Interleukin 18 function in atherosclerosis is mediated by the interleukin 18 receptor and the Na-Cl co-transporter

Interleukin-18 (IL18) participates in atherogenesis through several putative mechanisms1, 2. Interruption of IL18 action reduces atherosclerosis in mice3, 4. Here, we show that absence of the IL18 receptor (IL18r) does not affect atherosclerosis in apolipoprotein E–deficient (Apoe−/−) mice, nor does it affect IL18 cell surface binding to or signaling in endothelial cells. As identified initially by co-immunoprecipitation with IL18, we found that IL18 interacts with the Na-Cl co-transporter (NCC; also known as SLC12A3), a 12-transmembrane-domain ion transporter protein preferentially expressed in the kidney5. NCC is expressed in atherosclerotic lesions, where it colocalizes with IL18r. In Apoe−/− mice, combined deficiency of IL18r and NCC, but not single deficiency of either protein, protects mice from atherosclerosis. Peritoneal macrophages from Apoe−/− mice or from Apoe−/− mice lacking IL18r or NCC show IL18 binding and induction of cell signaling and cytokine and chemokine expression, but macrophages from Apoe−/− mice with combined deficiency of IL18r and NCC have a blunted response. An interaction between NCC and IL18r on macrophages was detected by co-immunoprecipitation. IL18 binds to the cell surface of NCC-transfected COS-7 cells, which do not express IL18r, and induces cell signaling and cytokine expression. This study identifies NCC as an IL18-binding protein that collaborates with IL18r in cell signaling, inflammatory molecule expression, and experimental atherogenesis

A Teacher\u27s Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English/Language Arts

A Teacher\u27s Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English/Language Artsprovides teachers and administrators a blueprint for differentiating the Common Core State Standards for English Language Arts for gifted and advanced students through the use of acceleration, depth, complexity, and creativity within and across grade levels. It illustrates the differences between learning experiences for typical and advanced students based on the same standard and provides an array of examples across five of the information text and literary text standards while integrating the other aspects of language arts teaching and learning. The book highlights implementation features, such as classroom management and assessment of student work, that allow teachers to make data-based decisions about instruction for particular students. It also offers guidance to teachers on reading selections for advanced learners at all grade levels

You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents

Hispanic students\u27 awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students\u27 reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research

Understanding the Experiences of Bilingual, Latino/a Adolescents: \u3ci\u3eVoices from Gifted and General Education\u3c/i\u3e

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided

Code Switching Among Bilingual And Limited English Proficient Students: Possible Indicators Of Giftedness

Code switching includes the use of complete sentences, phrases, and borrowed words from another language (Brice & Brice, 2000). It is a common linguistic phenomenon noted among bilingual populations. In order to code switch effectively, students must possess a high level of understanding of the 2 cultures, as well as a deep understanding of the underlying structures and purposes of 2 language systems. Code switching, rather than reflecting the traditional view of a disadvantaged and semiliterate background, actually reflects an intellectual advantage. However, code switching has not commonly been perceived as a positive trait by schools, teachers, or the majority culture. Assessments for nomination and identification of giftedness have traditionally been either single-language oriented or use concepts and behaviors that are reflective of the majority culture. This article explores some of the aspects of code switching and possible resultant behaviors of bilingual children who are gifted. Copyright © 2006 Prufrock Press Inc

Psychometric Properties of the School Attitude Assessment Survey–Revised With International Baccalaureate High School Students

In two studies (ns = 312 and 1,149) with 9- to 12-grade students in pre–International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey–Revised (SAAS-R). Reliabilities of the five SAAS-R subscale scores were good (αs \u3e .80) for pre-IB (Grades 9-10) and IB students (Grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared with IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students’ GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students’ academic achievement