Relative Power and Frequency of Use of /-ing and /-ed Affixes in the Short Story Art of Three American Authors: Flannery O\u27Conner, William Saroyan, and Bernard Malamud

A monograph presented to the faculty of the Department of English at Morehead state University in partial fulfillment of the requirements for the Degree of Master of Arts by Sister Patricia Rae McNamara in July of 1973

Out of care, into university: raising higher education access and achievement of care leavers

Around 40,000 children are estimated to require out-of-home care in Australia and this number has risen every year over the past decade (Australian Institute of Health and Welfare, 2014a). Young people up to 18 years who are unable to live with their birth families are placed in different forms of out-of-home care, including kinship care, foster care, residential care, family group homes, and independent living. People who spent time in out-of-home care before the age of 18 are subsequently referred to as care leavers when they transition out of the system. Care leavers rarely transition to higher education. They are largely excluded from the level of education that brings the highest wage premiums and lifetime rewards. Despite their extremely low university participation rates, there is no national agenda for improvement. This research project was conducted by La Trobe University and funded through an external research grant provided by the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University. This report aims to provide the basis for such an agenda by highlighting the nature and extent of the problem, and suggesting practical solutions within both the education and community service sectors. Our research adopted a mixed methods approach and included: a literature review; an examination of national data sets; an online survey of public universities in Australia; and interviews with senior representatives from major out-of-home care service providers. We provide recommendations targeted to the Australian Government, state and territory governments, higher education institutions, and community service organisations. Three reforms are required to improve the access and achievement of care leavers in higher education: The collection of nationally consistent data on higher education access and outcomes for care leavers. Policy reform within the education and community service sectors including greater recognition of this under-represented student cohort and support for the transition of young people from out-of-home care to adulthood. An over-arching need for cultural change that challenges the often low expectations for care leavers

Acylation by acetyl trifluoracetate and trifluoroacetic anhydride

The reaction of acetic anhydride with trifluoroacetic anhydride in carbon tetrachloride has been studied kinetically and it was found that under anhydrous conditions no reaction occurred, but when small quantities of either acetic or trifluoroacetic acid were present there was conversion of the symmetric anhydrides to acetyltrifluoroacetate. The mechanism of this acid catalysis was discussed.The acylation of phenols in carbon tetrachloride by acetic anhydride, trifluoroacetic anhydride and acetyl trifluoroacetate was investigated in the presence and absence of pyridine. In the case of the symmetric anhydrides the presence of pyridine caused a considerable increase in the rate of the reaction and with acetyl trifluoroacetate there was a change from acetate to trifluoroacetate formation.Pyridine had little or no effect on the rate or product of the reaction of alcohols with any of the anhydrides.The mechanism of the effect of pyridine on the reactions between hydroxy compounds and the anhydrides mentioned above is discussed and an attempt to decide whether the catalysis is due to hydrogen bonding between the pyridine and the hydroxy compound or to reaction of the pyridine with the anhydride is made.<p

Offspring subcutaneous adipose markers are sensitive to the timing of maternal gestational weight gain

peer-reviewedBackground Excessive maternal weight gain during pregnancy impacts on offspring health. This study focused on the timing of maternal gestational weight gain, using a porcine model with mothers of normal pre-pregnancy weight. Methods Trial design ensured the trajectory of maternal gestational weight gain differed across treatments in early, mid and late gestation. Diet composition did not differ. On day 25 gestation, sows were assigned to one of five treatments: Control sows received a standard gestation diet of 2.3 kg/day (30 MJ DE/day) from early to late gestation (day 25–110 gestation). E sows received 4.6 kg food/day in early gestation (day 25–50 gestation). M sows doubled their food intake in mid gestation (day 50–80 gestation). EM sows doubled their food intake during both early and mid gestation (day 25–80 gestation). L sows consumed 3.5 kg food/day in late gestation (day 80–110 gestation). Offspring body weight and food intake levels were measured from birth to adolescence. Markers of lipid metabolism, hypertrophy and inflammation were investigated in subcutaneous adipose tissue of adolescent offspring. Results The trajectory of gestational weight gain differed across treatments. However total gestational weight gain did not differ except for EM sows who were the heaviest and fattest mothers at parturition. Offspring birth weight did not differ across treatments. Subcutaneous adipose tissue from EM offspring differed significantly from controls, with elevated mRNA levels of lipogenic (CD36, ACACB and LPL), nutrient transporters (FABP4 and GLUT4), lipolysis (HSL and ATGL), adipocyte size (MEST) and inflammation (PAI-1) indicators. The subcutaneous adipose depot from L offspring exhibited elevated levels of CD36, ACACB, LPL, GLUT4 and FABP4 mRNA transcripts compared to control offspring. Conclusions Increasing gestational weight gain in early gestation had the greatest impact on offspring postnatal growth rate. Increasing maternal food allowance in late gestation appeared to shift the offspring adipocyte focus towards accumulation of fat. Mothers who gained the most weight during gestation (EM mothers) gave birth to offspring whose subcutaneous adipose tissue, at adolescence, appeared hyperactive compared to controls. This study concluded that mothers, who gained more than the recommended weight gain in mid and late gestation, put their offspring adipose tissue at risk of dysfunction.This research was funded by Teagasc, under the National Development Plan. LBMcN was in receipt of a Teagasc Walsh Fellowship. Nestle hosted LG on a sabbatical and funded the RT-PCR cost

Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury

Students with traumatic brain injury (TBI) are often marginalized in terms of participation in higher education because of an implicit association of TBI with less academic functioning. The first named author is a Ph.D. scholar who aimed to add her voice to the voices of others and examine the lived experience of students with the same condition to identify possible supports that would enhance inclusion in higher education. This research was driven by the desire to illuminate both the hidden nuances of personal experience (hence the use of autoethnography) and to highlight the lack of research about educational participation of TBI survivors. The analysis was from both professional and personal perspectives. Through an examination via an iterative and interconnected research process, the authors explored the question, what are the supports for participation and access for students with TBI in higher education considering the first author’s experiences. Traditional research might provide generalizable data but may not facilitate deep illumination of experience and voice. This examination transcended traditional research and comprised autoethnographic and interview-based inquiry. It challenged the research team to consider different perspectives and to interrogate their own interconnections in the same engagement while working towards the same goal.&nbsp; The concept of transmethodology will be discussed regarding the development of multiple perspectives that can assist in transgressing the common divisions in the theory and practice divide and explores knowledge of marginalization regarding participation for students with TBI. This paper argues for the importance of innovations such as transmethodology when researching deeply personal phenomena

Staff Stress and Interpersonal Conflict in Secondary Schools—Implications for School Leadership

The importance of school leadership and workplace stress is a recurring theme in educationbased research. The literature reports that workplace stress in teaching is a difficult matter to resolve, with mixed outcomes from interventions. The aim of this initial scoping study was to report on the experiences of school leaders with interpersonal conflict (IPC), a known cause of this workplace stress. Accordingly, a sample of twelve school leaders working in Irish post primary schools were recruited to participate in this study using semi-structured interviews. All twelve participants reported experiencing workplace stress and linked other people as a source of this stress. Nine out of twelve had experienced IPC as a school leader. School leaders also noted a fear of reporting workplace stress. Half of the participants reported becoming ill from workplace stress and had taken time off from work. Participants also reported ‘balkanisation’ of like-minded cliques that tried to exert control over other groups. None of the participants expressed confidence in organisational strategies to resolve workplace stress or IPC. This study demonstrates that resolutions for IPC were scant. Further research is needed to conceptualise this phenomenon in the school environment and to support school leaders to effectively manage IPC as a cause of workplace stress

School health promotion and teacher professional identity

PURPOSE – Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers’ work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. DESIGN/METHODOLOGY/APPROACH – A qualitative research design was adopted consisting of semi-structured interviews. In total, 49 teachers in two school districts in the Auvergne region in central France were interviewed in depth post having completed three years’ involvement in a health promoting schools initiative called “Learning to Live Better Together” (“Apprendre a Mieux Vivre Ensemble”). FINDINGS – Teachers in the study had a broad conceptualisation of their role in health promotion. In keeping with international trends, there was more success at classroom than at whole school level. While generally teachers can be reluctant to engage with health promotion, the teachers in this study identified having little difficulty in understanding their professional identity as health promoters and identified strong compatibility with the HP-initiative. PRACTICAL IMPLICATIONS – Teachers generally viewed professional development in health promotion in a positive light when its underlying values were commensurate with their own and when the context was seen as compatible with the school mission. The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice. ORIGINALITY/VALUE – The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

The role of area-level deprivation and gender in participation in population-based faecal immunochemical test (FIT) colorectal cancer screening

This study aimed to investigate the effects of sex and deprivation on participation in a population-based faecal immunochemical test (FIT) colorectal cancer screening programme. The study population included 9785 individuals invited to participate in two rounds of a population-based biennial FIT-based screening programme, in a relatively deprived area of Dublin, Ireland. Explanatory variables included in the analysis were sex, deprivation category of area of residence and age (at end of screening). The primary outcome variable modelled was participation status in both rounds combined (with “participation” defined as having taken part in either or both rounds of screening). Poisson regression with a log link and robust error variance was used to estimate relative risks (RR) for participation. As a sensitivity analysis, data were stratified by screening round. In both the univariable and multivariable models deprivation was strongly associated with participation. Increasing affluence was associated with higher participation; participation was 26% higher in people resident in the most affluent compared to the most deprived areas (multivariable RR = 1.26: 95% CI 1.21–1.30). Participation was significantly lower in males (multivariable RR = 0.96: 95%CI 0.95–0.97) and generally increased with increasing age (trend per age group, multivariable RR = 1.02: 95%CI, 1.01–1.02). No significant interactions between the explanatory variables were found. The effects of deprivation and sex were similar by screening round. Deprivation and male gender are independently associated with lower uptake of population-based FIT colorectal cancer screening, even in a relatively deprived setting. Development of evidence-based interventions to increase uptake in these disadvantaged groups is urgently required

Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education

This study examines teachers' perspectives of inclusive practice for students with autism spectrum disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced little in terms of agency to effect inclusion. They attributed barriers experienced to external factors. Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend rhetoric and positively influence practice