Search

Your search keyword '"Neumann, Michelle"' showing total 138 results
Start Over Author "Neumann, Michelle"
138 results on '"Neumann, Michelle"'

103. Analysis of RNA polymerase II ubiquitylation and proteasomal degradation

Author

Tufegdzic Vidakovic, Ana, primary, Harreman, Michelle, additional, Dirac-Svejstrup, A. Barbara, additional, Boeing, Stefan, additional, Roy, Anindya, additional, Encheva, Vesela, additional, Neumann, Michelle, additional, Wilson, Marcus, additional, Snijders, Ambrosius P., additional, and Svejstrup, Jesper Q., additional

Published
2019
Full Text
View/download PDF

112. Using Environmental Print to Enhance Emergent Literacy

Author

Neumann, Michelle Margaret

Subjects
Literacy, education, Environmental print, Labels and reading, Early childhood literacy
Abstract

Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the effects of directly using environmental print to scaffold emergent literacy and print motivation in a preschool setting. The case studies provided a detailed view of how a mother referenced environmental print words and letters using multisensory strategies and how children utilised these environmental print strategies during print interactions. A larger sample of mother-child dyads (N = 35; M age child = 4.30 years) were observed at play in a grocery shop setting and during a joint writing activity in this same setting. Two-thirds of mothers referred to environmental print words during play. However, only a small number of mothers referred to letters in the environmental print during play or used it during the joint writing to scaffold their child’s writing. When referring to environmental print, the mothers used strategies such as encouraging their child to identify letters embedded in the print by names and sounds, using directional and descriptive language to describe letter shapes, and copying the environmental print. Some mothers traced print with fingers and formed letter shapes in the air.

Published
2012
Full Text
View/download PDF

116. Using Environmental Print to Enhance Emergent Literacy

Author

Hood, Michelle, Ford, Ruth, Neumann, Michelle Margaret, Hood, Michelle, Ford, Ruth, and Neumann, Michelle Margaret

Abstract

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Applied Psychology, Griffith Health, Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the effects of directly using environmental print to scaffold emergent literacy and print motivation in a preschool setting. The case studies provided a detailed view of how a mother referenced environmental print words and letters using multisensory strategies and how children utilised these environmental print strategies during print interactions. A larger sample of mother-child dyads (N = 35; M age child = 4.30 years) were observed at play in a grocery shop setting and during a joint writing activity in this same setting. Two-thirds of mothers referred to environmental print words during play. However, only a small number of mothers referred to letters in the environmental print during play or used it during the joint writing to scaffold their child’s writing. When referring to environmental print, the mothers used strategies such as encouraging their child to identify letters embedded in the print by names and sounds, using directional and descriptive language to describe letter shapes, and copying the environmental print. Some mothers traced print with fingers and formed letter shapes in the air.

Published
2012

119. Commentary: Federal laws govern most condo marketing.

Author

Neumann, Michelle

Subjects
Housing developers -- Licensing, certification and accreditation -- Marketing -- Laws, regulations and rules, Condominiums -- Marketing -- Laws, regulations and rules, Government regulation, Company marketing practices, Interstate Land Sales Full Disclosure Act
Abstract

Byline: Michelle Neumann Developers of subdivisions and condominiums are generally aware of the state statutes and local plans, codes and ordinances that affect their developments. But they may not be [...]

Published
2008

123. LETTERS

Author

Colston, Ron, Dinger, Ken, Ghosh, Raka B., Neumann, Michelle, Smith, Christine, Larson, Gerald G., Kieniewicz, Paul, Glass, Marta, and Haskell, Weston W.

Subjects
General interest, News, opinion and commentary
Published
2004

126. Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students.

Author

Ronksley-Pavia, Michelle and Neumann, Michelle M.

Subjects
GIFTED persons, STUDENT engagement, ONLINE education, SCHOOL children, EDUCATORS, TEACHER leadership, EDUCATIONAL leadership
Abstract

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader who understood giftedness and who acted as a facilitator in both the continuous development of teaching team skills and facilitation of online engagement practices for gifted students. Findings indicated five key themes related to transformational leadership practices: (1) understanding requirements of online practices for teaching gifted students; (2) supporting digital and online innovation and creativity for engaging gifted students; (3) leveraging the unique skills of the specialist teaching team for teaching gifted students in the online space; (4) actively facilitating and encouraging (re)engagement of gifted students through online participation; (5) follow-through to meet the needs and concerns of the specialist teaching team, gifted students, and their parents and/or carers. These leadership practices are of importance for actively supporting gifted education teachers and their students in online learning environments in order to achieve positive student engagement and learning outcomes commensurate with student potential. [ABSTRACT FROM AUTHOR]

Published
2022
Full Text
View/download PDF

128. Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement.

