After the Final Bell: The Self-Directed Learning Practices of Elementary Teachers

Are elementary teachers self-directed learners? If so, do their learning activities outside their classrooms translate into their classrooms? The purpose of this study was to examine the relationship, if any, between elementary teachers’ self-directed learning and activities in their classrooms. A two phase, mixed methods design first utilized a quantitative study from which the results were used to denote the type of data collected in the second, qualitative phase. The quantitative Phase I of this study involved using a survey instrument in order to identify self-directed learners and identify categories of teacher learners. These quantitative data were gathered through the use of the Self-Directed Learning Readiness Scale [SDLRS/LPA] (Guglielmino 1977) which was administered online to 100 teacher respondents. The responses to the instruments were also analyzed statistically in order to generate descriptive statistics for this population of teachers. For the teachers in this study [N=100], the mean was 240.89 with a standard deviation of 2.019. The range was 91 and the variance was 407.735. This score fell within the “above average” range which indicated the teachers had developed an above average readiness for self-directed learning and determination of their own learning needs and goals and the ability to plan and carry out their own learning (Guglielmino 2011). In Phase II, nine teachers scoring “high” and “above average” were interviewed. Results from the interviews revealed that teachers participate in self-directed learning activities which expressed their creative and professional selves. When the teachers in this study found that professional development did not meet the immediate needs of their classroom, they planned and sought additional knowledge on their own. It was found that teacher self-directed learning actually included characteristics that research has found to be essential for successfully implemented professional development that results in improved student achievement. Implications of the study for practice and further research were also discussed

Translation initiation factor eIF3 promotes programmed stop codon readthrough.

Programmed stop codon readthrough is a post-transcription regulatory mechanism specifically increasing proteome diversity by creating a pool of C-terminally extended proteins. During this process, the stop codon is decoded as a sense codon by a near-cognate tRNA, which programs the ribosome to continue elongation. The efficiency of competition for the stop codon between release factors (eRFs) and near-cognate tRNAs is largely dependent on its nucleotide context; however, the molecular mechanism underlying this process is unknown. Here, we show that it is the translation initiation (not termination) factor, namely eIF3, which critically promotes programmed readthrough on all three stop codons. In order to do so, eIF3 must associate with pre-termination complexes where it interferes with the eRF1 decoding of the third/wobble position of the stop codon set in the unfavorable termination context, thus allowing incorporation of near-cognate tRNAs with a mismatch at the same position. We clearly demonstrate that efficient readthrough is enabled by near-cognate tRNAs with a mismatch only at the third/wobble position. Importantly, the eIF3 role in programmed readthrough is conserved between yeast and humans

Nurses Alumni Association Bulletin, Fall 2011

2011 - 2012 Meeting Date Calendar Cover 2012 Annual Luncheon & Meeting Notice Officers, Committee Chairs, Satellite and Volunteers Bulletin Publication Committee The President\u27s Message Treasurer\u27s Report Resume of Minutes Office News Committee Reports Social Scholarship Relief Trust Fund Nominating Satellite - Harrisburg Satellite Area Bulletin By Laws Annual Giving Janet C. Hindson Award Janet C. Hindson Award Criteria Janet C. Hindson Award Recipient and Nominees Memories Era Ending (Part Two) Mary Schaal, EdD, RN Medical Clinic Psychology and Nursing Happy Birthday -To Be 80 or More 50th Anniversary Class Lists for 1961 Luncheon Attendees Center Page 1962 - Anniversary Class List for 2012 Annual Luncheon Comments In Memoriam, Names of Deceased Graduates Class News Additional Information, Pins, Transcripts & Address Info Scholarship Fund Application Certification Reimbursement Application Relief Fund Application List of Hotels Campus Ma

