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Understanding and Addressing the Needs of Students With Limited or Interrupted Formal Education (SLIFE)
No full textStudents with Interrupted or Formal Education (SLIFE/SIFE) represent a sizable portion of the ELL population in U.S. schools. Most SLIFE are recent immigrants from Latin America, Africa, Asia, and the Middle East who have not attended formal schooling or have only had access to low-quality education. Often, SLIFE are enrolled in ESL or general education programs under the assumption that they will be able to learn in those environments. However, given their complex backgrounds and limited schooling experiences, SLIFE present challenges that require additional forms of support. Currently, over two-thirds of SLIFE do not complete high school, indicating that their needs are being misunderstood and significantly overlooked in mainstream instructional approaches. This thesis consists of a thematic literature analysis aimed at better understanding the needs of SLIFE and how teachers in different contexts can work to address those needs. It was found that SLIFE need extensive support in developing literacy and content knowledge, maintaining emotional well-being, overcoming cultural dissonance, and achieving positive educational outcomes. It was also found that there are a variety of instructional frameworks, practices, and curricula that teachers of SLIFE can consider implementing to meet those specific needs. However, further researchers may need to examine how queer identity shapes SLIFE educational experiences, and if TruUDL should be adopted as another form of support for this population
Quantitative Separation Of Polystyrene Nanoparticles In Environmental Matrices With Picogram Detection Limits Using Capillary Electrophoresis
No full textWe developed a capillary electrophoresis method to separate polystyrene particles (PSPs) with different sizes or different surface functionalities. Separations were performed in buffer and 100 mg L⁻¹ clay or 100 mg L⁻¹ Suwanee River humic acid. In all solutions, PSPs were baseline or near-baseline resolved in less than 15 minutes
Structure Of Native Four-Repeat Satellite III Sequence With Non-Canonical Base Interactions
Get PDFTandem-repetitive DNA (where two or more DNA bases are repeated numerous times) can adopt non-canonical secondary structures. Many of these structures are implicated in important biological processes. Human Satellite III (HSat3) is enriched for tandem repeats of the sequence ATGGA and is located in pericentromeric heterochromatin in many human chromosomes. Here, we investigate the secondary structure of the four-repeat HSat3 sequence 5′-ATGGA ATGGA ATGGA ATGGA-3′ using X-ray crystallography, NMR, and biophysical methods. Circular dichroism spectroscopy, thermal stability, native PAGE, and analytical ultracentrifugation indicate that this sequence folds into a monomolecular hairpin with non-canonical base pairing and B-DNA characteristics at concentrations below 0.9 mM. NMR studies at 0.05–0.5 mM indicate that the hairpin is likely folded-over into a compact structure with high dynamics. Crystallographic studies at 2.5 mM reveal an antiparallel self-complementary duplex with the same base pairing as in the hairpin, extended into an infinite polymer. The non-canonical base pairing includes a G–G intercalation sandwiched by sheared A–G base pairs, leading to a cross-strand four guanine stack, so called guanine zipper. The guanine zippers are spaced throughout the structure by A–T/T–A base pairs. Our findings lend further insight into recurring structural motifs associated with the HSat3 and their potential biological functions
Lessons From Developing A Rubric For Evaluating Need Statements On Health Technology Innovation Projects
No full textIn design-oriented biomedical engineering courses, some instructors teach need-driven methods for health technology innovation that use a “need statement” to reflect a student team’s hypothesis about the most fruitful direction for their project. While need statements are of the utmost importance to the projects, we were not aware of any comprehensive rubric for helping instructors evaluate them. Leveraging resources such as the Biodesign textbook along with input from faculty teaching health technology design at our university, we created a rubric for evaluating the construction of need statements. We then introduced the rubric to undergraduate students in a 3-week intersession course in fall 2023. Afterward, we used the rubric to compare the de-identified final need statements from 2023 to the de-identified final need statements from students in the course in 2022 and 2021. Our assumption that need statements from 2023 would score better against the rubric than those from previous years proved not to be the case. However, we gleaned valuable lessons about the role of rubrics in supporting student learning and increasing alignment among faculty, as well as insights about rubric development and areas for future study. In this article, we also share the initial version of the rubric so that other instructors can adapt and improve upon it for their own courses
Review Of Germ Of Justice: Essays In General Jurisprudence By L. Green
No full textGreen (emer., philosophy, Univ. of Oxford, England) is the most original and profound scholar of the philosophy of law in the generation after Joseph Raz. This marvelous collection of 15 essays—some of them new and several rewritten—demonstrates Green’s wide-ranging interests as well as his erudition, originality, and wit. His engagement with leading thinkers in jurisprudence—e.g., Aquinas, Hume, Bentham, Hart, Kelsen, and Raz—provides him with material that he shapes into his own distinctive and compelling legal positivist approach, which appreciates the connections between law and morality and the virtues and vices of the rule of law. The book is divided into three sections— Law as Such, Law and Morality, and The Demands of Law —and its essays are marked by analytical rigor and clarity so that even upper-level university students, in addition to scholars, will find them a trove of arguments and insights. A signal virtue of the entire collection is that the essays challenge conventional views and make the reader think. Every scholar working in the field would benefit from engaging with Green’s distinctive way of thinking. This superb collection of essays in general jurisprudence belongs in every library concerned with the intersection of law and philosophy. The introduction alone is worth the price of admission. Summing Up: Essential. Advanced undergraduates through faculty
Review Of Styles Of Seriousness By S. Connor
No full textConnor (emer., English, Univ. of Cambridge) notes that the number of books whose title tells one to take something seriously is nearly endless: one is urged to take African cartoons and Sudoku seriously, as well as laughter and Type 2 diabetes. But just what is it to take something seriously? Connor does not provide a grand theory, but he does discuss at length—and with wit and insight—various styles of taking something seriously. A necessary but far from sufficient condition of taking something seriously is to devote concentrated attention to it. But there is so much more. One semantic field is to employ serious intent to tell the truth about one’s subject; another semantic field concerns one’s feeling or demeanor associated with the former. This leads Connor to discuss six styles of taking something seriously: intent, importance, solemnity, zeal, rue, and monition. His discussion of each is illuminating. Perhaps most interesting, to this reader, is what Connor means by rue and monition. To rue is to feel regret or remorse, to have those feelings flood one\u27s attention. If rue refers to forms of retrospective seriousness, monition refers to prospective warnings of what to take seriously. One can learn much from this eminent scholar as he mines literature to uncover styles of seriousness. Summing Up: Highly recommended. Lower-division undergraduates through faculty; general readers