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STATEMENT OF DR. RONALD D. STEPHENS
30200 Agoura Road, Suite 260, Agoura Hills, CA 91301
SUBCOMMITTEE ON EARLY CHILDHOOD, YOUTH AND FAMILIES
COMMITTEE ON EDUCATION AND THE WORKFORCE
HEARING ON UNDERSTANDING VIOLENT CHILDREN
Youth Violence: Coming Soon to a School Near You
Recent reports from the US Departments of Justice and Education reflect a slight reduction in school crime, but try to explain this to parents in Jonesboro, Arkansas; Pearl, Mississippi; Paducah, Kentucky; or to citizens and parents in Edinboro, Pennsylvania who experienced the killing of a teacher, along with the wounding of another teacher and two students this past weekend. Since 1992, there have been 211 violent-associated school deaths [as of April 28, 1998] that we can document. The incidents are just as likely to occur in rural and suburban America as they are in the inner city.. We are all still reeling from the recent shocking reminder in Jonesboro, Arkansas, that violent juvenile crimes -- even when they invade only 10 percent of our nation's schools -- are symptoms of danger and dysfunction that must not be ignored.
It should not require an act of courage for parents to send their children to school. Although the incidence of crime and violence may have declined slightly, the severity of those incidents continues to escalate. Fistfights and fire drills in schools have been replaced by gun fights and crisis drills. Violence is no respecter of persons, geography, class, color or ethnic origin. And it can happen anywhere. While the average American can no doubt name the five largest urban metroplexes in the country where violence often occurs, who could predict that it would galvanize towns such as Grayson, Olathe, Blackville, Lynnville, Moses Lake, Bethel, Jonesboro, Pearl, West Paducah and now Edinboro?
For the most part, violence does not begin in schools. It walks onto school premises from the neighborhood. It enters the school doors with students, educators, visitors, volunteers and predators and sometimes even campus supervisors. Violence evades metal detectors, counselors and teachers because fear, anger, hopelessness, longing, and frustration are carried invisibly in hearts and minds. Whatever the source of that violence, whether from the home, the community or elsewhere, the effects of violence on learning are so destructive that educators are placing school security on the education agenda out of self-defense and necessity. Teachers cannot teach and students cannot learn in an environment of intimidation and fear.
Despite our best intentions, school safety cannot be legislated. It must be grown and developed from within. True crime prevention begins with heartware, not hardware. It is supported with positive attitudes and actions, which promote the safety, success and well-being of all children. Thus, it behooves us to eliminate those aspects of American life that conspire to rob all too many children, youth, parents, workers and citizens in general of their energy, hope and desire to learn and succeed.
Understanding Youth Violence
Before we can identify the causes of youth violence, we must first examine its pervasiveness and the scope of the school violence problem. One out of twelve young people who stay away from school do so because of fear. This is a national tragedy.
A 1994 study produced by Metropolitan Life Insurance indicated that annually, one in four students and one in nine teachers are attacked in schools.
According to "Violence and Discipline Problems in U.S. Public Schools: 1996-97," a study by the National Center for Education Statistics, 10 percent of all public schools experienced one or more serious violent crimes (i.e., murder, rape or other sexual battery, suicide, physical attack or fight with a weapon, or robbery) that were reported to police or other law enforcement officials during the 1996-97 school year.
According to the U.S. Department of Justice's report, "Juvenile Offenders and Victims: 1997 Update on Violence," the rate of violent victimization of juveniles (ages 12 through 17) was nearly three times that of adults in 1994. In 1995, 10 percent of high school students said they had carried a weapon to school in the 30 days preceding the survey.
According to the Federal Interagency Forum on Child and Family Statistics "America's Children: Key National Indicators of Well-Being," in 1994, almost 2.6 million youth ages 12 to 17 were victims of violent crimes.
The U.S. Department of Justice's "Juvenile Arrests 1995" summarizes arrest statistics of juveniles. Findings are derived from data reported to the FBI's Uniform Crime Reporting Program. In 1995, juveniles were involved in 32 percent of all robbery arrests; 23 percent of all weapons arrests; 15 percent of all murder and aggravated assault arrests; and 13 percent of all drug arrests.
The Public Agenda's Getting By: What American Teenagers Really Think About Their Schools, the results of a fall 1996 random telephone survey of 1,300 high school students nationwide, revealed that 48 percent of public school students said that drugs and violence are serious problems in their schools.
Causes of youth violence
Understanding youth violence is a complex issue which is affected by a wide variety of social, economic, political and individual factors.
In a cooperative study involving the National School Safety Center and the Centers for Disease Control, an analysis was made of "School-Associated Violent Deaths" during the 1992 to 1994 school years. Specific common factors were identified among perpetrators:
40 percent had a past background of criminal misbehavior;
24 percent had been previously involved with substance abuse;
35 percent were involved in gangs; and
70 percent had previously brought a weapon to school.
Since July of 1992, the National School Safety Center has identified 211 school-associated violent deaths, most of which involved intention to cause personal injury. Using these factors and percentages, consider this:
If 40 percent of the perpetrators had a criminal background, the inverse of this data is that 60 percent did not;
If 35 percent were gang-involved, the inverse suggests that 65 percent were not;
If 24 percent were drug-involved, the inverse suggests that 76 percent were not.
The data suggests that even with all we know, what we don't know is greater than what we do know. This suggests that there are many other factors that influence the development of youth violence.
Researchers and youth-serving professionals have identified many risk factors which contribute to violence. Perhaps the top two such factors are a history of victimization and perceptions of isolation.
Past victimization.
Research involving schoolyard bullies reflects that about 80 percent of bullies were first victims of bullies in the form of parents, peers, siblings or others. Many victims become perpetrators of crime in response to their own experiences with ridicule, physical punishment, torment and abuse. The combination of being both a victim and a perpetrator makes it more difficult to understand and sort through the causes of violent behavior. The way youngsters are treated by parents is perhaps the most influential predictor of child behavior. Most psychologists agree that bullying and aggression are learned behaviors. If they are learned, the implication is that they can be unlearned.
Youngsters who feel isolated, neglected, ignored and ridiculed.
This factor itself is complicated. Some suggested causes of perceptions of isolation and neglect include:
economic deprivation that distances children and youth from peers who have advantages and comforts they lack;
lack of growth and enrichment activities such as conversation with family members, childhood reading experiences, exposure to social activities with family members and friends, pre-school classes;
lack of nurturing role models and persons who can serve as caring supervisors, mentors or advocates;
youngsters' perceptions that they are not understood and not appreciated;
conflicts and isolation perceived due to differences among the culture of the family and varieties of cultures in the school or larger community;
family disorganization and lack of meaningful rituals (for example, shared mealtimes, birthday celebrations and family outings)
Other causes of violence in youth include:
A background of misconduct and trouble at home, at school and with the law.
One of the best predictors of future behavior is past behavior. Youngsters who begin at home to act out, withdraw, bully others and evidence impaired attention spans reveal potential indicators of future trouble. Such children are candidates for immediate and early intervention. Consequently, prevention and early intervention activities and programs through churches, social services agencies and schools can go far to ensure that disruptive, delinquent behavior does not become ingrained.
It is critical to guide children through positive role modeling, encourage them through positive mentoring, and help them achieve success through supervision and support.
Social skills deficit disorder.
A common pattern among perpetrators is a social skills deficit disorder, which is often characterized by rage, defiance, thoughtlessness, detachment and nonconnectivity. Often these youngsters feel powerless and hopeless, but with a gun, they feel powerful and in control. Several new terms have been developed over the years to describe these kinds of individuals, including ADHD (attention deficit hyperactive disorder), ODD (oppositional defiant disorder) and IED (intermitted explosive disorder). Whatever the label, the result of disruptive, delinquent behavior is unacceptable.
School failure.
School failure is a significant predictor of later offending. Because such failure is a consistent predictor or correlate of violent behavior, it may be useful to identify children who are at risk of school failure due to living in high-risk, economically deprived neighborhoods. Such children must be targeted for preschool intellectual enrichment programs, which have correlated positively with reductions among children at-risk for school failure and later offending.
Alcohol and other drugs.
Use of alcohol and other drugs tends to diminish inhibitions and lower an individual's threshold for violence. School administrators across the country are looking for ways to identify early the potential for violence. For instance, Carmel High School in Indiana mandates a drug test when a youngster is suspended or expelled from school for an infraction. Early results have shown that 40 percent of students tested because of fighting tested positive for illegal substances, 42 percent of students violating the tobacco policy also tested positive for illegal substances. The good news about Carmel High's testing program is that after the testing, 64 percent of all students who tested positive for an illegal substance received treatment.
Gang involvement and gang violence.
Involvement in gangs is a vicious cycle of intimidation, violence and retaliation masquerading as "belonging" and taking part in peer rituals. The November/December 1997 issue of Juvenile Offender reports on the Rochester Youth Development four-year study of a sample of 1,000 7th-and 8th-grade Rochester public school boys and girls, a majority of whom were from high-crime areas. (The data as reported in the publication were weighted to represent the total population.) The study reveals that adolescent gang members, representing only 30 percent of the study population, were more involved in delinquent acts than were the adolescent nongang members. Gang members were responsible for 65 percent of general delinquency, 86 percent of serious crime, 60 percent of public disorder crimes, 70 percent of drug sales, 63 percent of alcohol abuse and 61 percent of drug use. In addition, gang members often escalated violence through their rivalries and retaliation activities.
In several of the school-associated multiple shootings, individuals have been gang-involved or negatively influenced by peer groups. For instance, in Pearl, Mississippi, the perpetrator was a member of satanic cult; in Bethel, Alaska, and Lynneville, Tennessee, the shooters were influenced by other students.
Prejudice and discrimination.
Emphasis on differences, along with acts of bigotry based on differences, has perhaps done more to fuel gang membership and involvement than anything else in American society. The way others are treated, particularly newcomers, has a great deal to do with the alliances and affiliations that are formed. However, prejudice and discrimination are pervasive in society at large, not simply instrumental in encouraging the formation of gangs or other social groups. Inbred fear, hate and discrimination are often imperceptibly passed from one generation to another without any defensible justification or understanding.
Violence publicized in the media and sports.
Violence is publicized throughout our culture in movies, sports and the media. Our societal attraction to violence is exhibited in our crime rates and in the media. Such publicity has a significant effect on stimulating youth violence. Young people tend to become what they see and what they experience. The United States has one of the highest rates of interpersonal violence among all nations of the world. In addition, the United States has the highest homicide rate of any Western industrialized society.
When it comes to the media, the theme seems to be "if it bleeds, it leads." There is a tendency to showcase the most violent acts in daily news reports. Oftentimes fights at school are not reported unless the incident results in a serious injury. Even video and arcade games have taken on a deadly and violent character. The marketing language tells the story. We've gone from "Mortal Combat" to "Mortal Combat II" to ultimate annihilation and even worse. The way we die says so much about the way we live. Death review boards across the country have observed that now when youngsters kill each other, it is often not simply a single shot that brings death to the victim, but multiple shots to the head, chest or groin, reflecting not simply violence, but raging violence.
