Bibliography of research studies in music at Boston University to 1955.

Thesis (M.S.)--Boston Universit

The Economic Benefits of Closing Educational Achievement Gaps: Promoting Growth and Strengthening the Nation by Improving the Educational Outcomes of Children of Color

This report quantifies the economic benefits of closing one of the most harmful racial and ethnic gaps: the educational achievement gap that exists between black and Hispanic children and native-born white children. Gaps in academic achievement are a function of a host of factors, such as income and wealth inequality, access to child care and preschool programs, nutrition, physical and emotional health, environmental factors, community and family structures,differences in the quality of instruction and school, and educational attainment. This suggests there are a wide range of public policies that could help narrow educational achievement gaps; this report demonstrates that there are enormous payoffs to closing the gaps through public policies. It also outlines effective public policy strategies to achieve this goal, though their details are left to future research. After briefly summarizing the analysis's findings, this report places the educational achievement gaps in context to help explain their significance and the reasons they exist. In particular, the report reviews data on growing inequality, demographic changes, and intensifying global economic competition. This clarifies the need to address educational achievement gaps and helps explain why the benefits of closing gaps are great. The report then describes factors that cause educational achievement gaps and offers public policies that could help close them. The subsequent sections of the report discuss the literature on the importance of academic achievement to economic growth, the methodology used in the analysis, and its detailed findings

Determinants of a transcriptionally competent environment at the GM-CSF promoter

Granulocyte macrophage-colony stimulating factor (GM-CSF) is produced by T cells, but not B cells, in response to immune signals. GM-CSF gene activation in response to T-cell stimulation requires remodelling of chromatin associated with the gene promoter, and these changes do not occur in B cells. While the CpG methylation status of the murine GM-CSF promoter shows no correlation with the ability of the gene to respond to activation, we find that the basal chromatin environment of the gene promoter influences its ability to respond to immune signals. In unstimulated T cells but not B cells, the GM-CSF promoter is selectively marked by enrichment of histone acetylation, and association of the chromatin-remodelling protein BRG1. BRG1 is removed from the promoter upon activation concomitant with histone depletion and BRG1 is required for efficient chromatin remodelling and transcription. Increasing histone acetylation at the promoter in T cells is paralleled by increased BRG1 recruitment, resulting in more rapid chromatin remodelling, and an associated increase in GM-CSF mRNA levels. Furthermore, increasing histone acetylation in B cells removes the block in chromatin remodelling and transcriptional activation of the GM-CSF gene. These data are consistent with a model in which histone hyperacetylation and BRG1 enrichment at the GM-CSF promoter, generate a chromatin environment competent to respond to immune signals resulting in gene activation

Fire prevention targeting by Merseyside Fire and Rescue Service

In this article, we examine fire prevention targeting by Merseyside Fire and Rescue Service in the North West of England. We examine social group, spatial, and lifestyle and behaviours targeting, and the targeted use of fire prevention approaches including home fire safety checks, community, and educational engagement events, websites, social media, and home fire safety self-assessment software tools. In particular, we examine the fire prevention approaches used by Merseyside Fire and Rescue Service, the approaches that were used to identify those most at risk of accidental dwelling fire incidents, injuries, and fatalities, and the strategies adopted for the targeting of fire prevention resources

Determinants of a transcriptionally competent environment at the GM-CSF promoter

Granulocyte macrophage-colony stimulating factor (GM-CSF) is produced by T cells, but not B cells, in response to immune signals. GM-CSF gene activation in response to T-cell stimulation requires remodelling of chromatin associated with the gene promoter, and these changes do not occur in B cells. While the CpG methylation status of the murine GM-CSF promoter shows no correlation with the ability of the gene to respond to activation, we find that the basal chromatin environment of the gene promoter influences its ability to respond to immune signals. In unstimulated T cells but not B cells, the GM-CSF promoter is selectively marked by enrichment of histone acetylation, and association of the chromatin-remodelling protein BRG1. BRG1 is removed from the promoter upon activation concomitant with histone depletion and BRG1 is required for efficient chromatin remodelling and transcription. Increasing histone acetylation at the promoter in T cells is paralleled by increased BRG1 recruitment, resulting in more rapid chromatin remodelling, and an associated increase in GM-CSF mRNA levels. Furthermore, increasing histone acetylation in B cells removes the block in chromatin remodelling and transcriptional activation of the GM-CSF gene. These data are consistent with a model in which histone hyperacetylation and BRG1 enrichment at the GM-CSF promoter, generate a chromatin environment competent to respond to immune signals resulting in gene activation

Does Private Islamic Schooling Promote Terrorism? An Analysis of the Educational Background of Successful American Homegrown Terrorists

Some commentators argue that private religious schools are less likely to inculcate the attributes of good citizenship than traditional public schools, specifically proposing that private Islamic schools are relatively more likely to produce individuals sympathetic to terrorism. This study offers a preliminary examination of the question by studying the educational backgrounds of Western educated terrorists. While data are limited, in accord with prior work findings indicate the vast majority of both Islamic and reactionary terrorists attended traditional public schools and had no religious education; hence findings suggest that early religious training and identification may actually encourage prosocial behavior