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746 results on '"NELSON, CATHERINE"'

6. Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Author

Nelson, Catherine and Bruce, Susan M.

Abstract

Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

Published
2019

7. Emotional intelligence and academic achievement in primary schools : development and initial evaluation of the EMIL programme

Author

Nelson, Catherine and Pitman, Janet

Abstract

Academic achievement has traditionally been viewed as a product of cognitive abilities, separate to social and emotional skills; leading educators to question the value of developing emotional competence. However, there is emerging consensus that proficiency in both areas is required for success in the workplace and classroom. Accordingly, emotional intelligence has become a popular concept amongst both practitioners and researchers, but little is known about the construct in childhood; particularly in primary-school-aged children, for whom there is a lack of appropriate measurement tools. Given that it is believed to be developmental in nature, with findings from related fields of research suggesting the development of emotional intelligence abilities is heavily influenced by childhood experiences and interactions, it is important to develop an understanding of emotional intelligence in this age group. Following a review of the literature, this project aimed to contribute towards three key areas of emotional intelligence research in children. Taking an ability approach to emotional intelligence, it firstly progressed the measurement of ability emotional intelligence in primary-school-aged children. Secondly, it increased the limited knowledge regarding the connection between ability emotional intelligence and academic achievement in primary-school-aged children. Finally, it explored the possibility and benefits from provision of targeted support for children with below average ability emotional intelligence. To meet the need for a reliable performance measure of children's emotional intelligence, Sullivan (1999)'s Emotional Intelligence Scale for Children (EISC) was revised in two stages. Firstly, the EISC was revised and updated creating EISCr1. Internal consistency, concurrent validity, content relevance and usability of the new measure were assessed in Study 1. Following this, EISCr1 was further refined to create EISCr2; Study 2, trialled this. Internal consistency, content relevance and usability were re-assessed and the factor structure explored. Results indicated important progress was made towards creating a valid performance emotional intelligence measure for children; the resulting measure, EISCr2, can reliably assess children's global ability emotional intelligence, although the subtests require further improvement. The contribution of ability emotional intelligence to academic achievement was explored in 2 ways. Study 1 carried out 2 regression analyses to establish if emotional intelligence predicted maths and English achievement. Results indicated ability emotional intelligence independently contributed to prediction of academic achievement. Study 2 further provided tentative evidence that improvement in emotional intelligence may lead to improvement in maths achievement. In contrast, no improvements were found in English achievement. Using the 4-branch ability emotional intelligence model and assimilated research knowledge, the Emil programme was developed within the project to facilitate exploration of the feasibility and utility of providing specific targeted AEI support for 7-to 9-year-olds with below average ability emotional intelligence. This programme is the first known example of a targeted emotional intelligence support programme which specifically targets both pure ability emotional intelligence content and the specific population. The programme was evaluated in Study 2 using an intervention study design. Results suggested it is effective in developing children's ability emotional intelligence within the target population.

Published
2021

8. A pulmonary vein atlas for radiotherapy planning

Author

Walls, Gerard M, McCann, Conor, Ball, Peter, Atkins, Katelyn M, Mak, Raymond H, Bedair, Ahmed, O'Hare, Jolyne, McAleese, Jonathan, Harrison, Claire, Tumelty, Karen A, Crockett, Cathryn, Black, Sarah-Louise, Nelson, Catherine, O'Connor, John, Hounsell, Alan R, McGarry, Conor K, Butterworth, Karl T, Cole, Aidan J, Jain, Suneil, and Hanna, Gerard G

Published
2023
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9. Genome sequence of the model rice variety KitaakeX

Author

Jain, Rashmi, Jenkins, Jerry, Shu, Shengqiang, Chern, Mawsheng, Martin, Joel A, Copetti, Dario, Duong, Phat Q, Pham, Nikki T, Kudrna, David A, Talag, Jayson, Schackwitz, Wendy S, Lipzen, Anna M, Dilworth, David, Bauer, Diane, Grimwood, Jane, Nelson, Catherine R, Xing, Feng, Xie, Weibo, Barry, Kerrie W, Wing, Rod A, Schmutz, Jeremy, Li, Guotian, and Ronald, Pamela C

Subjects
Biological Sciences, Bioinformatics and Computational Biology, Genetics, Biotechnology, Human Genome, Computational Biology, Genetic Variation, Genome, Plant, Genomics, Molecular Sequence Annotation, Oryza, Phenotype, Whole Genome Sequencing, Rice, Kitaake, KitaakeX, XA21 immune receptor, Whole genome sequence, De novo genome assembly, Nipponbare, Zhenshan97, Information and Computing Sciences, Medical and Health Sciences, Bioinformatics, Biological sciences, Biomedical and clinical sciences
Abstract

