Monitoring proteins in intact cells

In the past decade, tremendous progress has been made in understanding the molecular mechanisms that underlie many neurodegenerative disorders, and common aspects of the pathological processes that lead to neuronal cell death have emerged. Nearly all of these advances have come from genetic, molecular, and biochemical studies that point to alterations in protein folding or protein-protein interactions as the fundamental mechanism behind these disorders. New microscopy/imaging technologies for detecting protein-protein interactions are now poised to contribute to progress in this field. Here we describe a novel technique based on fluorescence resonance energy transfer, called fluorescence lifetime imaging microscopy (FLIM), which allows monitoring of protein conformation and protein-protein interactions in intact cells. For example, using FLIM, we have studied the interaction of two proteins related to Alzheimer's disease: amyloid precursor protein (APP) and presenilin (PS-1). By measuring the lifetime of a donor fluorophore linked to PS-1, we show, with high subcellular resolution, localization of the PS-1-APP interaction within neurons. This approach may have widespread applicability in studies of neurodegenerative disease mechanisms.     

Prenatal child abuse risk assessment: a preliminary validation study

Workers need an efficient prenatal screener that can identify mothers at greatest risk of child abuse. Existing risk assessment methods are often invasive and difficult to administer. This study assessed child abuse risk in a sample of 49 expectant mothers using the Brigid Collins Risk Screener (BCRS). At three months postpartum, high-risk mothers scored significantly lower on the quality of infants' physical, social, and emotional environments than moderate or low-risk mothers. BCRS appears to offer a noninvasive, efficient approach to assessing risk of child abuse.     

Alcohol-related content in undergraduate nursing curricula in the northeastern United States

Societal alcohol abuse and misuse is disproportionate to the number of related didactic and clinical hours reported by traditional baccalaureate nursing programs in the United States. Because no recent research re-examines the findings from earlier studies, a survey was developed and then electronically distributed to all nursing department deans or program chairs of traditional baccalaureate nursing programs in the Northeast (N=117). Twenty-seven (23%) schools responded. Results showed limited didactic and clinical offerings. Most schools cover content related to definition, psychological and medical complications, and treatment and rehabilitation. Clinical applications were limited as was content addressing public dimensions of alcohol misuse. The current findings showed little change from those of studies conducted more than 20 years ago. Based on the current findings, further survey development is encouraged with the intent of continuing exploration of curricular offerings related to alcohol misuse.     

A three-stage process of reactions to change: Maternal employment and day care

This article delineates a three-stage process of reactions to social and economic changes that threaten traditional values. In the first stage, public and professional reactions are predominantly negative; in the second stage, predominantly ambivalent; and in the third stage, predominantly accepting. This three-stage process is used to analyze the reactions to increases in maternal employment and day care. A key issue for future investigation is whether the same process represents a predictable sequence of reactions to other social and economic changes that threaten traditional values.Thanks are extended to Judy Sidden and Chris Ivanick for their contributions to this article.His research interests include family policy and comparative family issues. He received his Ph.D. from Harvard University.     

Controversies About Lower-class Culture: Delinquency and Illegitimacy

La classe des sous-priviléglés a-t-elle son patrimoine culturel? La controverse autour de cette question Vient de ce que l'on se demande si ceux-ci partagent les valeurs des classes moyennes ou s'ils n'adhèrent qu'à leurs valeurs propres. Une partie de l'argumentation disparalt quand on note le caractère limitatif du problème s'il est posé sous forme de dilemme. Au lieu d'une alternative, quatre possibilltés au moins peuvent être suggérées, à savoir, que la classe des sousprivilégiés: (1) partage les valeurs des classes moyennes, (2) abandonne les valem des classes moyennes et développe les sienna, (3) partage les valeurs des classes moyennes et se crée aussi d'autres valeurs, (4) n'est pas guidée en certains domaines par un système de valeurs. Ces possibilités mettent en lumière I'hétérogénéité de la classe des sous-privilégiéS et elles peuvent clarifier les controverses qui entourent les problèmes de I'illégitimité et des délits.     

How Ineffective Family Environments Can Compound Maldevelopment of Critical Thinking Skills in Childhood Abuse Survivors

The high stress of childhood abuse is associated with neurobiological detriments to executive function. Child abuse survivors may also be cognitively and relationally disadvantaged as a result of being raised in emotionally impoverished families that lack cohesion, organization, flexibility, self-expression, and moral and ethical values and fail to provide opportunities for effective learning. A review of literature demonstrates how dysfunctional family of origin environments common to child abuse survivors, concomitant with the extreme stress of overt acts of abuse, can act as a barrier to the development of higher-order critical thinking skills. The article concludes by discussing ramifications of critical thinking skill deficits in child abuse survivors and highlights the importance of integrating and prioritizing critical thinking skills training in treatment.     

The Teachers’ Page

Place-based education is a growing trend in education. This article defines place-based education and briefly examines its use across the disciplines. So as to better understand the wider concept, meanings of the geographical term place are analyzed. Place-based education in a social studies classroom is examined using two hypothetical scenarios, demonstrating that place-based education is indeed appropriate in the social studies.