2,553 results on '"NCBE"'
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2. In vitro investigation of the effect of proinflammatory cytokines on mouse choroid plexus membrane transporters Ncbe and NKCC1
- Author
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Laura Øllegaard Johnsen, Kathrine Abildskov Friis, and Helle Hasager Damkier
- Subjects
Cerebrospinal fluid ,Intraventricular hemorrhage ,Post-hemorrhagic hydrocephalus ,Neurology. Diseases of the nervous system ,RC346-429 - Abstract
Abstract Intraventricular hemorrhage is a potentially life-threatening condition. Approximately 20% of patients develop posthemorrhagic hydrocephalus with increased ventricular volume and intracranial pressure. Hydrocephalus develops partially due to increased secretion of cerebrospinal fluid by the choroid plexus. During hemorrhage a multitude of factors are released into the cerebrospinal fluid. Many of these have been implicated in the hypersecretion. In this study, we have investigated the isolated effect of inflammatory components, on the abundance of two membrane transporters involved in cerebrospinal fluid secretion by the choroid plexus: the Na+-dependent Cl−/HCO3 − exchanger, Ncbe, and the Na+, K+, 2Cl− cotransporter, NKCC1. We have established a primary choroid plexus epithelial cell culture from 1 to 7 days old mouse pups. Seven days after seeding, the cells formed a monolayer. The cells were treated with either tumor necrosis factor alpha (TNFα), interleukin 1 beta (IL-1β), or interleukin 6 (IL-6) to mimic inflammation. The data show that treatment with TNFα, and IL-1β only transiently increased NKCC1 abundance whereas the effect on Ncbe abundance was a transient decrease. IL-6 however significantly increased NKCC1 (242%), the phosphorylated NKCC1 (147%), as well as pSPAK (406%) abundance, but had no effect on Ncbe. This study suggests that the inflammatory pathway involved in hypersecretion primarily is mediated by activation of basolateral receptors in the choroid plexus, mainly facilitated by IL-6. This study highlights the complexity of the pathophysiological circumstances occurring during intraventricular hemorrhage.
- Published
- 2023
- Full Text
- View/download PDF
3. New Topographic Classification of Knee Bone Marrow Lesions (ncbe)
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Pietro Randelli, MD, Professor
- Published
- 2020
4. Preparing Secondary Education Teachers to Work with English Language Learners: Mathematics. NCBE Resource Collection Series, No. 14.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC. and Anstrom, Kris
- Abstract
This report, the fourth in a series, integrates findings from research pertaining to content area instruction of linguistically and culturally diverse learners (LCDLs). The focus is on the education of secondary-level English language learners (ELLs) within mainstream mathematics classes. The intent of this document is to give teachers and teacher educators a better understanding of how mainstream mathematics instruction can be designed and implemented to enhance academic achievement and learning for these students. Research for this report included an extensive search of National Clearinghouse for Bilingual Education (NCBE) bibliographic database, the ERIC bibliographic database, and various World Wide Web sites for information regarding effective curriculum and instruction, content standards, student assessment, teacher training, and education. (Contains 41 references.) (KFT)
- Published
- 1999
5. NCBE CrossCurrents, 1996-1997.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC.
- Abstract
The four issues of the first volume of this National Clearinghouse for Bilingual Education newsletter include articles on these topics: organization and programs of the Department of Education's Office of Bilingual Education and Minority Languages Affairs; identifying school reform practices in linguistically diverse schools; state data on enrollment of limited-English-proficient (LEP) students in the nation's schools; evaluation of linguistically and culturally diverse students and the programs that serve them; education priorities for the transition to a new century; charter schools and the linguistically and culturally diverse student; the America Reads Challenge and issues for language minority students; the Glendale Unified School District (California) systemwide improvement project; achieving technological literacy in America's schools; and an Illinois program to assess English language learners. (MSE)
- Published
- 1997
6. Preparing Secondary Education Teachers To Work with English Language Learners: Social Studies. NCBE Resource Collection Series, No. 13.
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National Clearinghouse for Bilingual Education, Washington, DC., Anstrom, Kris, and DiCerbo, Patricia
- Abstract
This document focuses on the education of secondary level English language learners within mainstream social studies classes. It provides teachers and teacher educators with an understanding of how mainstream social studies instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included an extensive search of various databases and World Wide Web sites; analysis of the national content standards documents for history and three other core areas; site visits to a suburban high school that used a team teaching approach to working with English language learners enrolled in mainstream classes; and personal interviews with education faculty at George Washington University who are responsible for preparing preservice teachers for secondary level mainstream instruction. After an introduction, the first section discusses social studies content standards. The second section describes how to make social studies content accessible to English language learners, including: adopt a flexible, thematic-based curriculum; give students adequate time to learn social studies content; link social studies concepts to prior knowledge; accommodate a variety of learning styles; and use cooperative learning strategies. The third section discusses linking instruction to assessment. The fourth section looks at characteristics of effective mainstream teacher preparation. (Contains 36 references.) (SM)
- Published
- 1999
7. Transforming Education for Hispanic Youth: Exemplary Practices, Programs, and Schools. NCBE Resource Collection Series No. 12.
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National Clearinghouse for Bilingual Education, Washington, DC., Lockwood, Anne Turnbaugh, and Secada, Walter G.
- Abstract
This monograph reviews the findings and recommendations of the Hispanic Dropout Project (HDP) and describes successful school-based strategies to combat the dropout problem and promote academic achievement among Hispanic students. Chapter 1 discusses the high Hispanic dropout rate; why Hispanic students drop out; stereotypes and realities; and HDP recommendations encompassing minimum guarantees of a quality education, schools' relationships with parents and families, the role of teachers, effective school strategies, and educational policy. Chapters 2-5 describe specific effective programs: (1) Lennox (California) Middle School's approach to personalizing the curriculum and involving parents and families; (2) Calexico (California) School District's secondary-level strategies, including emphasis on equity, commitment to bilingual education, a culture of continuous refinement, high expectations and support for meeting them, and alternative dropout programs; (3) three elementary programs--Success for All, Helping One Student to Succeed (HOSTS) (a mentoring and tutoring program), and Cognitively Guided Instruction (mathematics problem solving using students' prior knowledge); and (4) two secondary programs--the Coca-Cola Valued Youth program, in which high-risk middle school students tutor younger students, and Project AVID (Advancement Via Individual Determination), which features coaching, advocacy, and college preparation. In Chapter 6, four HDP members summarize observations and recommendations related to the quality of instruction, role of bilingual education, effects of tracking, resources and physical conditions, investing new resources, achieving attitudinal shifts, teacher preparation and professional development, identification and implementation of effective programs, challenging content and valuable relationships, individualization, time for results, aspects of program design and implementation, and politics of education. (Contains 13 references and a bibliography with an additional 131 references.) (SV)
- Published
- 1999
8. Preparing Secondary Education Teachers To Work with English Language Learners: Science. NCBE Resource Collection Series, No. 11.
