An evaluation of the effectiveness of three types of study guides in producing immediate and delayed recall.

Thesis (Ed.M.)--Boston Universit

Silent Spring - the lost call

The "silence" in Rachel Carson's Silent Spring1 alludes to the demise of bird populations through reproductive problems and death resulting from exposure to the pesticides of that time, many of which are endocrine active. Endocrine disrupting chemicals (EDCs) are compounds which may interfere with the endocrine system, producing effects that may disrupt the physiologic function of hormones. Early research on EDC exposure in humans and wildlife has focused mainly on reproductive effects of estrogenic chemicals, however recent studies have revealed that effects of estrogenic as well as non-estrogen active chemicals are often more far reaching than the reproductive system, and even mild exposures experienced early in development may have detrimental effects that are maintained throughout adulthood. Here we show trenbolone acetate, an androgen active environmental contaminant used as a growth promoter for cattle, to cause a literal silence in Japanese quail (Coturnix japonica) chicks following a one time embryonic exposure. Vocalizations were not merely lessened; this is the first study to demonstrate an environmental contaminant to cause a complete abolishment of the ability to vocalize. Since many reasons for vocalization in birds are directly linked to survival of the individual and species, the potential for detrimental population effects is a grave possibility for many avian species that may encounter androgen active chemicals in the environment. Many androgen active EDCs are persistent and ubiquitous in distribution, thereforechances for exposure to these chemicals in birds may be high. We hope that powerful, yet subtle effects like the ones presented here will encourage further research with EDCs to expand beyond the traditional focus of reproductive effects of estrogenic chemicals

About Love

About Love is a novella and a collection of short stories written at the University of Southern Mississippi. It is accompanied by a critical preface

Reading for *class: Virginia Woolf, Rebecca West, and Sylvia Townsend Warner

Reading for Class is a feminist materialist study of three twentieth-century British writers: Virginia Woolf (1882--1941), Rebecca West (1892--1983), and Sylvia Townsend Warner (1893--1978). In triangulation, Woolf, West, and Warner provide the specific grounding for the project\u27s more general exploration of the intersections between class issues and literature. The Introduction forges the eclectic critical method defined as reading for class, and articulates the historical-political purposes of the method and of the study itself. In Chapter One, analyses of two of Woolf\u27s lesser-known texts, the Introductory Letter to the collection Life as We Have Known It (1931) and Nurse Lugton\u27s Golden Thimble (1965), are juxtaposed with a reading of Mrs. Dalloway (1925). In Chapter Two, West\u27s early journalism is linked with her novel The Return of the Soldier (1918), which is explored at length. Chapter Three reviews Warner\u27s early novels, her 1931 poem Opus 7, and her 1959 lecture Women as Writers, and offers an extended discussion of her second novel, The True Heart (1929). Class differences are represented within the writing produced by these authors in this period, but class is of equal significance in our critical appraisals of their work. In its double layering of class analysis, the dissertation reads for class not only in literary texts, but also in interpretations of them. In the postmodern context, class is a particularly illuminating difference. The method developed in Reading for Class reveals and repoliticizes class within a nexus of discourses that shape literary and critical texts

The lasting effects of instruction and supervision in interaction analysis on the teaching behavior, effectiveness, and attitudes of inservice physical educators

This investigation studied the long-term effects on inservice physical educators\u27 teaching environments, including observed teaching behavior, teaching effectiveness, and attitudes toward teaching, as a result of the supervision and/or instruction in interaction analysis (IA) received during undergraduate teacher training. [This is an excerpt from the abstract. For the complete abstract, please see the document.

The regulation of glucose transport in cultured vascular smooth muscle cells by angiotensin II and glucose

Glucose transport was assessed in vascular smooth muscle (VSM) cells by measuring the uptake of a radiolabeled non-metabolizable glucose analog, [3H]-2-deoxglucose. VSM cells, isolated from rat aortae by enzymatic digestion, were maintained in culture in Dulbecco\u27s Modified Eagle Medium supplemented with 10% newborn calf serum at 37°C with 5% CO2 and air. Angiotensin II (AU) increased glucose transport by 84%. Significant stimulation occurred by two hours of exposure with the maximum effect being observed between six and eight hours. All effects were concentration dependent with a threshold response being detected at 0.1 nM. All-stimulated transport was blocked by an AU receptor antagonist. AII stimulation was shown to require protein synthesis. A specific protein synthesized in response to AII stimulation was the GLUT 1 glucose transporter as assessed by western blot analysis, using an antibody generated against the carboxyl terminus of the GLUT 1 transporter. Protein kinase C (PKC) stimulation with phorbol esters significantly increased glucose uptake. The majority of evidence from PKC inhibition and downregulation studies however, suggest AU is capable of stimulating glucose transport through a PKC-independent mechanism. Extracellular calcium and calmodulin appear to be required for AU stimulation of glucose transport. Hyperglycemic conditions reduced basal glucose transport. The maximum rate of All-stimulated transport was not appreciably altered by the glycemic state; however, the relative effectiveness of AII at different concentrations of glucose varied with media glucose concentration

