Handedness and behavioural inhibition:left-handed females show most inhibition as measured by BIS/BAS self-report

This study investigated the relationship between handedness, gender and behavioural approach and inhibition using Carver and White’s (1994) BIS/BAS Scale. 112 participants took part: 46 left-handers and 66 right-handers. All participants completed Peters’ (1998) handedness questionnaire followed by the self-report BIS/BAS Scale. Significant effects of both handedness and gender on the BIS scores were found, with left-handers and females scoring significantly higher on inhibition. BIS scores were re-examined to include FFFS scores, which showed a significant effect of gender. Revised BIS scores replicated the original BIS findings. These findings are discussed in relation to handedness research

Expression of functional human growth factors in insect cells

Peptide growth factors are important in a wide variety of physiological and pathological processes as a consequence of their ability to generate a mitogenic signal via their interaction with and activation of a specific membrane-associated receptor. The subversion of the normal growth factor signalling pathway, albeit by the enhanced expression of the growth factor or receptor, the unregulated activity of the receptor protein-tyrosine kinase or the uncoupling of intracellular pathways can lead to uncontrolled cellular proliferation resulting in cellular transformation and the formation of tumours in vivo. The major part of this thesis was devoted to the development of baculoviral expression systems producing large amounts of biologically active EGF and TGFa for the assessment of the structural and functional basis of ligand-receptor interactions. Insect cells infected with the recombinant baculoviruses expressed growth factors with the correct putative molecular weights which were immunologically indistinguishable from their authentic counterparts. The recombinant growth factors were able to bind to the EGF receptor expressed in insect cells and NR6+ fibroblasts and activate the receptor protein-tyrosine kinase activity, Furthermore, they induced a mitogenic response in NR6+ and Swiss 3T3 fibroblasts. It is anticipated that milligram quantities of these biologically important growth factors will be available for crystallisation. The elucidation of the three-dimensional structures of the growth factors by diffractional analysis of the crystals and structural mutational analysis will establish the nature of the receptor binding face. This information will lead to the design of clinically important EGF and TGFa antagonists. The recombinant ligands will allow the continued biophysical characterisation of the conformation changes occurring in the extracellular domain of the EGF receptor in response to ligand binding. Cocrystallisation will ultimately lead to the determination of the ligand binding site of the receptor. The biosynthetic precursors for EGF and TGFa are integral membrane glycoproteins suggesting that they may function to mediate physiological cell-cell recognition events. The TGFa precursor expressed in insect cells was able to stimulate the EGF receptor protein-tyrosine kinase activity. Characterisation of the precursor in insect cells will determine the relevance of this mechanism for the production of secreted growth factors and investigate further potential roles for their membrane- associated precursors. The expression of c-erbB-2 in insect cells has allowed the evaluation of a putative growth factor receptor which is highly homologous to the EGF receptor. Furthermore, an in vivo association of the EGF receptor and p185c-erbB-2 been demonstrated. This system will provide a valuable tool for the determination of the mechanism responsible for the transmembrane translocation of the mitogenic signal. It is anticipated that baculoviral coexpression of growth factor receptors and their cognate ligands, in conjunction with intracellular substrates will play an important role in the identification of their intracellular signalling pathways. The elucidation of the growth factor signalling pathway is crucial to the understanding of how oncogenic activation of anyone of the components can result in cellular transformation

Chlamydia and Young People: Knowledge, Behaviour and Risk Taking:Public Health Perspectives.