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National Clearinghouse for Bilingual Education, Washington, DC., Anstrom, Kris, and DiCerbo, Patricia
- Abstract
This document examines the education of secondary level English language learners within mainstream science classes. It provides teachers and teacher educators with an understanding of how mainstream science instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included an extensive search of various databases and World Wide Web sites; analysis of the national content standards documents for science and three other core areas; site visits to a suburban high school that used a team teaching approach to working with English language learners enrolled in mainstream classes; and personal interviews with education faculty at George Washington University who are responsible for preparing preservice teachers for secondary level mainstream instruction. After an introduction, the first section discusses National Science Education Standards and the English language learner, focusing on: involving students in scientific inquiry; advocating for a less is more curriculum; teaching the language of science; making oral and written language comprehensible; teaching problem solving and learning strategies; using appropriate assessment; and using a three-tiered approach to science instruction for English language learners. The second section discusses the preparation of mainstream teachers to work with English language learner students. (Contains 38 references.) (SM)
- Published
- 1998
9. Preparing Secondary Education Teachers To Work with English Language Learners: English Language Arts. NCBE Resource Collection Series, No. 10.
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National Clearinghouse for Bilingual Education, Washington, DC., Anstrom, Kris, and DiCerbo, Patricia
- Abstract
This document examines the education of secondary level English language learners within mainstream language arts classes. It provides teachers and teacher educators with an understanding of how mainstream language arts instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included an extensive search of various databases and World Wide Web sites; analysis of the national content standards documents for language arts and three other core areas; site visits to a suburban high school that used a team teaching approach to working with English language learners enrolled in mainstream classes; and personal interviews with education faculty at George Washington University who are responsible for preparing preservice teachers for secondary level mainstream instruction. After an introduction, the first section discusses making English language arts accessible to the English language learner by respecting student diversity, selecting appropriate texts, and making literature more comprehensible. The second section focuses on implementing a whole language approach. This includes encouraging students to maintain the native language and providing a balanced writing program. The third section discusses characteristics of sound assessments for English language learners. The fourth section discusses preparing mainstream teachers to work with English language learner students, examining components of an effective teacher preparation curriculum. (Contains 31 references.) (SM)
- Published
- 1998
10. School Effectiveness for Language Minority Students. NCBE Resource Collection Series, No. 9.
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National Clearinghouse for Bilingual Education, Washington, DC., Thomas, Wayne P., and Collier, Virginia
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This publication presents a summary of an ongoing collaborative research study that is both national in scope and practical for immediate local decision making in schools. It is written for bilingual and English as a Second Language program coordinators and local school policy makers. The research includes findings from five large urban and suburban school districts in various regions of the United States where large numbers of language minority students attend public schools, with over 700,000 language minority student records collected from 1982-1996. A developmental model of language acquisition for school is explained and validated by the data analyses. The model and findings from this study make predictions about long-term student achievement as a result of a variety of instructional practices. Instructions are provided for replicating this study and validating the findings in local school systems. General policy recommendations and specific action recommendations are provided for decision makers in schools. (Contains 71 references.) (Author/SM)
- Published
- 1997
11. Setting Expected Gains for Non and Limited English Proficient Students. NCBE Resource Collection Series.
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National Clearinghouse for Bilingual Education, Washington, DC. and De Avila, Edward
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Programs designed to improve the language proficiency of limited-English-proficient (LEP) students have had mixed results. Much confusion has arisen from variable approaches to what can be expected of the programs. Recently, "expected gain" has become an important concept in documenting the educational development of LEP students, requiring analysis of the relationship between quality of instruction and measurable student outcomes. Key factors in this concept include: assessment outcomes; the setting of reasonable individual expectations and sensitivity to growth; and the effectiveness of instructional practices and programs. Psychological and pedagogical implications follow from each of these factors. A discussion of "expected gain" looks at research on the relationship between LEP student gains in language proficiency and probability of academic success in mainstream programs, the importance of how and when the student enters the program, and the role of appropriate measurement in assessing both expected and actual gain. Additional considerations include quality of instruction, differences inherent in elementary and secondary school levels, and variations in student population. Contains 18 references. (MSE)
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- 1997
12. High Stakes Assessment: A Research Agenda for English Language Learners. Symposium Summary. NCBE Report.
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National Clearinghouse for Bilingual Education, Washington, DC.
- Abstract
High stakes assessment involves testing students for purposes such as grade level retention or advancement, high school graduation, selection for special programs or services, or for other "high stakes" consequences. Issues surrounding the high stakes assessment of English language learners (ELLs) were the focus of an August 1997 invitational symposium sponsored by the Office of Bilingual Education and Minority Languages Affairs (Department of Education), whose proceedings are summarized here. The report addresses three central questions, describes the symposium discussion on each, and presents research recommendations arising from the discussion. The questions include: at what point does testing a child in a second language yield meaningful results?; What accommodations are appropriate for testing ELLs?; and What is the role native language assessment plays in high stakes testing? A list of participants is appended. (MSE)
- Published
- 1997
13. Best Evidence: Research Foundations of the Bilingual Education Act. NCBE Report.
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National Clearinghouse for Bilingual Education, Washington, DC. and Crawford, James
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Current research literature on the education of language minority students in the United States is reviewed as it relates to the Bilingual Education Act of 1994 (Title VII of the Improving America's Schools Act). The review specifically examines these areas of concern: language diversity in the United States; limited English skills, poverty, and education; challenges for limited-English-proficient (LEP) students; the special status of Native Americans; teacher training and the role of higher education institutions; Title VII instructional programs; promoting high standards and bilingual skills; the national need for language resources; educational technology and LEP students; parent involvement; improving research, evaluation, and data collection; goals of the Title VII program; Title VII and equal educational opportunity; and capacity-building for language-minority education. Contains a glossary and 124 references. (MSE)
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- 1997
14. Assessing Language Development in Bilingual Preschool Children. NCBE Program Information Guide Series No. 22.
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National Clearinghouse for Bilingual Education, Washington, DC. and McLaughlin, Barry
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This guide offers advice on the assessment of the language development abilities of bilingual preschool children. A brief review of general bilingual child language development, including mixing and loss or semilingualism, is followed by a review of current assessment practices. A language assessment procedure developed for the State of California for use with bilingual preschool children is detailed. It includes making the plan, collecting information, developing a portfolio and a narrative summary, meeting with the family and staff, and developing an appropriate curriculum. This assessment process must be repeated continually as the child develops. Using such a program will require drastic reform and, with it, a restructuring of time uses, professional staff development, accountability, and the parent-school relationship. (Contains 23 references.) (NAV)
- Published
- 1995
15. Integrating Title I and Title VII: The Evolving Model of Dearborn Public Schools, Michigan. NCBE Program Information Guide Series No. 21.
