Alien Registration- Shelley, Mary (Lewiston, Androscoggin County)

https://digitalmaine.com/alien_docs/28171/thumbnail.jp

Frankenstein

Frankenstein; or, The Modern Prometheus (1818) is a novel written by English author Mary Shelley. The novel follows Victor Frankenstein, a young scientist who, using unorthodox scientific experiments, creates a sapient creature. At just 18 years old Shelley began writing the novel which was later published anonymously in London in 1818, when she was 20

A SURVEY OF TEACHERS’ AND PRINCIPALS’ PRACTICES AND CHALLENGES IN FOSTERING NEW IMMIGRANT PARENT INVOLVEMENT

This research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents’ support for their children’s literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage parents to read to their children in their mother tongue. Teachers need to increase their awareness of parents’ perceptions of authority and the role of their first language for success in their children’s English literacy. Teachers also need to understand parents’ role as co‐teachers at home. Key words: home‐school relationships, ESL parents, parents as co‐teachers, homework support Cette recherche faisant appel à un questionnaire et à des données tirées d’entrevues porte sur les pratiques et les défis d’enseignants du sud de l’Ontario qui veulent inciter des parents immigrants à favoriser la littératie chez leurs enfants. Les résultats indiquent que les enseignants apprennent à connaître la langue et la culture de leurs élèves, modifient les devoirs qu’ils demandent à leurs élèves en anglais langue seconde (ALS), de faire à la maison et encouragent les parents à faire la lecture à leurs enfants dans leur langue maternelle. Les enseignants ont besoin de se familiariser davantage avec les perceptions qu’ont les parents de l’autorité et du rôle de la langue maternelle dans le succès des enfants en littératie en anglais. Les enseignants doivent aussi comprendre le rôle des parents comme co‐enseignants à la maison. Mots clés : liens maison‐école, parents et ALS, parents comme co‐éducateurs, soutien pour les devoirs faits à la maison

Identification of a new binding motif for the paired domain of Pax-3 and unusual characteristics of spacing of bipartite recognition elements on binding and transcription activation

Pax-3, a transcription factor that is required for development of the embryonic neural tube, neural crest, and somitic derivatives, contains two DNA-binding domains, a paired domain, and a paired-type homeodomain. Although Pax-3 binds to sequences related to the e5 element of the Drosophila even-skipped gene, the sequence requirements of an optimal Pax-3 response element have not been well characterized. Using both DNA-binding domains and a pool of random oligonucleotides, we identified a new paired box consensus motif, “GTTAT,” which was located 1, 4, 5, 8, or 13 base pairs downstream of the homeobox binding motif, “ATTA.” Binding analysis of these sequences demonstrated that the distance between recognition elements for the homeodomain and the paired domain affects affinity. Specifically, spacing elements 1 or 13 base pairs apart from each other conferred low affinity Pax-3 binding, whereas intermediate spacing (5 or 8 base pairs) conferred high affinity binding. Contrary to previous reports, oligonucleotides deleted for either the ATTA or the GTTAT could also be bound by Pax-3, although both sites were necessary for maximal affinity. Finally, transient transfections demonstrated that Pax-3 trans-activation correlated with binding affinity. Because the Pax-3-responsive genes identified to date contain almost exclusively low affinity binding sequences, our analysis indicates that they may be responsive to Pax-3 only when cellular levels are high

College and University Dining Services Administrators’ Intention to Adopt Sustainable Practices: Results from US Institutions

This study examined college and university dining services administrators’ (CUDSAs) intention to adopt sustainable practices. The theory of planned behavior (TPB) including constructs of subjective norm, attitude, perceived behavior control, and personal norm, formed the theoretical framework. A web-based questionnaire was developed, pretested, and distributed to 535 CUDSAs in the U.S.A. Results indicated that subjective norm (pressure from others) had the most influence on CUDSAs’ intention to adopt sustainable practices, followed by attitude and personal norm. Including the personal norm construct in the TPB model reduced unexplained variance by 33.48%. Limitations of this research are generalizability of results due to use of a sample of U.S.A. members of a professional organization (National Association of College and University Food Services) and low response rate. Results suggest that pressure from college administrators and students has the greatest impact on CUDSAs’ decisions to adopt sustainable practices. The question of why some university dining operations are models for sustainability and others have few sustainable practices has not been explored. The dining services director plays a key role in determining sustainability efforts for that operation. This research explored factors influencing a director’s intention to adopt sustainable practices