Household wealth and adolescents' social-emotional functioning in schools.

This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-emotional competencies varies according to how the partitions among the upper class, the middle and working classes, and the poor are defined. By emphasizing wealth in the production of classed social-emotional competencies not captured by test scores, our findings suggest that the growth of household wealth has a more salient effect for lower- and middle-class adolescents than the highest class which appears to have the least to gain, in terms of social-emotional competencies, from an increase in household wealth

Communications Biophysics

Contains reports on six research projects.National Science Foundation (Grant G-16526)National Institutes of Health (Grant MH-04737-02

The nucleotide addition cycle of RNA polymerase is controlled by two molecular hinges in the Bridge Helix domain

Abstract Background Cellular RNA polymerases (RNAPs) are complex molecular machines that combine catalysis with concerted conformational changes in the active center. Previous work showed that kinking of a hinge region near the C-terminus of the Bridge Helix (BH-HC) plays a critical role in controlling the catalytic rate. Results Here, new evidence for the existence of an additional hinge region in the amino-terminal portion of the Bridge Helix domain (BH-HN) is presented. The nanomechanical properties of BH-HN emerge as a direct consequence of the highly conserved primary amino acid sequence. Mutations that are predicted to influence its flexibility cause corresponding changes in the rate of the nucleotide addition cycle (NAC). BH-HN displays functional properties that are distinct from BH-HC, suggesting that conformational changes in the Bridge Helix control the NAC via two independent mechanisms. Conclusions The properties of two distinct molecular hinges in the Bridge Helix of RNAP determine the functional contribution of this domain to key stages of the NAC by coordinating conformational changes in surrounding domains.</p

Proceedings of Patient Reported Outcome Measure’s (PROMs) Conference Oxford 2017: Advances in Patient Reported Outcomes Research

A33-Effects of Out-of-Pocket (OOP) Payments and Financial Distress on Quality of Life (QoL) of People with Parkinson’s (PwP) and their Carer

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children’s engagement in college-aligned actions and whether this process varies according to student immigrant generation status. Results suggest that regardless of immigrant generation, Hispanic students who take instrumental steps during high school that are aligned with admission to college have a greater probability of initially enrolling in a four-year institution. Importantly, however, the influence of different forms of parent social capital during the process of four-year college enrollment varies markedly according to student immigrant generation

The Hazards of Changing Schools for California Latino Adolescents

Students in the United States are highly mobile. Previous research has shown that the majority of students in the United States change schools between grades 1 and 12 for reasons other than promotion from one level to another (e.g., elementary to middle school.). Research also has found that student mobility is generally detrimental to student achievement. Despite this evidence, the issue of student mobility has not received much attention from educational researchers, practitioners, or policy makers.In this report we examine student mobility among California Latino adolescents. Student mobility may be especially important in California because of its highly mobile population. Latinos are the largest and fastest growing segment of the state population. According to California Department of Finance estimates, the Latino public-school population is projected to triple in size between 1986 and 2006, while the non-Latino public-school population is projected to decrease (see Figure 1.1). Consequently, if student mobility can be problematic for both students and schools, as previous research suggest, it is especially important to understand the nature of mobility among the Latino population.Using longitudinal data on two samples of California students—the first a group of 8th grade students who were surveyed over a sex-year period from 1988 to 1994; and the second a group of low-income, urban Latino 7th grade students who were first studied over a six-year period from 1990 to 1996—this study examined the incidence, causes, and consequences of student mobility, particularly during high school. Throughout this study we examine differences between Latino and non-Latino white students, as well as differences among Latino students. Here we summarize some of the major findings of this study