Law Related Education Project: Final Report

The four supplementary teacher's manuals developed under this project are available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).This report describes a cooperative project beween Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms. The pilot program was implemented in March through June 1976 in 20 ASD classrooms with approximately 800 children. The curriculum used was the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975), using the units on "Lawmaking" (5th grade), "Youth Attitudes and the Police" (6th grade), "Courts and Trials" (7th grade), and "Juvenile Problems and the Law" (8th grade). Feedback from the pilot program led to the writing of supplementary teacher's manuals for each of the four units, reflecting improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and community resources. Complete "classroom kits" were deposited in ASD's Instructional Materials Center for continued use by ASD teachers interested in providing legal and justice education to their students.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)I. Pre-Instructional Phase / II. Instructional Program / III. Evaluation / IV. Transition / V. Dissemination / APPENDICES: A. Inventory of Law Related Education Kits; B. Project Description; C. Summary of Proposal for Fall Teacher Training Program; D. Data for Future Teacher-Training Session

Youth Attitudes and the Police: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to sixth-graders, ""Youth Attitudes and the Police," focuses on the work and responsibilities of police officers, and their relationships with kids. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as local newspaper stories about police and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 1. "Inside" or "outside" persons / Lesson 2. About authority / Lesson 3. Conflict with authority / Lesson 5. Look at police / Lesson 6. Stereotyping / Lesson 8. Police — Before and now / Lesson 9. Ride-alongs / Lesson 12. Rules governing police procedures / Lesson 13. Miranda / Lesson 14. You are there / Lesson 15. More classes at the police academy: You are there / Lesson 18. How much should citizens help enforce laws? Values Clarification / Role Playing / Case-Study / Community Resources – Media / The Bill of Rights and Other Amendments to the U.S. Constitution / Glossar

Courts and Trials: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to seventh-graders, ""Courts and Trials," focuses on the judicial system in America and in Alaska. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as local news articles about Alaska courts and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 2. What is fair court procedure? / Lesson 4. Students and the courts / Lesson 6. The way courts are set up / Lesson 8. Civil law / Lesson 10. Asking questions / Lesson 12. Steps to bring a case to trial / Lesson 15. Rights granted to the accused during criminal trial procedures / Lesson 16. Criminal trial procedure / Lesson 17. The problem of bail // Values Clarification / Role Playing / Case-Study / Community Resources – Media / The Bill of Rights and Other Amendments to the U.S. Constitution / Newpaper articles about Alaska courts / Glossar

Juvenile Problems and the Law: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to eighth-graders, "Juvenile Problems and the Law," focuses on the legal aspects of juvenile delinquency and contains information regarding "helping" agencies. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as Alaska laws and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 1. Y.E.L. House / Lesson 2. Putting yourself in the other person's shoes / Lesson 3. Reaching a decision / Lesson 4. Case of Gerry Gault / Lesson 7. Interview a judge / Lesson 9. What might happen when arrested? / Lesson 10. Reporting a crime / Lesson 13. Can police officers stop people on the street? / Lesson 16. Detention / Lesson 17. Hearing before the juvenile court / Lesson 18. Need a lawyer? / Lesson 19. Jury trials for juveniles? / Lesson 21. Other ways to handle juveniles / Lesson 23. The question of punishment / Lesson 26. Rehabilitation problems // Values Clarification / Role Playing / Case-Study / Community Resources – Media / Law-Related Films / The Bill of Rights and Other Amendments to the U.S. Constitution / Glossar

