of our society

Then: Reflection on the Importance of Furman as it was

1968 was a tumultuous and landmark year in America and for Furman undergraduates

Family-focused treatment for childhood depression: model and case illustrations

Although the evidence base for treatment of depressive disorders in adolescents has strengthened in recent years, less is known about the treatment of depression in middle to late childhood. A family-based treatment may be optimal in addressing the interpersonal problems and symptoms frequently evident among depressed children during this developmental phase, particularly given data indicating that attributes of the family environment predict recovery versus continuing depression among depressed children. Family-Focused Treatment for Childhood Depression (FFT-CD) is designed as a 15-session family treatment with both the youth and parents targeting two putative mechanisms involved in recovery: (a) enhancing family support, specifically decreasing criticism and increasing supportive interactions; and (b) strengthening specific cognitive-behavioral skills within a family context that have been central to CBT for depression, specifically behavioral activation, communication, and problem solving. This article describes in detail the FFT-CD protocol and illustrates its implementation with three depressed children and their families. Common themes/challenges in treatment included family stressors, comorbidity, parental mental health challenges, and inclusion/integration of siblings into sessions. These three children experienced positive changes from pre- to posttreatment on assessor-rated depressive symptoms, parent- and child-rated depressive symptoms, and parent-rated internalizing and externalizing symptoms. These changes were maintained at follow-up evaluations 4 and 9 months following treatment completion.K23 MH101238 - NIMH NIH HHS; R01 MH082856 - NIMH NIH HHS; R01 MH082861 - NIMH NIH HH

Spatial and temporal expression of the 23 murine Prolactin/Placental Lactogen-related genes is not associated with their position in the locus

Background: The Prolactin (PRL) hormone gene family shows considerable variation among placental mammals. Whereas there is a single PRL gene in humans that is expressed by the pituitary, there are an additional 22 genes in mice including the placental lactogens (PL) and Prolactin-related proteins (PLPs) whose expression is limited to the placenta. To understand the regulation and potential functions of these genes, we conducted a detailed temporal and spatial expression study in the placenta between embryonic days 7.5 and E18.5 in three genetic strains

Genetic variants influence on the placenta regulatory landscape

From genomic association studies, quantitative trait loci analysis, and epigenomic mapping, it is evident that significant efforts are necessary to define genetic-epigenetic interactions and understand their role in disease susceptibility and progression. For this reason, an analysis of the effects of genetic variation on gene expression and DNA methylation in human placentas at high resolution and whole-genome coverage will have multiple mechanistic and practical implications. By producing and analyzing DNA sequence variation (n = 303), DNA methylation (n = 303) and mRNA expression data (n = 80) from placentas from healthy women, we investigate the regulatory landscape of the human placenta and offer analytical approaches to integrate different types of genomic data and address some potential limitations of current platforms. We distinguish two profiles of interaction between expression and DNA methylation, revealing linear or bimodal effects, reflecting differences in genomic context, transcription factor recruitment, and possibly cell subpopulations. These findings help to clarify the interactions of genetic, epigenetic, and transcriptional regulatory mechanisms in normal human placentas. They also provide strong evidence for genotype-driven modifications of transcription and DNA methylation in normal placentas. In addition to these mechanistic implications, the data and analytical methods presented here will improve the interpretability of genome-wide and epigenome-wide association studies for human traits and diseases that involve placental functions

Nurses Alumni Association Bulletin, June 1981

Alumni Calendar Officers and Chairmen of Committees Letter from the President School of Nursing Annual Report Frontier Nursing by Debbie Jones, 1978 The Infection Control Practitioner by Jeanne Holzbauer, 1951 Commencement Address by Patricia Zarella, 1951 Student Affairs Council Nurses Scholarship Fund Nurses Relief Fund Benefits Committee Reports Alumni Office News Ways and Means Committee Report Memorial Gifts Class Notes Pictures, Luncheon School of Nursing, Graduates 1981 School of Nursing, 1981 Awards Resume\u27 of Minutes of Alumni Association Meeings Happy Birthday Fiftieth Anniversary, Class 1931 Marriages and Births In Memoriam, Names of Deceased Alumni Notices Change of Address For

The Bulletin, School of Nursing Diploma Program Alumni Association, 1980

Alumni Calendar A Letter from the President Officers and Chairpersons Report of Questionnaire Responses Annual Reports Alumni Benefits Resume of Alumni Association Meetings Committee Reports Nursing Alumni Office Profiles in Courage Credentialing in Nursing Ways and Means Committee Report A.N.A. Convention Report College of Allied Health Sciences Award Harriet Werley Honored The Conchologist Class News Marriages Births In Memoriam Alumni Notices School of Nursing Notice

Daily rhythms and enrichment patterns in the transcriptome of the behavior-manipulating parasite Ophiocordyceps kimflemingiae

Various parasite-host interactions that involve adaptive manipulation of host behavior display time-of-day synchronization of certain events. One example is the manipulated biting behavior observed in Carpenter ants infected with Ophiocordyceps unilateralis sensu lato. We hypothesized that biological clocks play an important role in this and other parasite-host interactions. In order to identify candidate molecular clock components, we used two general strategies: bioinformatics and transcriptional profiling. The bioinformatics approach was used to identify putative homologs of known clock genes. For transcriptional profiling, RNA-Seq was performed on 48 h time courses of Ophiocordyceps kimflemingiae (a recently named species of the O. unilateralis complex), whose genome has recently been sequenced. Fungal blastospores were entrained in liquid media under 24 h light-dark (LD) cycles and were harvested at 4 h intervals either under LD or continuous darkness. Of all O. kimflemingiae genes, 5.3% had rhythmic mRNAs under these conditions (JTK Cycle, <= 0.057 statistical cutoff). Our data further indicates that a significant number of transcription factors have a peaked activity during the light phase (day time). The expression levels of a significant number of secreted enzymes, proteases, toxins and small bioactive compounds peaked during the dark phase or subjective night. These findings support a model whereby this fungal parasite uses its biological clock for phase-specific activity. We further suggest that this may be a general mechanism involved in parasite-host interactions

Alumnae Association Bulletin of the School of Nursing, 1972

Alumnae Calendar The President\u27s Message Officers and Chairmen of Committees Financial Report Address by President Herbut School of Nursing Report School of Practical Nursing Report Report by Dr. Mary Louise Soentgen, M.D., F.A.A.P. Report of Patient Services Department Report of Staff Nurses\u27 Association Progress Report of Hospital Activities Scholarship Committee Report - Clerk-Typist Annual Luncheon - Head Table Social Events for 1971-1972 Missing Alumnae Members Jefferson Today Ways and Means Committee Report Constitution and By-Laws Report Sick and Welfare Committee Women\u27s Board Report Baccalaureate Degree Program Luncheon Pictures Resume of Minutes of Alumnae Association Meeting Class News Poem by Rosa Diseroad - 1923 Marriages Births - Hello World In Memoriam Notice