Children’s Bedtime Difficulties and Parental Psychopathology Predict Children’s Sleep Problems Over Time

Parents play a critical role in preschool-aged children’s (aged 3-5) sleep health (Bell & Belsky, 2008) via facilitation of bedtime routines and other behaviors that influence children’s sleep problems (Coto et al., 2018). In addition, parental anxiety and depression may be related to children’s sleep problems (Roberts et al., 2020). Exploring longitudinal associations, as well as including both parent and coparent report, can help identify early indicators of children’s sleep problems over time. It was hypothesized that children’s bedtime difficulties and parents’ and coparents’ anxiety/depressive symptoms when children were ages 3-5 (Time 1) would predict children’s sleep problems when children were ages 6-8 (Time 2). Parents (N=368) completed measures of children’s bedtime behavior (Time 1), parental anxiety and depressive symptoms(Time 2), and children’s sleep problems (Time 1 and Time 2). Multiple regression analyses showed parental and co-parental depression, parental anxiety, and child bedtime behaviors at ages 3-5 significantly predicted child sleep problems at ages 6-8; these associations were significant even when accounting for Time 1 sleep problems and demographic covariates. No other associations or moderations were identified. As hypothesized, children’s bedtime difficulties and parents’ anxiety and depressive symptoms when children were ages 3-5 uniquely predicted children’s sleep problems at age 6-8. These findings highlight the importance of supporting families with preschool-aged children with sleep-promoting bedtime practices and treating parental anxiety and depression. Future research should further validate these findings by incorporating other sleep measures, such as actigraphy monitors, to evaluate whether these results are identified with more objective measures

Examining the Frequency, Patterns, and Functions of Code-Switching in Child-Directed Speech to Spanish-English Dual Language Learners

This thesis examines the frequency, patterns, and discourse function of code-switching (CS) in Spanish-speaking, Latinx parents during interactions with preschoolers. Existing literature has demonstrated that parents CS with high variability, tend to CS between sentences rather than within sentences, and CS for purposes such as disciplining or teaching a new word. However, this research predominantly focuses on parents of infants and toddlers, oftentimes using only parent report. This study aims to describe the CS characteristics of parents from Latinx backgrounds through direct observation. Fifty parent-child dyads were video recorded during an 8-minute play-based interaction. Interactions were transcribed and coded for parental CS. A Matrix-Language Frame Model approach was used to analyze CS. Results suggest that parents indeed CS with varying frequency, tend to CS between sentences, and CS when questioning, directing, labeling, and describing. Results further suggest that parental language dominance (i.e. matrix language) is significantly associated with CS use

Que Ondee Sola - November 2014

Student publication founded in 1972, articles include: Welcome to the Next 40 Years, A Smal l Contribution to the Legacy of Latin American and Latino Studies, But we were determined ... , The University of Illinois at Chicago (UIC) Latin American & Latino Studies 40th Anniversary Celebration, 40 Years of Struggle Resistance and Education, From that community effort was born the L.A.R.P\u27.\u27, Forty Years of Struggle In Higher Education, The Struggle Continues Daily Because Life is a Struggle, The Sense of Purpose of Changing Society and the World Permeated Every Day and Seemed Possible, The Writing on the Wall, Mi Historia: Loque Cambio Mi Vida, Oscar Discusses Poverty and Education, Poetryhttps://neiudc.neiu.edu/qos/1322/thumbnail.jp

Advancing a Transnational, Transdisciplinary and Translingual Professional Development Framework for Teaching Assistants in Writing and Spanish Programs: An Update

In 2018, we published a translingual and transdisciplinary collaborative piece that sought to respond to the call for writing and language programs to develop professional development opportunities central to multilingual writers’ needs as language learners and writers and their sophisticated and diverse language and writing abilities (Guerra, 2008; Horner et al., 2011; Kells, 2007; Tardy, 2017). We described the design, implementation, and implications of a multilingual pedagogy professional development series for teaching assistants in a transnational and multilingual context (Cavazos, et al., 2018). In this chapter, we provide an update on what has transpired since the series ended. We arrange the chapter as follows: first, we give a brief description of the institutional context where the workshops took place. Then we briefly describe the professional development series for readers unfamiliar with our first piece. After that, we provide an update on what happened after the series ended that emphasizes the impact, affordances, and challenges of implementing this type of workshop and how the authors continue to enact the core components of the proposed workshop in their disciplinary contexts and teaching practices

