Yes / The fate of secretory and membrane proteins that mislocalize to the cytosol is decided by a collaboration between cochaperone SGTA (small, glutamine-rich, tetratricopeptide repeat protein alpha) and the BAG6 complex, whose operation relies on multiple transient and subtly discriminated interactions with diverse binding partners. These include chaperones, membrane-targeting proteins and ubiquitination enzymes. Recently a direct interaction was discovered between SGTA and the proteasome, mediated by the intrinsic proteasomal ubiquitin receptor Rpn13. Here, we structurally and biophysically characterize this binding and identify a region of the Rpn13 C-terminal domain that is necessary and sufficient to facilitate it. We show that the contact occurs through a carboxylate clamp-mediated molecular recognition event with the TPR domain of SGTA, and provide evidence that the interaction can mediate the association of Rpn13 and SGTA in a cellular context. / RLI was supported by MRC New Investigator Research Grant: G0900936. RLI and SH are funded by BBSRC grants: BB/L006952/1 and BB/L006510/1 respectively. RLI is funded by BBSRC grant: BB/N006267/1. AT is funded by BBSRC grant: BB/J014567/1. ILT was the recipient of a Wellcome Trust Vacation Scholarship 2015. NMR experiments were performed at the Centre for Biomolecular Spectroscopy, King’s College London, established with a Capital Award from the Wellcome Trust

In 2020 our academic library, located in East Tennessee, created a student-focused book club designed to spark discussions around the concepts of race, gender, sexuality, social justice, and the systemic oppression of disenfranchised groups. Now in its seventh semester, our Diverse Characters Book Club has gained in popularity. However, while our book club is garnering more campus visibility and more administrative support, our state has passed, and continues to introduce legislation, that makes it increasingly difficult to teach about racism, homophobia, and sexism in public higher education institutions. We feel now is more important than ever to continue this discourse. Our book club provides a safe space for students to discuss these issues with the learning outcomes of recognizing racism, injustice, privilege, and the way these issues affect all our lives. Are you an academic librarian working in a state with laws against teaching divisive concepts? Are you worried you will no longer have the freedom to discuss diversity and inclusion with students? Join academic librarians from a university in Tennessee, who created a Diverse Characters Book Club to keep these conversations alive. You will leave this session with ideas on how create your own DEI book club, how to navigate divisive concepts laws, and how to continue the important work of diversity, equity, and inclusion even, and especially, in an atmosphere of censorship.

The sharp increase in the number of older persons (60 years and older) is a distinctive demographic feature of the 20th century. Ageing populations and the unique challenges they pose have obliged countries worldwide to reflect on the problems relating to older persons. In 2002 the United Nations convened the Second World Assembly on Ageing at which the Madrid International Plan of Action on Ageing (MIPAA) was drafted and adopted. This plan sought to meet the challenges associated with ageing populations. In South Africa the elderly population is also increasing dramatically. The fact that older persons are starting to constitute a proportionally larger segment of the total population while they are, at the same time, amongst the poorest people in the country and dependent on others for support and care holds serious implications for South Africa. In post–apartheid South Africa (after 1994) residential care facilities were opened to all South Africans regardless of race or colour. Apart from dealing with diversity, residential care facilities have to manage the long–term care needs of older persons and their lack of the financial or human resources to sustain themselves. Against this background the South African government promulgated legislation in line with the recommendations of the MIPAA. The legislation seeks to lighten the burden placed on residential care facilities while, at the same time, emphasising the importance of enhancing the well–being of older persons. Despite the legislation and the policy frameworks, the circumstances in most residential care facilities in South Africa are challenging and call for action and psychosocial interventions. Given that racial segregation still exists in residential care facilities and the importance of the relational well–being of older persons, it was decided to explore the sense of community of older persons in South Africa who reside in a diverse and economically challenged residential care facility. A purposive sample was drawn of the male and female, and black and white older persons living in the facility. The study used the Mmogo–methodTM, interviews, focus groups, observations and reflective notes to collect qualitative data from the research participants. A possible limitation of the study is that some participants – being older persons – might experience some degree of being cognitively challenged or might struggle to express themselves. To counter this limitation and to ensure the trustworthiness of the findings, a variety of data collection methods were used in order to be able to cross–check the information gathered. Apart from this, specific data collection methods were used that make provision for cognitively challenged older persons. As the study involved older persons as a vulnerable group, special attention was paid to ethical considerations. Ethical approval was granted by the Ethics Committee of the North–West University, Potchefstroom Campus, as part of a larger project, being: “An exploration of enabling contexts (05K14).” The main finding of the study is the low sense of community that the older persons in this particular residential care facility experience. This is supplemented by two themes that emerged throughout the study, being the lack of social interaction between the residents and the residents' need to have a sense of purpose. The occurrence of these two themes is supported by findings in community psychology and sense of community theories, and some of the findings of the study are consistent with findings reported in the literature. The study concludes with recommendations on how the residents' sense of community could be enhanced. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