Author

Ronksley-Pavia, Michelle and Neumann, Michelle M.

Subjects
STUDENT engagement, GIFTED & talented education, STUDENTS, TALENTED students
Abstract

It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and underachievement are complex issues with no one root cause, it is well-established that when students are actively engaged in their learning, they learn more effectively. Talent actualisation is not guaranteed just because a student is gifted. As such there is heightened concern about student (dis)engagement, where there is a failure to adequately support (re)engagement so that gifted potential can develop into talent actualisation, which is evidenced through mastery. This conceptual article provides a new lens through which to explore (re)engagement opportunities for gifted students by conceptualising the interrelationship between three interconnected constructs: (1) four engagement dimensions (behavioural, affective, social, and cognitive); (2) Neihart and Betts' six profiles of the gifted; and (3) appropriate pedagogical approaches aimed at (re)engagement. The authors' focus on proposing new conceptualisations of these three interdependent constructs through a framework titled the (Re) Engagement Nexus Model. This model is intended as a starting point for future research in personalising (re)engagement opportunities for gifted learners and preventing underachievement and disengagement before it becomes entrenched. [ABSTRACT FROM AUTHOR]

Published
2020
Full Text
View/download PDF

131. Evaluating YouTube videos for young children

Author

Neumann, Michelle, Herodotou, Christothea, Neumann, Michelle, and Herodotou, Christothea

Abstract

YouTube has become a popular digital media platform used by young children. However, concerns have been raised around inappropriate video content and limited quality. A lack of research and theoretical discussion exists on how best to evaluate the quality of YouTube videos made for children. In this study, we reviewed research and developed a set of design principles that informed the production of a YouTube video rubric used to evaluate the quality of YouTube videos targeted at young children 0 to 8 years old. The four key evaluation criteria used are: Age appropriateness, Content quality, Design features, and Learning objectives. This evaluation tool has the potential to be used by educators to assess the quality of videos for early learning and guide YouTube creators in their production of educational videos for young children.

133. Evaluating YouTube videos for young children

Author

Neumann, Michelle, Herodotou, Christothea, Neumann, Michelle, and Herodotou, Christothea

Abstract

YouTube has become a popular digital media platform used by young children. However, concerns have been raised around inappropriate video content and limited quality. A lack of research and theoretical discussion exists on how best to evaluate the quality of YouTube videos made for children. In this study, we reviewed research and developed a set of design principles that informed the production of a YouTube video rubric used to evaluate the quality of YouTube videos targeted at young children 0 to 8 years old. The four key evaluation criteria used are: Age appropriateness, Content quality, Design features, and Learning objectives. This evaluation tool has the potential to be used by educators to assess the quality of videos for early learning and guide YouTube creators in their production of educational videos for young children.

134. Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study.

Author

Soyoof, Ali, Reynolds, Barry Lee, Neumann, Michelle M., and Vazquez-Calvo, Boris

Abstract

Previous research has acknowledged that informal digital learning of English (IDLE) between parents and children can play an important role in children’s first and second language (L1 and L2) learning. However, most previous parent–child studies have been conducted in Western countries where English is the child’s first language. This study aimed to understand how Iranian children learn English as an L2 in a home context through mother–child home digital experiences. Five Iranian families which included six children, aged 6 to 7 years old, and their mothers were recruited as participants to explore mother–child IDLE experiences. Data was collected through semi-structured interviews and observations of mother–child L2 English interactions with popular culture using Video-Stimulated Recall (VSR) methods. The overall findings revealed children are interested in popular culture (e.g., playing Lego Jurassic World as a digital game, watching Princess Mononoke as an animation, and engaging with Drawing for Kids applications in English) and their dominant Discourses at home were gaming, narration, female role-modeling, music, and artistic experiences. Moreover, the findings showed that the role of mothers as scaffolders is essential for enhancing their children's learning at home, whether by asking questions or helping children discuss their favorite popular culture. However, maternal scaffolding can be improved by providing mothers with guidance to effectively support their children’s IDLE which can further enhance their children’s learning outcomes. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

135. The Wrenching Story of Her Abortion.

Author

NEUMANN, MICHELLE, MOSES, SARAH, KATTAN, DAVID R., and MILLER, MONICA MIGLIORINO

Subjects
*ABORTION, *PREGNANCY
Abstract

Several letters to the editor are presented in response to the article "My Abortion, at 23 Weeks," by Judy Nicastro in the June 21, 2013 issue.