Easy availability of guns.
Despite the argument that people kill, guns don't, the easy accessibility of weapons to young people in this country is staggering.
A 1993 study of juvenile possession of firearms drawn from questionnaire volunteer responses of 835 male serious offenders in 6 juvenile correctional facilities in 4 states and 758 male students in 10 inner-city schools near those facilities revealed: 83 percent of inmates and 22 percent of the students had possessed guns; 55 percent of inmates carried guns all or most of the time in the year or two before being incarcerated; 12 percent of the students did so, with another 23 percent carrying guns now and then.
When asked how they would get a gun, 45 percent of the inmates and 53 percent of the students said they would "borrow" one from family or friends; 54 percent of the inmates and 37 percent of the students said they would get one "off the street."
A Harvard School of Public Health survey in 1993 revealed that of the 2,508 students surveyed (in 96 public and private elementary, middle and senior high schools, grades 6 through 12), 59 percent said that they could get a handgun if they wanted one. Two or three who knew where to get a handgun said that they could get one within a 24-hour period.
In the old days, when fistfights were the way to settle arguments, young people would walk away with a few bruises or black eyes. Today, however, with guns it is about body counts, not bruises. We have transitioned from the single shot zip guns to the six shooter to semi-automatic weapons. There seems to be a tendency to see how much more violent the next school-associated violent death can be.
Absence of responsible adult supervision.
Despite all of the high-tech strategies-- including camera surveillance, metal detectors, motion sensors and access control systems--still the single most effective strategy for preventing youth violence is the physical presence of a responsible adult in the immediate vicinity.
The above are just a few of the causes associated with violent juvenile behavior. We must develop recommendations for actions that parents, educators and students themselves must take to eliminate this threat to the education and development of skilled, knowledgeable, socially responsible citizens.
Teachers are so frustrated about school safety that such issues are now becoming part of their collective bargaining agreements. Emerging components of collective bargaining agreements include recommendations such as the following:
zero tolerance policy, applicable to all students, for assaults or any weapons or dangerous devices capable of producing bodily harm;
expulsion of students who repeatedly engage in actions resulting in serious violations;
cooperative problem-solving to develop improved security procedures involving teachers and school staff;
automatic and immediate expulsion for assaults on educators;
requirement for students expelled for violent behavior to successfully complete a behavior modification program prior to school readmittance;
reassignment to another school for students who have assaulted an educational employee (Receiving schools will be given all information available concerning assaultive students.);
immediate investigation of allegations of assault or weapons possession followed by prompt and reasonable action to protect all parties;
prompt reporting to appropriate school security or police personnel of incidents of assault or weapons possession;
prioritizing the establishment of area safety and security before providing emergency treatment;
requirement for school district to file criminal charges against any student or any patron found to be on school premises under the influence of drugs and or alcohol (School district will support any employee who chooses to file such criminal civil charges.);
annual evaluation of hearing officers for student due process hearings;
school district authorization for employees to use force to prevent injury to self or another;
requirement for school district to train all employees to deal in a nonthreatening manner with threatening students;
requirement for the school district to continue payment of an employee's salary without charging sick leave when employee has been injured due to school violence;
requirement for school district to provide leave with pay for one week for any educator assaulted by a student or patron, whether or not the employee has been injured;
requirement for school district to pay any legal fees incurred in holding students and parents liable for damages; and
requirement for school district to provide leave with pay if the employee is injured as a result of school violence.
What Congress Can Do?
What can be done at the federal level to mediate against causes of youth violence such as those I have outlined?
1. Place school safety on the national agenda.
2. Permanently fund the National School Safety Center:
to provide national leadership as a catalyst for promoting and preserving school safety.
to provide training and technical assistance; and
to serve as a central resource for model programs.
The National School Safety Center is the nation's leading school crime prevention resource and brings with it a wealth of resources and experience. Funding for this much-needed program has expired.
3. Continue to provide grant funds for research and evaluation of violence prevention programs and strategies.
4. Fund rigorous longitudinal studies of populations of at-risk children and youth to identify causal factors influencing youth violence and to identify protective factors that contribute to effective prevention/intervention results.
5. Encourage state legislation which focuses on:
comprehensive safe school legislation;
improved information sharing;
expanded alternative school programs for troubled youth;
expanded after-school programs for children and youth;
youth community service and involvement through volunteering;
development of truancy prevention/intervention programs;
interagency cooperation and collaboration; and
encouragement of teacher training in school violence prevention.
Action at the local level
This nation's educational system has its foundation at the local level. Education is a federal concern, a state function and a local responsibility. Assigning such responsibility to parents, students, educators and other citizens closest to the need for schooling is both appropriate and demanding. There is much to do in carrying out the educational mission of the schools and in preserving schools as safe havens for learning. The following list details ways in which school administrators, law enforcers, parents, students and local citizens can promote the educational mission of schools and preserve schools as safe havens in which children can learn and develop their skills as successful, socially responsible citizens.
No. 1: Place school safety on the top of the educational agenda on each campus and within the community.
School administrators tend to get not only what they expect and deserve, but also what they measure. When the district makes a conscious decision that safe and welcoming schools are a high priority and measures its progress by assessing aspects of school safety, that commitment provides the basis for the development of strategies to achieve this goal. Placing school safety on the educational agenda is a mandatory first step toward safer and better schools.
No. 2: Develop a comprehensive systemwide safe schools plan.
A districtwide safe schools plan should be established, complemented by a safe schools plan for each school site. These plans benefit from the collaborative input of parents, students, educators, law enforcers, the courts, probation and social service personnel, and religious, corporate, and other community leaders who represent the racial and ethnic balance of the community. Safe school planning requires vigorous, ongoing interagency support. Community and corporate partnerships should not focus merely on security and supervision but also on education. Plans should be annually updated and broadly disseminated to students, parents and staff.
No. 3: Amplify the mission statement.
The school's mission statement should reflect the context in which the school and district wishes academic learning to take place. For instance, the phrase "To learn in a safe and secure environment free of violence, drugs, and fear" enhances the school's legal position to create and enforce policies promoting a safe, caring and disciplined school climate. A statement of this nature can markedly increase the validity and credibility of the district's efforts to create and preserve a safe environment.
No. 4: Enhance multicultural understanding.
Stress the unique worth of every person. Polarization among student groups and the rise in gang activity indicate a need to develop educational programs that bring students together and focus on cultural competence and cooperation, not merely tolerance.
No. 5: Ban forms of nonphysical intimidation.
"Hard looks," "stare downs," "mad-dogging" and "mean-mugging" should be added as actionable offenses to the student code of conduct. Such threatening behavior should not be tolerated. Psychological intimidation can be as damaging as physical assaults.
No. 6: Create an active student component.
Students should be involved in their own safety and in safety planning. Consult with students on safety strategies and recommendations. Devise a life skills curriculum that focuses on good decision-making, responsible citizenship and conflict resolution. School violence is the tangible expression of unresolved conflict. If we can help children and youth identify and implement constructive conflict resolution techniques, our campuses can be made much safer. A curriculum that emphasizes courtesy and thoughtfulness will contribute toward this goal. Involve students in planning and managing student events, campus beautification and crime reporting. Encourage students to report any suspicious individuals on school grounds. Provide students and staff with a toll-free, anonymous hotline for reporting weapons offenses and other criminal activity. Student participation promotes responsible student development and maturity, enabling students to be part of the solution rather than being perceived only as part of the problem.
No. 7: Implement a peer counseling and peer mediation program.
Students represent one of the best agents for promoting and maintaining a safe campus. An effective peer counseling program can head off many problems before they reach explosive levels. Students trained as peer counselors can serve as influential resources for nonviolent problem solving.
No. 8: Make the campus welcoming.
School safety leadership begins at the top. Unquestionably, the best principals know their students and spend much of their time outside their offices. Staying in touch cannot be accomplished in a cloistered office. The way the day begins affects the climate of the entire day. Greeting students at the front door, being present in the hall during class changes, visiting classrooms and participation in special events is crucial.
No. 9: Establish an engaging system of extracurricular programs and services.
Without positive and challenging activities, students tend to fill the void with negative activities. A safe school provides students with several options before, during and after school. Schools must work with the community's local recreation department, social services agencies and youth and civic groups to ensure that children and youth and their families have a safety net of agencies, advocates and services available to them.
No. 10: Develop and enforce a school dress code.
Students and staff tend to behave the way they are allowed to dress. Establish a districtwide dress code policy that sets specific and unambiguous appearance standards for both students and staff. Gang attire should be prohibited, and dress code expectations should be consistently enforced. Contradictory policies and procedures and inconsistent enforcement by staff send mixed messages to students. School staff should serve as role models for students. Involve students and parents in developing appearance standards. Students and parents will support and preserve what they help create.
No. 11: Ensure that behavior expectations are clearly communicated, consistently enforced and fairly applied.
School policies should reflect behavior expectations outlined in federal, state, county and local statutes or ordinances. Review the student and teacher handbooks and place students, parents and staff on notice. Require that students and parents provide written acknowledgment that they have received and read the student behavior code.
No. 12: Carefully screen and select new employees.
One key decision parents and communities make involves deciding who will teach, train, coach, counsel and lead their children. Keeping child molesters and pedophiles out of classrooms, schools and youth-serving organizations is a major task. Responsible parenting and thoughtful leadership on the part of schools and other youth-serving agencies should provide enough reasons to establish appropriate safeguards for keeping child molesters away from children. Increasing litigation against school systems and child-care providers has created a financial reason to conduct appropriate background checks to protect the safety of children. Some school systems and youth-service organizations already have faced multimillion-dollar lawsuits for their failure to appropriately screen, properly supervise and/or remove employees who may present risks to children. Every school system should have clear policy guidelines and procedures to weed out individuals with criminal backgrounds of misbehavior involving children. Any record-screening program must consider the rights of privacy and due process as well as the right to a hearing when disqualification is involved. But the screening program also must balance these rights against the rights of the children who will be served by the individual.