The sharp increase in the number of older persons (60 years and older) is a distinctive demographic feature of the 20th century. Ageing populations and the unique challenges they pose have obliged countries worldwide to reflect on the problems relating to older persons. In 2002 the United Nations convened the Second World Assembly on Ageing at which the Madrid International Plan of Action on Ageing (MIPAA) was drafted and adopted. This plan sought to meet the challenges associated with ageing populations. In South Africa the elderly population is also increasing dramatically. The fact that older persons are starting to constitute a proportionally larger segment of the total population while they are, at the same time, amongst the poorest people in the country and dependent on others for support and care holds serious implications for South Africa. In post–apartheid South Africa (after 1994) residential care facilities were opened to all South Africans regardless of race or colour. Apart from dealing with diversity, residential care facilities have to manage the long–term care needs of older persons and their lack of the financial or human resources to sustain themselves. Against this background the South African government promulgated legislation in line with the recommendations of the MIPAA. The legislation seeks to lighten the burden placed on residential care facilities while, at the same time, emphasising the importance of enhancing the well–being of older persons. Despite the legislation and the policy frameworks, the circumstances in most residential care facilities in South Africa are challenging and call for action and psychosocial interventions. Given that racial segregation still exists in residential care facilities and the importance of the relational well–being of older persons, it was decided to explore the sense of community of older persons in South Africa who reside in a diverse and economically challenged residential care facility. A purposive sample was drawn of the male and female, and black and white older persons living in the facility. The study used the Mmogo–methodTM, interviews, focus groups, observations and reflective notes to collect qualitative data from the research participants. A possible limitation of the study is that some participants – being older persons – might experience some degree of being cognitively challenged or might struggle to express themselves. To counter this limitation and to ensure the trustworthiness of the findings, a variety of data collection methods were used in order to be able to cross–check the information gathered. Apart from this, specific data collection methods were used that make provision for cognitively challenged older persons. As the study involved older persons as a vulnerable group, special attention was paid to ethical considerations. Ethical approval was granted by the Ethics Committee of the North–West University, Potchefstroom Campus, as part of a larger project, being: “An exploration of enabling contexts (05K14).” The main finding of the study is the low sense of community that the older persons in this particular residential care facility experience. This is supplemented by two themes that emerged throughout the study, being the lack of social interaction between the residents and the residents' need to have a sense of purpose. The occurrence of these two themes is supported by findings in community psychology and sense of community theories, and some of the findings of the study are consistent with findings reported in the literature. The study concludes with recommendations on how the residents' sense of community could be enhanced. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a novice in the classroom. Without proper mentoring and support in these placements, teachers of color may perceive themselves as feeling less successful in the classroom. In this mixed methods study, the researcher investigated the types of support intern teachers of color need in successfully completing their teacher preparation program. Quantitative data were collected using archival research to determine perceived levels of preparedness by intern teachers of color. In alignment with explanatory sequential method, interviews were conducted to gather qualitative context to explain the quantitative data. Three themes emerged from the data analyses that formed these theories: (a) as a new teacher, it is common to feel overwhelmed, confused, or frustrated while trying to balance multiple demands; (b) teaching racially diverse students presents unique challenges; and (c) to thrive as a teacher, it is crucial to seek support from colleagues, mentors, and support networks. Implications for practice include systematizing strong mentorships, implementing teacher team models, and training intern support networks on cultural awareness. These findings provide information to intern programs about the types of support needed to be culturally responsive to the needs of both diverse teachers and the students they serve.

Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / This quasi-experimental study was designed to measure the effects of a research-based intervention on fourth and fifth grade culturally and linguistically diverse students' vocabulary development. Through the extensive review of literature on vocabulary instruction and second language acquisition, a substantive theoretical framework titled the IBA Framework was developed. The IBA Framework incorporates characteristics of effective vocabulary instruction by accessing students' background knowledge, connecting unknown vocabulary words to known knowledge, ensuring opportunities for meaningful use of the vocabulary words, providing multiple exposures, and focusing on higher-level word knowledge. The IBA Framework also addresses second language acquisition by incorporating the linguistic, academic, cognitive, and sociocultural processes of the prism model. The IBA Intervention, derived from the IBA Framework, examined the affect of targeted vocabulary strategies on the overall vocabulary development of Culturally and Linguistically Diverse (CLD) students. Quantitative and qualitative methodologies were utilized for data collection and analysis. Quantitatively, the affect of the IBA Intervention was measured by the Measurement of Academic Progress (MAP) assessment and the Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments (ESCRIBE). MAP assessment scores were used to measure the overall literacy achievement of CLD students. Analysis of the data indicated that the treatment group made greater gains than the control group. ESCRIBE was used to measure students' overall engagement. The affect of the IBA Intervention was measured by combining the results of three student variables: language initiating/responding behaviors, oral responses, and activity-related responses. The overall engagement scores indicated that CLD students who received the IBA Intervention had higher levels of engagement than the control group. Qualitatively, the affect of the IBA Intervention on students' vocabulary retention was investigated using student documents, participant observation, and informal interviews. The emic perspective that emerged from the data suggested that students in the intervention group demonstrated their vocabulary retention by building vocabulary knowledge, clarifying vocabulary knowledge, extending vocabulary knowledge, and using vocabulary knowledge across settings. Exemplars from each of these categories were provided as evidence of the CLD students' attainment of a deeper level of permanent vocabulary knowledge.

This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / Warren J. White / Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.

In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF). Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF. Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability.

Like educators, speech-language pathologists can anticipate working with culturally and linguistically diverse students and their families. Data reported from the Study of Personnel Needs in Special Education (SPeNSE), 1999-2000, revealed that during the years 1999-2000 speech-language pathologists caseloads included students from various culturally and linguistically diverse groups (U.S. Department of Education, Office of Special Education Programs, 2001). Furthermore, on average, more than one-fourth of students seen by speech-language pathologists were from a culturally and/or linguistically diverse group than their own and 8.8% were English language learners (U.S. Department of Education, 2001). Thus, guaranteeing a highly qualified pool of speech-language pathologists to meet these students needs is essential. This study examined speech-language pathologists (a) beliefs about the language assessment of bilingual/bicultural/bidialectal students, (b) professional efficacy beliefs (both personal and general) as they relate to assessing the language skills of bilingual/bicultural/bidialectal students, and (c) reported supports and barriers to assessing the language skills of bilingual/bicultural/bidialectal students. It involved a mixed method research design (Tashakkori and Teddlie, 1998, 2002) and was organized into three central components that included a quantitative phase and a qualitative phase: (a) survey administration, (b) reflective analysis of the researchers experience as a speech-language pathologist, and (c) follow-up semi-structured interviews. Quantitative analyses of speech-language pathologists professional efficacy beliefs revealed that most speech-language pathologists believed they personally, and the field in general, were somewhat competent in assessing the language skills of bilingual/bicultural/bidialectal students. While none of the predictor variables were significantly related to personal efficacy, one of the predictor variables (Hispanic/Latino) was significantly related to general efficacy. Qualitative analysis of speech-language pathologists professional efficacy beliefs varied as a function of race/ethnicity. Higher beliefs of personal efficacy existed among speech-language pathologists of color. Perceived supports and barriers as well as the demographics of survey respondents, which highlight low numbers of speech-language pathologists from bilingual/bicultural/bidialectal backgrounds, confirmed the need to address assessment and intervention practices of bilingual/bicultural/bidialectal students.