Lawmaking: Teacher's Manual

See "Law Related Education Project: Final Report" (1976) for a description of the project under which this teacher's manual was developed. All four supplementary teacher's manuals developed under this project are also available in Scholarworks@UA: "Lawmaking: Teacher's Manual" (5th grade); "Youth Attitudes and the Police: Teacher's Manual" (6th grade); "Courts and Trials: Teacher's Manual" (7th grade); "Juvenile Problems and the Law: Teacher's Manual" (8th grade).In 1976, Anchorage School District (ASD) and the Criminal Justice Center at University of Alaska, Anchorage, collaborated to develop a law-related curriculum for 5th, 6th, 7th, and 8th-grade classrooms, with teacher's manuals written to supplement the basic texts chosen for the program, the "Law in Action" series by Linda Riekes and Sally Mahe Ackerly (West Publishing Company, 1975). This teacher's manual for the unit taught to fifth-graders, "Lawmaking," focuses on how our laws are made. The teacher's manual reflects improvements to the original lessons, supplementary classroom activities, supplementary media, and inclusion of Alaska-specific content such as information about the Alaska Legislature and other legal bodies in Alaska, the steps in the passage of a law in Alaska, and Alaska community resources. Supplementary material in this teacher's manual does not cover every lesson in the original "Law in Action" unit.Subcontract under an Anchorage Criminal Justice Planning Agency grant to Anchorage School District (CJPA Award# 75-A-033)Note to teachers / Community Involvement / Law-Related Community Resources // LESSONS / Lesson 1. What do you know about the law? / Lesson 2. Where do laws come from? / Lesson 5. Writing a bill / Lesson 9. Find the amendment / Lesson 10. Rights in conflict / Lesson 11. House of Lawmaking / Lesson 12. A bill becomes a law / Lesson 13. The lobbyist / Lesson 14. Constituents // Values Clarification / Role Playing / Case-Study / Community Resources – Media / The Bill of Rights and Other Amendments to the U.S. Constitution / Alaska State Legislature / Steps in the Passage of a Bill Glossar

Molecular adaptations of neuromuscular disease-associated proteins in response to eccentric exercise in human skeletal muscle

The molecular events by which eccentric muscle contractions induce muscle damage and remodelling remain largely unknown. We assessed whether eccentric exercise modulates the expression of proteinases (calpains 1, 2 and 3, proteasome, cathepsin B+L), muscle structural proteins (α-sarcoglycan and desmin), and the expression of the heat shock proteins Hsp27 and αB-crystallin. Vastus lateralis muscle biopsies from twelve healthy male volunteers were obtained before, immediately after, and 1 and 14 days after a 30 min downhill treadmill running exercise. Eccentric exercise induced muscle damage as evidenced by the analysis of muscle pain and weakness, creatine kinase serum activity, myoglobinaemia and ultrastructural analysis of muscle biopsies. The calpain 3 mRNA level was decreased immediately after exercise whereas calpain 2 mRNA level was increased at day 1. Both mRNA levels returned to control values by day 14. By contrast, cathepsin B+L and proteasome enzyme activities were increased at day 14. The α-sarcoglycan protein level was decreased immediately after exercise and at day 1, whereas the desmin level peaked at day 14. αB-crystallin and Hsp27 protein levels were increased at days 1 and 14. Our results suggest that the differential expression of calpain 2 and 3 mRNA levels may be important in the process of exercise-induced muscle damage, whereas expression of α-sarcoglycan, desmin, αB-crystallin and Hsp27 may be essentially involved in the subsequent remodelling of myofibrillar structure. This remodelling response may limit the extent of muscle damage upon a subsequent mechanical stress

Endogenous Calpain-3 Activation Is Primarily Governed by Small Increases in Resting Cytoplasmic [Ca2+] and Is Not Dependent on Stretch*S⃞

Proteolytically active calpain-3/p94 is clearly vital for normal muscle function, since its absence leads to limb girdle muscular dystrophy 2A, but its function and regulatory control are poorly understood. Here we use single muscle fibers, individually skinned by microdissection, to investigate the diffusibility and autolytic activation of calpain-3 in situ. Virtually all calpain-3 present in mature muscle fibers is tightly bound in the vicinity of the titin N2A line and triad junctions and remains so irrespective of fiber stretching or raised [Ca2+]. Most calpain-3 is evidently bound within the contractile filament lattice, because (i) its slow diffusional loss is slowed further by locking myosin and actin into rigor and (ii) detergent dispersion of membranes causes rapid washout of most ryanodine receptors and sarcoplasmic reticulum Ca2+ pumps with little accompanying washout of calpain-3. Calpain-3 autolyzes (becoming proteolytically active) in a tightly calcium-dependent manner. It remains in its nonactivated full-length form if [Ca2+] is maintained at ≤50 nm, the normal resting level, even with brief increases to 2–20 μm during repeated tetanic contractions, but it becomes active (though still bound) if [Ca2+] is kept slightly elevated at 200 nm (∼20% autolysis in 1 h). Calpain-3 did not spontaneously autolyze even when free in solution with 200 nm Ca2+ for up to 60 min. These findings explain why calpain-3 remains quiescent with normal exercise but is activated following eccentric (stretching) contractions, when resting [Ca2+] is elevated, and how a protease such as calpain-3 can be very Ca2+-sensitive yet highly specific in its actions