The Iowa Homemaker vol.40, no.8

Challenge to Home Economics, Jan Sopher, page 4 Triad in Education, Ann Sindt, page 5 All… To Go Where?, Jean Hartsell, page 6 It’s More Fun to Eat, Homer Long, page 8 Students Abroad, Laveda Jansonius, page 10 Professor, Researcher, Author, Melva LaFrenz, page 11 Time to Shine, Beth Beecher, page 1

A trial on unruptured intracranial aneurysms (the TEAM trial): results, lessons from a failure and the necessity for clinical care trials

The trial on endovascular management of unruptured intracranial aneurysms (TEAM), a prospective randomized trial comparing coiling and conservative management, initiated in September 2006, was stopped in June 2009 because of poor recruitment (80 patients). Aspects of the trial design that may have contributed to this failure are reviewed in the hope of identifying better ways to successfully complete this special type of pragmatic trial which seeks to test two strategies that are in routine clinical use. Cultural, conceptual and bureaucratic hurdles and difficulties obstruct all trials. These obstacles are however particularly misplaced when the trial aims to identify what a good medical practice should be. A clean separation between research and practice, with diverging ethical and scientific requirements, has been enforced for decades, but it cannot work when care needs to be provided in the presence of pervasive uncertainty. Hence valid and robust scientific methods need to be legitimately re-integrated into clinical practice when reliable knowledge is in want

Genome-wide association study of corticobasal degeneration identifies risk variants shared with progressive supranuclear palsy

Corticobasal degeneration (CBD) is a neurodegenerative disorder affecting movement and cognition, definitively diagnosed only at autopsy. Here, we conduct a genome-wide association study (GWAS) in CBD cases (n = 152) and 3, 311 controls, and 67 CBD cases and 439 controls in a replication stage. Associations with meta-analysis were 17q21 at MAPT (P = 1.42 x 10(-12)),8p12 at lnc-KIF13B-1, a long non-coding RNA (rs643472;P = 3.41 x 10(-8)),and 2p22 at SOS1 (rs963731;P = 1.76 x 10(-7)). Testing for association of CBD with top progressive supranuclear palsy (PSP) GWAS single-nucleotide polymorphisms (SNPs) identified associations at MOBP (3p22;rs1768208;P = 2.07 x 10(-7)) and MAPT H1c (17q21;rs242557;P = 7.91 x 10(-6)). We previously reported SNP/transcript level associations with rs8070723/MAPT, rs242557/MAPT, and rs1768208/MOBP and herein identified association with rs963731/SOS1. We identify new CBD susceptibility loci and show that CBD and PSP share a genetic risk factor other than MAPT at 3p22 MOBP (myelin-associated oligodendrocyte basic protein)

Multiliteracies : embracing the multiplicity of experiences called 'literacy'

In this chapter we look at what constitutes literacy in a global environment rich in print, graphics and technology and the impact this has on early literacy learning. We outline some of the theoretical perspectives that have facilitated contemporary understandings of literacy as social practice. In addition, we explore some of the complex social, political and economic factors associated with the development and support of early literacy, and identify practices and principles that underpin literacy teaching and learning today

Diverse Literacies in Early Childhood: A Social Justice Approach

The editors and many of the contributors worked together on a joint project funded by the New South Wales Department of Education and Training and the New South Wales Department of Community Services which culminated in the publication in 2001 of Literacies, Communities and Under 5s, a resource for early childhood educators to facilitate the support of young children’s understandings of literacy (Jones Diaz et al. 2001, p. 8). This research-based resource, based on the theory of literacy as social practice, identified five key principles of effective early literacy teaching. This book provides an opportunity to return to the concept of literacy as social practice, to share the key principles for practice from this project with a wider audience, and to illustrate the complexity of literacy learning with findings from the authors’ current research in the area

Literacies, communities and under 5s: The early literacy and social justice project

184 page(s