Exploring The College Enrollment of Students from Rural Areas: Considerations for Scholarly Practitioners

Rural students graduate high school at a rate comparable to their urban and suburban peers; however, people from rural areas attend college at the lowest rate. Due to this discrepancy and the ever-growing importance of postsecondary education, this article summarizes and synthesizes works on the college enrollment of students from rural areas. The article begins with background information on the benefits of postsecondary education, definitions of rurality, the educational attainment of rural people, as well as institutional type and attendance patterns of rural students. Next, using Bronfenbrenner’s ecological model of human development as a guiding framework, literature about the individual, family, and school factors associated with the college enrollment of rural people is reviewed. Based upon these discussions, recommendations for educational practices are explored, providing ways to promote the postsecondary enrollment of people from rural areas. These sections are then summarized within one table as a quick guide and resource for student affairs and higher education scholarly practitioners. Recommendations for educational research are also included towards the end of the article

Exploring The College Enrollment of Students from Rural Areas: Considerations for Scholarly Practitioners

Rural students graduate high school at a rate comparable to their urban and suburban peers; however, people from rural areas attend college at the lowest rate. Due to this discrepancy and the ever-growing importance of postsecondary education, this article summarizes and synthesizes works on the college enrollment of students from rural areas. The article begins with background information on the benefits of postsecondary education, definitions of rurality, the educational attainment of rural people, as well as institutional type and attendance patterns of rural students. Next, using Bronfenbrenner’s ecological model of human development as a guiding framework, literature about the individual, family, and school factors associated with the college enrollment of rural people is reviewed. Based upon these discussions, recommendations for educational practices are explored, providing ways to promote the postsecondary enrollment of people from rural areas. These sections are then summarized within one table as a quick guide and resource for student affairs and higher education practitioner-scholars. Recommendations for educational research are also included towards the end of the article

Upright and left out: Posture moderates the effects of social exclusion on mood and threats to basic needs

The present study sought to examine the relationship between the experience of social-exclusion (ostracism), the posture that one maintains while being socially included or excluded, and how these factors impact basic needs (e.g., feelings of belonging) and mood

Children See Rabbit, not Peter; : Young Children’s Responses to an Anthropomorphic Picture Scale

Previous research suggests that character realism influences children’s responses to stories. This study explored 3- to 7-year-old children’s ratings of thought, feeling, self-knowledge and intention for humans, real animals and anthropomorphised animal characters. Ratings were similar for real and anthropomorphised animals and significantly lower than those for humans. These findings may relate to the observed poorer outcomes following stories depicting anthropomorphic animals, relative to human characters. Individual differences in internal state attribution and corresponding responses to anthropomorphised narratives might be usefully explored with this scale

Oxygen transfer rate model for cell-free and predictive D.O. control in intensified bioreactor processes

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Sustained low-dose treatment with the histone deacetylase inhibitor LBH589 induces terminal differentation of osteosarcoma cells

Histone deacetylase inhibitors (HDACi) were identified nearly four decades ago based on their ability to induce cellular differentiation. However, the clinical development of these compounds as cancer therapies has focused on their capacity to induce apoptosis in hematologic and lymphoid malignancies, often in combination with conventional cytotoxic agents. In many cases, HDACi doses necessary to induce these effects result in significant toxicity. Since osteosarcoma cells express markers of terminal osteoblast differentiation in response to DNA methyltransferase inhibitors, we reasoned that the epigenetic reprogramming capacity of HDACi might be exploited for therapeutic benefit. Here, we show that continuous exposure of osteosarcoma cells to low concentrations of HDACi LBH589 (Panobinostat) over a three-week period induces terminal osteoblast differentiation and irreversible senescence without inducing cell death. Remarkably, transcriptional profiling revealed that HDACi therapy initiated gene signatures characteristic of chondrocyte and adipocyte lineages in addition to marked upregulation of mature osteoblast markers. In a mouse xenograft model, continuous low dose treatment with LBH589 induced a sustained cytostatic response accompanied by induction of mature osteoblast gene expression. These data suggest that the remarkable capacity of osteosarcoma cells to differentiate in response to HDACi therapy could be exploited for therapeutic benefit without inducing systemic toxicity

Cre-dependent DNA recombination activates a STING-dependent innate immune response