No. 13: Create a climate of ownership and school pride.
Campus pride begins with a clean and orderly school. School maintenance efforts may also include the development of a graffiti abatement and community clean-up program. School officials should also work with police and community leaders to ensure the walk to and from school is crime-free and nonthreatening. Together they can work on ways to shut down drug houses and stop illegal group activities in school neighborhoods. The local U.S. attorney and city and county officials represent some excellent resources to cultivate. Their support is critical to abate gangs, drug activity and graffiti.
No. 14: Provide adequate adult supervision.
Young people need continuous responsible supervision. This may include teachers, administrators, parents, campus supervisors, or law enforcement officers. By all means, do not forget senior citizens. Like many young people, many senior citizens with talents and are looking for something to do. Recent studies show that most young people believe adults play a major role in counseling and encouraging kids toward nonviolence.
No. 15: Identify specifically assigned roles and responsibilities.
Policies and procedures that detail staff members' and parent-volunteers' responsibilities for security should be developed. These responsibilities may include monitoring hallways and restrooms, patrolling parking lots, and providing supervision at before-school and after-school activities.
No. 16: Mandate crime reporting and tracking.
A uniform school crime-reporting and record-keeping system is critical to maintaining a safe, secure campus. When administrators know what crimes are being committed on their campuses, when and where the crimes are committed and who is involved, appropriate supervision can be implemented. In addition, school leaders must analyze crime data to determine whether linkages exist among criminal activities on campus.
No. 17: Identify and track repeat offenders.
Most school crime problems are caused by a small percentage of students. To discourage their continued misbehavior and criminal acts, school leaders should track, monitor and closely supervise these youngsters.
No. 18: Maintain close supervision and ensure remedial training for offenders.
Troublemakers should not be rewarded with more time off from school or lighter class schedules. Their training and supervision should be intensified. Consider the following actions when planning close supervision: Place such students with experienced teachers; develop individual behavior and education plans; assign a specific counselor to each student; and assign these students to lockers in areas that are clearly visible and easily supervised. Create a local network of resources and youth-serving referral agencies in your community.
No. 19: Expand alternative placement options for troubled youth.
Youngsters who have committed weapons violations and other serious disruptions should be removed from the mainstream educational setting and relocated to an in-school suspension program or alternate education site within the district where closer supervision and greater structure are provided.
No. 20: Consider placing a probation officer on campus.
Probation officers can provide additional intensive supervision for students on probation who attend school. Exercising such an option can complement the efforts of student personnel staff, who then can invest more time reinforcing positive behavior among all students, rather than simply disciplining troublemakers.
No. 21: Require restitution and community service for all juvenile offenders.
Work with the presiding juvenile judge, the chief probation officer, and community or government leaders to establish a community service and restitution program at the school. Individuals involved in vandalism and malicious mischief should have positive means of making amends to society for their offenses.
No. 22: Control campus access.
Parking lots and school buildings with multiple entrances and exits maximize the potential for vandalism and defacement of vehicles and school property. Continuing efforts should be made to minimize the number of campus entrance and exit points used daily. Access points to school grounds should be supervised regularly by individuals familiar with the student body. Campus traffic, both pedestrian and vehicular, should flow through areas that can be easily and naturally supervised. Delivery entrances used by vendors also should be checked regularly. Perimeter fencing should also be considered as a means of restricting access to campus.
No. 23: Establish uniform screening procedures to monitor visitors and potential campus intruders.
Signs directing persons to the office should be placed in strategic, visible locations and should be large enough to attract visitors notice. Visitors should be required to sign in at the school office, state their specific school business, and be required to visibly display a visitor's badge. All school employees should be trained to courteously challenge unidentified persons and direct them to the main office. "May I help you?" is a kind, nonthreatening way to begin.
No. 24: Require picture identification cards for each student and staff member.
A school administrator is responsible not only for keeping students away from trouble, but also for keeping trouble away from students. Being able to distinguish enrolled students from nonstudents and guests is critical. An effective picture identification system enhances the control and management of the campus. Authorized parent volunteers and school visitors also should display clearly identifiable badges or name tags.
No. 25: Articulate a clearly defined locker policy.
The locker policy at each school should appropriately reflect the district's custodial interest. Students and parents should be notified that the lockers are school property. Students should be advised in the student handbook that lockers "and their contents" may be searched at any time for reasons of health and safety. Distributing district-owned locks to students or requiring that students use only locks for which the school has combinations will further enhance the school's custodial position in conducting routine locker checks.
No. 26: Disseminate a summary of laws pertaining to school disorder.
The summary should be drafted by the district's legal counsel and disseminated through the director of security to all site administrators and security personnel to ensure consistency of student supervision and management.
No. 27: Review discipline and weapons possession policies.
Ensure that policies attack the problem, and not simply the symptoms. Clearly distinguish between disciplinary matters and criminal offenses. Identify top discipline problems and then establish a task force of students, teachers, administrators and parents to review and/or develop effective strategies and programs that promote a safe and secure campus.
No. 28: Establish a crisis response plan.
Many problems can be avoided through responsible planning. However, sometimes a crisis is unavoidable. A good crisis plan focuses on crisis prevention, preparation, management and resolution. It also identifies community resources that serve students. The crisis response plan should include step-by-step procedures for crisis situations.
No. 29: Establish an emergency communications center.
Use the latest technology to enable site administrators to make immediate contact with teachers and school safety personnel. A school communications network should link classrooms and schoolyard supervisors with the front office or security staff, as well as with local law enforcement and fire departments. At least one radio with cellular phone capability should be available on campus for emergencies. Detention classrooms or facilities for behaviorally disruptive students also should have emergency call buttons. A fully computerized public safety emergency frequency is recommended.
No. 30: Promote crime prevention through environmental design.
Trim or remove shrubbery that interferes with natural surveillance. Provide maximum supervision in heavy traffic areas. Provide strategically located public telephones with dial-free connections to emergency services. Relocate safe activities near typical trouble spots. For instance, consider relocating a counselor's office near a corridor or locker bay where problems have occurred. Conduct ticket sales or concession activities in or near problem areas. Eliminate obstacles such as trash cans and architectural barriers that block or impede traffic flow as well as supervision and surveillance. Use parabolic/convex mirrors in stairwells and locations that require improved supervision. Replace double-entry restroom doors with an open zigzag design to better monitor behavior in restroom areas. Use automatic flush valves and automatic water faucets to reduce vandalism and control water consumption.
No. 31: Remove posters from all windows.
Posters and construction paper covering windows block natural supervision. Unless glaring sun or the need for privacy mandates the covering of windows, they should be left clear to enhance supervision.
No. 32: Use current technologies that promote crime prevention.
A host of options exists relative to access control, property identification and supervision. For example, consider electromagnetic door locking systems. Proper control strategies such as microdot systems, surveillance cameras for difficult-to-supervise public areas and other high-tech strategies may be appropriate.
No. 33: Limit opportunities to transport and store contraband.
School systems have put in place crime prevention policies that include: allowing only clear plastic or mesh book bags, or no book bags at all; eliminating lockers; establishing a coat check area for oversized articles of clothing capable of shielding weapons; and providing students with two sets of textbooks, one for home and one for school, to eliminate the need for book bags and to reduce the time for class changes.
No. 34: Stress that campus parking is a privilege, not a right.
The parking policy should emphasize that when students drive their vehicles on school property, they agree to abide by campus rules and to having their vehicles searched. Diminishing the privacy expectation can deter the presence of contraband or weapons. The policy also enhances the district's position for legal action relative to search and seizure.
No. 35: Enhance interagency cooperation among youth-serving professionals.
Creating safe schools is a community function. Schools cannot accomplish this task alone. Safe schools actively cooperate with community agencies. Campus security operations should be coordinated with local law enforcement agencies. Include law enforcers in your curriculum, supervision and crisis planning. Community support agencies such as county mental health, child protective services, department of parks and recreation, juvenile probation and the courts together must identify students who are potentially dangerous and provide services to preclude juvenile offenders from causing further problems. These agencies must also provide services that assist in troubled students educational and personal development.
No. 36: Consistently enforce the information-sharing agreements.
At least once annually, school administrators should review their information-sharing agreements to ensure they comply with federal and state laws and to ensure school administrators and staff are doing everything possible to share such information with those who have a legitimate need to know. Special follow-up should be given by the court to ensure that court orders and other information-sharing agreements among agencies comply with court guidelines. The student record policy should state that student records may be shared with any teacher, staff member or youth-serving professional who has a legitimate need to know.
No. 37: Establish a parent/volunteer center on each campus.
The center can recruit, coordinate and encourage parents to participate in the educational process. Possible activities include helping supervise hallways, playgrounds, restrooms or other trouble spots. Classroom visits and participation in special events are encouraged. A special training program that outlines expectations and responsibilities for parents in volunteer roles can be particularly helpful. School crime decreases when responsible adult supervision is present.
No. 38: Conduct annual school safety training programs.
Prior to the start of each school year, training sessions should be held for all site administrators and security personnel to review school safety procedures. Staff should be regularly updated on safety plans through in-service training. The training should include certificated and classified staff as well as part-time and substitute employees.
No. 39: Provide teacher training programs.
Special in-house training on student behavior management should be offered for teachers and administrators. Strategies that worked 20 years ago no longer may be effective. Teachers must develop coping skills and techniques for controlling classroom behavior and dealing with disruptive youth and angry parents.
No. 40: Conduct an annual review.
Every school should conduct an annual safety assessment of its safe school planning. The evaluation component is a continuing reality check and refinement of the safe school actions and attitudes that the school wishes to create and maintain. The assessment may reveal that additional steps should be taken to improve adult supervision, revise curricula, pass legislation, redesign facilities or establish new programs.
Conviction and Commitment
Well-educated, socially responsible citizens constitute this country's greatest strength. On the eve of the twenty-first century, we are called to act with conviction and pledge commitment from the highest levels of government to the most intimate circles of caring--our families. Citizens in partnership, we must strive to ensure that our children are educated in violence-free schools and communities.
Copyright, 2005, National School Safety Center, www.schoolsafety.us


