Academic literature on the topic 'Astor family'

In the years 1801–6 a series of lawsuits were filed in various London courts involving many of England's top piano manufacturers. Swirling around a lawsuit by the Anglo-Irish piano inventor William Southwell against John and James Shudi Broadwood for infringement of his seminal 1794 patent were actions involving the opportunistic James Longman, his brother John Longman, his partner Francis Fane Broderip, and his successors, Muzio Clementi & Co., as well as George Astor, the firm of Culliford, Rolfe & Barrow, August Leukfeld, and George Wilkinson. In this article the authors reconstruct the issues and outcomes of these legal actions and their ramifications for William Southwell, who emerges as a victim of his own inventive success, and the nascent English piano industry. We draw upon the original court papers, as well as a family memoir of Southwell, the parish record of his burial in 1825, the 1802 partnership agreement of Southwell & Co., contemporary newspaper notices, prison records, apprenticeship records, the wills of several of the makers, and newly located original drawings and descriptions for patents by Southwell (1794) and his son, William junior (1837), held at The National Archives, Kew.

Cytogenetic characterization was carried out on 12 accessions from Aster squamatus (Spreng.) Hieron., Pterocaulon polystachyum DC, and Solidago microglossa DC by studying their meiotic behavior and pollen viability. These species are from the Asteraceae family, native to Rio Grande do Sul State, Brazil, and are important for medicinal use. Young inflorescences with four accessions of each species were collected, fixed in ethanol-acetic acid (3:1), and conserved in ethanol 70% until use. The method used was that of squashing the anthers and coloring with acetic orcein 2%. Meiosis was regular in all accessions, presenting chromosomal associations preferentially bivalent, where n=10 was found for Aster squamatus and n=9 for Pterocaulon polystachyum, and Solidago microglossa. The studied accessions presented a Meiotic Index (MI) that varied from 65% to 87% in Aster squamatus, 85% to 92% in Pterocaulon polystachyum, and 64% to 92% in Solidago microglossa, indicating meiotic stability, although irregularities appeared during the cellular division. The pollen viability estimative was high in all studied accessions. These results indicate that the studied species can be included in future studies of genetic breeding.

Stokes aster is a herbaceous perennial native to the southeastern United States. Stokesia is a monotypic genus belonging to the tribe Vernonieae Cass. (family Asteraceae Dumont). The level of genetic diversity within the genus is unknown. The goal of this study was to determine the level of genetic diversity and relatedness among cultivars of stokes aster. The genetic relatedness among 10 cultivars of stokes aster, one accession of Vernonia crinita Raf. (syn. V. arkansana DC.), and one accession of Rudbeckia fulgida Ait. var. sullivantii (Beadle et Boynton) Cronq. `Goldsturm' was estimated using 74 randomly amplified polymorphic DNA (RAPD) primers. Similarity indices suggest that cultivars of stokes aster are very closely related, with values for all pairwise comparisons of cultivars of stokes aster ranging from 0.92 to 0.68. One cultivar, `Omega Skyrocket', had markedly lower similarity indices from the other cultivars, ranging from 0.72 to 0.68. Similarity indices between stokes aster and Vernonia and between stokes aster and Rudbeckia were 0.44 and 0.50, respectively.

Segregation analysis of two different F2 families of stokes aster created by hybridizing two blue-flowered cultivars [`Peaches Pick' (PE) and `Omega Skyrocket' (OSR)] with the yellow-flowered cultivar `Mary Gregory' (MG) gave disparate results. The F2 progeny of PE × MG segregated in the expected 3:1 (blue:yellow) ratio. In contrast, all 782 progeny from the MG × OSR F2 family were blue-flowered. Flow cytometric analysis of the parents and F1 hybrids was conducted to determine if ploidy differences existed among the parents, as such differences could account for aberrant segregation behavior in the MG × OSR F2 family. Peak ratios suggested that MG and PE were diploid, OSR was tetraploid, and F1 hybrids of MG × OSR were triploid. Chromosome counts from root tip squashes confirmed that MG and PE were diploid (2n= 2x= 14), OSR was tetraploid (2n= 4x= 28), and F1 hybrid progeny of MG × OSR were triploid (2n= 3x= 21). Karyotype analysis also confirmed these results. We propose that the lack of recovery of yellow-flowered progeny in the MG × OSR F2 family is due to differences in parental chromosome number. These results document the first report of polyploidy in stokes aster, and suggest the absence of a triploid block in this species.