BackgroundThe availability of thousands of complete rice genome sequences from diverse varieties and accessions has laid the foundation for in-depth exploration of the rice genome. One drawback to these collections is that most of these rice varieties have long life cycles, and/or low transformation efficiencies, which limits their usefulness as model organisms for functional genomics studies. In contrast, the rice variety Kitaake has a rapid life cycle (9 weeks seed to seed) and is easy to transform and propagate. For these reasons, Kitaake has emerged as a model for studies of diverse monocotyledonous species.ResultsHere, we report the de novo genome sequencing and analysis of Oryza sativa ssp. japonica variety KitaakeX, a Kitaake plant carrying the rice XA21 immune receptor. Our KitaakeX sequence assembly contains 377.6 Mb, consisting of 33 scaffolds (476 contigs) with a contig N50 of 1.4 Mb. Complementing the assembly are detailed gene annotations of 35,594 protein coding genes. We identified 331,335 genomic variations between KitaakeX and Nipponbare (ssp. japonica), and 2,785,991 variations between KitaakeX and Zhenshan97 (ssp. indica). We also compared Kitaake resequencing reads to the KitaakeX assembly and identified 219 small variations. The high-quality genome of the model rice plant KitaakeX will accelerate rice functional genomics.ConclusionsThe high quality, de novo assembly of the KitaakeX genome will serve as a useful reference genome for rice and will accelerate functional genomics studies of rice and other species.

Published
2019

14. Adult Ossabaw Pigs Prefer Fermented Sorghum Tea over Isocaloric Sweetened Water

Author

Nelson, Catherine E., primary, Aramouni, Fadi M., additional, Goering, Mikayla J., additional, Bortoluzzi, Eduarda M., additional, Knapp, Laura A., additional, Herrera-Ibata, Diana M., additional, Li, Ka Wang, additional, Jermoumi, Rabia, additional, Hooker, Jane A., additional, Sturek, Joshua, additional, Byrd, James P., additional, Wu, Hui, additional, Trinetta, Valentina, additional, Alloosh, Mouhamad, additional, Sturek, Michael, additional, Jaberi-Douraki, Majid, additional, and Hulbert, Lindsey E., additional

Published
2023
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15. Use of a Creative Dance Intervention Package to Increase Social Engagement and Play Complexity of Young Children with Autism Spectrum Disorder

Author

Nelson, Catherine, Paul, Kristen, Johnston, Susan S., and Kidder, Jaimee E.

Abstract

Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, antecedent creative dance activities, and priming of complex play with preferred play materials within dance activities on play behaviors of children with ASD during learning centers in inclusive preschool classrooms. Measured play skills included social play, specific social play levels, and play complexity. The strategy was successful in increasing skills in all three areas. However, skill maintenance was limited.

Published
2017

16. Methods for constructing 3D geological and geophysical models of flood basalt provinces

Author

Nelson, Catherine Elizabeth

Subjects
550
Abstract

In this thesis, realistic 3D geological models of flood basalt provinces are constructed. These models are based on outcrop observations and remote sensing data from the North Atlantic Igneous Province, collected by a variety of methods including terrestrial laser scanning. Geophysical data are added to the models to make them suitable for generating synthetic seismic data. Flood basalt provinces contain a number of different volcanic facies, distinguished by their outcrop appearance and physical properties. These include tabular-classic and compound-braided lava flows, intrusions and hyaloclastites. 3D models are constructed for tabular-classic lava flows based on satellite data from Iceland and laser scanning data from a variety of locations. Models for compound-braided lava flows are based on terrestrial laser scanning data and field observations from the Faroe Islands and the Isle of Skye. An additional finding of this work is that volcanic facies can be differentiated in wireline log data from boreholes. Facies show characteristic velocity distributions which can be linked to onshore observations and used to understand volcanic facies in offshore boreholes. Data from boreholes on the Faroe Islands are used to add seismic velocities to the 3D geological models above. This thesis also develops methods and workflows for constructing 3D geological models of flood basalt lava flows. The collection of digital 3D data using terrestrial laser scanning is evaluated, and data processing workflows are developed.

Published
2010

17. The view from somewhere : a personal and professional journey in counselling psychology

Author

Nelson, Catherine

Subjects
150, BF Psychology
Abstract

This study sets out to explore change and continuity in the identities of younger women, following a diagnosis of breast cancer. Experience of breast cancer is associated with both general and clinical distress, and evidence suggests that younger women may be particularly at risk (Jim & Anderson, 1997; Soothill, Morris, Harman, Francis & Mcmurray, 2001). Such distress has recently been connected to the way identities are renegotiated after cancer, with acknowledgment of the individual’s lived experience and the social context in which identities are crafted. However, previous research has focussed on the process of identity change and on consideration of particular identities, with little research among younger women with breast cancer. Adopting a critical realist epistemology, this research aims to explore the range of identities younger women perceive themselves to experience after breast cancer. This study will describe the content of these identities, attending to perceived changes following the cancer diagnosis, together with positive or problematic aspects of these identities and the salience of particular identities. Eight women (< 50 years; cancer staging 0-II) participated in semi-structured interviews, which were examined using interpretative phenomenological analysis. Three major, interconnected themes emerged. “Challenges to embodiment: The body does its own thing” described new embodied identities related to the alien nature of cancer, being reduced to a body, and a different appearance. “Negotiated roles: What am I looking for now?” described changes experienced in social role identities such as partner, mother, friend and work colleague. “Emotional-existential dilemmas: Re-learning what life’s all about” records how participants positioned their identities differently in terms of their mortality, autonomy and life goals. These findings are discussed, with particular consideration of the way younger women’s experience of changed identities can be illuminated by theories of biographical disruption (Bury, 1982; 1991) and discourses of bodily self-control (Lupton, 2003).

