A nuclear defect in the 4p16 region predisposes to multiple mitochondrial DNA deletions in families with Wolfram syndrome.

Wolfram syndrome is a progressive neurodegenerative disorder transmitted in an autosomal recessive mode. We report two Wolfram syndrome families harboring multiple deletions of mitochondrial DNA. The deletions reached percentages as high as 85-90% in affected tissues such as the central nervous system of one patient, while in other tissues from the same patient and from other members of the family, the percentages of deleted mitochondrial DNA genomes were only 1-10%. Recently, a Wolfram syndrome gene has been linked to markers on 4p16. In both families linkage between the disease locus and 4p16 markers gave a maximum multipoint lod score of 3.79 at theta = 0 (Pi<0.03) with respect to D4S431. In these families, the syndrome was caused by mutations in this nucleus-encoded gene which deleteriously interacts with the mitochondrial genome. This is the first evidence of the implication of both genomes in a recessive disease.

A nuclear defect in the 4p16 region predisposes to multiple mitochondrial DNA deletions in families with Wolfram syndrome.

Wolfram syndrome is a progressive neurodegenerative disorder transmitted in an autosomal recessive mode. We report two Wolfram syndrome families harboring multiple deletions of mitochondrial DNA. The deletions reached percentages as high as 85-90% in affected tissues such as the central nervous system of one patient, while in other tissues from the same patient and from other members of the family, the percentages of deleted mitochondrial DNA genomes were only 1-10%. Recently, a Wolfram syndrome gene has been linked to markers on 4p16. In both families linkage between the disease locus and 4p16 markers gave a maximum multipoint lod score of 3.79 at theta = 0 (Pi<0.03) with respect to D4S431. In these families, the syndrome was caused by mutations in this nucleus-encoded gene which deleteriously interacts with the mitochondrial genome. This is the first evidence of the implication of both genomes in a recessive disease.

Iowa Community Colleges High School Enrollment Report, February 2006

Community Colleges of Iowa transmit fiscal year enrollment data to the Department of Education. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Third Annual Iowa Community Colleges High School Enrollment Report, January 2007

Community Colleges of Iowa transmit fiscal year enrollment data to the Department of Education. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Iowa Community Colleges High School Enrollment Report, July 2008

Community Colleges of Iowa transmit fiscal year enrollment data to the Department of Education. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

Second Annual Iowa Community Colleges High School Enrollment Report, February 2006

Community Colleges of Iowa transmit fiscal year enrollment data to the Department of Education. All data included in this report, except where noted, are taken from the Management Information System (MIS) electronic data files and are confirmed by the community college.

The motivation to learn as a self-presentation tool among Swiss high school students : The moderating role of mastery goals' perceived social value on learning

Although it has been assumed that the motivation to learn - or mastery goal endorsement - positively predicts learning achievement, most empirical findings fail to demonstrate this relationship. In the present research, conducted in a Swiss high school, we adopted a social value approach to test the hypothesis that adolescent students' mastery goals do in fact predict learning, but only if these goals are perceived as highly useful for scholarly success (high social utility), and are not endorsed as a means to be appreciated by the teachers (low social desirability), a finding that has previously been observed among college students and on teacher-graded achievement measures only. Results demonstrate that in spite of potential peculiarities of an adolescent population, individual differences in mastery goals' perceived social utility and desirability moderate the mastery goal endorsement-learning achievement relation. Findings are discussed with regard to both theory development and educational practice.

Effects of medium on nuclear properties in multifragmentation

In multifragmentation of hot nuclear matter, properties of fragments embedded in a soup of nucleonic gas and other fragments should be modified as compared with isolated nuclei. Such modifications are studied within a simple model where only nucleons and one kind of heavy nuclei are considered. The interaction between different species is described with a momentum-dependent two-body potential whose parameters are fitted to reproduce properties of cold isolated nuclei. The internal energy of heavy fragments is parametrized according to a liquid-drop model with density- and temperature-dependent parameters. Calculations are carried out for several subnuclear densities and moderate temperatures, for isospin-symmetric and asymmetric systems. We find that the fragments get stretched due to interactions with the medium and their binding energies decrease with increasing temperature and density of nuclear matter.

Presence of autoantibodies against HeLa small nuclear ribonucleoproteins in chagasic and non-chagasic cardiac patients

We detected anti-human small nuclear ribonucleoprotein (snRNP) autoantibodies in chagasic patients by different immunological methods using HeLa snRNPs. ELISA with Trypanosoma cruzi total lysate antigen or HeLa human U small nuclear ribonucleoproteins (UsnRNPs) followed by incubation with sera from chronic chagasic and non-chagasic cardiac patients was used to screen and compare serum reactivity. Western blot analysis using a T. cruzi total cell extract was also performed in order to select some sera for Western blot and immunoprecipitation assays with HeLa nuclear extract. ELISA showed that 73 and 95% of chronic chagasic sera reacted with HeLa UsnRNPs and T. cruzi antigens, respectively. The Western blot assay demonstrated that non-chagasic cardiac sera reacted with high molecular weight proteins present in T. cruzi total extract, probably explaining the 31% reactivity found by ELISA. However, these sera reacted weakly with HeLa UsnRNPs, in contrast to the chagasic sera, which showed autoantibodies with human Sm (from Stefanie Smith, the first patient in whom this activity was identified) proteins (B/B', D1, D2, D3, E, F, and G UsnRNP). Immunoprecipitation reactions using HeLa nuclear extracts confirmed the reactivity of chagasic sera and human UsnRNA/RNPs, while the other sera reacted weakly only with U1snRNP. These findings agree with previously reported data, thus supporting the idea of the presence of autoimmune antibodies in chagasic patients. Interestingly, non-chagasic cardiac sera also showed reactivity with T. cruzi antigen and HeLa UsnRNPs, which suggests that individuals with heart disease of unknown etiology may develop autoimmune antibodies at any time. The detection of UsnRNP autoantibodies in chagasic patients might contribute to our understanding of how they develop upon initial T. cruzi infection.