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National Clearinghouse for Bilingual Education, Washington, DC. and Arraf, Shereen
- Abstract
This report offers insights on the experiences and techniques used in the Dearborn Public Schools effort to integrate Title VII and Chapter 1 programs prior to their reauthorization. The school system is located near metropolitan Detroit, Michigan, and has over 14,500 students representing 24 languages, many from the Middle East, Romania, and Albania. The system includes 26 elementary schools, 5 middle schools, and 3 high schools; approximately 5,000 students were eligible for bilingual education services. Program goals stem from the philosophy that all children can attain language competency and academic success through the shared vision and focused efforts of teachers. Results of a preliminary needs assessment survey and later parent interest survey suggest the establishment of a strong partnership between home and school and a collaborative, systemic, and student-centered educational reform system. Restructuring must make schools more responsive to students through various forms of individualization and the elimination of stereotypical labels, such as slow or special need, and intensive staff development plans should focus on preparing teachers to work effectively with language minority as well as majority students. (Contains 23 references.) (NAV)
- Published
- 1995
16. Teamworks: Mainstream and Bilingual/ESL Teacher Collaboration. NCBE Program Information Guide Series 24.
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National Clearinghouse for Bilingual Education, Washington, DC., Sakash, Karen, and Rodriguez-Brown, Flora V.
- Abstract
This report describes Teamworks, a 3-year project in Chicago, Illinois, that addressed the need for greater collaboration and teamwork between general program and bilingual/ESL teachers in the teaching community. Infrequent communication between these two teacher groups caused fractured education for the limited-English-proficient (LEP) students who participated in the bilingual/ESL program. The project reviews the Chicago programs, from inception to conclusion and follow-up in this large, urban setting. The 4-member Teamworks staff provided a variety of support services to the schools involved, such as needs assessment and help with specific problems. Teamworks staff conducted individual teacher interviews, surveyed school principals, and coordinated teacher interaction. Pre- and post-data surveys revealed that the instructional competencies of both mainstream and bilingual teachers were enhanced by the Teamworks effort and discovered the need for greater involvement by school principals in such program activities. Appendixes list sample activities to improve coordination between teachers and sample training topics for enhancing instructional competencies. (Contains four references.) (NAV)
- Published
- 1995
17. School Reform and Student Diversity: Exemplary Schooling for Language Minority Students. NCBE Resource Collection Series No. 4.
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National Clearinghouse for Bilingual Education, Washington, DC. and McLeod, Beverly
- Abstract
This report identifies, describes, and analyzes exemplary elementary and middle school reform efforts for limited-English-proficient (LEP) students in grades 4 through 8 in language arts, science, and mathematics in 20 states; 75 schools were screened originally by telephone to identify those exhibiting excellence in high quality language arts, significant school restructuring, and implementation of a well designed English-language acquisition program. Fifteen sites were selected for 1-day preliminary field visits based on demographic, geographic, and programmatic variables. Eight schools total in California, Illinois, Massachusetts, and Texas were selected for more intensive field work. Findings reveal that LEP education is viable and that all such successful programs possess certain essential elements that provide segregated, specialized instruction combined with meaningful integration into an all-English instructional environment. Success results from collaboration between LEP instructors and English-proficient instructors, giving more block time to LEP instruction, and the existence of a comprehensive language and literacy development program that emphasizes the same kinds of activities. An appendix details selected schools and their programs. (NAV)
- Published
- 1995
18. Reconstructing the Bilingual Special Education Interface. NCBE Program Information Guide Series No. 20.
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National Clearinghouse for Bilingual Education, Washington, DC., Baca, Leonard, and de Valenzuela, J. S.
- Abstract
The need to restructure the relationship between bilingual education and special education is examined. Common criticisms of special education and changing assumptions underlying it are outlined. Models that have been proposed to explain minority failure in school as something other than inherent disability are analyzed; these models focus on social and cultural factors influencing education. Directions for changing the process of special education to meet the needs of culturally and linguistically diverse students are offered in the areas of assessment and intervention. Three primary goals for the restructuring of bilingual special education are identified: (1) inclusion (conforming the classroom to the needs of all students); (2) increased academic performance; and (3) a shift from the remedial approach to a diagnostic teaching paradigm, with teachers actively involved in assessment and curricular adaptation. Four successful program models are described briefly. It is argued that new assumptions about special education must be adopted for more useful and equitable bilingual education, and five new assumptions are presented. Recommendations are made for personnel preparation, curricular modification, and role changes for mainstream teachers, special educators, parents, and students. Contains a 38-item bibliography. (MSE)
- Published
- 1994
19. Family Literacy for Language Minority Families: Issues for Program Implementation. NCBE Program Information Guide Series, No. 17.
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National Clearinghouse for Bilingual Education, Washington, DC. and Mulhern, Margaret
- Abstract
Considerations in designing and implementing family literacy programs for the limited-English-speaking population are examined and some solutions are illustrated in one federally-funded program for Latino families, Project FLAME (Family Literacy: Aprendiendo, Mejorando, Educando/Learning, Bettering, Educating). An introductory section looks at the family's role in children's learning and barriers to family involvement in education. Family literacy programs are seen as a means of forging closer ties between homes and schools. Project FLAME, which emphasizes the role of parents as teachers, is then described. A discussion of program development looks at these considerations: taking the appropriate first steps; determining the location and scheduling of classes; curriculum design; language of instruction; selecting instructional materials; staffing; maintenance of attendance and involvement; and program evaluation. A Project FLAME model lesson plan and a list of resource organizations are appended. Contains 29 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
- Published
- 1994
20. Whole-School Bilingual Education Programs: Approaches for Sound Assessment. NCBE Program Information Guide Series 18.
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National Clearinghouse for Bilingual Education, Washington, DC. and Del Vecchio, Ann
- Abstract
Based on research on the features that are found in effective school-wide bilingual education programs, assessment strategies for such programs are offered. The features are in three groups: indicators relating to school context (ethos, management, and resources that affect the attitudes of school staff, students, and parents in language minority communities), school implementation indicators (curriculum and instruction, staff development, administrator responsibilities, and parent role), and student outcome indicators (skills and strategies required of limited-English-proficient students to succeed in whole-school bilingual education programs and attain the performance standards outlined in "Goals 2000"). Each indicator is described as it relates to diverse language populations, and ways to measure the feature for purposes of program improvement are discussed. Sample assessment forms, in the form of checklists and rating scales, are included for each feature or feature group. In addition, the characteristics of a comprehensive assessment plan are outlined, and major administrative issues in program evaluation (time, funding, support, sources of expertise, consistency across the institution, choice of evaluators, and comprehensiveness of assessment) are discussed briefly. Contains 38 references. (MSE)
- Published
- 1994
21. Multicultural Education: Strategies for Linguistically Diverse Schools and Classrooms. NCBE Program Information Guide Series, 16.