Published
2010

18. Adult Ossabaw pigs prefer fermented sorghum tea over isocaloric sweetened water

Author

Nelson, Catherine E, primary, Aramouni, Fadi M, additional, Goering, Mikayla J., additional, Bortoluzzi, Eduarda M., additional, Napp, Laura A., additional, Herrera-Ibata, Diana M., additional, Wang Li, Ka, additional, Jermouni, Rabia, additional, Hooker, Jane A., additional, Sturek, Joshua T., additional, Byrd, James P., additional, Wu, Hui, additional, Trinetta, Valentina, additional, Alloosh, Mouhammad, additional, Sturek, Michael, additional, Jaberi-Douraki, Majid, additional, and Hulbert, Lindsey E., additional

Published
2023
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19. The Sequence of the Human Genome

Author

Venter, J. Craig, Adams, Mark D., Myers, Eugene W., Li, Peter W., Mural, Richard J., Sutton, Granger G., Smith, Hamilton O., Yandell, Mark, Evans, Cheryl A., Holt, Robert A., Gocayne, Jeannine D., Amanatides, Peter, Ballew, Richard M., Huson, Daniel H., Wortman, Jennifer Russo, Zhang, Qing, Kodira, Chinnappa D., Zheng, Xiangqun H., Chen, Lin, Skupski, Marian, Subramanian, Gangadharan, Thomas, Paul D., Zhang, Jinghui, Nelson, Catherine, Broder, Samuel, Clark, Andrew G., Nadeau, Joe, McKusick, Victor A., Zinder, Norton, Levine, Arnold J., Roberts, Richard J., Simon, Mel, Slayman, Carolyn, Hunkapiller, Michael, Bolanos, Randall, Delcher, Arthur, Dew, Ian, Fasulo, Daniel, Flanigan, Michael, Florea, Liliana, Halpern, Aaron, Hannenhalli, Sridhar, Kravitz, Saul, Levy, Samuel, Mobarry, Clark, Reinert, Knut, Remington, Karin, Abu-Threideh, Jane, Beasley, Ellen, Biddick, Kendra, Bonazzi, Vivien, Brandon, Rhonda, Cargill, Michele, Chandramouliswaran, Ishwar, Charlab, Rosane, Chaturvedi, Kabir, Deng, Zuoming, Di Francesco, Valentina, Dunn, Patrick, Eilbeck, Karen, Evangelista, Carlos, Gabrielian, Andrei E., Gan, Weiniu, Ge, Wangmao, Gong, Fangcheng, Gu, Zhiping, Guan, Ping, Heiman, Thomas J., Higgins, Maureen E., Ji, Rui-Ru, Ke, Zhaoxi, Ketchum, Karen A., Lai, Zhongwu, Lei, Yiding, Li, Zhenya, Li, Jiayin, Liang, Yong, Lin, Xiaoying, Lu, Fu, Merkulov, Gennady V., Milshina, Natalia, Moore, Helen M., Naik, Ashwinikumar K, Narayan, Vaibhav A., Neelam, Beena, Nusskern, Deborah, Rusch, Douglas B., Salzberg, Steven, Shao, Wei, Shue, Bixiong, Sun, Jingtao, Wang, Zhen Yuan, Wang, Aihui, Wang, Xin, Wang, Jian, Wei, Ming-Hui, Wides, Ron, Xiao, Chunlin, Yan, Chunhua, Yao, Alison, Ye, Jane, Zhan, Ming, Zhang, Weiqing, Zhang, Hongyu, Zhao, Qi, Zheng, Liansheng, Zhong, Fei, Zhong, Wenyan, Zhu, Shiaoping