Published
2013

136. Exploring the social media networks of primary school children

Author

Michelle M. Neumann, Sue Nichols, Hannah Soong, Eunjae Park, Nadia Selim, Neumann, Michelle M, Park, Eunjae, Soong, Hannah, Nichols, Sue, and Selim, Nadia

Subjects
friends, teachers, social media networks, parents, families, Life-span and Life-course Studies, primary school children, Education
Abstract

Social media apps are being increasingly used by primary school children and this has influenced how they connect and communicate with others. Child use of social media has raised societal concerns about its impact on early development. To gain a deeper understanding of children's experiences with social media, children in grade 5 (N = 28; girls: 17, boys: 11) from Southeast Queensland, Australia, were interviewed about the types of social media apps they use, who they connected with online, and for what purposes. Interviews were videoed, transcribed verbatim, and analysed to map out children's social media networks and explore key themes about their social media experiences with family, friends, and teachers. This study found that all the children used social media to connect with friends, family, and teachers, mainly for the purposes of contacting, chatting, and exchanging information with others. Children's social media use reflected their awareness of staying safe online and capacity to manage risks and be selective about whom they trusted and connected with. Further work is needed to understand how these social media skills emerge in the early school years and how children build their social media networks. Refereed/Peer-reviewed

Published
2022

137. Women in Supramolecular Chemistry – Narratives of Resilience and Community Building in a Gender-Constrained Field

Author

Leigh, Jennifer S, Hiscock, Jennifer R., McConnell, Anna J., Haynes, Cally J. E., Caltagirone, Claudia, Kieffer, Marion, Draper, Emily R., Slater, Anna G., von Krbrek, Larissa, Hutchins, Kristin, Watkins, Davita, Busschaert, N., Jolliffe, Katrina A., Hardie, Michaele J., Ronksley-Pavia, Neumann, Michelle, Neumann, Michelle, Manakil, Jane, and Pickard-Smith, Kelly

Abstract

Women have always been interested in science (Fara 2018). However, historically and to this day they have faced barriers that have blocked them from succeeding and progressing. In 2018, the Royal Society of Chemistry (RSC) conducted a review on diversity (and the lack thereof) in the chemical sciences (RSC 2018), and followed this with a report on the particular challenges for women in terms of their progression and retention (RSC 2019a). The RSC found that women faced a multitude of small obstacles throughout the publishing process leading to their publishing less, in lower impact journals, and being cited less than men (RSC 2019b). This catalogue of small barriers could be considered as a series of microaggressions, a term used by Sara Ahmed (2012, 2017) and other critical race scholars. In the United States, various programmes have been funded to combat the attrition of women from the sciences with varying amounts of long-term success (Rosser 2017). While the numbers demonstrate that more women are recruited into undergraduate courses, internationally the growth at the most senior levels is disappointing, and in some subjects and in some universities the numbers of senior women in science are in attrition (Mason and Ekman 2007; Rosser 2017). When considering the lack of progress on gender balance in science, it is important to note that gender cannot be considered in isolation, and that gender is not binary. Women and other marginalized genders face intersectional barriers. ‘Intersectionality’ is a term first used by Kimberlé Crenshaw (1989) to describe the racism and sexism faced by Black women. Protected characteristics, including sexuality, race, ethnicity, religion, and disability, all result in barriers that compound to prevent an individual from reaching their full potential.\ud There is a notable lack of diversity within academia (Fryberg and Martinez 2014; Shelton, Flynn and Grosland 2018), and even more so within science; people of colour and those marginalized due to other protected characteristics such as sexuality or disability are all minority groups (CRAC 2020; McWhinne 2017; McGee and Robinson 2020; RSC 2018). Since the 2020 #BlackLivesMatter protests brought attention to the lack of diversity in society, more Black scientists have written about their experiences and the lack of diversity around them (see for example Coughlan 2021; Makgoba 2020; Prasad 2021; Vaughan 2020). As a result, we are also slowly beginning to see more awareness around the lack of visibility and opportunity for those who are marginalized due to other reasons, for example, disabled scientists (Brock 2021; Hiscock and Leigh 2021; Sarju 2021; Vasquez 2020). However, increased awareness is not enough: there is still a need for effective action and change.\ud Indeed, despite over fifty years of attention to gender imbalance, the elephant in the room (or the laboratory) is that women are still a marginalized group in science (Caltagirone et al. 2021b). What is striking in the literature is a distinct lack of narratives from women in STEM, with only a few notable exceptions, such as those from Ellen Daniell (2006), Rita Colwell (Colwell and Bertsch McGrayne 2020), Mary-Ann Mason (Mason and Ekman 2007) and Sue Rosser (2004, 2012). There is, however, work published on women in STEM, for example their history (Fara 2018), discussing their career paths (Thege et al. 2014) and reflections on this as told to others (Gornick 2009). Work of this kind, which reports on women rather than having them share their own stories often includes a critical commentary. This critical commentary can manifest in an emphasis on appearance, judgement on choices and a superficiality in responses, presumably due to a lack of specificity in the questions or understanding of the context of working within science.