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National Clearinghouse for Bilingual Education, Washington, DC. and Menkart, Deborah
- Abstract
A discussion of multicultural education in elementary and secondary schools gives an overview of principles, considerations, and methods in implementing multicultural school programs, and offers sample lesson plans. The first section examines the origins of multicultural education and outlines four types of curricula: (1) focusing on discrete contributions of various cultures to the mainstream culture; (2) addition of a unit or course on a particular ethnic group without other changes to the basic curriculum; (3) infusion of different perspectives and content, representing change in the basic curriculum; and (4) all of the above, with the added feature that students are encouraged to make decisions and take action related to the concept or issue discussed. Common questions and concerns about multicultural program implementation are answered, and a list of indicators of how the school environment reflects a truly multicultural approach is presented. With this list, school staffs can assess the areas in which they could improve performance. Basic categories of indicators include language role, discipline, community role, testing, staffing, family participation, curriculum design and content, instructional materials and library collections, classroom practice, and instructional grouping. Four sample multicultural lesson plans, and several lists of references are included. (MSE)
- Published
- 1993
22. Applying Elements of Effective Secondary Schooling for Language Minority Students: A Tool for Reflection and Stimulus to Change. NCBE Program Information Guide Series, 14.
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National Clearinghouse for Bilingual Education, Washington, DC. and Lucas, Tamara
- Abstract
A method for evaluating and improving the secondary school environment for limited-English-proficient students is presented. The first section outlines research findings about elements in the school context, curriculum, and staffing found effective in serving LEP students. Desirable factors in the school context include: valuing of students' languages and cultures; use and development of native languages in and out of the classroom; high expectations of LEP students; staff development explicitly designed for serving this population; encouragement of family involvement; and appropriate support services and extracurricular activities. An effective curriculum characteristic is its capacity to accommodate the heterogeneity of the population and its needs. Positive staff factors include: making LEP education a priority; knowledge and active support of LEP-oriented programs among all staff; counseling services designed for this population; and commitment to empowering LEP students. Two additional characteristics of effectiveness are the longevity and pervasiveness of the above school elements. A checklist for use in evaluating the secondary school for these and related features is presented. It details specific elements of effectiveness in the school environment, curriculum, and staff practice, provides a scale for rating them in the school in question, and contains spaces to note examples and ideas for improvement. (MSE)
- Published
- 1993
23. Reforming Mathematics Instruction for ESL Literacy Students. NCBE Program Information Guide Series, 15.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC., Buchanan, Keith, and Helman, Mary
- Abstract
The guide is designed to help educators design math curricula to meet the needs of students of English as a Second Language (ESL) with limited or interrupted schooling in mathematics. It provides techniques for integrating mathematics and language teaching, especially through cooperative learning experiences, makes suggestions for inservice teacher training, and encourages collaboration between mathematics and ESL/bilingual personnel in curriculum development and advocacy for ESL literacy students. The first section of the guide outlines the mathematics literacy goals and classroom environment standards of the National Council of Teachers of Mathematics. Subsequent sections address the following issues: design of appropriate curricula and evaluation; assessing student progress in language and mathematics skill areas; and staff development needs. A series of sample lessons follows, drawn from a middle and high school math literacy curriculum. The lessons are in number concepts and theory, operations, data analysis and statistics, and problem-solving. Each contains a performance objective, vocabulary and materials lists, notes on language issues, notes on the mathematics component, and specific activities or exercises. Answers are included. (MSE)
- Published
- 1993
24. The Literacy Club: A Cross-Age Tutoring/Paired Reading Project. NCBE Program Information Guide Series 13.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC., Cook, Barbara, and Urzua, Carole
- Abstract
The literacy club described is a model cross-aged, paired reading program that is being successfully used in an elementary school in Redwood City, California to teach literacy skills to non-native speakers of English. The literacy club pairs older students--"rapid readers"--with younger students--"little readers"--in a yearlong reading experience that is managed by the teachers from both classes. As mentors, the rapid readers develop their literacy, reading, and social skills by helping little readers learn to read. This guide outlines the day-to-day activities students engage in as part of the program at the elementary school level and provides invaluable insights into the students' development and to the implementation of the literacy club program. A step-by-step checklist for replicating the literacy club model program at other schools and grade levels is provided. (VWL)
- Published
- 1993
25. Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development. NCBE Program Information Guide Series 12.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC. and Holt, Daniel D.
- Abstract
Cooperative learning is a valuable strategy for teaching secondary school students, especially useful with students from diverse linguistic and cultural backgrounds who are learning English as a Second Language. It offers a method for managing diversity, channeling peer influence into a positive force for improving school performance, and involving students in classroom communication and activity. Secondary students with limited English language skills have less time to acquire the English essential to academic success, and need a low-risk environment to practice English. Cooperative learning provides an appropriate method for these purposes, and in addition offers increased opportunities for student social development. Cooperative learning strategies can be used in a variety of ways and time periods. Team-building and oral language activities can be used to familiarize students with the approach and build language skills. Such collaborative activities include games for exchanging personal information, problem-solving exercises, brainstorming, group discussion, cooperative review of information, and story-sequencing. A sample unit for grade 10 world history, designed for a class consisting of native English-speakers, non-native fluent English-speakers, and limited-English-proficient students, illustrates the approach. The activity requires that small groups complete projects and share them with the rest of the class. (MSE)
- Published
- 1992
26. Writers' Workshop and Children Acquiring English as a Non-Native Language. NCBE Program Information Guide 10.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC. and Samway, Katharine Davies
- Abstract
Examples of writers' workshops and ways to implement them for children's second-language learning are described in this handbook for teachers. Writers' workshops are important structured classroom events that provide children with opportunities to demonstrate their facility as writers. The theory behind writers' workshops is that children acquiring English are capable of much more than is generally expected of them. Writing is described as a process that is meaning-making, recursive, and developmental. Classroom procedures for designing a writers' workshop are outlined; they cover the following areas: classroom set-up, classroom procedures, teacher and student roles, native language literacy, and teaching English to speakers of other languages (ESOL) classes. A step-by-step approach to implementing the workshop is offered that includes getting started, topic generation and selection, audience and publication, writing conferences, contextualized skills teaching, editing (e.g., self-editing, peer editing, adult editing, copy editing), and publishing. A sample chart illustrates how to document a child's progress by recording dates, time spent writing, what was worked on, and comments. Contains 19 references, including books, journals, and videos useful to teachers. (LB)
- Published
- 1992
27. Teaching Science to English Learners, Grades 4-8. NCBE Program Information Series Guide 11.
- Author
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National Clearinghouse for Bilingual Education, Washington, DC. and Fathman, Ann K.