C., Zhao, Shaying, Gilbert, Dennis, Baumhueter, Suzanna, Spier, Gene, Carter, Christine, Cravchik, Anibal, Woodage, Trevor, Ali, Feroze, An, Huijin, Awe, Aderonke, Baldwin, Danita, Baden, Holly, Barnstead, Mary, Barrow, Ian, Beeson, Karen, Busam, Dana, Carver, Amy, Cheng, Ming Lai, Curry, Liz, Danaher, Steve, Davenport, Lionel, Desilets, Raymond, Dietz, Susanne, Dodson, Kristina, Doup, Lisa, Ferriera, Steven, Garg, Neha, Gluecksmann, Andres, Hart, Brit, Haynes, Jason, Haynes, Charles, Heiner, Cheryl, Hladun, Suzanne, Hostin, Damon, Houck, Jarrett, Howland, Timothy, Ibegwam, Chinyere, Johnson, Jeffery, Kalush, Francis, Kline, Lesley, Koduru, Shashi, Love, Amy, Mann, Felecia, May, David, McCawley, Steven, Mclntosh, Tina, McMullen, Ivy, Moy, Mee, Moy, Linda, Murphy, Brian, Nelson, Keith, Pfannkoch, Cynthia, Pratts, Eric, Puri, Vinita, Qureshi, Hina, Reardon, Matthew, Rodriguez, Robert, Rogers, Yu-Hui, Romblad, Deanna, Ruhfel, Bob, Scott, Richard, Sitter, Cynthia, Smallwood, Michelle, Stewart, Erin, Strong, Renee, Suh, Ellen, Thomas, Reginald, Tint, Tse, Sukyee, Vech, Claire, Wang, Gary, Wetter, Jeremy, Williams, Sherita, Williams, Monica, Windsor, Sandra, Winn-Deen, Emily, Wolfe, Keriellen, Zaveri, Jayshree, Zaveri, Karena, Abril, Josep F., Guigó, Roderic, Campbell, Michael J., Sjolander, Kimmen V., Karlak, Brian, Kejariwal, Anish, Mi, Huaiyu, Lazareva, Betty, Hatton, Thomas, Narechania, Apurva, Diemer, Karen, Muruganujan, Anushya, Guo, Nan, Sato, Shinji, Bafna, Vineet, Istrail, Sorin, Lippert, Ross, Schwartz, Russell, Walenz, Brian, Yooseph, Shibu, Allen, David, Basu, Anand, Baxendale, James, Blick, Louis, Caminha, Marcelo, Carnes-Stine, John, Caulk, Parris, Chiang, Yen-Hui, Coyne, My, Dahlke, Carl, Mays, Anne Deslattes, Dombroski, Maria, Donnelly, Michael, Ely, Dale, Esparham, Shiva, Fosler, Carl, Gire, Harold, Glanowski, Stephen, Glasser, Kenneth, Glodek, Anna, Gorokhov, Mark, Graham, Ken, Gropman, Barry, Harris, Michael, Heil, Jeremy, Henderson, Scott, Hoover, Jeffrey, Jennings, Donald, Jordan, Catherine, Jordan, James, Kasha, John, Kagan, Leonid, Kraft, Cheryl, Levitsky, Alexander, Lewis, Mark, Liu, Xiangjun, Lopez, John, Ma, Daniel, Majoros, William, McDaniel, Joe, Murphy, Sean, Newman, Matthew, Nguyen, Trung, Nguyen, Ngoc, Nodell, Marc, Pan, Sue, Peck, Jim, Peterson, Marshall, Rowe, William, Sanders, Robert, Scott, John, Simpson, Michael, Smith, Thomas, Sprague, Arlan, Stockwell, Timothy, Turner, Russell, Venter, Eli, Wang, Mei, Wen, Meiyuan, Wu, David, Wu, Mitchell, Xia, Ashley, Zandieh, Ali, and Zhu, Xiaohong

