Preliminary analysis of an instructional alternative to exclusionary discipline

37 pagesDecades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the Inclusive Skill-Building Learning Approach (ISLA), an instructional alternative to exclusionary discipline practices. The purposes of ISLA are to improve student social and behavioral problem-solving, teacher and administrator practices, and student-teacher relationships while also reducing lost instructional time for student excluded from their learning environment. Results from the pilot indicated that implementation of ISLA was associated with reductions in exclusionary discipline practices (Cohen’s h effect sizes ranged from .06 to .18 across schools and outcomes), and a substantial decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable impressions of the intervention. Practical and conceptual implications, limitations of this study, and directions for future research are further discussed.The research reported here was supported by the Fairway Fund, a College of Education Faculty Research Award at the University of Oregon and by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to the University of Oregon

Genomic Analysis of Stress Response Against Arsenic in \u3cem\u3eCaenorhabditis elegans\u3c/em\u3e

Arsenic, a known human carcinogen, is widely distributed around the world and found in particularly high concentrations in certain regions including Southwestern US, Eastern Europe, India, China, Taiwan and Mexico. Chronic arsenic poisoning affects millions of people worldwide and is associated with increased risk of many diseases including arthrosclerosis, diabetes and cancer. In this study, we explored genome level global responses to high and low levels of arsenic exposure in Caenorhabditis elegans using Affymetrix expression microarrays. This experimental design allows us to do microarray analysis of dose-response relationships of global gene expression patterns. High dose (0.03%) exposure caused stronger global gene expression changes in comparison with low dose (0.003%) exposure, suggesting a positive dose-response correlation. Biological processes such as oxidative stress, and iron metabolism, which were previously reported to be involved in arsenic toxicity studies using cultured cells, experimental animals, and humans, were found to be affected in C. elegans. We performed genome-wide gene expression comparisons between our microarray data and publicly available C. elegans microarray datasets of cadmium, and sediment exposure samples of German rivers Rhine and Elbe. Bioinformatics analysis of arsenic-responsive regulatory networks were done using FastMEDUSA program. FastMEDUSA analysis identified cancer-related genes, particularly genes associated with leukemia, such as dnj-11, which encodes a protein orthologous to the mammalian ZRF1/MIDA1/MPP11/DNAJC2 family of ribosome-associated molecular chaperones. We analyzed the protective functions of several of the identified genes using RNAi. Our study indicates that C. elegans could be a substitute model to study the mechanism of metal toxicity using high-throughput expression data and bioinformatics tools such as FastMEDUSA

Genomic Analysis of Immune Response against Vibrio Cholerae Hemolysin in Caenorhabditis elegans

Vibrio cholerae cytolysin (VCC) is among the accessory V. cholerae virulence factors that may contribute to disease pathogenesis in humans. VCC, encoded by hlyA gene, belongs to the most common class of bacterial toxins, known as poreforming toxins (PFTs). V. cholerae infects and kills Caenorhabditis elegans via cholerae toxin independent manner. VCC is required for the lethality, growth retardation and intestinal cell vacuolation during the infection. However, little is known about the host gene expression responses against VCC. To address this question we performed a microarray study in C. elegans exposed to V. cholerae strains with intact and deleted hlyA genes. Many of the VCC regulated genes identified, including C-type lectins, Prion-like (glutamine [Q]/asparagine [N]-rich)-domain containing genes, genes regulated by insulin/ IGF-1-mediated signaling (IIS) pathway, were previously reported as mediators of innate immune response against other bacteria in C. elegans. Protective function of the subset of the genes up-regulated by VCC was confirmed using RNAi. By means of a machine learning algorithm called FastMEDUSA, we identified several putative VCC induced immune regulatory transcriptional factors and transcription factor binding motifs. Our results suggest that VCC is a major virulence factor, which induces a wide variety of immune response- related genes during V. cholerae infection in C. elegans

Biological Determinants of Depression: An epidemiological approach

Understanding the biology behind depression has a long history in research. To date, no unique marker or specific etiological factor was detected. However, we know more about the possible mechanisms that predispose depression or affect clinical presentation and prognosis of depression. In this thesis, we studied various hypotheses to extend our knowledge about biological determinants of depression using an epidemiological approach. The main aims of this thesis were 1) to scrutinize the determinants and the genetic control of different functions of the HPA axis, a well-known neurohormonal correlate of depression, 2) to revisit the vascular depression hypothesis and explored the associations of non-clinical cerebrovascular alterations with depression, and 3) to explore genetic etiology of depression using the genome-wide association approach

Restorative and conflict resolution interventions

20 pagesConflicts between peers are inevitable in schools, and schools must be equipped with strategies to assist students in avoiding conflicts and engaging in problem-solving when conflicts occur. Restorative practices and other conflict resolution interventions such as peer mediation are gaining popularity, particularly as an alternate framework to the overutilization of disciplinary punishment with ethnic minority students. This chapter discusses the effective use of restorative practices and conflict resolution interventions, with an emphasis on establishing these types of practices in schools using best practices.Preparation of this chapter was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to University of Oregon

Sleep and 24-h activity rhythms in relation to cortisol change after a very low-dose of dexamethasone

The hypothalamic-pituitary-adrenal (HPA) axis plays an important role in sleep. Nevertheless, the association of sleep and its 24-h organization with negative feedback control of the HPA axis has received limited attention in population-based studies. We explored this association in 493 mid

Improving a Universal Intervention for Reducing Exclusionary Discipline Practices using Student and Teacher Guidance

46 pagesExclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Lastly, student participants (n = 23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention.Grant R305A180006, Institute of Education Sciences, U.S. Department of Educatio

Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

45 pagesExclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.Grant R305A180006, Institute of Education Sciences, U.S. Department of Educatio

The very low-dose dexamethasone suppression test in the general population: A cross-sectional study

Determinants of the hypothalamic-pituitary-adrenal (HPA) axis functioning are increasingly explored in population-based studies. However, functional tests measuring the negative feedback of the HPA axis cannot easily be implemented into large observational studies. Furthermore, high doses of dexamethasone often completely suppress the HPA axis in healthy persons. This study aimed to detect the effects of the health, lifestyle and sociodemographic factors, psychiatric problems and cognitive functions on the negative feedback of the HPA axis using a very low-dose (0.25 mg) dexamethasone suppression test (DST). We evaluated the associations of several determinants with the saliva cortisol concentrations after dexamethasone intake in a confounder-adjusted model also corrected for baseline saliva cortisol concentrations in the Rotterdam Study, a large population-based study (N = 1822). We found that female sex, low income, lack of exercise, instrumental disability and smoking were all independently associated with stronger suppression of the HPA axis. Even though there were no linear associations between psychiatric measures and cortisol suppression, we found that depressive symptoms and anxiety disorders were more common in persons with non-suppression of cortisol. Conversely, psychotropic medication use was related to enhanced suppression of cortisol after DST. In this large study, we found that female gender, low socioeconomic status and poor health were all related to suppression of the HPA axis. Non-linear associations were detected between the suppression of the HPA axis and common psychiatric disorders in community-dwelling persons