text:
» Disability Discrimination At The EEOC
Disability Discrimination At The EEOC
by [email protected] | Aug 2, 2012 | Workplace Discrimination
Mary Bullock was an administrative law judge for the Equal Employment Opportunity Commission (EEOC) until 2007. She also suffered from multiple sclerosis. She sued the EEOC in 2006 claiming that the agency tasked with protecting employee rights failed to accommodate her disability as required by the Rehabilitation Act and that the agency retaliated against her after she filed her complaint alleging disability discrimination.
An internal complaint process at the EEOC resulted in a finding that Bullock was unable to perform her job duties, even with a reasonable accommodation, so she was not entitled to protection under the Rehabilitation Act. The judge in her case did find, however, that the EEOC wrongfully retaliated against her for filing her disability discrimination complaint.
Bullock was not allowed a flexible work schedule to allow her to work from home, tighter deadlines were set for her than for other ALJs and she was passed over for promotion because of her disability, according to her own complaint against the EEOC.
After filing a lawsuit regarding the disability discrimination, a federal district judge dismissed Bullock's case for failing to complete the agency complaint process. The Ninth Circuit Court of Appeals recently reinstated her disability discrimination lawsuit against the EEOC, holding that because an ALJ had ruled on her case, the 180-day waiting period to file suit did not apply.
The irony in this lawsuit is that the EEOC is the federal agency tasked with enforcing anti-discrimination laws that offer employees protection from discrimination based on a protected trait, such as a disability, race, ethnicity, gender, age and others.
Source: Huffington Post, "Mary Bullock's Discrimination Lawsuit Against Anti-Discrimination Agency Most Ironic Lawsuit Ever?," July 31, 2012

