Letter from Frank Hopper to Mr. Wilder Principle of High School [re: thanks for assistance: Leo Hayashi, Thomas Hayashi & James Takano with potato harvest], December 9, 1942

https://scholarlycommons.pacific.edu/cook-nisei/1148/thumbnail.jp

Interview of Richard Grande

Richard Grande was born and raised in South Philadelphia. He was educated in the Philadelphia Parochial System from kindergarten through high school. He graduated from Bishop Neumann High School in June of 1960. He attended La Salle College from September 1960 through May 1965. In 1964, he was on the team of scholars who brought national recognition to La Salle College through their appearance on the nationally televised quiz program, the GE College Bowl. He majored in English at La Salle College and received his Bachelors degree in May of 1965. He received a teaching assistantship from the University of Dayton and earned his Masters degree in English in May of 1967. Since 1985, he has been employed full time teacher of English at Penn State Abington where he is currently a Senior Lecturer. Since 1989, he has also taught at La Salle University on a part time basis as an Adjunct Professor of English

Interview of John J. Seydow, Ph.D.

John J. Seydow was born and raised in Olney section of Philadelphia. He was educated in Philadelphia’s Parochial School System from kindergarten through high school. He graduated from Cardinal Dougherty High School in June of 1959. He attended La Salle College on a full time basis from September 1961 through May 1965. He majored in English at La Salle and received his Bachelors degree in May of 1965. The following September he began a graduate fellowship at Ohio University where he earned his Masters and Doctorial degrees in English by May of 1968. In August 1968, he returned to La Salle College as a professor in the English Department. He has taught at La Salle for the last forty-one years and is currently a Professor of English

The Revision of Virginia\u27s Juvenile Court Law

Since 1899, the year in which the state of Illinois established a separate statutory framework for addressing the problems of children before the courts, the juvenile justice system has been struggling to establish its identity in the jurisprudence of the United States. The juvenile court laws of this country, including those of the Commonwealth of Virginia, have historically been based on the doctrine of parens patriae , which is formally defined as the sovereign power of guardianship over persons under disability. \u27 According to this doctrine, the state, through the court system, can be trusted to fulfill its obligation with respect to children with care and solicitude and without any insistence upon a granting of constitutional rights to the children who come into contact with the system. In return for the special benefits accorded the child by the state in the juvenile court, the child gives up certain constitutional protections. The United States Supreme Court recognized during the late 1960\u27s and the early 1970\u27s that the courts and the states had not kept up their end of the bargain made on behalf of children. The constitutional rights of children were redefined and restored in a series of decisions which has formed the basis of modern juvenile court reform

What Is a Digital Electronic Portfolio in Teacher Education? A Case Study of Instructors’ and Students’ Enabling Insights on the Electronic Portfolio Process | Qu'est-ce qu'un portfolio numérique dans la formation des enseignants? Étude de cas sur les perspectives d’enseignants et d’étudiants concernant le processus du portfolio numérique.

Professional programs in postsecondary education have long been using electronic portfolios (ePs) for diverse purposes, for example, assessment, certification, showcasing, and learning. However, in our practices of using ePs in teacher education for the past several years, we have found that the question of “what is an eP?” requires substantial unpacking. This paper will offer insights on our evolving understanding on ePs in teacher education based on three interacting areas: (a) rich media reframing how we understand professional learning in a digitally linked world; (b) literature from the last 10 years in the use of ePs; and (c) insights from instructors and students using an eP process in one term of a teacher education program. We conclude with a re-visioning of learning in teacher education in relation to the emerging practices enabled by an eP process. Les programmes professionnels d’éducation supérieure utilisent depuis longtemps des portfolios numériques à des fins diverses, comme l’évaluation, la certification, la mise en valeur et l’apprentissage. Cependant, notre expérience des dernières années relative à l’utilisation des portfolios numériques dans la formation des enseignants révèle que la définition du portfolio numérique nécessite un examen approfondi. Le présent article offre un aperçu de notre conception, toujours en évolution, des portfolios numériques dans la formation des enseignants, basée sur trois domaines en interaction: (a) des contenus médiatiques riches qui restructurent la manière dont nous comprenons l’apprentissage professionnel dans un monde interconnecté par le numérique; (b) la littérature des dix dernières années sur l'utilisation des portfolios numériques; et (c) les perspectives d’instructeurs et d’étudiants ayant utilisé des portfolios numériques durant un trimestre d'un programme de formation des enseignants. En conclusion, nous réimaginons l'apprentissage dans la formation des enseignants en tenant compte des pratiques émergentes rendues possibles par les portfolios numériques

