Targeted Cognitive-Based Tier II Interventions to Increase Student Achievement

The purpose of this study was to examine whether targeted cognitive-based reading interventions are more effective than traditional evidence-based Tier II reading interventions. Ninety students who performed in the lowest third on a state reading test from a rural school district in Virginia were placed into three groups: 1) students who received traditional evidence-based reading interventions, 2) students whose teachers were trained in Cattell-Horn-Carroll theory and whose teacher chose an intervention that he/she thought would be most tailored to the student’s cognitive needs, 3) students who were tested using the Woodcock Johnson III Tests of Cognitive Abilities (WJ-III) and were given interventions tailored to their cognitive profile. The mean reading scores on a posttest were compared. Contrary to the research hypotheses, results indicated that there were no significant differences between groups

The asymmetrical anthropocene: resilience and the limits of posthumanism

In this article we critique resilience’s oft-celebrated overcoming of modern liberal frameworks. We bring work on resilience in geography and cognate fields into conversation with explorations of the ‘asymmetrical Anthropocene’, an emerging body of thought which emphasizes human-nonhuman relational asymmetry. Despite their resonances, there has been little engagement between these two responses to the human/world binary. This is important for changing the terms of the policy debate: engaging resilience through the asymmetrical Anthropocene framing shines a different light upon policy discourses of adaptative management, locating resilience as a continuation of modernity’s anthropocentric will-to-govern. From this vantage point, resilience is problematic, neglecting the powers of nonhuman worlds that are not accessible or appropriable for governmental use. However, this is not necessarily grounds for pessimism. To conclude, we argue that human political agency is even more vital in an indeterminate world

The role of transnational networking for higher education academics

Amidst rapid socio-economic change, higher education (HE) academics across the world face major challenges to its organisation, finance and management. This paper discusses the role of transnational networking in higher education. Data from 40 interviews with geographically distributed academics engaged in learning and teaching transnational networks (TNNs) were analysed. The findings show that in an increasingly globalised higher education system, transnational networking goes beyond conference attendance to entail multiple combinations of offline and online activities. We do not think that current concepts of communities of practice or networks of practice accurately describe these phenomena. Instead, we suggest that these activities entail different and varying levels of tangibility, more accurately defined by us as TNNs. Moreover, we argue that the term ‘network’ in this context facilitates the individualistic pursuit of a career increasingly essential in a pressurised higher education environment

The effect of women’s care-giving role on their social security rights

Kitty Malherbe and Lorenzo Wakefield show how roles traditionally allotted to women may obstruct their access to the right to social security. There are instances where women’s care-giving role provides them with benefits they otherwise would not have had, such as child support grants. On the other hand, care-giving can exclude women from the application of other benefits, such as certain retirement funds. The authors examine the need for measures aimed at providing assistance to women as care-givers as well as the potential pitfalls of such measures, such as the danger of stereotyping women as care-givers

Mutations within the Primer Binding Site of the Human Immunodeficiency Virus Type 1 Define Sequence Requirements Essential for Reverse Transcription

AbstractThe primer binding site (PBS) is involved in two stages during the reverse transcription of the retroviral RNA genome. In the early stage, the PBS provides complementary sequences through which tRNALys,3binds the viral RNA genome to initiate minus-strand DNA synthesis; in the later stages, complementarity between the plus- and minus-strand copies of the PBS is required to facilitate the second template transfer needed to complete reverse transcription. We previously constructed a mutant HIV-1 proviral genome, designated as pHXB2PBS(pheC + 5) (now referred to as pheC + 5), which was used to identify regions of the PBS involved in the initiation and second template transfer steps of reverse transcription. To further define the sequence requirements of the PBS for the initiation of reverse transcription, we have made single nucleotide substitutions within the first six nucleotides of the pheC + 5 PBS. Our results demonstrate that mutations within the first five nucleotides of the PBS which disrupt base paring with tRNALys,3-PBS results in an noninfectious virus; a G-U base pair at position six of the tRNALys,3-PBS complex was tolerated. In contrast to the requirements for initiation, we found that complementary binding between only three base pairs of the plus- and minus-strand PBSs was required for the extension of plus-strand DNA during the second template transfer. Furthermore, regions of the minus-strand DNA of up to 24 nucleotides could be looped-out to facilitate the complementarity required for the completion of plus-strand DNA synthesis. Taken together, the results of our studies demonstrate that different features of the PBS with respect to RNA:RNA and DNA:DNA interactions are required for initiation of reverse transcription and the completion of plus-strand DNA synthesis, respectively

On the reciprocal effects between multiple group identifications and mental health: a longitudinal study of Scottish adolescents