redpajama_set_name: RedPajamaCommonCrawl


Background: The Src family of protein tyrosine kinases, which includes Src, Lyn, Fyn, Yes, Lck, Blk, and Hck, are important in the regulation of growth and differentiation of eukaryotic cells (1). Src activity is regulated by tyrosine phosphorylation at two sites, but with opposing effects. While phosphorylation at Tyr416 in the activation loop of the kinase domain upregulates enzyme activity, phosphorylation at Tyr527 in the carboxy-terminal tail by Csk renders the enzyme less active (2).
The AMPK and ACC Antibody Sampler Kit provides an economical means to investigate energy homeostasis and fatty acid synthesis within the cell. The kit contains primary and secondary antibodies to perform two Western blots with each antibody.
The Glucose-6-Phosphate Dehydrogenase (G6PD) Activity Assay Kit contains the necessary reagents for rapid, sensitive, and simple detection of G6PD activity in various samples. In the assay, glucose-6-phosphate (G6P), in the presence of NADP, is oxidized by G6PD to generate 6-phosphogluconolactone and NADPH. The generated NADPH is then amplified by the diaphorase-cycling system to produce highly fluorescent resorufin molecules (see Figure 1). The relative fluorescent units (RFU) can then be determined using a plate reader with excitation about 540 nm and emission about 590 nm. The magnitude of RFU is proportional to G6PD activity in the sample.
Background: Glucose-6-phosphate dehydrogenase (G6PD) catalyses the first, and rate-limiting, step of the pentose phosphate pathway (1). The NADPH generated from this reaction is essential to protect cells from oxidative stress (1). Research studies have shown that p53 interacts with G6PD and inhibits its activity, therefore suppressing glucose consumption through the pentose phosphate pathway (2). In cancer cells with p53 mutations, the increased glucose consumption is directed towards increased biosynthesis, which is critical for cancer cell proliferation (2).
Background: L-arginine plays a critical role in regulating the immune system (1-3). In inflammation, cancer and certain other pathological conditions, myeloid cell differentiation is inhibited leading to a heterogeneous population of immature myeloid cells, known as myeloid-derived suppressor cells (MDSCs). MDSCs are recruited to sites of cancer-associated inflammation and express high levels of arginase-1 (4). Arginase-1 catalyzes the final step of the urea cycle converting L-arginine to L-ornithine and urea (5). Thus MDSCs increase the catabolism of L-arginine resulting in L-arginine depletion in the inflammatory microenvironment of cancer (4,6). The reduced availability of L-arginine suppresses T-cell proliferation and function and thus contributes to tumor progression (4,6). Arginase-1 is of great interest to researchers looking for a therapeutic target to inhibit the function of MDSCs in the context of cancer immunotherapy (7). In addition, research studies have demonstrated that Arginase-1 distinguishes primary hepatocellular carcinoma (HCC) from metastatic tumors in the liver, indicating its value as a potential biomarker in the diagnosis of HCC (8,9).
Background: Activating Transcription Factor-6 (ATF-6) is a transmembrane glycoprotein of the endoplasmic reticulum (ER). Upon accumulation of improperly folded proteins in the ER, ATF-6 is cleaved liberating a 50 kDa amino-terminal fragment that translocates to the nucleus (1, 2). There, ATF-6 activates transcription of ER chaperones and components of ER-associated degradation such as GRP78, XBP-1, and CHOP (3-5).
Background: Glyceraldehyde-3-phosphate dehydrogenase (GAPDH) catalyzes the phosphorylation of glyceraldehyde-3-phosphate during glycolysis. Though differentially expressed from tissue to tissue (1), GAPDH is thought to be a constitutively expressed housekeeping protein. For this reason, GAPDH mRNA and protein levels are often measured as controls in experiments quantifying specific changes in expression of other targets. Recent work has elucidated roles for GAPDH in apoptosis (2), gene expression (3), and nuclear transport (4). GAPDH may also play a role in neurodegenerative pathologies such as Huntington and Alzheimer's diseases (4,5).
Background: Glucose transporter 1 (Glut1, SLC2A1) is a widely expressed transport protein that displays a broad range of substrate specificity in transporting a number of different aldose sugars as well as an oxidized form of vitamin C into cells (1,2). Glut1 is responsible for the basal-level uptake of glucose from the blood through facilitated diffusion (2). Research studies show that Glut1 and the transcription factor HIF-1α mediate the regulation of glycolysis by O-GlcNAcylation in cancer cells (3). Additional studies demonstrate that Glut1 is required for CD4 T cell activation and is critical for the expansion and survival of T effector (Teff) cells (4). Mutations in the corresponding SLC2A1 gene cause GLUT1 deficiency syndromes (GLUT1DS1, GLUT1DS2), a pair of neurologic disorders characterized by delayed development, seizures, spasticity, paroxysmal exercise-induced dyskinesia, and acquired microcephaly (5,6). Two other neurologic disorders - dystonia-9 (DYT9) and susceptibility to idiopathic generalized epilepsy 12 (EIG12) - are also caused by mutations in the SLC2A1 gene (7,8).
Background: Hemoglobin (Hb, Hgb) is a heme-containing transport protein found primarily in the red blood cells of humans and most other vertebrates. The primary function of hemoglobin is to transport oxygen from the external environment to the body tissues. Hemoglobin also facilitates metabolic waste removal by assisting in the transport of carbon dioxide from tissues back to the respiratory organs (1). Mature hemoglobin is a tetrameric protein complex, with each subunit containing an oxygen-binding heme group (2). Multiple isoforms of hemoglobin exist, which vary in relative abundance depending on developmental stage. Adult hemoglobin (HbA) is comprised of two α subunits and two β subunits and is the predominant hemoglobin found in red blood cells of children and adults. Fetal hemoglobin (HbF) contains two α subunits and two γ subunits and is the predominant isoform found during fetal and early postnatal development (2,3). Mutations that alter the structure or abundance of specific globin subunits can result in pathological conditions known as hemoglobinopathies (4). One such disorder is sickle cell disease, which is characterized by structural abnormalities that limit the oxygen carrying capacity of red blood cells. By contrast, thalassemia disorders are characterized by deficiencies in the abundance of specific hemoglobin subunits (4). Clinical treatments that are designed to alter the expression of specific hemoglobin subunits can be used to treat hemoglobinopathies (5).
This Cell Signaling Technology antibody is conjugated to Alexa Fluor® 488 fluorescent dye and tested in-house for direct immunofluorescent analysis in rat cells and flow cytometry in human and mouse cells. The antibody is expected to exhibit the same species cross-reactivity as the unconjugated Insulin (C27C9) Rabbit mAb #3014.
Background: The maintenance of glucose homeostasis is an essential physiological process that is regulated by hormones. An elevation in blood glucose levels during feeding stimulates insulin release from pancreatic β cells through a glucose sensing pathway (1). Insulin is synthesized as a precursor molecule, proinsulin, which is processed prior to secretion. A- and B-peptides are joined together by a disulfide bond to form insulin, while the central portion of the precursor molecule is cleaved and released as the C-peptide. Insulin stimulates glucose uptake from blood into skeletal muscle and adipose tissue. Insulin deficiency leads to type 1 diabetes mellitus (2).
Background: Type I insulin-like growth factor receptor (IGF-IR) is a transmembrane receptor tyrosine kinase that is widely expressed in many cell lines and cell types within fetal and postnatal tissues (1-3). Receptor autophosphorylation follows binding of the IGF-I and IGF-II ligands. Three tyrosine residues within the kinase domain (Tyr1131, Tyr1135, and Tyr1136) are the earliest major autophosphorylation sites (4). Phosphorylation of these three tyrosine residues is necessary for kinase activation (5,6). Insulin receptors (IRs) share significant structural and functional similarity with IGF-I receptors, including the presence of an equivalent tyrosine cluster (Tyr1146/1150/1151) within the kinase domain activation loop. Tyrosine autophosphorylation of IRs is one of the earliest cellular responses to insulin stimulation (7). Autophosphorylation begins with phosphorylation at Tyr1146 and either Tyr1150 or Tyr1151, while full kinase activation requires triple tyrosine phosphorylation (8).
Background: MDR1/ABCB1 belongs to the Mdr/Tap subfamily of the ATP-binding cassette transporter superfamily (1). Multidrug resistance 1 (MDR1) serves as an efflux pump for xenobiotic compounds with broad substrate specificity. MDR1 substrates include therapeutic agents such as actinomycin D, etoposide, imatinib, and doxorubicin, as well as endogenous molecules including β-amyloids, steroid hormones, lipids, phospholipids, cholesterol, and cytokines (2). Research studies have shown that MDR1 reduces drug accumulation in cancer cells, allowing the development of drug resistance (3-5). On the other hand, MDR1 expressed in the plasma membrane of cells in the blood-brain, blood-cerebral spinal fluid, or blood-placenta barriers restricts the permeability of drugs into these organs from the apical or serosal side (6,7). MDR1 is also expressed in normal tissues with excretory function such as small intestine, liver, and kidney (7). Intracellular MDR1 has been detected in the ER, vesicles, and nuclear envelope, and has been associated with cell trafficking machinery (8). Other reported functions of MDR1 include viral resistance, cytokine trafficking (9,10), and lipid homeostasis in the peripheral and central nervous system (11-13).
Background: SNAT1/SLC38A1 belongs to the system A transporters that mediate Na+-dependent transport of short-chain neutral amino acids such as alanine, serine, and glutamine. SNAT1/SLC38A1 mediates the uptake of glutamine in neurons and plays a crucial role in glutamate-glutamine cycle. Steep concentration gradients across the plasma membrane are achieved by coupling of the electrochemical sodium gradient to amino acid transport. This allows a unidirectional mode of transport for SNAT1/SLC38A1. Upregulation of SNAT1/SLC38A1 by neurotrophic factors is key to dendritic growth and branching of cortical neurons. High expression of SNAT1/SLC38A1 is found in cerebral cortex primarily in neurons and to a lesser extent in astrocytes (1-4). Elevated SNAT1/SLC38A1 expression is prominent in human solid tumors including gliomas, hepatocellular carcinomas and human breast cancer (5-8). Research studies show that an aberrant SNAT1/SLC38A1 expression profile correlates with solid tumor recurrence and poor prognosis in patients with cholangiocarcinoma (9).