- Abstract
This guide is intended to help teachers plan, design, and implement science activities for students learning English as a Second Language (ESL) in grades 4-8, in mainstream science classes, ESL classes, bilingual education programs, and also to help others serving this population. Steps for designing science experiments that integrate language and science content effectively are presented. The activities included have been used successfully with this group. Principles of learning and teaching proposed by the American Association for the Advancement of Science are enumerated and explained, and specific strategies for integrating language and science are outlined, including teacher collaboration, student collaboration, modifying language for clarity, using material that is meaningful to students, adapting science materials for student language proficiency levels, using language teaching techniques, and varying instructional strategies according to student proficiency. A discussion of the design of science activities for ESL students offers a model procedure in which science concepts are examined through three activity types: teacher demonstration, then group investigation, and finally, individual investigation. Appropriate science concepts and language functions are discussed. Sample activities on heat, animals, and plants using this procedure are outlined in detail. A 24-item bibliography is included. (MSE)
- Published
- 1992
28. Bad Math Bar Sauce and the ABA as a Shill for the NCBE
- Author
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Bahadur, Rory D., primary and Ruth, Kevin, additional
- Published
- 2023
- Full Text
- View/download PDF
29. TAKING BACK THE BAR: THE NEED FOR STATE LEGISLATION DIRECTED AT ADDRESSING THE DISPARATE IMPACT OF THE BAR EXAM AND HOLDING THE NCBE ACCOUNTABLE.
- Author
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Cibellis, Alexa
- Subjects
BAR examinations ,DISPARATE impact (Law) ,LEGAL professions ,PEOPLE of color ,IMMIGRANTS - Abstract
The article explores the historical context and contemporary implications of the bar exam as a gateway to the legal profession in the U.S. It highlights the discriminatory roots of the bar exam, which was historically used as a tool of exclusion, particularly targeting people of color and immigrants seeking to enter the legal profession.
- Published
- 2024
30. The N-terminal cytoplasmic region of NCBE displays features of an intrinsic disordered structure and represents a novel target for specific drug screening
- Author
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Kaare eBjerregaard-Andersen, Harmonie ePerdreau-Dahl, Hanne eGuldsten, Jeppe ePraetorius, Jan Kristian Jensen, and Jens Preben eMorth
- Subjects
intrinsic disorder ,CFTR ,drug screen ,SLC4 ,NCBE ,slc26 ,Physiology ,QP1-981 - Abstract
The sodium dependent bicarbonate transporter NCBE/NBCn2 is predominantly expressed in the central nervous system (CNS). The highest protein abundance is found in the choroid plexus. The primary function of this integral plasma membrane transport protein is to regulate intracellular neuronal pH and probably to maintain the pH homeostasis across the blood-cerebrospinal fluid barrier (CSFB). NCBE has a transmembrane region consisting of 10 predicted α-helices. The N- and C- termini are both cytoplasmic, with a large N-terminal domain (Nt-NCBE) and a relatively small C-terminal domain (Ct-NCBE). The cytoplasmic N-terminal domain is likely involved in bicarbonate recognition and transport and contains key areas of regulation through pH sensing and protein - protein interactions (PPIs). Intrinsic disordered proteins (IDPs) and regions (IDPRs) are defined as not having any rigid three-dimensional structure under physiological conditions and are believed to be involved in signaling networks in which specific, though with low affinity, PPIs play an important role in the signaling event. We show that NCBE and other SLC4 family members have a high level of predicted intrinsic disorder prevalent in the cytoplasmic regions. To provide biophysical evidence for the IDPR predicted in Nt-NCBE, we isolated recombinant NCBE from E. coli and purified it to >99 % purity and used it to perform differential scanning fluorescence spectroscopy (DSF), in the search for small molecules that induce secondary or tertiary structure. This will promote the current need to develop selective drugs for individual SLC4 family members. We have also determined a low resolution X-ray crystal structure of the N-terminal core domain at 4.0 Å resolution. The N-terminal cytoplasmic domain of AE1 (cdb3) shares a similar fold with the N-terminal core domain of NCBE. The crystal conditions for the full-length N-terminal domain have been explored, however, only the core domain forms diffracting crystals.
- Published
- 2013
- Full Text
- View/download PDF
31. In vitro Investigation of the Role of NCBE in Inflammation Induced Cerebrospinal Fluid Hypersecretion by the Choroid Plexus
- Author
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Friis, Kathrine A., Johnsen, Laura, and Damkier, Helle H.
- Subjects
Genetics ,Molecular Biology ,Biochemistry ,Biotechnology - Abstract
Post-hemorrhagic hydrocephalus (PHH) can be the result of inflammation or deposition of FeCl3 in the choroid plexus (CP) after intraventricular hemorrhage (IVH). The hemorrhage leads to increased CSF secretion from the CP also known as the blood-CSF-barrier (BCSFB). The precise molecular mechanism is unknown, but the Na+ dependent Cl- /HCO3- exchanger, NCBE, located in the basolateral membrane of the CP epithelia has been suggested as a possible facilitator of CSF hypersecretion. The aim of this study is to investigate the role of the NCBE located in the CP epithelia after inflammation or deposition of FeCl3 in relation to the development of PHH. An in vitro model of the BCSFB was established and validated. The model was generated from mouse pup CP epithelial cells. The cells were treated with either TNF-□, IL-1□, LPS or FeCl3. NCBE protein expression of the CP epithelial cells was determined by immunoblotting. The CP epithelial cell cultures showed typical cobblestone-like morphology, polarization and formed an intermediate tight barrier demonstrated by TEER values of ~ 100 Ω*cm2 and expression of tight junctions. Compared with controls TNF-□ decreased NCBE expression by 23.8 % after 24 h (p=0.0048, n=6/group). IL-1□ had same effect with 28.3 % decrease after 24 h (p=0.0018, n= 6/group) persisting with a decrease of 88.5 % after 3 and 82.4 % after 7 days (p=0.0004 and p=0.0035, n=6/group). LPS had no effect on NCBE expression(n=5/group). FeCl3 increased NCBE expression by 52 % after 24 h (p=0.024, n=7/group) followed by a decrease of 57.8 % after 7 days (p=0.043, n=3/group). We hypothesized that IVH-induced CP inflammation or FeCl3 deposition leads to hydrocephalus by increasing the expression of the basolateral NCBE in the CP cells which leads to an increased rate of CSF secretion. However, the preliminary results suggest a decrease in expression of NCBE after inflammation whereas only an increase in NCBE expression was seen after FeCl3 deposition. In conclusion, NCBE expression of the CP epithelium in cultures decreases under pro-inflammatory conditions and increases after FeCl3 deposition. Further studies are needed to define the pathways that lead to regulation of NCBE following hemorrhage.