Objectives: The aim of the study was to investigate the link between social group identification and mental health outcomes in a sample of secondary school pupils. Based on previous work, it was predicted that multiple high group identifications would protect against psychological ill health. Furthermore, it was predicted that better mental health would also predict greater number of group i identifications, thus creating a 'virtuous circle'. Design: A longitudinal questionnaire design was used. Methods: A total of 409 Scottish secondary school pupils aged 13–17 completed a questionnaire twice over a year. Pupils' responses regarding their mental health and the extent of their identification with three groups (the family, school, and friends) were measured. Results: A path analysis of the data showed that greater number of high group identifications predicted better mental health outcomes amongst participants. However, better mental health also predicted greater number of high group identifications, suggesting that there is a cyclical relationship between both variables. Conclusions: The findings have both theoretical and practical implications. They highlight the importance of conceptualizing the link between group identification and mental health as cyclical, rather than unidirectional. This reconceptualization has implications for mental health promotion strategies, as it highlights the importance of attempting to turn a potentially 'vicious cycle' of social disidentification and mental ill health into a 'virtuous cycle' of social identification and mental health. Practitioner points: - Results showed that in a population of 409 high school pupils, the more high group identifications pupils had, the better their mental health outcomes. - Better mental health also predicted a greater number of high group identifications over time. - The findings suggest that we would benefit from conceptualizing the relationship between group identification and mental outcomes as being cyclical rather than unidirectional. - Viewing the relationship between group identification and mental health in this way enables us to consider interventions which help turn a 'vicious cycle' into a 'virtuous cycle'. Limitations: - A potential limitation of the work relates to the use of self-report questionnaires which may elicit socially desirable responses. - The sample only consists of high school pupils from mainstream public schools within Scotland

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 1, Winter 2019

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).In this issue of Impact you will find a humanities scholar deeply engaged with the arcing out of a new territory: the interdisciplinary study of the Grateful Dead. Impact’s own Christopher Coffman’s review essay should be required reading for scholars of popular music, performance studies and history. His review also serves as an important reference for those who aspire to teach a course on the Grateful Dead, as well as for those who wish to write review essays. In this issue we also hear from those who are engaged in teaching people who are incarcerated. Importantly, Stephanie Cage’s essay looks to incarcerated people themselves to find out what they think about prison education. Peter Wakefield encourages us to see The Great Gatsby anew, in particular in the context of American racism and White supremacy. Wakefield’s essay is important too because it had its genesis in Writing, the State, and the Rise of Neo-Nationalism: Historical Contexts and Contemporary Concerns, a conference sponsored by the Center for Interdisciplinary Teaching & Learning

The Role of Musculoskeletal Ultrasound in the Rheumatoid Arthritis Continuum

Purpose of Review: Rheumatoid arthritis (RA) is no longer considered a fixed phenotype but rather a disease continuum. This review outlines the current and potential value of applying ultrasound (US) along this continuum: from the prediction of progression to RA in at-risk individuals, to confirmation of the early diagnosis of RA, as well as the consideration of differential diagnoses, and the use in disease monitoring and defining remission. Recent Findings: In individuals at-risk of RA (i.e., positive autoantibodies with symptoms but without synovitis), US has shown a promising predictive value for the development of clinical arthritis, providing the opportunity to improve risk stratification (and disease prevention) of these individuals. The detection of inflammation on US in patients with early undifferentiated arthritis, in which a definite diagnosis cannot be reached, could predict evolution to persistent arthritis, mostly RA. This, in addition to the US potential ability to identify disease specific patterns for different rheumatic conditions, might facilitate early diagnosis and, therefore, improve the management of patients with RA, or other types of inflammatory arthritides. US has also demonstrated the capability to predict radiographic progression, and relapse risk after treatment discontinuation, in RA patients in remission according to the clinical instruments, raising implications in the management, including therapy discontinuation, of these patients. Summary: US has an undeniable value in the management of patients at different stages along the RA continuum. Further research is needed to identify which groups of patients benefit the most from US imaging

Gene ontology analysis for RNA-seq: accounting for selection bias

GOseq is a method for GO analysis of RNA-seq data that takes into account the length bias inherent in RNA-se

Distinctive neuropsychological profiles differentiate patients with functional memory disorder from patients with amnestic-mild cognitive impairment

OBJECTIVES: Patients with functional memory disorder (FMD) report significant memory failures in everyday life. Differentiating these patients from those with memory difficulties due to early stage neurodegenerative conditions is clinically challenging. The current study explored whether distinctive neuropsychological profiles could be established, suitable to differentiate patients with FMD from healthy individuals and those experiencing amnestic mild cognitive impairment (a-MCI). METHODS: Patients with a clinical diagnosis of FMD were compared with patients with a-MCI, and healthy matched controls on several tests assessing different cognitive functions. Patients with clinically established mood disorders were excluded. Patients with FMD and a-MCI were broadly comparable on the level of their subjective memory complaints as assessed by clinical interview. RESULTS: The neuropsychological profile of the FMD patients, although they expressed subjective memory and attention concerns during their clinical interview was distinct from patients with a-MCI on tests of memory [semantic fluency, age of acquisition (AoA) analysis of semantic fluency, verbal and non-verbal memory]. FMD patients did not differ significantly from healthy controls, but their scores on the letter fluency and digit cancellation tasks were not significantly different from those of the a-MCI patients indicating a possible sub-threshold deficit on these tasks. CONCLUSION: Whilst subjective complaints are common within the FMD population, no objective impairment could be detected, even on a sensitive battery of tasks designed to detect subtle deficits caused by an early neurodegenerative brain disease. This study indicates that FMD patients can be successfully differentiated from patients with neurodegenerative memory decline by characterising their neuropsychological profile