Background: The x(c)(-) cysteine/glutamate antiporter consists of a light chain subunit (xCT/SLC7A11) that confers substrate specificity and a glycosylated heavy chain subunit (4F2hc/SLC3A2) located on the cell surface (1,2). The heterodimeric amino acid transport system x(c)(-) provides selective import of cysteine into cells in exchange for glutamate and regulating intracellular glutathione (GSH) levels, which is essential for cellular protection from oxidative stress (3). Research studies have shown that xCT expression increases in various tumors, including gliomas, and have implicated xCT in GSH-mediated anticancer drug resistance (4,5). Researchers have found that xCT provides neuroprotection by enhancing glutathione export from non-neuronal cells (6). Moreover, investigators identified xCT as the fusion-entry receptor for Kaposi's sarcoma-associated herpesvirus (7).
Background: BCAT1 and BCAT2 are cytosolic and mitochondrial branched chain aminotransferases, respectively (1,2). Research studies have implicated BCAT1 in distant metastasis in patients with advanced colorectal cancer (3). Disruption of BCAT2 in mice leads to higher levels of plasma branched-chain amino acids, reduced adiposity and body weight, and increased energy expenditure, suggesting its role in regulating insulin sensitivity (4).
Background: CCAAT/enhancer-binding proteins (C/EBPs) are a family of transcription factors critical for cellular differentiation, terminal functions and inflammatory response (1). Six members of the family have been characterized (C/EBPα, -β, -γ, -δ, -ε and -ζ) and are distributed in a variety of tissues (1). There are two forms of C/EBPβ, the 38 kDa liver activating protein (LAP) and the 20 kDa liver inhibitory protein (LIP) which may be products of alternative translation. The 38 kDa LAP protein is a transcriptional activator while LIP may act as an inhibitor of C/EBPβ transcriptional activity (2). Phosphorylation of C/EBPβ at distinct sites stimulates its transcriptional activity (3-5). Phosphorylation at serine 105 of rat C/EBPβ, a unique site only present in the rat sequence, seems essential for rat C/EBPβ activation (6).
Background: Insulin-like growth factor (IGF) signaling plays a major role in regulating the proliferation and metabolism of normal and malignant cells. Insulin-like growth factor-binding proteins (IGFBPs) play an integral role in modifying IGF actions in a wide variety of cell types. The six IGFBP family members share a high affinity for IGF binding and are structurally related, but are encoded by distinct genes (1). IGF binding proteins can exert stimulatory or inhibitory effects by controlling IGF availability through high affinity binding of IGF at the carboxy-terminal domain (2,3). IGFBP3 is the most abundant serum IGF binding protein and the main mediator for IGF-I bioactivities. IGFBP3 also binds IGF-II, insulin, and other cellular and extracellular components to regulate cell growth, development, and apoptosis through both IGF-dependent and IGF-independent mechanisms (4-8). Research studies describe correlations between increased IGF-I levels and reduced levels of IGFBP3 with increased risks of developing cancer, including breast, colon, lung, and prostate cancer (2).
Background: Acetyl-CoA carboxylase (ACC) catalyzes the carboxylation of acetyl-CoA to malonyl-CoA (1). It is the key enzyme in the biosynthesis and oxidation of fatty acids (1). In rodents, the 265 kDa ACC1 (ACCα) form is primarily expressed in lipogenic tissues, while 280 kDa ACC2 (ACCβ) is the main isoform in oxidative tissues (1,2). However, in humans, ACC2 is the predominant isoform in both lipogenic and oxidative tissues (1,2). Phosphorylation by AMPK at Ser79 or by PKA at Ser1200 inhibits the enzymatic activity of ACC (3). ACC is a potential target of anti-obesity drugs (4,5).
Background: AMP-activated protein kinase (AMPK) is highly conserved from yeast to plants and animals and plays a key role in the regulation of energy homeostasis (1). AMPK is a heterotrimeric complex composed of a catalytic α subunit and regulatory β and γ subunits, each of which is encoded by two or three distinct genes (α1, 2; β1, 2; γ1, 2, 3) (2). The kinase is activated by an elevated AMP/ATP ratio due to cellular and environmental stress, such as heat shock, hypoxia, and ischemia (1). The tumor suppressor LKB1, in association with accessory proteins STRAD and MO25, phosphorylates AMPKα at Thr172 in the activation loop, and this phosphorylation is required for AMPK activation (3-5). AMPKα is also phosphorylated at Thr258 and Ser485 (for α1; Ser491 for α2). The upstream kinase and the biological significance of these phosphorylation events have yet to be elucidated (6). The β1 subunit is post-translationally modified by myristoylation and multi-site phosphorylation including Ser24/25, Ser96, Ser101, Ser108, and Ser182 (6,7). Phosphorylation at Ser108 of the β1 subunit seems to be required for the activation of AMPK enzyme, while phosphorylation at Ser24/25 and Ser182 affects AMPK localization (7). Several mutations in AMPKγ subunits have been identified, most of which are located in the putative AMP/ATP binding sites (CBS or Bateman domains). Mutations at these sites lead to reduction of AMPK activity and cause glycogen accumulation in heart or skeletal muscle (1,2). Accumulating evidence indicates that AMPK not only regulates the metabolism of fatty acids and glycogen, but also modulates protein synthesis and cell growth through EF2 and TSC2/mTOR pathways, as well as blood flow via eNOS/nNOS (1).
Background: Glycogen is a polysaccharide of glucose and serves as an energy storage in mammalian muscle and liver (1). Glycogen synthase catalyzes the rate-limiting step of glycogen biosynthesis and has two major isoforms in mammals -- muscle isoform (GYS1) and liver isoform (GYS2) respectively (1). Glycogen synthase kinase-3α (GSK-3α) and glycogen synthase kinase-3β (GSK-3β) phosphorylate glycogen synthase at multiple sites in its C-terminus (Ser641, Ser645, Ser649 and Ser653) inhibiting its activity (2, 3). Hypoxia alters glycogen metabolism including temporal changes of GYS1 expression and phosphorylation in cancer cells, suggesting the role of metabolic reprogramming of glycogen metabolism in cancer growth (1).
Background: HSL (hormone-sensitive lipase) catalyzes the hydrolysis of triacylglycerol, the rate-limiting step in lipolysis. Lipolytic stimuli activate adenylyl cyclase and thus increase intracellular cAMP levels, which in turn activate protein kinase A (PKA). PKA phosphorylates HSL at Ser563, Ser659, and Ser660, which stimulates HSL activity (1,2). In contrast, AMPK phosphorylates HSL at Ser565, which reduces HSL phosphorylation at Ser563 by PKA and inhibits HSL activity (2,3). Recent work indicates that phosphorylation at Ser600 by p44/42 MAPKs also enhances the enzymatic activity of HSL (4).
Background: Insulin receptor substrate 1 (IRS-1) is one of the major substrates of the insulin receptor kinase (1). IRS-1 contains multiple tyrosine phosphorylation motifs that serve as docking sites for SH2-domain containing proteins that mediate the metabolic and growth-promoting functions of insulin (2-4). IRS-1 also contains over 30 potential serine/threonine phosphorylation sites. Ser307 of IRS-1 is phosphorylated by JNK (5) and IKK (6) while Ser789 is phosphorylated by SIK-2, a member of the AMPK family (7). The PKC and mTOR pathways mediate phosphorylation of IRS-1 at Ser612 and Ser636/639, respectively (8,9). Phosphorylation of IRS-1 at Ser1101 is mediated by PKCθ and results in an inhibition of insulin signaling in the cell, suggesting a potential mechanism for insulin resistance in some models of obesity (10).
Background: Stearoyl-CoA desaturase 1 (SCD1) is a key lipogenic enzyme found in the endoplasmic reticulum that catalyzes the conversion of palmitoyl–CoA and stearoyl–CoA to palmitoleoyl–CoA (16:1) and oleoyl–CoA (18:1) (1-3). Palmitoleate and oleate are the major components of triglycerides, membrane phospholipids and cholesterol esters (1). SCD1-knockout mice show improved insulin sensitivity and reduced body fat (1). Disruption of SCD1 in mouse brown adipose tissue strengthens insulin signaling and results in increased translocation of Glut4 to plasma membrane and enhanced uptake of glucose (4). Furthermore, SCD1 is essential for the onset of diet-induced body weight gain (1) and insulin resistance in the liver (5).
Background: Succinate dehydrogenase (SDH), also known as Complex II or succinate:quinone oxidoreductase, is a key component of the citric acid cycle and the electron transport chain (1). Specifically, it is involved in the oxidation of succinate (2). SDH consists of four subunits: SDHA, SDHB, SDHC, and SDHD (3). Research studies have shown that defects in SDHA cause complex II deficiency (2). In addition, investigators have observed reduction of SDHA in the striatum of patients with Huntington's disease (3), and reduction of SDHB, SDHC, and SDHD in paragangliomas and phenochromocytomas (4,5).
Background: Acetylation of lysine, like phosphorylation of serine, threonine or tyrosine, is an important reversible modification controlling protein activity. The conserved amino-terminal domains of the four core histones (H2A, H2B, H3, and H4) contain lysines that are acetylated by histone acetyltransferases (HATs) and deacetylated by histone deacetylases (HDACs) (1). Signaling resulting in acetylation/deacetylation of histones, transcription factors, and other proteins affects a diverse array of cellular processes including chromatin structure and gene activity, cell growth, differentiation, and apoptosis (2-6). Recent proteomic surveys suggest that acetylation of lysine residues may be a widespread and important form of posttranslational protein modification that affects thousands of proteins involved in control of cell cycle and metabolism, longevity, actin polymerization, and nuclear transport (7,8). The regulation of protein acetylation status is impaired in cancer and polyglutamine diseases (9), and HDACs have become promising targets for anti-cancer drugs currently in development (10).