Advancing a Transnational, Transdisciplinary and Translingual Framework: A Professional Development Series for Teaching Assistants in Writing and Spanish Programs

Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching assistants (TAs). As designers of and participants in the series, the authors explore the benefits and challenges inherent in transdisciplinary and translingual conversations and discuss implications for teaching and research in language and writing instruction and teacher development. In order to advance transdisciplinary and translingual approaches as a new normal in composition studies (Tardy 2017; Horner, NeCamp, and Donahue 2011), the authors hope to provide a professional development framework that adapts to the linguistic realities of different institutional contexts and students’ lived language experiences

La gestión de inventarios y su relación con el posicionamiento de la empresa importadora Empaques Insumos y Maquinarias S. A. C., distrito de Los Olivos, Lima - Perú, 2022

El objetivo principal del presente estudio fue determinar la relación existente entre la Gestión de Inventarios y el Posicionamiento de la empresa importadora Empaques Insumos y Maquinarias S.A.C, distrito de Los Olivos, Lima - Perú, 2022. El tipo de investigación empleado fue de tipo aplicada con un enfoque cuantitativo, teniendo un diseño no experimental de tipo transversal. En ese sentido, se usó la técnica de la encuesta y como instrumentoㅤel cuestionario; elaborado con 36 preguntas las cuáles han sido divididas según las dimensiones de cada variable y se aplicó a una muestra de 15 colaboradores. El resultado obtenido a través delㅤinstrumento de recolección de datos concluyó que, existe una relación entre las dos variables estudiadas, de acuerdo a la prueba de hipótesis realizada a través del coeficiente de correlación deㅤPearson, teniendo un valor de 0,744, indicandoㅤque, sí existe una correlación positiva y alta, conㅤ un nivel de significancia de p=0.001 < 0.05, por loㅤque se rechaza la hipótesis nula general y seㅤ acepta la hipótesis alternativa. Por lo tanto, se afirmó estadísticamente que existe relación entre la Gestión de Inventarios y el Posicionamiento de la empresaㅤEmpaques Insumos y Maquinarias S.A.C., distritoㅤde Los Olivos, Lima – Perú, 2022

COVID Aftermath: The Impact of the Pandemic on Florida\u27s Public School Students

The goal of this White Paper is to provide an overview of the current and future impacts the COVID-19 pandemic (“COVID”) has left on Florida’s public school education system. Additionally, this White Paper review shows how public education institutions are still working to address the loss of instructional time and long-term consequences due to pandemic-related school disruptions

Convocation

List of performers and performances

Higher-Order Chromatin Structures of Chromosomally Integrated HHV-6A Predict Integration Sites

Human herpesvirus -6A and 6B (HHV-6A/B) can integrate their genomes into the telomeres of human chromosomes. Viral integration can occur in several cell types, including germinal cells, resulting in individuals that harbor the viral genome in every cell of their body. The integrated genome is efficiently silenced but can sporadically reactivate resulting in various clinical symptoms. To date, the integration mechanism and the subsequent silencing of HHV-6A/B genes remains poorly understood. Here we investigate the genome-wide chromatin contacts of the integrated HHV-6A in latently-infected cells. We show that HHV-6A becomes transcriptionally silent upon infection of these cells over the course of seven days. In addition, we established an HHV-6-specific 4C-seq approach, revealing that the HHV-6A 3D interactome is associated with quiescent chromatin states in cells harboring integrated virus. Furthermore, we observed that the majority of virus chromatin interactions occur toward the distal ends of specific human chromosomes. Exploiting this finding, we established a 4C-seq method that accurately detects the chromosomal integration sites. We further implement long-read minION sequencing in the 4C-seq assay and developed a method to identify HHV-6A/B integration sites in clinical samples