138. Mutant p53-ENTPD5 control of the calnexin/calreticulin cycle: a druggable target for inhibiting integrin-α5-driven metastasis.

Author

Pavlakis E, Neumann M, Merle N, Wieboldt R, Wanzel M, Ponath V, Pogge von Strandmann E, Elmshäuser S, and Stiewe T

Subjects
Animals, Humans, Tumor Suppressor Protein p53 genetics, Tumor Suppressor Protein p53 metabolism, Calnexin genetics, Calnexin metabolism, Integrin alpha5 metabolism, Calreticulin metabolism, Antibodies, Blocking metabolism, Glycoside Hydrolase Inhibitors, Cell Line, Tumor, Molecular Chaperones metabolism, Disease Models, Animal, Pyrophosphatases metabolism, Oncogene Proteins metabolism, Antineoplastic Agents, Adenocarcinoma
Abstract

Background: TP53, encoding the tumor suppressor p53, is frequently mutated in various cancers, producing mutant p53 proteins (mutp53) which can exhibit neomorphic, gain-of-function properties. The latter transform p53 into an oncoprotein that promotes metastatic tumor progression via downstream effectors such as ENTPD5, an endoplasmic reticulum UDPase involved in the calnexin/calreticulin cycle of N-glycoprotein biosynthesis. Elucidating the mechanisms underlying the pro-metastatic functions of the mutp53-ENTPD5 axis is crucial for developing targeted therapies for aggressive metastatic cancer., Methods: We analyzed pancreatic, lung, and breast adenocarcinoma cells with p53 missense mutations to study the impact of mutp53 and ENTPD5 on the N-glycoproteins integrin-α5 (ITGA5) and integrin-β1 (ITGB1), which heterodimerize to form the key fibronectin receptor. We assessed the role of the mutp53-ENTPD5 axis in integrin-dependent tumor-stroma interactions and tumor cell motility using adhesion, migration, and invasion assays, identifying and validating therapeutic intervention targets. We employed an orthotopic xenograft model of pancreatic ductal adenocarcinoma to examine in vivo targeting of mutp53-ENTPD5-mediated ITGA5 regulation for cancer therapy., Results: Mutp53 depletion diminished ITGA5 and ITGB1 expression and impaired tumor cell adhesion, migration, and invasion, rescued by ENTPD5. The mutp53-ENTPD5 axis maintained ITGA5 expression and function via the calnexin/calreticulin cycle. Targeting this axis using ITGA5-blocking antibodies, α-glucosidase inhibitors, or pharmacological degradation of mutp53 by HSP90 inhibitors, such as Ganetespib, effectively inhibited ITGA5-mediated cancer cell motility in vitro. In the orthotopic xenograft model, Ganetespib reduced ITGA5 expression and metastasis in an ENTPD5-dependent manner., Conclusions: The mutp53-ENTPD5 axis fosters ITGA5 and ITGB1 expression and tumor cell motility through the calnexin/calreticulin cycle, contributing to cancer metastasis. ITGA5-blocking antibodies or α-glucosidase inhibitors target this axis and represent potential therapeutic options worth exploring in preclinical models. The pharmacologic degradation of mutp53 by HSP90 inhibitors effectively blocks ENTPD5-ITGA5-mediated cancer cell motility and metastasis in vivo, warranting further clinical evaluation in p53-mutant cancers. This research underscores the significance of understanding the complex interplay between mutp53, ENTPD5, and the calnexin/calreticulin cycle in integrin-mediated metastatic tumor progression, offering valuable insights for the development of potential therapeutic strategies., (© 2023. The Author(s).)

Published
2023
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results