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text:
Le  de dragons (ou  RD), est une unité de cavalerie de l'armée française, créé sous le Premier Empire à partir du 17e régiment de cavalerie, dont l'origine remonte au Régiment de Berry cavalerie, un régiment de cavalerie français d'Ancien Régime, créé en 1673.
Elle est actuellement dissoute.

Création et différentes dénominations

 1689 : renommé régiment de Berry cavalerie
 1er janvier 1791 : prend le nom de 17e régiment de cavalerie
 24 septembre 1803 : transformé en 26e régiment de dragons
 12 mai 1814 : Le régiment est distribué entre les quinze régiments conservés.
 Le  devient vacant
 1873 : création du  de dragons
 1923 : dissous
 1956 : devient le  de dragons à pied
 1957 : prend le nom de  de dragons

Chefs de corps
  : Comte de Roussillon,
  : Joseph d'Ardenne D'Aragon, comte d'Illes,
  : Louis de Saint-Louis,
 1685 : N Colbert, marquis de Villacerf,
  : François d'Yolet, marquis,
  : Louis François de Rouvroy Saint-Simon, marquis de Sandricourt,
  : Victor Pierre Riquet, marquis de Caraman,
  : Prince de Croÿ d'Havré,
  : Pierre Charles de Rocherolles, marquis de Pont-Saint-Pierre,
  : Legendre de Collandre,
  : René de Voyer, marquis d'Argenson,
  : Joseph-Alphonse-Omer de Valbelle,
  : Henri Charles Joseph, marquis de Lambert,
  : Louis François d'Asserac, comte de Rieux,
  : Marie Joseph, comte de Gain de Montagnac,
  : Étienne Jean Lecantre,
  : Joseph François Régis Camille de Serre de Gras,
  : Pierre de Prisye,
  : Antoine Joseph de Belcourt,
  : Pierre Delorme,
  : Vital Joachim Chamorin
  : de Montélégier,
  : Pierre Louis Besnard,
  : Charles Auguste Farny,
 1896 - 1900 : Baron Marion (Raoul),
 1921 - 1923 : Guillaume Marie François Roger Gonzague de Dampierre

Étendard
Les noms des batailles s'inscrivent en lettres d'or sur le drapeau, ainsi que l'inscription A.F.N.

 Valmy 1792
 Austerlitz 1805
 Iéna 1806
 Eylau 1807
 Friedland 1807
 Alsace 1914
 Flandres 1918
 AFN 1952-1962
Cité une fois à l'ordre de l'armée et une fois à l'ordre du corps d'armée, le régiment est décoré de croix de guerre 1914-1918 avec une palme et une étoile d'argent.

Historique des garnisons, combats et batailles

Ancien Régime

Guerres de la Révolution et de l'Empire

 de cavalerie en 1791, puis

17 régiment de cavalerie

Le  de cavalerie a fait les campagnes de 1792 et 1793 à l'armée des Ardennes.

En 1792 ; il envoie deux escadrons à l'Armée des Ardennes et un reste à Reims, le dépôt se situant à Castelnaudary.
Il se distingue à la bataille de Valmy, le .

Il est de l'Armée du Nord de 1793 à 1796. En 1794, le chef de brigade Prisye et 14 autres officiers et sous-officiers furent guillotinés pour avoir participé au putsch manqué de Charles François Dumouriez.

Il fait les campagnes des ans IV et V à l'armée de Sambre-et-Meuse ; an VI aux armées d'Allemagne et de Mayence ; an VII aux armées de Mayence, du Danube et du Rhin ; ans VIII et IX à l'armée du Rhin.

26 régiment de dragons
 1804 : il fait les campagnes de l'an XIV au corps de réserve de la Grande Armée et en mars, 300 hommes du  Dragons, stationnés à Sélestat, sous les ordres du général Ordener, passent en Allemagne, à Ettenheim (Bade), et procèdent à l'arrestation du duc d'Enghien.
 1806 : au  de cavalerie il fait la Campagne de Prusse et de Pologne
 14 octobre : Bataille d'Iéna
 1807 :
 8 février : Bataille d'Eylau
 1808 à l'armée d'Espagne
1809 aux armées d'Espagne et d'Allemagne
de 1810 à 1812 à l'armée d'Espagne
 1813 : à l'armée d'Espagne et au  de cavalerie de la Grande Armée il fait la Campagne d'Allemagne
 16-19 octobre : Bataille de Leipzig
 1814 : au  de cavalerie il fait la campagne de France,
 28 mars : Bataille de Claye et Combat de Villeparisis

Licencié en , son  est incorporé dans les  et  à Ancenis ; le  dans les  et  à Saumur ; le  dans les  et  à Lyon, et le  dans les  et  à Moulins.

De 1871 à 1914

Le régiment est recréé en 1873.

Première Guerre mondiale

1914

1915

1916

1917

1918

Entre-deux-guerres

Il est dissous le

De 1945 à nos jours

 Guerre d'Algérie
Au cessez-le-feu du  en Algérie, le  régiment de dragons crée, comme 91 autres régiments, une des 114 unités de la Force locale (accords d'Évian du ). Le  RD forme une unité de la Force locale de l'ordre Algérienne à Souk-el khenis, la  UFL-UFO composé de 10 % de militaires métropolitains et de 90 % de militaires musulmans, qui, pendant la période transitoire devait être au service de l'exécutif provisoire Algérien, jusqu'à l'indépendance de l'Algérie.

Traditions et uniformes

Insigne

Devise
TERRE QUE MARI QUE
Sur terre et sur mer

Personnages célèbres ayant servi au  de dragons
 Charles Marie Le Clerc de Juigné (1764-1826), capitaine au régiment de Berry (cavalerie) (futur ), en 1783.

Sources et Bibliographie
 , .

Notes et références

Voir aussi

Articles connexes
 Histoire militaire de la France
 Régiments français d'Ancien Régime
 Liste des régiments français
 Liste des grades dans l'armée française
 Régiment de cavalerie français

Liens externes

Unité de cavalerie française dissoute
Unité militaire française des guerres de la Révolution française
Régiment décoré de la croix de guerre 1914-1918

redpajama_set_name: RedPajamaWikipedia


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text:
President's Rule For 6 More Months In J&K
By jatin June 29, 2019 10:54
President's rule in Jammu and Kashmir would be extended for six more months, beginning July 3 and the Union Cabinet on Wednesday gave its nod for this, Union Minister Prakash Javadekar said.
The present term of President's rule is expiring on July 2 and the Governor has recommended that the President rule in the state may be extended for a further period of six months with effect from July 3, the statement said.
A resolution seeking approval of the Parliament for the extension of the central rule in Jammu and Kashmir will be moved in both houses of parliament during the forthcoming session.
The government said that the center is ready to hold Assembly polls in the state as and when the Election Commission (EC) decides.
However, the assembly election was not held simultaneously along with the recent Lok Sabha polls because of security issue.
The Governor's rule in Jammu and Kashmir was imposed initially on June 20, 2018, and the State Assembly was kept in suspended animation after the state plunged into a political crisis when the Mehbooba Mufti-led coalition government was reduced to minority following withdrawal of support by the 25-member BJP in the state.
The state assembly was subsequently dissolved by Governor Satya Pal Malik on November 21.
President's rule came into effect in Jammu and Kashmir from 20th
Subsequently, a resolution approving the President's rule was passed in the Lok Sabha on December 28, 2018, and in the Rajya Sabha on January 3, 2019.
Jammu and Kashmir, on account of its special status, has a slightly different mechanism in place. Here the failure of governmental function results in Governor's rule under Section 92 of the constitution of Jammu and Kashmir.
The Governor later obtains the consent of the President of India.
It is only when the Governor's rule is not revoked for six months that the President's rule is imposed in the state under Article 356.
President Rule Under Article 356
Under Article 356 of the Constitution of India, in the event that a state government is unable to function according to constitutional provisions, the Central government can take direct control of the state machinery.
Subsequently, executive authority is exercised through the centrally appointed governor, who has the authority to appoint other administrators to assist them. The administrators are usually nonpartisan retired civil servants.
In practice, the president's rule has been imposed under different circumstances:
A state legislature is unable to elect a leader as chief minister
Breakdown of a coalition
Loss of majority in the assembly
Elections postponed for unavoidable reasons.
Article 356 state that the president can invoke president rule in a state on the report of the governor if the state machinery fails to abide by constitutional norms.
If approved by both houses, the president's rule can continue for 6 months.
It can be extended for a maximum of 3 years with the approval of the Parliament done every 6 months.
If the Lok Sabha is dissolved during this time, the rule is valid for 30 days from the first sitting of the Lok Sabha provided that this continuance has already been approved by Rajya Sabha.
The 44th Amendment Act of 1978 introduced a new provision to put a restraint on the power of the Parliament to extend the president's rule in a state.
According to this provision, the president's rule can only be extended over a year every 6 months under the following conditions:
There is already a national emergency throughout India or in the whole or any part of the state.
The Election Commission certifies that elections cannot be conducted in the concerned state.
Also read: The state of Indian prisons
Impressive tortoise discovered in Arunachal Pradesh
Source: https://www.thehindu.com/news/national/union-cabinet-extends-presidents-rule-in-jk-for-6-more-months/article27888481.ece
TAGS: latest newswhats new


The SkyCenter's soft blankets keep our intrepid stargazers warm while enjoying the stars atop Mount Lemmon. Needless to say the night time temperatures at the summit can be surprisingly cold! Our blankets feature an embroidered logo that accents one corner. Give these as a gift or buy one as a souvenir to testify that you survived your observing session at the Skycenter.


