262 research outputs found

    Non-selective Primary Human Tumor Cell Line Generation from Surgical Resections to be Paired With Flash Frozen and Paraffin Embedded Tissue: Advancements in Democratizing Translational Research Materials to Rural Institutions

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    Translational cancer research relies on the availability of human patient tissue demonstrating the specific disease process under investigation. Biobanks of human tissue have historically been and remain to date the primary access point for cancer research samples. Biorepositories routinely supply researchers with varying sample types for use in biomedical studies; most commonly formalin-fixed and paraffin-embedded (FFPE) tissue, or fresh snap-frozen tissue. In conjunction with preserved tissue samples, viable tumor cell lines derived from patient tissue have emerged to be a new gold standard in cancer research particularly in drug discovery and functional prognostic assays. Tissue banks providing these samples are being termed “next-generation” and are adapting to directly assist researchers by performing high throughput technical studies such as routine histology and immunostaining of donor tissue. These high quality, next-generation biorepositories are a relatively scarce resource in the broader research community in the United States and have traditionally been associated with large centralized and very well established university medical centers. This article describes the next-generation resources now available at the Edwards Comprehensive Cancer Center with its association with the Marshall University Joan C. Edwards School of Medicine in Huntington, West Virginia. This manuscript details the procedures, protocols, and success rates of the Tissue Procurement Program (TPP) to generate a growing cohort of viable primary human tumor cell lines representing varying malignancies to be used in conjunction with matched formalin-fixed and paraffin-embedded (FFPE) and snap-frozen tissue samples for comprehensive translational research

    Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection?

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    In this study, we investigated how multiple types of knowledge and beliefs, along with holding an early childhood-related degree and teaching experience, were linked to amounts of early childhood educators’ language and literacy instruction. Quantile regression was used to estimate associations between these variables along a continuum of language and literacy instruction for 222 early childhood educators. In general, low levels of language- and literacy-related instruction were observed; however, the use of quantile regression afforded unique insight into the associations of knowledge, beliefs, education, and teaching experience with instruction when levels of instruction were sufficient. These findings would not have been visible with traditional, linear regression models. Specifically, two types of knowledge were examined: disciplinary-related content knowledge about the structure of language and knowledge for use in teaching language and literacy to young children. Only educators’ disciplinary content knowledge was associated with amount of instruction. Associations between beliefs about language and literacy instruction and amount of instruction were less consistent. Generally, holding an early childhood related degree was positively associated with language and literacy instruction whereas teaching experience was negatively associated with the amount of instruction. Implications for studying educators and understanding the associations among educator characteristics and instruction are discussed

    Using orthographic neighborhood size manipulations to investigate memory deficits in aging memory

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    Abstract: In three previous studies, manipulations of orthographic neighborhood size and orienting task were used to differentiate between item-specific and relational processing in young adults (aged 18-35) in standard recognition tasks. The current study attempts to investigate memory deficits in older adults (aged 65+) using similar manipulations. Experiment 1 manipulated orthographic neighborhood size within an item recognition task. Young adults demonstrated a standard mirror effect, showing more accurate performance for low-N words. No such effect was found in older adults, possibly indicating a deficit in item-specific processing. Experiment 2 included an orienting task during study to emphasize a specific type of processing. While younger adults' performance was influenced by orienting task, older adults showed consistently better performance for High-N words. These results suggest that older adults show a deficit in item-specific processing, relying more on relational processing regardless of task

    Using orthographic neighborhood size manipulations to investigate memory deficits in aging memory

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    In three previous studies, manipulations of orthographic neighborhood size and orienting task were used to differentiate between item-specific and rela-tional processing in young adults (aged 18–35) in standard recognition tasks. The current study attempts to investigate memory deficits in older adults (aged 65+) using similar manipulations. Experiment 1 manipulated orthographic neighbor-hood size within an item recognition task. Young adults demonstrated a standard mirror effect, showing more accurate performance for low-N words. No such effect was found in older adults, possibly indicating a deficit in item-specific process-ing. Experiment 2 included an orienting task during study to emphasize a specific type of processing. While younger adults’ performance was influenced by orienting task, older adults showed consistently better performance for High-N words. These results suggest that older adults show a deficit in item-specific processing, relying more on relational processing regardless of task

    Relations between Home Literacy Environment, Child Characteristics, and Print Knowledge for Preschool Children with Language Impairment

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    To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment (LI); and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with LI. HLE was conceptualized as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development
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