Abstract Background Chlamydia screening is an international strategy used to reduce rates of infection in a target population. This thesis set out to explore the behaviour of young people against the principles of this government strategy for infection control and self-empowerment. The work was set in County Durham and Darlington where I led a service for improved awareness and screening for Chlamydia for young people aged 15 – 24 years. Aims This research was based on interviews with Chlamydia screening service users in order to understand the factors that influenced their risk taking behaviours and to generate theory for public health practice. An analysis of outcomes from a large sample of over 20,000 subjects and observations of young people in settings where Chlamydia testing and advice was available gave context and background to this study. Findings Chlamydia screening was used as a strategy to offset risk taking that enabled young people to continue behaviours that they valued. This finding is a new and unexpected contribution to Chlamydia screening literature, and also supports the developing theory of edgework. Knowledge and awareness of Chlamydia did not change as a result of screening activities, and this did not have a major influence on preventative behaviour. The national messages that one in 10 young people are infected, and that infection is easily detected and managed, was interpreted by some that nine in 10 young people were not infected, and that this was not a significant health threat. Incentives were found to significantly increase screening uptake although this did not lead to a change in risk taking. There was an increased likelihood to have sex with the perception of knowing a partner, although this was not necessarily based upon factual information. Most participants demonstrated lethal patterns of alcohol consumption that commonly led to sexual encounters and all those who stated that they were aware of safe drinking limits demonstrated lethal patterns of alcohol consumption. All participants with a positive test result had a negative result within the previous year suggesting no change in risk taking following screening, and although all participants said that they would modify their behaviour in the future, when they were probed all stated that this would not happen giving reasons such failure to moderate alcohol use. Conclusion These findings led me to conclude that risk taking in relation to health and potential disease is a normal process in the development of young people. Young people value risk taking activities for promoting self-identity and supporting emotional and social well-being. Public health interventions need to consider the developmental needs of young people using an asset based approach in order to provide interventions that address the causes of risk taking behaviours

PEDAGOGICAL PRACTICES IN THE TEACHING OF ENGLISH LANGUAGE IN SECONDARY PUBLIC SCHOOLS IN PARKER COUNTY

State and local learning standards consistently call for student proficiency in standard English usage and grammar. NCTE standards for secondary teachers (grades 7-12) include expectations for English language knowledge, including English grammar. High stakes tests, as well, both for teacher candidates and secondary students, include assessments of grammatical knowledge and proficiency. However, there have been few studies of ELA teachers' attitudes toward or practices in grammar instruction over the past 30 to 40 years (see Godley [2007] and Smagorinsky [2011]), an absence not surprising given NCTE perspectives and research (e.g., Braddock, Lloyd-Jones, and Schoer [1963], Hillocks [1986], and Weaver [1996]) that question the efficacy of teaching grammar as a means for improving writing ability. After the close of the first quarter of the 2008-2009 school year, I surveyed 369 English/language arts teachers from a large, highly-diverse, semi-urban mid-Atlantic public school system to determine their attitudes toward and practices in the teaching of grammar. Results based on 91 completed surveys from teachers in grades 7-12 indicate that nearly 85% of Parker County English/language arts teachers who responded include grammar and language study -- and about half are regularly doing so. Just over half include it one or two days per week, and half give it less than one-quarter of their (average) 81-minute period. Common practices include selected-response grammar exercises, sentence combining and transformation, and use of students' own writing as material for review or editing, all with an "emphasis on standard American English." Nearly 72% believe students who are proficient in standard English will have greater opportunity for success in higher education or the workplace, but only 36% welcome all students' dialects/language as valid in the classroom -- and only 15% would like students to acknowledge and respect language diversity. Although the findings indicate little direct association between teachers' attitudes and practices regarding grammar instruction, they nonetheless raise serious questions about attitudes toward students' personal dialect and language and the decisions teachers make regarding grammar instruction in their classrooms

A Comparison of the Effects of Static Stretching With and Without Whole Body Vibration on Hip Flexion Range of Motion in College Age Males

The purpose of this study was to compare the effects of a single bout of static stretching with and without whole body vibration on hip flexion range of motion in college age males. A second purpose was to determine whether any acute effects would persist after one hour of rest. It was hypothesized that there would be a significant increase from baseline to posttest hip range of motion with both static stretching only and static stretching with whole body vibration. Further, the improvement would be significantly greater with the addition of whole body vibration. It was also hypothesized that any positive effects would persist for at least one hour after a single bout of stretching in both groups with a greater retention of range of motion (ROM) being shown in the whole body vibration group. Twenty-two collegiate males completed this study. Participants reported that they were untrained, defined as not participating in a consistent exercise routine within the previous six months. All of the participants were randomly assigned to either a static stretching only group (n=11) or the static stretching with whole-body vibration group (n=11). Baseline ROM measurements were conducted on both the right and left legs using a Leighton Flexometer following a five minute warm-up on a treadmill. Participants followed a static stretching protocol, depending on the group to which they were assigned. Immediately following completion of the stretches, the participants ROM was assessed. After one hour of rest, the participants ROM was assessed once more to determine if any changes in ROM persisted following one hour of rest. A mixed effects ANOVA was performed to determine if there was a significant difference between the right and left leg ROM measurements. After determining there was no significant difference between the right and left leg, the left leg was excluded from the analysis. Using only the right leg, a mixed effects ANOVA was performed comparing changes by group over the times tested. It was determined that there was no significant difference between the static stretching only group and the whole body vibration group over the three conditions with no significant interaction effect. The results also showed that there was a significant increase from pretest to posttest and a significant decrease from posttest to one hour posttest in ROM measurements. Although there was a decrease in ROM from immediate posttest to one hour posttest, the one hour post stretching values were significantly greater than the prestretching ROM. There were no significant differences between the two groups in the extent of these changes. It was concluded that the addition of whole body vibration to a bout of static stretching did not elicit a greater increase in hip flexion ROM over time than did static stretching alone

