The C. Elegans ROR receptor tyrosine kinase, CAM-1, non-autonomously inhibits the Wnt pathway

Inhibitors of Wnt signaling promote normal development and prevent cancer by restraining when and where the Wnt pathway is activated. ROR proteins, a class of Wnt-binding receptor tyrosine kinases, inhibit Wnt signaling by an unknown mechanism. To clarify how RORs inhibit the Wnt pathway, we examined the relationship between Wnts and the sole C. elegans ROR homolog, cam-1, during C. elegans vulval development, a Wnt-regulated process. We found that loss and overexpression of cam-1 causes reciprocal defects in Wnt-mediated cell-fate specification. Our molecular and genetic analyses revealed that the CAM-1 extracellular domain (ECD) is sufficient to non-autonomously antagonize multiple Wnts, suggesting that the CAM-1/ROR ECD sequesters Wnts. A sequestration model is supported by our findings that the CAM-1 ECD binds to several Wnts in vitro. These results demonstrate how ROR proteins help to refine the spatial pattern of Wnt activity in a complex multicellular environment

Adviser, enforcer, friend

This story is about community adviser Michelle Azu and her many roles that allow her to serve as a role model for students in the MU dorms. (Supplied by cataloger)Story by Jennifer Green ; photos by Rob Hil

Tourism, Mapping, Retail and Recreational Trails: A Case Study of Connectivity between Trails and Adjacent Downtowns in Anniston, Alabama, USA

This study examines the estimated increase in economic impact on a geography’s local economy by creating cross-marketing efforts between expanding an established outdoor recreation trail to a closely located city downtown commerce district. This research will analyze the resulting potential rise in sales/lodging tax revenues for that city by mapping the trail and downtown district, and cross-marketing the other to users of both or either venue. Potential increase in economic impact will be estimated utilizing IMPLAN methodology by assessing the economic impact on the local economy that a percentage range of increased spending resulting from this cross-marketing effort could generate

Teacher Perceptions of Shifts Within the School Culture After Implementation of a Trauma-Informed Program

The purpose of this study was to examine the educators’ perceptions of shifts within the culture of Jefferson Elementary School after the implementation of a trauma-informed approach. This study focuses on examining changes to the school culture after implementing trauma-informed practices. As educators continue to feel the pressure of increased academic expectations alongside the social and emotional demands that arise from childhood trauma, increased support through trauma-informed practices becomes necessary for the wellbeing of everyone. However, there are challenges in the implementation of these practices which can impact the culture of the school. The researcher used the qualitative method of case study to complete this research. The researcher conducted and recorded individual teacher interviews, focus group interviews, and analyzed documents to provide an in-depth understanding of the case being studied. This case study provides a detailed picture of how teachers in the school perceived the changes within the culture after the implementation of a trauma-informed approach. The researcher found that implementation of a trauma-informed approach positively impacted the school culture. Through analysis of the individual interview transcripts, focus group transcripts, and document analysis, the participants described their experiences. When collectively analyzed, these experiences provided a thorough understanding of the positive shifts to the school culture brought by the implementation of a trauma-informed approach

Developing an Introductory Statistics Course for Pre‐service Elementary Teachers

Introductory statistics instruction is evolving to help create a statistically literate society. However, sound statistical reasoning skills are not obtained in one general education statistics course, but instead need to be nurtured and developed over the course of one’s entire K‐16 educational experience (Franklin & Kader, 2010). It is therefore imperative that elementary teachers be adequately prepared to foster statistical thinking in their students. While introductory statistics courses typically serve the need to create statistically literate citizens, they do not necessarily provide the opportunity to develop pedagogical content knowledge that goes beyond a basic understanding of the content teachers will be teaching. Erin Blankenship and I recently developed an introductory statistics course for pre‐service elementary teachers. The curriculum, focusing on modeling and simulation, coupled with additional activities, helps pre‐service teachers gain a deeper understanding of statistical concepts as well as transfer those ideas to their future elementary classrooms. This talk will describe the course and provide example course work that captures the progression from student to novice teacher. Overall, the course helps pre‐service teachers recognize the integral role they play in a student’s entire education, and we hope it can serve as a model/resource for others interested in pre‐service teacher development

REVIEW: Also Known as Harper

Review of the middle grade novel Also Known as Harper, by Ann Haywood Leal

Child protection and the needs and rights of disabled children and young people: A scoping study

Child abuse, as defined by the NSPCC, refers to ''behaviour that causes significant harm to a child. It also includes when someone knowingly fails to prevent serious harm to a child' (see http://www.child-to-child.org/about/childprotection.htm). The four types of abuse included in this study are physical, emotional, sexual abuse and neglect. The World Health Organisation treats maltreatment, a word used in the US, as synonymous with abuse. Child protection, as defined by the voluntary agency Child-to-Child, is 'a broad term to describe philosophies, policies, standards, guidelines and procedures to protect children from both intentional and unintentional harm' (see http://www.child-tochild. org/about/childprotection.htm). This term is still used in Scotland and N Ireland and is the one we use most in this report. England and Wales use the term safeguarding, which perhaps implies the inclusion of early intervention and preventative practice. Finally, in referring to disabled children we include young people aged 0-18 with physical, sensory, learning or communication impairments or mental distress. This was a scoping study which aimed to lay the groundwork for a larger piece of research

Cultivating the Strategy of Summarizing Sequential Expository Text: Scaffolds and Supports for the Intermediate Grades

Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text

Disparities in Child and Adolescent Mental Health and Mental Health Services in the U.S.

This is one of a series of five papers outlining the particular domains and dimensions of inequality where new research may yield a better understanding of responses to this growing issue.Mental health is recognized as a central determinant of individual well-being, family relationships, and engagement in society, yet there are considerable variations in mental health and mental health care according to race and ethnicity among youth in the U.S.In their report, Margarita Alegría and colleagues investigate disparities in mental health and mental health services for minority youth. Taking a developmental perspective, the authors explore four areas that may give rise to inequalities in mental health outcomes, highlight specific protective factors and barriers to care, and, finally, outline an agenda for future research