- Published
- 2022
32. Regulation of Ncbe in the Choroid Plexus of Mice after Hemorrhage‐Induced Hydrocephalus
- Author
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Laura Ø. Johnsen, Kathrine A. Friis, Laura B. Ryø, Jacob G. Mikkelsen, Thomas B. Lindhardt, Rasmus W. Knopper, Brian Hansen, Jeppe Praetorius, and Helle H. Damkier
- Subjects
Genetics ,Molecular Biology ,Biochemistry ,Biotechnology - Abstract
The choroid plexus (CP) is a small tissue located inside brain ventricles. It is responsible for the production of most of the cerebrospinal fluid (CSF); approximately 500 mL of CSF per day in the adult human [1, 2]. CSF production occurs as a net result of transcellular movement of salt and water, carried out by various cellular transporters. Ncbe is a sodium-coupled bicarbonate transporter located in the basolateral membrane of the choroid plexus epithelial (CPE) cells. It transports Na+ and HCO3- into the cell in exchange for Cl- . Ncbe is the main sodium loader of the cell and CSF production is probably dependent on this transporter [3]. Posthemorrhagic hydrocephalus (PHH) is a pathological state, caused by an accumulation of CSF in the ventricular system following intraventricular hemorrhage. CSF buildup is caused by a disproportion in CSF production and reabsorption. This leads to an expansion of the brain ventricles. Intraventricular hemorrhage (IVH) is known to cause inflammation in the CP, which is coupled to an over-production of CSF [4-6]. Initially we hypothesized that IVH would stimulate Ncbe in the CPE through increased protein abundance as well as transporter activity. This would lead to increased CSF formation, similar to the response found after treatment with e.g. the cyclic-AMP agonist forskolin [7]. Our preliminary data, however, suggest that Ncbe abundance is reduced by 24% (n=4, p=0.0329) in mice in the initial stages of PHH and then normalizes. The aim of this study is to investigate which role Ncbe plays in PHH and how Ncbe knock down affects CSF production in both healthy mice and a disease model. An adeno-associated virus (AAV) shRNA knockdown vector system has been developed to knock down Ncbe gene expression by intracerebroventricular injections. Our preliminary data shows that the CPE cells incorporate the vector when tagged with GFP. We have established an IVH model and recording of CSF secretion rates in mice. Increased CSF formation rate was validated with ventriculo-cisternal perfusion (data shown in figure). The resulting changes in ventricular volume will be investigated using magnetic resonance imaging (MRI). We propose that Ncbe knock down inhibits CSF production and could potentially target inflammation-dependent hypersecretion by reducing the availability of the sodium supplying the apical transporters in the CP. REFERENCES: 1. Cserr, H.F.,Physiology of the choroid plexus.Physiol Rev, 1971.51(2): p. 273-311. 2. Wright, E.M., Transport processes in the formation of the cerebrospinal fluid. Rev Physiol Biochem Pharmacol, 1978. 83: p. 3-34. 3. Jacobs, S., et al., Mice with targeted Slc4a10 gene disruption have small brain ventricles and show reduced neuronal excitability. Proc Natl Acad Sci U S A, 2008. 105(1): p. 311-6. 4. Tan, X., et al., Prx2 (Peroxiredoxin 2) as a Cause of Hydrocephalus After Intraventricular Hemorrhage. Stroke, 2020. 51(5): p. 1578-1586. 5. Strahle, J.M., et al., Role of hemoglobin and iron in hydrocephalus after neonatal intraventricular hemorrhage.Neurosurgery, 2014. 75(6): p. 696-705; discussion 706. 6. Karimy, J.K., et al., Inflammation-dependent cerebrospinal fluid hypersecretion by the choroid plexus epithelium in posthemorrhagic hydrocephalus. Nat Med, 2017. 23(8): p. 997-1003. 7. Oshio, K., et al., Reduced cerebrospinal fluid production and intracranial pressure in mice lacking choroid plexus water channel Aquaporin-1. FASEB J, 2005. 19(1): p. 76-8.
- Published
- 2022
33. Bad Math Bar Sauce and the ABA as a Shill for the NCBE
- Author
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Rory D. Bahadur and Kevin Ruth
- Subjects
History ,Polymers and Plastics ,Business and International Management ,Industrial and Manufacturing Engineering - Published
- 2023
34. Regulation of Ncbe in the Choroid Plexus of Mice after Hemorrhage‐Induced Hydrocephalus
- Author
-
Johnsen, Laura Ø., primary, Friis, Kathrine A., additional, Ryø, Laura B., additional, Mikkelsen, Jacob G., additional, Lindhardt, Thomas B., additional, Knopper, Rasmus W., additional, Hansen, Brian, additional, Praetorius, Jeppe, additional, and Damkier, Helle H., additional
- Published
- 2022
- Full Text
- View/download PDF
35. Effective Schooling for Language Minority Students. New Focus, NCBE Occasional Papers in Bilingual Education, No. 1.
- Author
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National Clearinghouse for Bilingual Education, Wheaton, MD. and Garcia, Eugene E.
- Abstract
Language minority students can be served effectively by schools that are organized to develop educational structures and processes that take into consideration both the broader attributes of effective schooling practices and the specific attributes relevant to language minority students. Effective classrooms exemplify instructional strategies that build on socialization factors in the population. In some cases, this instruction is characterized by student-to-student communication about academic material, building on culturally relevant interaction strategies and promoting higher-order linguistic and cognitive functioning. Specific effective programs reviewed in this paper include three Phonenix, Arizona elementary school curricula and the J. Calvin Lauderbach School program in Chula Vista, California. A serious body of literature addressing instructional practices, organization, and effects is emerging. (MSE)
- Published
- 1987
36. Innovative Staff Development Approaches. New Focus, NCBE Occasional Papers in Bilingual Education, No. 4.
- Author
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National Clearinghouse for Bilingual Education, Wheaton, MD.
- Abstract
A review of the literature on staff training for individuals working in programs for limited-English-speaking students suggests that eight characteristics should be considered and developed in a training plan: governance, needs assessment before program planning, analysis of local and other resources, determination of training objectives, trainee attendance incentives, a variety of training options, follow-up training, and evaluation of training program effectiveness. Discrepancies between these ideals and existing program characteristics persist. Research on effective program models reveals four types: social, information processing, personal, and behavioral systems models. Four program components, used in various combinations, appear to be necessary in an effective teacher learning process: theory, demonstration, practice, and feedback. Five approaches based on cooperative professional development, each using teacher teams for feedback through social support, focus on professional dialogue, curriculum development, peer supervision, peer coaching, and action research. Training programs exemplifying these trends include the Multidistrict Trainer of Trainers Institute (California and New York), the Bilingual Education Training Institute (New Jersey Department of Education), and the Language Development Specialist Academy (Hunter College, New York). (MSE)
- Published
- 1987
37. Assessment and Placement of Language Minority Students: Procedures for Mainstreaming. New Focus, NCBE Occasional Papers in Bilingual Education, No. 3.