Published
2001

20. A BAC-Based Physical Map of the Major Autosomes of Drosophila melanogaster

Author

Hoskins, Roger A., Nelson, Catherine R., Berman, Benjamin P., Laverty, Todd R., George, Reed A., Ciesiolka, Lisa, Naeemuddin, Mohammed, Arenson, Andrew D., Durbin, James, David, Robert G., Tabor, Paul E., Bailey, Michael R., DeShazo, Denise R., Catanese, Joseph, Mammoser, Aaron, Osoegawa, Kazutoyo, de Jong, Pieter J., Celniker, Susan E., Gibbs, Richard A., Rubin, Gerald M., and Scherer, Steven E.

Published
2000

21. The Genome Sequence of Drosophila melanogaster

Author

Adams, Mark D., Celniker, Susan E., Holt, Robert A., Evans, Cheryl A., Gocayne, Jeannine D., Amanatides, Peter G., Scherer, Steven E., Li, Peter W., Hoskins, Roger A., Galle, Richard F., George, Reed A., Lewis, Suzanna E., Richards, Stephen, Ashburner, Michael, Henderson, Scott N., Sutton, Granger G., Wortman, Jennifer R., Yandell, Mark D., Zhang, Qing, Chen, Lin X., Brandon, Rhonda C., Rogers, Yu-Hui C., Blazej, Robert G., Champe, Mark, Pfeiffer, Barret D., Wan, Kenneth H., Doyle, Clare, Baxter, Evan G., Helt, Gregg, Nelson, Catherine R., Abril, Josep F., Agbayani, Anna, An, Hui-Jin, Andrews-Pfannkoch, Cynthia, Baldwin, Danita, Ballew, Richard M., Basu, Anand, Baxendale, James, Bayraktaroglu, Leyla, Beasley, Ellen M., Beeson, Karen Y., Benos, P. V., Berman, Benjamin P., Bhandari, Deepali, Bolshakov, Slava, Borkova, Dana, Botchan, Michael R., Bouck, John, Brokstein, Peter, Brottier, Phillipe, Burtis, Kenneth C., Busam, Dana A., Butler, Heather, Cadieu, Edouard, Chandra, Ishwar, Cherry, J. Michael, Cawley, Simon, Dahlke, Carl, Davenport, Lionel B., Davies, Peter, de Pablos, Beatriz, Delcher, Arthur, Deng, Zuoming, Mays, Anne Deslattes, Dew, Ian, Dietz, Suzanne M., Dodson, Kristina, Doup, Lisa E., Downes, Michael, Dugan-Rocha, Shannon, Dunkov, Boris C., Dunn, Patrick, Durbin, Kenneth J., Evangelista, Carlos C., Ferraz, Concepcion, Ferriera, Steven, Fleischmann, Wolfgang, Fosler, Carl, Gabrielian, Andrei E., Garg, Neha S., Gelbart, William M., Glasser, Ken, Glodek, Anna, Gong, Fangcheng, Gorrell, J. Harley, Gu, Zhiping, Guan, Ping, Harris, Michael, Harris, Nomi L., Harvey, Damon, Heiman, Thomas J., Hernandez, Judith R., Houck, Jarrett, Hostin, Damon, Houston, Kathryn A., Howland, Timothy J., Wei, Ming-Hui, Ibegwam, Chinyere, Jalali, Mena, Kalush, Francis, Karpen, Gary H., Ke, Zhaoxi, Kennison, James A., Ketchum, Karen A., Kimmel, Bruce E., Kodira, Chinnappa D., Kraft, Cheryl, Kravitz, Saul, Kulp, David, Lai, Zhongwu, Lasko, Paul, Lei, Yiding, Levitsky, Alexander A., Li, Jiayin, Li, Zhenya, Liang, Yong, Lin, Xiaoying, Liu, Xiangjun, Mattei, Bettina, McIntosh, Tina C., McLeod, Michael P., McPherson, Duncan, Merkulov, Gennady, Milshina, Natalia V., Mobarry, Clark, Morris, Joe, Moshrefi, Ali, Mount, Stephen M., Moy, Mee, Murphy, Brian, Murphy, Lee, Muzny, Donna M., Nelson, David L., Nelson, David R., Nelson, Keith A., Nixon, Katherine, Nusskern, Deborah R., Pacleb, Joanne M., Palazzolo, Michael, Pittman, Gjange S., Pan, Sue, Pollard, John, Puri, Vinita, Reese, Martin G., Reinert, Knut, Remington, Karin, Scheeler, Frederick, Shen, Hua, Shue, Bixiang Christopher, Sidén-Kiamos, Inga, Simpson, Michael, Skupski, Marian P., Smith, Tom, Spier, Eugene, Spradling, Allan C., Stapleton, Mark, Strong, Renee, Sun, Eric, Svirskas, Robert, Tector, Cyndee, Turner, Russell, Venter, Eli, Wang, Aihui H., Wang, Xin, Wang, Zhen-Yuan, Wassarman, David A., Weinstock, George M., Weissenbach, Jean, Williams, Sherita M., Woodage, Trevor, Worley, Kim C., Wu, David, Yang, Song, Yao, Q. Alison, Ye, Jane, Yeh, Ru-Fang, Zaveri, Jayshree S., Zhan, Ming, Zhang, Guangren, Zhao, Qi, Zheng, Liansheng, Zheng, Xiangqun H., Zhong, Fei N., Zhong, Wenyan, Zhou, Xiaojun, Zhu, Shiaoping, Zhu, Xiaohong, Smith, Hamilton O., Gibbs, Richard A., Myers, Eugene W., Rubin, Gerald M., and Venter, J. Craig

Published
2000

22. Comparative Genomics of the Eukaryotes

Author

Rubin, Gerald M., Yandell, Mark D., Wortman, Jennifer R., Nelson, Catherine R., Hariharan, Iswar K., Fortini, Mark E., Li, Peter W., Apweiler, Rolf, Fleischmann, Wolfgang, Cherry, J. Michael, Henikoff, Steven, Skupski, Marian P., Misra, Sima, Ashburner, Michael, Birney, Ewan, Boguski, Mark S., Brody, Thomas, Brokstein, Peter, Celniker, Susan E., Chervitz, Stephen A., Coates, David, Cravchik, Anibal, Gabrielian, Andrei, Galle, Richard F., Gelbart, William M., George, Reed A., Gong, Fangcheng, Guan, Ping, Harris, Nomi L., Hay, Bruce A., Hoskins, Roger A., Li, Jiayin, Li, Zhenya, Hynes, Richard O., Jones, S. J. M., Kuehl, Peter M., Lemaitre, Bruno, Littleton, J. Troy, Morrison, Deborah K., Mungall, Chris, O'Farrell, Patrick H., Pickeral, Oxana K., Shue, Chris, Vosshall, Leslie B., Zhang, Jiong, Zhao, Qi, Zheng, Xiangqun H., Zhong, Fei, Zhong, Wenyan, Gibbs, Richard, Venter, J. Craig, Adams, Mark D., and Lewis, Suzanna

Published
2000

23. Using Graphic Symbols to Teach Children with Autism to Enter into Playgroups

Author

Johnston, Susan S. and Nelson, Catherine

Abstract

Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.