Ontario high school sport : an investigation of organizational design and its context

In 2002, The Ontario Federation of School Athletic Associations (OFSAA) identified that in providing extracurricular sport programs schools are faced with the 'new realities' of the education system. Although research has been conducted exploring the pressures impacting the provision of extracurricular school sport (Donnelly, Mcloy, Petherick, & Safai, 2000), few studies within the field have focused on understanding extracurricular school sport from an organizational level. The focus of this study was to examine the organizational design (structure, systems, and values) of the extracurricular sport department within three Ontario high schools, as well as to understand the context within which the departments exist. A qualitative multiple case study design was adopted and three public high schools were selected from one district school board in Ontario to represent the cases under investigation. Interviews, observations and documents were used to analyze the extracurricular sport department design of each case and to better understand the context within which the departments exist. As the result of the analysis of the structure, systems and values of each case, two designs emerged- Design KT1 and Design KT2. Differences in the characteristics of design archetype KT1 and KT2 centered on the design dimension of values, and therefore this study identified that contrasting organizational values reflect differences in design types. The characteristics of the Kitchen Table archetype were found to be transferable to the sub-sector of extracurricular school sport, and therefore this research provides a springboard for further research in organizational design within the education sector of extracurricular high school sport. Interconnections were found between the data associated with the external and internal contexts within which the extracurricular sport departments exist. The analysis of the internal context indicated the important role played by organizational members in shaping the context within which the departments exist. The analysis of the external context highlighted the institutional pressures that were present within the education environment. Both political and cultural expectations related to the role of extracurricular sport within schools were visible and were subsequently used by the high schools to create legitimacy and prestige, and to access resources.

A conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /

This thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.

Orange Union High School, Orange, California

Orange Union High School in Orange, California, ca. 1915. Elongated postcard image shows bird's-eye view looking southeast toward the campus. The original academic building in the center was designed by local architect C.B. Bradshaw and completed in July 1905 [now Wilkinson Hall]. The "Twins," identical buildings officially known as the Science and Commercial Buildings[now Reeves Hall and Smith Hall], flank the academic building on the north and south, forming a "U." They were added in 1913 and designed by Santa Ana architect Fred Eley. The 300 block of North Glassell Street runs in front of the buildings and East Palm Avenue is on the south side. Residences can be seen in front and behind the campus. The campus was purchased by Chapman College in 1954.

Orange Union High School, Orange, California

Orange Union High School in Orange, California, ca. 1915. Elongated postcard image shows bird's-eye view looking southeast toward the campus. The original academic building in the center was designed by local architect C.B. Bradshaw and completed in July 1905 [now Wilkinson Hall]. The "Twins," identical buildings officially known as the Science and Commercial Buildings[now Reeves Hall and Smith Hall], flank the academic building on the north and south, forming a "U." They were added in 1913 and designed by Santa Ana architect Fred Eley. The 300 block of North Glassell Street runs in front of the buildings and East Palm Avenue is on the south side. Residences can be seen in front and behind the campus. The campus was purchased in 1954 by Chapman College.

First building of Orange Union High School, Orange, California, now Wilkinson Hall, Chapman University

Orange Union High School, located at 333 N. Glassell Street, Orange, California, 1905. Constructed in 1905 and designed by local architect, C.B. Bradshaw, image shows main building, now called Wilkinson Hall, which moved north prior to 1921. Acquired in 1954 and currently operated by Chapman University; it was renamed Wilkinson Hall in honor of J. E. Wilkinson, a former trustee, chairman of the board, and acting president. View shows front and south elevations across North Glassell Street.

Handwriting Intervention: Impact on the Reading and Writing Abilities of High School Students

Handwriting is a functional task that is used to communicate thoughts using a written code. Research findings have indicated that handwriting is related to learning to read and learning to write. The purposes of this research project were to determine if a handwriting intervention would increase abilities in reading and writing skills, in graphomotor and visual-motor integration skills, and improve the participants’ self-perceptions and self-descriptions pertaining to handwriting enjoyment, competence, and effort. A single-subject research design was implemented with four struggling high school students who each received 10.5 to 15.5 hours of cursive handwriting intervention using the ez Write program. In summary, the findings indicated that the students showed significant improvements in aspects of reading and writing; that they improved significantly in their cursive writing abilities; and that their self-perceptions concerning their handwriting experience and competence improved. The contribution of handwriting to academic achievement and vocational success can no longer be neglected.