- Author
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National Clearinghouse for Bilingual Education, Wheaton, MD. and DeGeorge, George P.
- Abstract
The language minority and limited-English-proficient students attending American schools in increasing numbers must be prepared as well as possible for their continued education in the mainstream. This can be begun by implementing mainstreaming procedures that fairly and accurately determine student readiness for learning in the mainstream and making recommendations toward that end, treating the process as a set of placement procedures. These procedures would include defining what the various placement decisions are, determining student needs and other information needed to make those decisions, developing and implementing procedures and instruments for gathering the information, and collecting, analyzing, and interpreting it. The apparent simplicity of the steps masks complexity resulting from the interplay of variables such as program size and structure and the intricacy of individual linguistic, cognitive, and sociocultural backgrounds. Small teams of individuals from both bilingual/English-as-a-second-language and mainstream programs could have responsibility for making placement decisions. (MSE)
- Published
- 1988
38. WHAT'S NEW WITH THE NEXTGEN BAR EXAM? NCBE plans to assess legal research skills.
- Author
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PRIETO, DENNIS C.
- Abstract
The article informs that the National Conference of Bar Examiners (NCBE) plans to introduce the NextGen Bar Exam in 2026 to assess newly licensed lawyers practical lawyering skills. The NextGen Bar Exam will test research skills, requiring test-takers to think about research planning and strategies and generic research resources. The new exam assesses less broadly but distinguishes between topics requiring general familiarity from those requiring in-depth knowledge.
- Published
- 2023
39. Genetic disruption of slc4a10 alters the capacity for cellular metabolism and vectorial ion transport in the choroid plexus epithelium.
- Author
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Christensen, Inga Baasch, Wu, Qi, Bohlbro, Anders Solitander, Skals, Marianne Gerberg, Damkier, Helle Hasager, Hübner, Christian Andreas, Fenton, Robert Andrew, and Praetorius, Jeppe
- Subjects
CHOROID plexus ,ION transport (Biology) ,CARRIER proteins ,CEREBROSPINAL fluid ,EPITHELIAL cells ,WATER-electrolyte balance (Physiology) - Abstract
Background: Genetic disruption of slc4a10, which encodes the sodium-dependent chloride/bicarbonate exchanger Ncbe, leads to a major decrease in Na
+ -dependent HCO3 − import into choroid plexus epithelial cells in mice and to a marked reduction in brain intraventricular fluid volume. This suggests that Ncbe functionally is a key element in vectorial Na+ transport and thereby for cerebrospinal fluid secretion in the choroid plexus. However, slc4a10 disruption results in severe changes in expression of Na+ ,K+ -ATPase complexes and other major transport proteins, indicating that profound cellular changes accompany the genetic manipulation. Methods: A tandem mass tag labeling strategy was chosen for quantitative mass spectrometry. Alterations in the broader patterns of protein expression in the choroid plexus in response to genetic disruption of Ncbe was validated by semi-quantitative immunoblotting, immunohistochemistry and morphometry. Results: The abundance of 601 proteins were found significantly altered in the choroid plexus from Ncbe ko mice relative to Ncbe wt. In addition to a variety of transport proteins, particularly large changes in the abundance of proteins involved in cellular energy metabolism were detected in the Ncbe ko mice. In general, the abundance of rate limiting glycolytic enzymes and several mitochondrial enzymes were reduced following slc4a10 disruption. Surprisingly, this was accompanied by increased ATP levels in choroid plexus cells, indicating that the reduction in capacity for energy metabolism was adaptive to high ATP rather than causal for a decreased capacity for ion and water transport. Ncbe-deficient cells also had a reduced cell area and decreased K+ content. Conclusion: Our findings suggest that the lack of effective Na+ -entry into the epithelial cells of the choroid plexus leads to a profound change in the cellular phenotype, shifting from a high-rate secretory function towards a more dormant state; similar to what is observed during ageing or Alzheimer's disease. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
40. NCBE Publishes Preliminary Content Scope Outlines for New Bar Exam
- Subjects
Business ,News, opinion and commentary - Abstract
Next generation exam, slated for 2026 launch, will place greater emphasis on essential lawyering skills, decrease number of tested legal subjects; legal community encouraged to comment on proposed subjects and [...]
- Published
- 2022
41. Lack of the Sodium-Driven Chloride Bicarbonate Exchanger NCBE Impairs Visual Function in the Mouse Retina.
- Author
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Hilgen, Gerrit, Huebner, Antje K., Tanimoto, Naoyuki, Sothilingam, Vithiyanjali, Seide, Christina, Garrido, Marina Garcia, Schmidt, Karl-Friedrich, Seeliger, Mathias W., Löwel, Siegrid, Weiler, Reto, ner, Christian A. Hüb, and Dedek, Karin
- Subjects
NEURONS ,IONS ,SODIUM ,BICARBONATE ions ,CHLORIDES ,RETINA ,DENDRITES - Abstract
Regulation of ion and pH homeostasis is essential for normal neuronal function. The sodium-driven chloride bicarbonate exchanger NCBE (Slc4a10), a member of the SLC4 family of bicarbonate transporters, uses the transmembrane gradient of sodium to drive cellular net uptake of bicarbonate and to extrude chloride, thereby modulating both intracellular pH (pHi) 2 and chloride concentration ([Cl
- ]i ) in neurons. Here we show that NCBE is strongly expressed in the retina. As GABAA receptors conduct both chloride and bicarbonate, we hypothesized that NCBE may be relevant for GABAergic transmission in the retina. Importantly, we found a differential expression of NCBE in bipolar cells: whereas NCBE was expressed on ON and OFF bipolar cell axon terminals, it only localized to dendrites of OFF bipolar cells. On these compartments, NCBE colocalized with the main neuronal chloride extruder KCC2, which renders GABA hyperpolarizing. NCBE was also expressed in starburst amacrine cells, but was absent from neurons known to depolarize in response to GABA, like horizontal cells. Mice lacking NCBE showed decreased visual acuity and contrast sensitivity in behavioral experiments and smaller b-wave amplitudes and longer latencies in electroretinograms. Ganglion cells from NCBE-deficient mice also showed altered temporal response properties. In summary, our data suggest that NCBE may serve to maintain intracellular chloride and bicarbonate concentration in retinal neurons. Consequently, lack of NCBE in the retina may result in changes in pHi regulation and chloride-dependent inhibition, leading to altered signal transmission and impaired visual function. [ABSTRACT FROM AUTHOR]- Published