Published
2016
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25. IA PULMONARY VEIN ATLAS FOR RADIOTHERAPY PLANNING

Author

Walls, Gerard M, primary, McCann, Conor, additional, Ball, Peter, additional, Atkins, Katelyn M, additional, Mak, Raymond H, additional, Bedair, Ahmed, additional, O'Hare, Jolyne, additional, McAleese, Jonathan, additional, Harrison, Claire, additional, Tumelty, Karen A, additional, Crockett, Cathryn, additional, Black, Sarah-Louise, additional, Nelson, Catherine, additional, O'Connor, John, additional, Hounsell, Alan R, additional, McGarry, Conor K, additional, Butterworth, Karl T, additional, Cole, Aidan J, additional, Jain, Suneil, additional, and Hanna, Gerard G, additional

Published
2023
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26. Evaluation of Precision Livestock Technology and Human Scoring of Nursery Pigs in a Controlled Immune Challenge Experiment

Author

Bortoluzzi, Eduarda M, Goering, Mikayla J., Ochoa, Sara J., Holliday, Aaron J., Mumm, Jared M, Nelson, Catherine E., Wu, Hui, Mote, Benny E., Psota, Eric T., Schmidt, Ty B., Jaberi-Douraki, Majid, Hulbert, Lindsey E., Bortoluzzi, Eduarda M, Goering, Mikayla J., Ochoa, Sara J., Holliday, Aaron J., Mumm, Jared M, Nelson, Catherine E., Wu, Hui, Mote, Benny E., Psota, Eric T., Schmidt, Ty B., Jaberi-Douraki, Majid, and Hulbert, Lindsey E.

Abstract

The objectives were to determine the sensitivity, specificity, and cutoff values of a visual-based precision livestock technology (NUtrack), and determine the sensitivity and specificity of sickness score data collected with the live observation by trained human observers. At weaning, pigs (n = 192; gilts and barrows) were randomly assigned to one of twelve pens (16/pen) and treatments were randomly assigned to pens. Sham-pen pigs all received subcutaneous saline (3 mL). For LPS-pen pigs, all pigs received subcutaneous lipopolysaccharide (LPS; 300 µg/kg BW; E. coli O111:B4; in 3 mL of saline). For the last treatment, eight pigs were randomly assigned to receive LPS, and the other eight were sham (same methods as above; half-and-half pens). Human data from the day of the challenge presented high true positive and low false positive rates (88.5% sensitivity; 85.4% specificity; 0.871 Area Under Curve, AUC), however, these values declined when half-and-half pigs were scored (75% sensitivity; 65.5% specificity; 0.703 AUC). Precision technology measures had excellent AUC, sensitivity, and specificity for the first 72 h after treatment and AUC values were >0.970, regardless of pen treatment. These results indicate that precision technology has a greater potential for identifying pigs during a natural infectious disease event than trained professionals using timepoint sampling.

Published
2023

27. Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind

Author

Nelson, Catherine, Hyte, Holly A., and Greenfield, Robin

Abstract

Self regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail.

Published
2015

28. Evaluation of Precision Livestock Technology and Human Scoring of Nursery Pigs in a Controlled Immune Challenge Experiment

Author

Bortoluzzi, Eduarda M., primary, Goering, Mikayla J., additional, Ochoa, Sara J., additional, Holliday, Aaron J., additional, Mumm, Jared M., additional, Nelson, Catherine E., additional, Wu, Hui, additional, Mote, Benny E., additional, Psota, Eric T., additional, Schmidt, Ty B., additional, Jaberi-Douraki, Majid, additional, and Hulbert, Lindsey E., additional

Published
2023
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31. Anti-Leukemic Activity of STRO-002 a Novel Folate Receptor-α (FR-α)-Targeting ADC in Relapsed/Refractory CBF2AT3-GLIS2 AML

Author

Meshinchi, Soheil, primary, Miller, Lane, additional, Massaro, Stephanie, additional, Williams, Robin, additional, Krieger, Elizabeth, additional, Pauly, Melinda, additional, Nelson, Catherine, additional, Bhojwani, Deepa, additional, Johnson, Rebecca, additional, Horton, Terzah M., additional, Imran, Hamayun, additional, Chang, Wen-I, additional, Neff, Philip, additional, Kutny, Matthew, additional, Ribeiro, Raul C., additional, Bautista, Felipe, additional, Guinipero, Terri, additional, Murray, Kate, additional, Butte, Alex, additional, and Molina, Arturo, additional

Published
2022
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33. Stress, Behavior, and Children and Youth Who Are Deafblind

Author

Nelson, Catherine, Greenfield, Robin G., Hyte, Holly A., and Shaffer, Jason P.