Gene-recombinase technologies, such as Cre/loxP-mediated DNA recombination, are important tools in the study of gene function, but have potential side effects due to damaging activity on DNA. Here we show that DNA recombination by Cre instigates a robust antiviral response in mammalian cells, independent of legitimate loxP recombination. This is due to the recruitment of the cytosolic DNA sensor STING, concurrent with Cre-dependent DNA damage and the accumulation of cytoplasmic DNA. Importantly, we establish a direct interplay between this antiviral response and cell-cell interactions, indicating that low cell densities in vitro could be useful to help mitigate these effects of Cre. Taking into account the wide range of interferon stimulated genes that may be induced by the STING pathway, these results have broad implications in fields such as immunology, cancer biology, metabolism and stem cell research. Further, this study sets a precedent in the field of gene-engineering, possibly applicable to other enzymatic-based genome editing technologies

Cre-dependent DNA recombination activates a STING-dependent innate immune response

Gene-recombinase technologies, such as Cre/loxP-mediated DNA recombination, are important tools in the study of gene function, but have potential side effects due to damaging activity on DNA. Here we show that DNA recombination by Cre instigates a robust antiviral response in mammalian cells, independent of legitimate loxP recombination. This is due to the recruitment of the cytosolic DNA sensor STING, concurrent with Cre-dependent DNA damage and the accumulation of cytoplasmic DNA. Importantly, we establish a direct interplay between this antiviral response and cell-cell interactions, indicating that low cell densities in vitro could be useful to help mitigate these effects of Cre. Taking into account the wide range of interferon stimulated genes that may be induced by the STING pathway, these results have broad implications in fields such as immunology, cancer biology, metabolism and stem cell research. Further, this study sets a precedent in the field of gene-engineering, possibly applicable to other enzymatic-based genome editing technologies

Adverse and benevolent childhood experiences among adults in the United Kingdom : a latent class analysis

Background: Adverse childhood experiences (ACEs) are important factors for population mental and physical health. While considerable public health literature demonstrates the global relevance of ACEs, more recent research shows that benevolent childhood experiences (BCEs) might be important to consider in their direct and mitigating roles for psychological distress and other mental health outcomes. There is little evidence of latent class examinations involving both ACEs and BCEs among adults in western nations. The present study sought to replicate and extend prior literature by: (1) assessing the extent to which past latent class groupings reproduce in present samples, and (2) analyzing the association of latent classes of childhood experiences with psychological distress and suicidal thoughts and behaviours (STBs). We examined psychological distress (i.e., depression, anxiety, post-traumatic stress, general wellbeing) and STBs (i.e., suicidal ideation, self-harm ideation and behaviour, entrapment, and defeat). Method: Data were drawn from two nationwide cross-sectional online survey studies in the United Kingdom. The first sample (N = 488) was drawn from a study on suicidal behaviour, and the second sample (N = 447) was from a study concerning risk for interpersonal violence. Results: Results largely replicated an existing four class solution of childhood experiences: Class 1 (Moderate ACEs/High BCEs; 17.6%), Class 2 (High ACEs/Moderate BCEs; 15.3%), Class 3 (Low ACEs/High BCEs; 48.3%), and Class 4 (Low ACEs/Moderate BCEs; 18.8%). Class 2 (High ACEs/Moderate BCEs) was associated with consistently worse psychological distress and STBs. Classes containing high BCEs (1 and 3) were characterized by generally lower levels of psychological distress and STBs. Conclusions: Results affirm the potential value for jointly considering ACEs and BCEs to understand psychological distress and STBs. ACEs and BCEs may serve foundational roles in theories of suicide. The protective role of BCEs hypothesized in resiliency theory may be supported. Prevention practice and research implications are discussed

Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later

We investigated whether learning an artificial language at 17 months was predictive of children’s natural language vocabulary and grammar skills at 54 months. Children at 17 months listened to an artificial language containing non-adjacent dependencies, and were then tested on their learning to segment and to generalise the structure of the language. At 54 months, children were then tested on a range of standardised natural language tasks that assessed receptive and expressive vocabulary and grammar. A structural equation model demonstrated that learning the artificial language generalisation at 17 months predicted language abilities – a composite of vocabulary and grammar skills – at 54 months, whereas artificial language segmentation at 17 months did not predict language abilities at this age. Artificial language learning tasks – especially those that probe grammar learning – provide a valuable tool for uncovering the mechanisms driving children’s early language development