The Relationship Between Fermented Foods and Depression: A Systematic Review

Depression is a global health issue that is socially and economically expensive. The gut microbiome influences depression, and fermented foods contain bacteria that contribute to the ecology of the gut microbiome. We performed a systematic review of clinical research that examines the relationship between fermented food and depression by conducting an electronic search of four academic databases using the search terms fermented, fermented foods, fermentation, and depression. The inclusion criteria are: inpatient, outpatient, and community settings; human participants age 5-110 years old; any diagnosis of depression; daily ingestion of fermented foods regardless of ingredients; written in English; published full text articles accessible through St. Catherine University; random controlled trials, case reports, cross-sectional studies, cohort studies, and clinical trials; and any measured change in depression after daily ingestion of fermented food. We identified 64 articles, and only two met the inclusion criteria. Both studies indicate a positive trend between fermented food supplementation and improvement in depression. Results are presented in a narrative synthesis, however, there were too few studies to draw major or significant conclusions. Researching multifaceted issues including the gut microbiome and depression in a reductive manner is paradoxical and inadequate. We suggest a more holistic approach with epistemological and ontological assumptions that account for the complexities and synergies in the human body

Funkční a biochemická charakterizace elF3 a elF3j v Saccharomyces cerevisiae a lidských buňkách

3 Abstract 3.1 english Translation is divided into initiation, elongation, termination and ribosome recycling. One of the largest eukaryotic initiation factors (eIF), eIF3, plays a role in nearly all steps of initiation and was recently also implicated in ribosomal recycling. Here we uncovered novel roles for eIF3 in translation termination in yeast, where the five core eIF3 subunits and their loosely associated eIF3j/HCR1 accessory factor control stop codon read-through in the opposite manner. In addition, we further characterized the function of eIF3j in initiation. Structural analysis revealed that the conserved tryptophan residue in the human eIF3j N-terminal acidic motif (NTA) is held in the hydrophobic pocket of the human eIF3b RNA recognition motif (RRM). This binding mode was shown to be conserved in yeast ensuring efficient 40S-binding by eIF3 and stringency of AUG recognition, where j/HCR1 seems to co-operate with eIF1A. We found that the N-terminal half of j/HCR1 in yeast is sufficient for fulfilling all functions of the full-length protein necessary for wild-type growth. Despite the logical dispensability of the j/HCR1 C- terminal half, it was shown that it bears a specific KERR motif that is evolutionary conserved and contained also within the HCR1-like domain of a/TIF32, through which it...3 Abstrakt 3.2 český Translace se dělí na iniciaci, elongaci, terminaci a recyklaci ribozómů. Eukaryotický iniciační faktor (eIF) 3 je jeden z největších iniciačních faktorů a hraje důležitou roli ve většině reakcí během iniciace translace. Byl taktéž spojován s fází recyklace ribozómů. Nyní jsme však objevili jeho další funkci, a to v terminaci translace v kvasinkách, kde komplex eIF3 a jeho nestechiometricky vázaná podjednotka eIF3j/HCR1 ovlivňují terminaci translace a působí na rozpoznání STOP kodónu antagonisticky. Taktéž jsme charakterizovali funkci eIF3j v iniciaci translace. Strukturní analýza ukázala vazbu mezi evolučně konzervovaným tryptofanem v N-koncovém kyselém motivu (NTA) lidského eIF3j a hydrofóbní kapsou v RNA rozpoznávajícím motivu (RRM) lidského eIF3b. Tato vazba je konzervovaná rovněž v kvasinkách, kde zajištuje dostatečnou vazbu eIF3 na 40S ribozomální podjednotku. Má vliv na přesnost rozpoznání počátečního kodónu AUG, přičemž se zdá, že j/HCR1 při tom spolupracuje s eIF1A. Zjistili jsme, že první polovina j/HCR1 je v kvasinkách dostačující pro zajištění všech funkcí celého proteinu, které jsou zapotřebí pro růst přirozeného kmenu. Druhá polovina pak obsahuje evolučně konzervovaný specifický motif KERR, který je taktéž obsažen v HCR1-like doméně podjednotky a/TIF32. Tato část j/HCR1...Department of Genetics and MicrobiologyKatedra genetiky a mikrobiologieFaculty of SciencePřírodovědecká fakult

Grindr Users Take More Risks, but Are More Open to Human Immunodeficiency Virus (HIV) Pre-exposure Prophylaxis: Could This Dating App Provide a Platform for HIV Prevention Outreach?