On truth unpersistence: At the crossroads of epistemic modality and discourse

International audienceWe propose a semantic analysis of the particles afinal (European Portuguese) and alla fine (Italian) in terms of the notion of truth unpersistence, which combines both epistemic modality and constraints on discourse structure. We argue that the felicitous use of these modal particles requires that the truth of a proposition p* fail to persist through a temporal succession of epistemic states, where p* is incompatible with the proposition modified by afinal/alla fine, and that the interlocutors share knowledge of a previous epistemic attitude toward p*. We analyze two main cases, that of plan-related propositions and that of propositions without plans. We also discuss the connections between truth unpersistence and evidentiality

Parent-of-origin-specific allelic associations among 106 genomic loci for age at menarche.

Age at menarche is a marker of timing of puberty in females. It varies widely between individuals, is a heritable trait and is associated with risks for obesity, type 2 diabetes, cardiovascular disease, breast cancer and all-cause mortality. Studies of rare human disorders of puberty and animal models point to a complex hypothalamic-pituitary-hormonal regulation, but the mechanisms that determine pubertal timing and underlie its links to disease risk remain unclear. Here, using genome-wide and custom-genotyping arrays in up to 182,416 women of European descent from 57 studies, we found robust evidence (P < 5 × 10(-8)) for 123 signals at 106 genomic loci associated with age at menarche. Many loci were associated with other pubertal traits in both sexes, and there was substantial overlap with genes implicated in body mass index and various diseases, including rare disorders of puberty. Menarche signals were enriched in imprinted regions, with three loci (DLK1-WDR25, MKRN3-MAGEL2 and KCNK9) demonstrating parent-of-origin-specific associations concordant with known parental expression patterns. Pathway analyses implicated nuclear hormone receptors, particularly retinoic acid and γ-aminobutyric acid-B2 receptor signalling, among novel mechanisms that regulate pubertal timing in humans. Our findings suggest a genetic architecture involving at least hundreds of common variants in the coordinated timing of the pubertal transition

Optimization and characterization of tRNA-shRNA expression constructs

Expression of short hairpin RNAs via the use of PolIII-based transcription systems has proven to be an effective mechanism for triggering RNAi in mammalian cells. The most popular promoters for this purpose are the U6 and H1 promoters since they are easily manipulated for expression of shRNAs with defined start and stop signals. Multiplexing (the use of siRNAs against multiple targets) is one strategy that is being developed by a number of laboratories for the treatment of HIV infection since it increases the likelihood of suppressing the emergence of resistant virus in applications. In this context, the development of alternative small PolIII promoters other than U6 and H1 would be useful. We describe tRNALys3-shRNA chimeric expression cassettes which produce siRNAs with comparable efficacy and strand selectivity to U6-expressed shRNAs, and show that their activity is consistent with processing by endogenous 3′ tRNAse. In addition, our observations suggest general guidelines for expressing effective tRNA-shRNAs with the potential for graded response, to minimize toxicities associated with competition for components of the endogenous RNAi pathway in cells

Culture and Hallucinations: Overview and Future Directions

A number of studies have explored hallucinations as complex experiences involving interactions between psychological, biological, and environmental factors and mechanisms. Nevertheless, relatively little attention has focused on the role of culture in shaping hallucinations. This article reviews the published research, drawing on the expertise of both anthropologists and psychologists. We argue that the extant body of work suggests that culture does indeed have a significant impact on the experience, understanding, and labeling of hallucinations and that there may be important theoretical and clinical consequences of that observation. We find that culture can affect what is identified as a hallucination, that there are different patterns of hallucination among the clinical and nonclinical populations, that hallucinations are often culturally meaningful, that hallucinations occur at different rates in different settings; that culture affects the meaning and characteristics of hallucinations associated with psychosis, and that the cultural variations of psychotic hallucinations may have implications for the clinical outcome of those who struggle with psychosis. We conclude that a clinician should never assume that the mere report of what seems to be a hallucination is necessarily a symptom of pathology and that the patient’s cultural background needs to be taken into account when assessing and treating hallucinations