- 2012
- Full Text
- View/download PDF
42. Lack of the sodium-driven chloride bicarbonate exchanger NCBE impairs visual function in the mouse retina.
- Author
-
Gerrit Hilgen, Antje K Huebner, Naoyuki Tanimoto, Vithiyanjali Sothilingam, Christina Seide, Marina Garcia Garrido, Karl-Friedrich Schmidt, Mathias W Seeliger, Siegrid Löwel, Reto Weiler, Christian A Hübner, and Karin Dedek
- Subjects
Medicine ,Science - Abstract
Regulation of ion and pH homeostasis is essential for normal neuronal function. The sodium-driven chloride bicarbonate exchanger NCBE (Slc4a10), a member of the SLC4 family of bicarbonate transporters, uses the transmembrane gradient of sodium to drive cellular net uptake of bicarbonate and to extrude chloride, thereby modulating both intracellular pH (pH(i)) and chloride concentration ([Cl(-)](i)) in neurons. Here we show that NCBE is strongly expressed in the retina. As GABA(A) receptors conduct both chloride and bicarbonate, we hypothesized that NCBE may be relevant for GABAergic transmission in the retina. Importantly, we found a differential expression of NCBE in bipolar cells: whereas NCBE was expressed on ON and OFF bipolar cell axon terminals, it only localized to dendrites of OFF bipolar cells. On these compartments, NCBE colocalized with the main neuronal chloride extruder KCC2, which renders GABA hyperpolarizing. NCBE was also expressed in starburst amacrine cells, but was absent from neurons known to depolarize in response to GABA, like horizontal cells. Mice lacking NCBE showed decreased visual acuity and contrast sensitivity in behavioral experiments and smaller b-wave amplitudes and longer latencies in electroretinograms. Ganglion cells from NCBE-deficient mice also showed altered temporal response properties. In summary, our data suggest that NCBE may serve to maintain intracellular chloride and bicarbonate concentration in retinal neurons. Consequently, lack of NCBE in the retina may result in changes in pH(i) regulation and chloride-dependent inhibition, leading to altered signal transmission and impaired visual function.
- Published
- 2012
- Full Text
- View/download PDF
43. Chronic continuous hypoxia decreases the expression of SLC4A7 (NBCn1) and SLC4A10 (NCBE) in mouse brain
- Author
-
Chen, Li-Ming, Choi, Inyeong, Haddad, Gabriel G., and Boron, Walter F.
- Subjects
Hypoxia -- Research ,Hypoxia -- Physiological aspects ,Osmoregulation -- Research ,Osmoregulation -- Observations ,Water-electrolyte balance (Physiology) -- Research ,Water-electrolyte balance (Physiology) -- Observations ,Biological sciences - Abstract
In the mammalian CNS, hypoxia causes a wide range of physiological effects, and these effects often depend on the stage of development. Among the effects are alterations in pH homeostasis. [Na.sup.+]-coupled HC[O.sup.-.sub.3] transporters can play critical roles in intracellular pH regulation and several, such as NCBE and NBCn1, are expressed abundantly in the central nervous system. In the present study, we examined the effect of chronic continuous hypoxia on the expression of two electroneutral Na-coupled HC[O.sub.3] transporters, SLC4a7 (NBCn1) and SLC4a10 (NCBE), in mouse brain, the first such study on any acid-base transporter. We placed the mice in normobaric chambers and either maintained normoxia (21% inspired [O.sub.2]) or imposed continuous chronic hypoxia (11% [O.sub.2]) for a duration of either 14 days or 28 days, starting from ages of either postnatal age 2 days (P2) or P90. We assessed protein abundance by Western blot analysis, loading equal amounts of total protein for each condition. In most cases, hypoxia reduced NBCn1 levels by 20-50%, and NCBE levels by 15-40% in cerebral cortex, subcortex, cerebellum, and hippocampus, both after 14 and 28 days, and in both pups and adults. We hypothesize that these decreases, which are out of proportion to the expected overall decreases in brain protein levels, may especially be important for reducing energy consumption. electroneutral; bicarbonate transporter; SLC4; central nervous system
- Published
- 2007
44. Amy M. Pepke to Serve on NCBE Content Scope Committee
- Subjects
General interest ,News, opinion and commentary - Abstract
Jackson, USA: Butler Snow LLP has issued the following press release: Butler Snow attorney Amy M. Pepke is one of 21 members selected to serve on the National Conference of [...]
- Published
- 2021
45. NCBE TASK FORCE RECOMMENDS EXTENSIVE CHANGES TO BAR EXAM
- Subjects
Task forces ,News, opinion and commentary - Abstract
NASHVILLE, TN -- The following information was released by the Tennessee Bar Association: Posted by: Kate Prince on Jan 5, 2021 News Type: Legal News A task force assembled by [...]
- Published
- 2021
46. Ncbe ( slc4a10 ) is a major Na + loader in the mouse choroid plexus epithelium
- Author
-
Praetorius, Jeppe, primary and Damkier, Helle Hasager, additional
- Published
- 2019
- Full Text
- View/download PDF
47. Accessible sixth form DNA technology: SAPS and NCBE compared
- Author
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Davy, Joyce and Peat, Gerry
- Subjects
Science -- Study and teaching ,Education ,Science and technology - Abstract
The DNA technology system produced by Science and Plants for Schools Group (SAPS) is based on DNA extraction followed by the digestion of this, along with a smaple of calf thymus DNA and lambda phage DNA using up to two restriction enzymes. It also involves the separation of the digested fragments by horizontal agarose gel electrophoresis. The 'Lambda Protocol' DNA technology system developed by NCBE is based on sample of DNA, and uses gel electrophoresis following single digestions with three restriction enzymes. The SAPS system seems to give better results, but both are valuable in giving students practical experience.
- Published
- 1995
48. Ncbe ( slc4a10 ) is a major Na + loader in the mouse choroid plexus epithelium
- Author
-
Jeppe Praetorius and Helle Hasager Damkier
- Subjects
Pathology ,medicine.medical_specialty ,medicine.anatomical_structure ,Genetics ,medicine ,Mouse Choroid Plexus ,Biology ,Molecular Biology ,Biochemistry ,Epithelium ,Biotechnology - Published
- 2019
49. NCBE character and fitness investigations the electronic application and other minor processing miracles.
- Author
-
Christian, Chris
- Subjects
Admission to the bar -- Investigations ,Bar associations -- Investigations ,Electronic filing systems -- Usage ,Company legal issue - Published
- 2008
50. Two variants of the rat brain sodium-driven chloride bicarbonate exchanger (NCBE): developmental expression and addition of a PDZ motif
- Author
-
Giffard, Rona G., Lee, Yong-Sun, Ouyang, Yi-Bing, Murphy, Sherry L., and Monyer, Hannah
- Published
- 2003
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