Preparing for Employment: On the Home Front

Work-based learning during the school years leads to better postschool employment outcomes (Hughes, Moore, & Bailey, 1999). Volunteer experiences and unpaid internships, in addition to paid employment, can be steppingstones to future employment. Youth and their families need not rely solely on school programs to pursue such opportunities. They can do much on their own to launch the youth's career search. Recent studies demonstrate the effectiveness of using personal networks as a job search strategy (Timmons, Hamner, & Boes, 2003), and highlight the fact that families make key contributions to successful employment outcomes for individuals with disabilities (26th Institute on Rehabilitation Issues, 2000).There are creative ways to combine community relationships, a young person's interests, and family or personal networks to help a young person effectively explore work-based learning outside of school settings. Parents may seek opportunities through co-workers, relatives, and neighbors. Moreover, parents often know their children better than professionals do and can help their sons and daughters explore their unique abilities, strengths, and interests -- all of which may lead to an appropriate career path

Bridge across the Race-Class Chasm

A Review of “Red, White, Black & Blue: A Dual Memoir of Race and Class in Appalachia” by William M. Drennen Jr. & Kojo (William T.) Jones Jr. (Ohio University Press, Athens, 2004

Discriminatory Taxation of Carbonated Beverages: The Case of Ireland

A study of Ireland\u27s decision to eliminate its discriminatory excise tax shows that the revenue loss associated with this action was far less than might otherwise have been expected

Fluorescent ligand for human progesterone receptor imaging in live cells.

We employed molecular modeling to design and then synthesize fluorescent ligands for the human progesterone receptor. Boron dipyrromethene (BODIPY) or tetramethylrhodamine were conjugated to the progesterone receptor antagonist RU486 (Mifepristone) through an extended hydrophilic linker. The fluorescent ligands demonstrated comparable bioactivity to the parent antagonist in live cells and triggered nuclear translocation of the receptor in a specific manner. The BODIPY labeled ligand was applied to investigate the dependency of progesterone receptor nuclear translocation on partner proteins and to show that functional heat shock protein 90 but not immunophilin FKBP52 activity is essential. A tissue distribution study indicated that the fluorescent ligand preferentially accumulates in tissues that express high levels of the receptor in vivo. The design and properties of the BODIPY-labeled RU486 make it a potential candidate for in vivo imaging of PR by positron emission tomography through incorporation of (18)F into the BODIPY core

Assessing the association between pre-course metrics of student preparation and student performance in introductory statistics: Results from early data on simulation-based inference vs. nonsimulation based inference

The recent simulation-based inference (SBI) movement in algebra-based introductory statistics courses (Stat 101) has provided preliminary evidence of improved student conceptual understanding and retention. However, little is known about whether these positive effects are preferentially distributed across types of students entering the course. We consider how two metrics of Stat 101 student preparation (pre-course performance on concept inventory and math ACT score) may or may not be associated with end of course student performance on conceptual inventories. Students across all preparation levels tended to show improvement in Stat 101, but more improvement was observed across all student preparation levels in early versions of a SBI course. Furthermore, students' gains tended to be similar regardless of whether students entered the course with more preparation or less. Recent data on a sample of students using a current version of an SBI course showed similar results, though direct comparison with non-SBI students was not possible. Overall, our analysis provides additional evidence that SBI curricula are effective at improving students' conceptual understanding of statistical ideas post-course regardless student preparation. Further work is needed to better understand nuances of student improvement based on other student demographics, prior coursework, as well as instructor and institutional variables.Comment: 16 page