Investors\u27 Asset Allocations versus Life-Cycle Funds

Life-cycle funds, among the newest asset allocation fund offerings, are managed according to investors\u27 time horizons and risk tolerances. Partly in response to the appearance of these funds, we examined the relationships among the risk in individual investors\u27 portfolios, their financial-planning time horizons, and their risk tolerances. Generally, we found that portfolio risk increases as time horizon and willingness to take risk increase. This relationship held when we used willingness to take risk increase. This relationship held when we used multivariate analysis. Additional factors related to portfolio risk were found to be the investors\u27 expectations of a future economic downtown, age, education, and marital status

Gender and uveitis in patients with multiple sclerosis.

Multiple sclerosis (MS), a demyelinating disease of the central nervous system, is more commonly seen in women. It has been associated with both anterior and intermediate uveitis as well as retinal vasculitis. Ocular inflammation may develop concurrent with, prior to, or after the development of neurologic signs and symptoms. Patients with MS have an approximately 1% chance of developing intraocular inflammation. Patients with intermediate uveitis have an 8-12% risk of being diagnosed with MS. This risk is higher in females and in those with bilateral disease. This should be kept in mind when evaluating patients with uveitis, particularly in those patients for whom TNF inhibitor therapy is being considered, as these agents may worsen demyelinating disease

In Vitro Studies of the Prp9·Prp11·Prp21 Complex Indicate a Pathway for U2 Small Nuclear Ribonucleoprotein Activation

Pre-mRNA splicing takes place on a large ribonucleoprotein particle, the spliceosome which contains the five small nuclear ribonucleoproteins (snRNPs), U1, U2, U4, U5, and U6. In Saccharomyces cerevisiae the mRNA splicing factors, Prp9, Prp11, and Prp21, are necessary for addition of the U2 snRNP to the pre-mRNA in an early step of spliceosome assembly. This paper describes a study of interactions between these proteins and their role in spliceosome assembly. The proteins were expressed in Escherichia coli. Prp9 and Prp11 were purified by metal affinity chromatography. Prp21 was purified using a solubilization/renaturation protocol. We have combined these separately purified proteins and present direct evidence of a Prp9·Prp11·Prp21 protein complex that is functional in in vitro splicing assays. Characteristics of this Prp9·Prp11·Prp21 complex were further investigated using proteins synthesized in vitro. In addition, we found that Prp9, Prp11, and Prp21 influence the structure of the U2 snRNP in a manner that alters the accessibility of the branch point pairing region of the U2 snRNA to oligonucleotide-directed RNaseH cleavage. We present a model, based on the data presented here and in the accompanying paper, for a combined role of Prp9, Prp11, Prp21, and Prp5 in activating the U2 snRNP for assembly into the pre-spliceosome

What Students Tell Us About School If We Ask

This article examines what school climate factors students perceive as helping them be successful in school, and what school administrators can do to aid the process. Specifically, the questions that drove this inquiry were How does sociocultural theory impact student voice and student engagement in the classroom? How does caring pedagogy impact student voice and student engagement in the classroom? What school climate factors do students perceive as helping them to be successful in school

Boundary layer measurements using hot-film sensors

Measurements in the aerodynamic boundary layer using heat transfer, hot-film sensors are receiving a significant amount of effort at the Langley Research Center. A description of the basic sensor, the signal conditioning employed, and several manifestations of the sensor are given. Results of a flow reversal sensor development are presented, and future work areas are outlined

Female Student Affairs Professionals and Work-Life Balance

Abstract The purpose of this qualitative study was to understand how mothers, working as mid-level student affairs professionals, perceive and navigate their dual roles at work and in the home. This study asked the following: how does the participant’s sense of identity, relational style, adaptive style, and drive and motivation shape her work-life balance decisions and practices? What personal strategies are these working mothers using as they respond to the demands of the dual roles of professional and parent? Using a basic qualitative research design, I explored the work-life experiences of eight female student affairs professionals through participant interviews. Data were coded and analyzed from the life course perspective, a theoretical framework that has identified four distinct factors found to be critical markers for shaping adult gender role choices and decisions: sense of identity, relational style, adaptive style, and personal drive and motivation (Giele, 2008). Several major findings emerged from the study. First, early life experiences significantly impacted the personal identity, relational style, drive and motivation, and adaptive style of the women participating in the study. Second, these four factors directly impact life course decisions and trajectory of mothers working as Student Affairs professionals. Finally, these four factors exert significant influence on the strategies employed by these women to promote work-life balance

Annalee Burnett Hampton: Biography of a Hall of Fame Teacher

Transcript of interview later turned into oral history of Annalee Burnett Hampton, a Hall of Fame teacher.https://scholars.fhsu.edu/ors/1253/thumbnail.jp

Contributory Factors to Teachers\u27 Sense of Community in Public Urban Elementary Schools

CONTRIBUTORY FACTORS TO TEACHERS\u27 SENSE OF COMMUNITY IN PUBLIC URBAN ELEMENTARY SCHOOLS The purpose of this study was to investigate factors that contribute to teachers\u27 sense of community within public, urban, elementary schools. Becauseprevious research has touted the benefits of teacher communities within schools(Kruse, 2001; Leana & Pil, 2006; Ware & Kitsantas, 2007) educational leadersare challenged with creating school environments that foster a sense ofcommitment and cohesiveness among staff within our current accountability climate in schools. Research that focuses on best practices of successful school principals in cultivating such things as teacher communities is scarce at the elementary level (Crum & Sherman, 2008). This study employed a descriptive, quantitative, cross-sectional research design. The data used for this analysis was from public elementary teachers\u27 responses to specific questions from the 2003-2004 Schools and Staffing Survey (SASS) administered through the United States Department of Education\u27s National Center for Educational Statistics (NCES). The strength in using the SASS is that it provides a large sample of elementary teachers across the United States. In the first part of the study the independent variables of principal leadership behaviors, collaborative school structures and teacher empowerment were examined to see their influence on the dependent variable, teachers\u27 sense of community. For the second part of the study, teachers\u27 sense of community within a building was viewed as the independent variable to see the effect this sense of community had on teacher satisfaction and on their perception of state and district content standards (dependent variables). Hierarchical regression analysis was used on the data to determine relationships and predictabiiity of the variabies. Of ail the non-policy amenable and independent variables explored, principal leadership activities were by far the strongest predictor of teachers\u27 sense of community. The principal leadership activities variable was also found to be the strongest predictor of satisfaction with teaching and perception of state and district standards