Abstract

Children and youth who are deafblind with multiple disabilities have several identified risk factors for experiencing toxic levels of stress, and such stress is known to impair physical, mental, and emotional health. This single-case multiple baseline study examined the frequency and duration of behaviors thought to indicate stress, the duration of active participation in class activities, and the effect of the stress hormone salivary cortisol to determine the extent to which participating students with deafblindness were experiencing stress and how it affected their behavior and participation in school activities. Examined were three groups of intervention strategies designed to decrease stress and its behavioral manifestations and, at the same time, increase active participation. The selected intervention strategies did significantly lower behaviors that had been thought to indicate stress and concomitantly increased active participation. However, sampled salivary cortisol demonstrated only one instance of actual toxic stress. This finding is discussed from the perspective of delineated protective factors against toxic stress.

Published
2013

34. Designing Your Own C3 Inquiry: Lessons from the C3LC Project

Author

Nelson, Catherine Awsumb

Abstract

The C3LC project produced a distinct body of knowledge and resources for teachers, which have been reflected in the contents of this special issue of Social Education. The project also provided important lessons about professional learning through teacher-driven collaborative inquiry. I will summarize some of the most important ones in this article.

Published
2016

35. A Math-Box Tale

Author

Nelson, Catherine J.

Abstract

The author is a strong proponent of incorporating the Content and Process Standards (NCTM 2000) into the teaching of mathematics. For candidates in her methods course, she models research-based best practices anchored in the Standards. Her students use manipulatives, engage in problem-solving activities, listen to children's literature, and use technology to experience firsthand how these instructional strategies might benefit their own students. In this article, the author discusses the Math-Box project in which teacher candidates were given the chance to present and reflect on math lessons that include the use of children's literature and manipulatives. Themes that emerged throughout candidate reflections are also shared.

Published
2012

36. Improving School Leadership through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program. Monograph

Author

RAND Education, Hamilton, Laura S., Engberg, John, Steiner, Elizabeth D., Nelson, Catherine Awsumb, and Yuan, Kun

Abstract

In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education's Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals' performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007-2008 through 2010-2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation. Individual chapters contain footnotes. (Contains 16 figures and 29 tables.) [This research was sponsored by the Pittsburgh Public Schools.]

Published
2012

38. Pittsburgh Public Schools' Excellence for All: Year 2 Evaluation. Documented Briefing. DB-575-PPS

Author

RAND Education, Tharp-Taylor, Shannah, Nelson, Catherine Awsumb, Hamilton, Laura S., and Yuan, Kun

Abstract

In 2007, the Pittsburgh Public Schools (PPS) requested that the RAND Corporation monitor implementation of year 2 (2007-2008) of the district's Excellence for All (EFA) initiative and provide feedback to district staff, the PPS board, and other stakeholders. In 2008, RAND expanded to a more comprehensive focus on effective implementation of EFA's instructional change, including the rollout of the core curricula, capacity-building efforts, and student outcomes. Recommendations include focusing on areas for improvement, using data to improve instruction, giving teachers flexibility and time to work with coaches, increasing support and reducing reporting requirements, improving communication between district and school-level staff, conducting needs assessments and use them to create action plans, training and evaluating coaches better, sharing strategic plans, and helping teachers and staff connect with students. (Eight chapters include: (1) Introduction; (2) Background; (3) Research Context; (4) Data Sources; (5) Domains of Interest and Research Questions; (6) Implementation of Curriculum Supports; (7) Summary of Findings, by Research Question; and (8) Recommendations. Four appendixes are included: (1) Teacher Survey and Results; (2) Coach Survey and Results; (3) Principal Survey and Results; and (4) Student Survey and Results. Contains unnumbered figures and boxes, 2 footnotes and 1 table.) [This research was sponsored by the Fund for Excellence, a consortium of Pittsburgh foundations. For "Partners in Pittsburgh Public Schools' Excellence for All Initiative: Findings from the First Year of Implementation. Documented Briefing. DB-544-FFE", see ED499314.]

Published
2009

39. Keys to Play: A Strategy to Increase the Social Interactions of Young Children with Autism and their Typically Developing Peers

Author

Nelson, Catherine, McDonnell, Andrea P., and Johnston, Susan S.

Abstract

Crucial to the successful inclusion of young children with disabilities is the premise that benefit occurs when children socialize with peers and are actively involved in preschool activities including play. Playgroups are often primary to learning in typical preschool classrooms since it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children. This study examined the effects of a visual intervention strategy on the play initiations of four young children with autism in inclusive preschool classes. The strategy was successful in increasing the play initiations of the participating young children with autism. At the same time, the children's engagement time within playgroups concomitantly increased, as did the sophistication level of their play. (Contains 1 table and 3 figures.)