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CEE/Education and Skills Programme Discussion Paper
Are England's Academies More Inclusive or More 'Exclusive'? The Impact of Institutional Change on the Pupil Profile of Schools
Joan Wilson May 2011
Paper No' CEEDP0125:
JEL Classification: I2; I21; I28
Tags: academies; school improvement; school renewal; institutional change; pupil profile; pupil intake; pupil composition
In 2002 the former Labour government launched the Academies Programme of school improvement. This scheme has targeted entrenched issues of pupil underachievement within state secondary schools located in deprived areas, by enabling private sponsors to run the renewed schools and by granting Academies independence from local authority control. A total of 203 institutions were established by the end of Labour's time in power (April 2010). This paper considers the efficacy of the scheme in delivering on an objective determined at its inception – that requiring Academies to feature a more inclusive and mixed-ability background of pupils. Administrative information in the National Pupil Database is combined with school-level data to assess how the academic quality and composition of pupils entering year 7 of Academies and how their whole school composition has compared to those in predecessor and non-Academy schools. Difference-in-differences regression analysis is applied to a sample of 33 Academies and 326 control schools over the period 1997-2007. Findings reveal an immediate boost to intake quality among Academies once the policy came into effect and a fall in entry by pupils of weaker prior ability, while sampled Academies have also taken in fewer pupils from underprivileged backgrounds. Thus Academies have actually featured a more 'exclusive' pupil profile. The Coalition government – formed since May 2010 – has extended the policy to allow all state schools to become Academies. Newer Academies, like the original ones, may adapt their admissions in a performance-favouring way, implying a worsening of educational opportunity under both policy versions.


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Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982
The work Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982 represents a distinct intellectual or artistic creation found in Boston University Libraries. This resource is a combination of several types including: Work, Language Material, Books.
The Resource Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982
hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982
United States, Congress | Senate | Committee on Energy and Natural Resources | Subcommittee on Energy Conservation and Supply.
Continental shelf -- Economic aspects
Continental shelf -- Economic aspects -- United States
Oil and gas leases
United States -- Economic policy -- 1981-
Oil and gas leases -- United States
LexisNexis U.S. Congressional Hearings Digital Collection
Context of Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982

 Data from Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982 - Boston University Libraries

Data Citation of the Work Final 5-year plan for oil and gas development in the outer continental shelf : hearing before the Subcommittee on Energy Conservation and Supply of the Committee on Energy and Natural Resources, United States Senate, Ninety-seventh Congress, second session, to review the Secretary of the Interior's proposed 5-year plan for oil and gas development in the outer shelf pursuant to the Outer Continental Shelf Lands Act amendments of 1978, Public Law 95-372 (43 U.S.C. 1801), September 8, 1982


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The Board of Selectmen finished up all annual appointments Wednesday night, and in the process ousted resident Steve Bachand from two of his town positions.
"It's unfortunate that we have to hurt some people's feelings as we (make appointments)," Selectman Steve Castellina said during the meeting.
The Board received multiple inquiries from residents hoping to be appointed to the Wiring Inspector post and the Zoning Board of Appeals.
One of the interested Wiring Inspector applicants was Bachand, 72, the appointed Assistant Wiring Inspector since 2004.
Bachand also played a major role in wiring the temporary Town Hall campus when the original Town Hall was condemned last December.
The other Wiring Inspector inquiry came from George Farria, a newcomer to town government and owner of an electrical business in Berkley.
"I knew the position was coming up and I've been in Berkley quite a few years," Farria said.
Miller temporarily stalled the Wiring Inspector vote by making a motion to appoint John Botelho to the Assistant Wiring Inspector position. Botelho was not present at Wednesday night's meeting.
That motion was seconded by Castellina and the vote carried.
A motion was then made to appoint Farria to the Wiring Inspector post.
"He wants the opportunity to serve the town and we want to have someone new try out the position," Miller said, in support of Farria's appointment.
Following Farria's appointment, a resident from the crowd made an inquiry about Bachand's letter of interest.
"I just want to know if he asked to be both," resident Lori Fahey asked the Board.
Fahey's question was in reference to whether Bachand requested consideration for both the Wiring Inspector and Assistant Wiring Inspector positions.
"I've just seen all the time Mr. Bachand has put in," she said.
The Board looked through the letter and acknowledged that Bachand did ask for consideration for both positions. The Board said they did not originally notice that fact when making their appointments.
Fahey then pointed out that Botelho was quickly appointed to Assistant Wiring Inspector although he wasn't present at the meeting. Fahey said Bachand made the effort to come before the Board, requesting appointment to either post, and was denied both.
"I'm kind of disappointed, but I'll let bygones be bygones," Bachand said.
Bachand spoke before the Board again in request for consideration of re-appointment to the ZBA. Bachand currently serves as the chair of the ZBA.
The Board also received a letter of intent from Cindy Spear, a current member of the Finance Committee.
Spear has extensive management experience and expressed a desire to learn something new about the town.
"I like to learn something, and then move on," Spear told the Selectmen.
Also requesting appointment to the ZBA was Jeanne Russo, who is finishing up her three-year term as alternate for the ZBA.
"I learn something new every week," said Russo. According to Bachand, Russo played an active role at the ZBA meetings, despite her inability to vote.
The last interested candidate to come before the Selectmen was Marcus Baptiste.
Baptiste has been a builder since 1997 and said he has attended Zoning Board meetings on several occasions.
"I've been on the other side of the table," he told the Board.
Prior to casting his vote, Castellina expressed a desire for change on the ZBA.
After Castellina's statement, Miller made a motion to appoint Spear to the Board with a term to expire in June 2014.
Baptiste was then appointed to the alternate position, also to expire in 2014.
For the second time Wednesday night, Bachand was voted of a post. Russo, who serves on the Historical Commission and Cultural Council, also did not receive re-appointment to the ZBA.
At the close of the nearly two-hour long appointment process, Miller substantiated the decisions made that night.
"It's not personal," Miller said.
Miller said that if the Board continuously appoints the same few, new people will not feel encouraged to participate in town government.


Not sure if this important but here is what I'm currently using for my equipment.
Shoes: I go between Diadora K Star and Asics Resolution 5. I use insoles from Artilage.
Racquet Bag: I use an older Yonex 9 racquet bag with the backpack straps (I prefer straps that are sewn in like Yonex and Wilson).
Should serious tennis players supplement with creatine?
I'm a 32 year old NTRP 4.5 male in Texas. I' employed full time and have an awesome wife and two young kids. I played high school tennis and stopped playing for 9 years. At 28 and 40 lbs over-weight, I picked up tennis again as an adult. At 28, I quit smoking cigarettes and other unhealthy lifestyle choices and made an effort to get in shape to see my kids grow up and have a more fulfilling life. I self-rated at 4.0 and weighed 225lbs at a height of 6'1". As of May, 15 2017, I weigh 178lbs and am computer rated 4.5. The point of GetBetterAtTennis.com is provide insight into how I am trying to improve my tennis game as an adult with a full-time career and a family of 4. My current goals in tennis are to reach an NTRP 5.0 rating and/or win a 4.5 major zone singles title. Hopefully you'll enjoy following along with my journey and learn some stuff with me too.


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Loyola Integrates Visual Arts into Lecture Series
March 28, 2012 by Catherine Mezensky
(Credit: Loyola University Maryland)
Each year in March, Loyola University Maryland presents another speaker in the Jerome S. Cardin Memorial Lecture series, "The Art of Dialogue: Jewish Christian Relations in a Post-Shoah World". The responsibility for finding the speaker rotates between the school's academic departments and this year it fell to the Fine Arts department. They selected Bjorn Krondorfer, an artist and professor of religious studies at St. Mary's College in Maryland. Krondorfer linked his lecture to an exhibition in Loyola's Fine Arts Gallery called, "Karen Baldner and Bjorn Krondorfer, Dialogue through the Arts: A Jewish-German Exploration".
Krondorfer is a German born artist who has spent the past ten years making art about Jewish/German dialogue with his partner Karen Baldner. She is also German born, but unlike Krondorfer, she is Jewish. Many of the works in "Dialogue through the Arts" include text or are in book form. For example, with/drawing: a triptych is a multimedia installation depicting 3 sets of disembodied hands typing on typewriters. Long shreds of paper enter the typewriter roller and emerge as whole. The book heimat is a handmade book that includes images of old photographs, European maps, and text alluding to memory.
Memory was one of the key points of Krondorfer's Cardin Memorial Lecture on March 25, 2012, along with reconciliation and restoration (as an astute audience member pointed out during the question and answer period). In regards to the Jewish-Christian dialogue, Krondorfer said that memory is a way to take inventory of spiritual ideas. Remembrance itself is a spiritual act. Finally, reconciliation is not the same as forgiveness but being strong enough to do it can lead to healing. During the lecture Krondorfer showed slides of some of his and Balder's work. This served to deepen both the meaning of the artwork and the lecture. The books, prints and installations shown reflected Krondorfer's main points and provided a way to appreciate and contemplate the detail of artworks on a larger scale.
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