Digital Commons: Supporting You on the Front Lines

The coronavirus pandemic has shown us just how fast libraries – and those who support them -- need to move to meet newly emerging needs in the academic and research communities. We’re all finding new ways of working, and it’s been inspiring to us to see how the community is finding value in revisiting different capabilities of Digital Commons, such as conference hosting. We are excited, too, that the roadmap we are on complements this new environment by increasing your efficiency in supporting all these needs – like automating time-consuming processes such as content ingestion; implementing APIs to make your repository content as valuable as possible; and bringing an even greater variety of metrics to your dashboards. We’ll share what we’re doing in the background so you can stay effective on the front lines, supporting your students, faculty, and administration

El uso de los objetos de aprendizaje reutilizables en la enseñanza de la poesía inglesa: explorando la influencia de las prácticas pedagógicas predominantes

peer-reviewedDespite the attempts to integrate ICT across the curriculum of all post-primary education systems in the developed world there remains low levels of use. One of the major reasons for this low level of use is the availability of curriculum relevant software. In recent years the availability of high quality authoring tools has provided opportunities for the low-cost development of highly reusable curricular relevant materials. The increasing use of educational repositories can now facilitate the wide-scale distribution of these resources. This has the potential to reconceptualise use of ICT across the curriculum in schools, particularly in the Humanities area. This research aimed to design curriculum specific educational software and explore the ways in which it was used by Irish post-primary teachers in their teaching of English. The research found that teachers used the software in different ways largely mirroring existing pedagogical practices. The research raises a number of issues for the development of such tailor-made solutions and highlights opportunities for future developers. The research concludes by presenting a tentative conceptual model of the nature of Reusable Learning Objects (RLOs) use and the implications for future development and use of reusable learning objects

Religion, Sex, and Family: The Role of Family Religiosity and Sex Communication in Emerging Adults’ Sexual Behaviors

Religion plays an important role in many people’s lives and can impact both physical and mental health. A growing body of research has examined potential links between religiosity and health behaviors and outcomes in adolescents and young adults, in particular adolescents’ sexual risk behaviors. Consequences of sexual risk represent a major health concern in the United States, particularly among adolescents and young adults. Risky sexual behavior is common among college students; campus “hook-up” culture promotes casual and unplanned sexual encounters (Burdette, Hill, Ellison, & Glenn, 2009; Grello, Welsh, & Harper, 2006), and students often perceive potentially risky sexual behaviors (including oral sex and anal sex) to be less intimate (and therefore more allowable) than sexual intercourse (Chambers, 2007; Kelly & Kalichman, 2002; H. Lyons, Manning, Giordano, & Longmore, 2013). Parents have consistently been identified as the most important source of religious influence, both in childhood and adolescence, and into adulthood. Research also shows that parents can play an important role in adolescents’ sexual health decision making through their parent-teen relationships, parenting practices, and communication about sex and sexual risk. The current study of undergraduate students (n=608) extends the literature in order to improve our understanding of the relationships between multi-dimensional aspects of family religiosity and family sex communication and college students’ religiosity, attitudes about sex, sexual activity, and sexual risk and protective behaviors. Based on social learning theory’s principles of observation, communication, and social interaction, this study examined the ways in which college students’ religiosity and attitudes about sex, and ultimately their sexual risk and protective behaviors, are associated with family modeling of religiosity and family communication about sex. Findings suggest that a higher degree of family religiosity is significantly associated with aspects of students’ sexual activity and sexual risk, while more comprehensive family communication about sex is significantly associated with some aspects of students’ sexual activity. Potential mediation of parental monitoring during high school and students’ current sex attitudes is also explored

A comparison of two nutrition education programs for weight control

An evaluation of two nutrition education programs for weight control was conducted by comparing a 3-day weight control seminar with a 6-week weight control series. Criteria used in judging the effectiveness of each method included skinfold measurements, mid-arm circumference measurements, weight, and change in eating and exercise habits. Subjects were measured at the beginning of each of the programs and again four months later to see if there were any lasting changes. Analysis of the data revealed that individuals in the 6-week series program apparently changed their eating habits after the program and consumed more low-calorie foods that were high in nutritive value. There was no apparent change in eating habits of the individuals completing the 3-day seminar