Published
2007

40. Partners in Pittsburgh Public Schools' Excellence for All Initiative: Findings from the First Year of Implementation. Documented Briefing. DB-544-FFE

Author

RAND Education, Santa Monica, CA., Tharp-Taylor, Shannah, Nelson, Catherine Awsumb, Dembosky, Jacob W., and Gill, Brian

Abstract

The Pittsburgh Public School District asked the RAND Corporation to monitor the first year's implementation (2006-2007) of Excellence for All (EFA) and provide feedback to district staff, the board, and other stakeholders. The Pittsburgh Public School District leadership developed EFA with the aim of increasing student achievement by improving classroom instruction across the district by instituting managed instruction. The authors review materials from the district describing EFA, contracts outlining the services and materials provided by four outside partner organizations, corroborating data from observations of four professional development sessions, and interviews with district staff and partner staff. To promote openness in responses, interviewees were guaranteed anonymity. This documented briefing makes the following key recommendations: Ensure that all staff understand EFA as a coherent strategy; focus on the practical application of differentiated instruction in the classroom; target more professional development on data use to support the use of assessment tools; build on existing coach networks to disseminate best practices, create cross-district consistency, and strengthen a cross-district professional learning community; build instructional leadership capacity through promoting team-based leadership in addition to hands-on instructional leadership and continuing to invest in coaches; encourage principals to align coaches' tasks with their core roles; and provide more school-based professional collaboration time built into the school year to afford sustainable transfer of information and practice into the schools and classrooms. The report contains two appendixes: (1) Interview Protocols; and (2) Quantification of Staff Survey Responses. [This study was sponsored by the Fund for Excellence.]

Published
2007

41. Using Recommendations in Evaluation: A Decision-Making Framework for Evaluators

Author

Iriti, Jennifer E., Bickel, William E., and Nelson, Catherine Awsumb

Abstract

Is it appropriate and useful for evaluators to use findings to make recommendations? If so, under what circumstances? How specific should they be? This article presents a decision-making framework for the appropriateness of recommendations in varying contexts. On the basis of reviews of evaluation theory, selected evaluation reports, and feedback from American Evaluation Association presentations, the authors present a description of contextual variables likely to affect the making of recommendations (e.g., use context, evaluator role) and a typology of potential recommendations. To enhance the utility of the tools presented, the authors summarize the available literature and present key arguments for and against the provision of various types of recommendations in given contexts. This work is designed to be a step toward creating a more systematic process for considering the use of recommendations by providing evaluators with a comprehensive tool for reflection and decision making.

Published
2005
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43. Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings.

Author

Johnston, Susan S., McDonnell, Andrea P., and Nelson, Catherine

Abstract

Three children (ages 3-4) with disabilities were successfully taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing natural consequences. (Contains references.) (Author/CR)

Published
2003

44. Young Children with Autism: Judicial Responses to the Lovaas and Discrete Trial Training Debates.

Author

Nelson, Catherine and Huefner, Dixie Snow

Abstract

This article examines provisions of the Individuals with Disabilities Education Act (IDEA) that relate to cases of parents requesting the Lovaas intense training method for their young children with autism. It also addresses related research issues, relevant published federal cases, and public policy issues that have surfaced as a result of the controversial cases. Recommendations are offered. (Contains references.) (Author/DB)

Published
2003

46. A Framework for Understanding Young Children with Severe Multiple Disabilities: The van Dijk Approach to Assessment.

Author

Nelson, Catherine, van Dijk, Jan, and McDonnell, Andrea P.

Abstract

This article describes a framework for assessing young children with severe multiple disabilities. The assessment is child-led and examines underlying processes of learning, including biobehavioral state, orienting response, learning channels, approach-withdrawal, memory, interactions, communication, and problem solving. Case studies and a sample protocol illustrate the method and suggestions for intervention. (Contains references.) (Author/PB)

Published
2002

47. Improving Support Service Decision-Making: Consumer Feedback Regarding Updates to VISTA.

Author

Giangreco, Michael F., Edelman, Susan W., Nelson, Catherine, Young, Mary Rose, and Kiefer-O'Donnell, Richard

Abstract

This study evaluated data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning support services for 11 students with multiple disabilities in general education classes. The changes were perceived positively, especially the overall quality, practicality, and substantive involvement of parents and general education teachers. (Contains references.) (Author/DB)

Published
1999

48. Changes in Educational Team Membership for Students Who Are Deaf-Blind in General Education Classes.

Author

Giangreco, Michael F., Edelman, Susan W., and Nelson, Catherine

Abstract

A study examined the changes in team membership for 18 students with deaf-blindness from 1994-95 to 1997-98. Findings highlight the many people who are involved in each student's education and the high level of turnover among professional staff. Implications for managing changes in team membership are discussed. (Author/CR)

Published
1999

49. Casefinding Criteria for Use in Identifying Deaf-Blind Children.

Author

Nelson, Catherine E.

Abstract

The study was undertaken to develop casefinding criteria for identifying deaf-blind children. Referral sources and investigative potentials were obtained from a demographic survey of 164 cases of deaf-blind persons in Louisiana. Inquiry sheets on the possible sources of casefinding twice were sent to and ranked by a panel of 20 persons, including social workers, educators, physicians, administrators, parents, and rehabilitators. Analysis of the returned inquiry sheets formed the basis of a casefinding instrument prepared for field use. It was concluded that all existing referral sources should continue to be utilized, that there is a national need for a more comprehensive method to obtain early identification and referral of all sensorially impaired and high-risk infants, and that there is a need for the development of other new and unique programs to promote casefinding of deaf-blind children. (GW)

Published
1974

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