27,128 research outputs found
[Card from Betsy B. Johnson to John J. Herrera]
No full textGreeting card sent from Betsy B. Johnson to John J. Herrera. The front of the card has a newspaper clipping and the words "You're in the news!" and inside, the text says "It's always nice to read good things about friends!" A handwritten note on the inside of the card says: "Keep up the good work. ¡Es espléndido Betsy B. Johnson, Liaison Offices, GCCSA.
REH1-017
No full textConsent form along with an audio recording of Betsy Shem's consent to participate in this research project. Betsy was given time to read through the consent form prior to this recording. The consent form has the file name REH1-017.pdf. Betsy was given the physical copy of the form, for her personal records.Language spoken in Chisasibi, Quebec, Canada; recording made in Chisasibi at a private hom
Kick Off and Keynote: The PSU Experience
No full textBuilding off a University Weeks session on the book, The Undergraduate Experience, co-author Betsy O. Barefoot will kick off our discussions with an overview of the six main themes from the book The Undergraduate Experience, what they might do differently today, and their relevance to PSU. OPEN TO ALL FACULTY, STAFF, & STUDENTS, regardless of whether you\u27ve read the book yet or not! Come and be inspired to re-frame our work and thinking about higher education
Optimizing Micro-particle Bombardment Parameters for the Marine Algae Emiliania huxleyi
No full textEmiliania huxleyi is numerically the most abundant coccolithophorid and is found throughout the world with the exception of polar sea waters (Marsh, 2003). The genome of E. huxleyi was sequenced in a collaboration between Dr. Betsy Read’s lab at California State University San Marcos and the U.S. Department of Energy (Read et al., 2013). The function of the vast majority of genes in the E. huxleyi genome is unknown. Being able to characterize these genes will give insight into the biological processes occurring in the cell. E. huxleyi transformation has not yet been successful which may be due to either the DNA delivery method or plasmid instability. For these reasons, the overall objective of this Semester in Residency (SIR) project is to develop successful DNA delivery procedures for E. huxleyi using fluorescently labeled oligonucleotides using a Design Of Experiment (DOE) approach. Micro-particle bombardment involves shooting gold microcarriers coated with DNA toward target cells. There are various parameters that can be manipulated with the aim of successfully introducing microparticles into E. huxleyi cells. Those tested herein include microcarrier size, helium pressure, gap distance, and target distance. Successful cell uptake was determined by analyzing cells after bombardment using flow cytometry. The one conclusion that can be drawn from both sets of bombardment experiments is that target distance is likely to have a statistically significant effect on bombardment using the Biolistics® PDS-1000/He Particle Delivery System (Bio-Rad Laboratories, 2012). Although it is still unknown whether increasing the target distance has a positive or negative effect on the bombardment process. The work carried out herein will pave the way for future studies aimed at developing a stable transformation system in E. huxleyi
God, love and masks: Two women having words
No full textPoets Dr. Jessica Harkins (English) and Betsy Johnson-Miller (English) read selections from their poetry and engage in some lively dialogue about their writing lives
Reading the Word and the World in Haiti: Literacy Education for Social Justice
No full textThe first author traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by the Freirean ideas regarding liberatory education (Frire,2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing we hope to present a model of how literacy education can be a tool for social justice in similar contexts
You Mean that Really Happened?!: Using Nonfiction to Engage Struggling Readers
No full textNonfiction texts used in a middle school classroom encouraged struggling readers to explore other nonfiction texts and to write about the world around them. Rosenblatt’s (1978) transactional theory of reader response posits that an interaction takes place among reader, author, and text during reading. The nonfiction texts Guts: The True Stories Behind Hatchet and the Brian Books (Paulsen, 2001) and Night (Wiesel, 2006) sparked students’ interest in real-life stories of survival and prompted struggling readers to read other nonfiction stories and to reflect upon and share text-to-self, text-to-text, and text-to-world connections through discussion and writing
Reading the Word and World in Haiti: Literacy Education for Social Justice
No full textThe first author, Dr. Altheria Caldera, traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by Freirean ideas regarding liberatory education (Freire, 2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing, we hope to present a model of how literacy education can be a tool for social justice in similar contexts
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
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