Unique Functions of the Ethylene Receptors in Seed Germination

The endogenous phytohormone ethylene regulates many agroeconomically important aspects of plant development, including germination, fruit ripening, leaf and flower senescence, and organ abscission, as well as stress tolerance. In Arabidopsis thaliana, ethylene is perceived by a family of five membrane receptors known as ETHYLENE RESPONSE1 (ETR1), ETR2, ETHYLENE RESPONSE SENSOR1 (ERS1), ERS2, and ETHYLENE INSENSITIVE4 (EIN4). Previous research has shown that these receptors have both overlapping and unique functions in mediating ethylene responses. We have investigated the role of individual ethylene receptors in seed germination during salt stress and following far-red light treatment. Both of these conditions are known to inhibit germination of wild-type seeds by enhancing and reducing production of the phytohormones abscisic acid (ABA) and gibberellic acid (GA) which are known to inhibit and promote germination respectively. We found that ETR1 inhibits while ETR2 promotes seed germination during both salt stress and far-red light treatment. During salt stress, ethylene was found to play only a minor role in the opposing actions of ETR1 and ETR2 on seed germination. Instead, differences in production and/or sensitivity to ABA played the major role in the opposing roles of ETR1 and ETR2 on seed germination during salt stress. Following far-red treatment, ethylene appeared to play a larger role than during salt stress, but ultimately ETR1 likely inhibits germination by affecting ABA and GA synthesis

Educational strategies meet the needs of Juvenile offenders

This study shows how correctional educators incorporate traditional as well as nontraditional teaching methods to address the specific problems associated with juvenile offenders

New reverse transfer: a case study analysis of implementation between a community college and a four-year institution

The new reverse transfer has emerged in recent years as an innovative pathway for degree completion. The term, once used to refer to students who transferred to a community college from a four-year institution, has undergone a contextual change (Hagedorn & Castro, 1999; Townsend & Dever, 1999; Yang, 2006). The term today has a new application and references a different pathway, which refers to students who transfer credits from a community college to a four-year institution and retroactively earn a two-year degree with their newly earned four-year college credits (Bragg, Cullen, Bennett, & Rudd, 2011; Friedel & Wilson, 2015; Marling, 2012). The reverse transfer pathway has emerged as community colleges pursue innovative opportunities to serve students and improve completion rates. President Obama\u27s Completion Agenda and state accountability measures are also contributing to the need for innovative completion programs. To explore the growth and implementation of reverse transfer programs, a case study analysis was conducted in a Pacific Northwest state with an urban, multi-campus community college, a public liberal arts university, and their respective state higher education agencies. The case study analysis sought to understand the factors that influence the implementation process of the new reverse transfer and the challenges and support mechanisms that influence the implementation of the new reverse transfer program in the Pacific Northwest state. The data were coded, analyzed, and arranged into four emerging themes: (1) measures of success, (2) influence and stability, (3) responding to something new, and (4) benefits outweigh the cost. The findings revealed that strong working relationships between colleagues at each institution were a cornerstone to the successful implementation. Campus administrators and state higher education agencies support are important contributors to the implementation and future stability of the program. Flexible and forward-thinking campuses are important attributes in successful implementation. Finally, a focus on student achievement and a belief in the program were revealed as characteristics of a successful program. A discussion of the implications for practice, policy, and research are also presented