BackgroundTechnology has changed the way that men who have sex with men (MSM) seek sex. More than 60% of MSM in the United States use the internet and/or smartphone-based geospatial networking apps to find sex partners. We correlated use of the most popular app (Grindr) with sexual risk and prevention behavior among MSM.MethodsA nested cohort study was conducted between September 2018 and June 2019 among MSM receiving community-based human immunodeficiency virus (HIV) and sexually transmitted infection (STI) screening in central San Diego. During the testing encounter, participants were surveyed for demographics, substance use, risk behavior (previous 3 months), HIV pre-exposure prophylaxis (PrEP) use, and Grindr usage. Participants who tested negative for HIV and who were not on PrEP were offered immediate PrEP.ResultsThe study included 1256 MSM, 1090 of whom (86.8%) were not taking PrEP. Overall, 580 of 1256 (46%) participants indicated that they used Grindr in the previous 7 days. Grindr users reported significantly higher risk behavior (greater number of male partners and condomless sex) and were more likely to test positive for chlamydia or gonorrhea (8.6% vs 4.7% of nonusers; P = .005). Grindr users were also more likely to be on PrEP (18.7% vs 8.7% of nonusers; P < .001) and had fewer newly diagnosed HIV infections (9 vs 26 among nonusers; P = .014). Grindr users were also nearly twice as likely as nonusers to initiate PrEP (24.6% vs 14%; P < .001).ConclusionsGiven the higher risk behavior and greater acceptance of PrEP among MSM who used Grindr, Grindr may provide a useful platform to promote HIV and STI testing and increase PrEP uptake

Expression of CD226 is associated to but not required for NK cell education

AbstractDNAX accessory molecule-1 (DNAM-1, also known as CD226) is an activating receptor expressed on subsets of natural killer (NK) and T cells, interacts with its ligands CD155 or CD112, and has co-varied expression with inhibitory receptors. Since inhibitory receptors control NK-cell activation and are necessary for MHC-I-dependent education, we investigated whether DNAM-1 expression is also involved in NK-cell education. Here we show an MHC-I-dependent correlation between DNAM-1 expression and NK-cell education, and an association between DNAM-1 and NKG2A that occurs even in MHC class I deficient mice. DNAM-1 is expressed early during NK-cell development, precedes the expression of MHC-I-specific inhibitory receptors, and is modulated in an education-dependent fashion. Cd226−/− mice have missing self-responses and NK cells with a normal receptor repertoire. We propose a model in which NK-cell education prevents or delays downregulation of DNAM-1. This molecule endows educated NK cells with enhanced effector functions but is dispensable for education.</jats:p

A narrative investigation of adult latina's life experience of physical activity adherence

The purpose of this study was to explore the lifelong physical activity (PA) stories of Latinas to determine motives that contribute to exercise adherence behaviors. Using an interview process, life histories were collected from six self-identified PA adherents of Hispanic descent. Three narrative analysis techniques were used to analyze the interviews and the transcript of a follow-up focus group meeting. In the first technique, the Holistic-Content perspective and Labovian transcription were used to identify major themes common in the interviews. Adherence themes that emerged were: 1) culture and family, 2) being pushed, 3) health, 4) role models, and 5) competence. A review of these themes resulted in several suggestions for teaching practitioners: 1) including enjoyment as a criteria for planning activities, 2) focusing on positive reinforcement from teachers and families, 3) providing early opportunities for success, and 4) interacting with strong female role models. A second analysis technique, Lakoff and Johnson's linguistic studies using metaphor to understand one idea in terms of another, yielded the concept of love as health. Study participants frequently used the terms love and addiction in connection with PA. Participants suggested the following as characteristics of healthy love relationships: loyalty, community, positive results, and variety. The term addiction, while not specifically a metaphor, emerged during this process as a powerful exercise adherence motivator. Euphoria and "not feeling right unless I exercise" were cited as primary reasons for adherence behavior. The third technique used was Borman's Symbolic Convergence Theory in which a rhetorical community is formed around a fantasy theme. The theme "perfect body" was identified in the stories as common to four of the participants. Via the media and pop culture, the rhetorical community communicates that a "perfect body" can be achieved with PA and diet. The oppressive gendered message here is that a woman's worth is largely determined by the look of her body, and having the perfect body is the way to success. Facilitating the shift from solely external motivators to a more balanced internal/external set of motivators and from solely negative motivators to positive reasons for exercise adherence is the recommended goal for teaching practitioners