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

Opium poppy (Papaver somniferum L.) is described in the literature as a natural host of turnip mosaic virus, bean yellow mosaic virus, beet yellows virus and beet mosaic virus, and experimental host of plum pox virus. P. orientale L., a natural host of beet curly top virus, was successfully infected with turnip mosaic virus and cucumber mosaic virus, and P. dubium L. with turnip mosaic virus. P. rhoeas L. is a natural host of turnip mosaic virus, and artificial host of beet yellows, plum pox and cucumber mosaic viruses. P. nudicaule is reported as a natural host of beet curly top, tomato spotted wilt viruses and turnip mosaic, experimentally it was infected with turnip mosaic virus. Eschscholtzia californica Cham. is described as a natural host of aster yellows phytoplasma, and experimental host of bean yellow mosaic virus. In the Czech Republic, only turnip mosaic virus was reliably identified in naturally infected P. somniferum.

Narrowly lanceolate leaves occur frequently in the genus Aster. It was often employed as a distinguishing character in the taxonomy of this genus. The origin of this particular leaf shape, however, has never been investigated using comparative methods. In this study, we reconstructed a comprehensive phylogeny that includes most species of Aster with narrowly lanceolate leaf. We then gathered data on riparian habitats and the presence or absence of narrowly lanceolate leaves, and investigated the evolutionary association between them in a phylogenetic context. Our analysis indicated that the species with narrowly lanceolate leaves are nested in unrelated lineages of the genus Aster, implying that they originated independently several times. Using Pagel’s comparative method of discrete data, we demonstrated a significant correlation between riparian habitats and narrowly lanceolate leaves. We further inferred the sequence of transition of the two characters. This analysis indicated that the sequence of evolution of riparian habitat and narrowly lanceolate leaf form was usually uncertain, but some positive results showed that the occurrence of riparian habitats may not precede the evolution of narrowly lanceolate leaf form. This study provided new insights into the adaptive evolution in a mega-diverse family. In addition, Aster tonglingensis, an unexpected new species with narrowly lanceolate leaves, was discovered and established based on the evidence from morphology, micromorphology and molecular phylogeny.

You’re waiting to meet the Japanese college students at 10 A.M. on the corner of Broadway and Astor Place. It’s a cool and drizzly day in June, passersby are buttoned up against the chill, and at this early hour downtown doesn’t have its usual buzz. When the students show up, you’re surprised to see they’re all young women, led by a middle-aged male professor who has some contacts in the city. They’re excited to be in New York, especially in Greenwich Village, and they whip out their digital cameras when you show them the colored tiles that Jim Power, the otherwise unemployed “Mosaic Man,” has spent the past twenty years gluing onto lampposts in a single-handed effort to beautify the neighborhood. They giggle in soft, high voices when you point out the Japanese pastry shop around the corner. “Beard Papa’s,” you hear them say to each other. They know the name of this chain from home. But they don’t know about local institutions such as Astor Place Hair Stylists, which occupies a basement in the building behind you, with its multiethnic team of eighty barbers who use their old-school expertise with the clippers to style the most eye-catching, gravity-defying Mohawks of the Lower Manhattan punk scene. In the 1980s young men used to make the pilgrimage to Astor’s barbers in the East Village from the suburbs and overseas, walking in with a shaggy mane and walking out with a towering crest, sprayed and lacquered and often dyed an unnatural black or red or green that went much better with their black leather jacket and metal studs. Opened in 1945 by an Italian American barber, the salon is still family owned and run. Now it shares the block with a branch of Cold Stone Creamery, the ice cream chain, Arche, the French shoe store chain, and a big Barnes & Noble bookstore. Neither do the Japanese students know that the Walgreen’s drugstore on the corner was until recently Astor Wines.

The chapter recounts how Amelia Norman became part of a community during the six years that passed between the fall of 1834, when she arrived in New York as a girl of sixteen, and the spring of 1841, when she met Henry Ballard. It describes Leonard Street during the years Amelia lived there, which rose just one block to the east, while the Astor House, where Henry Ballard would live, went up a few blocks south and west. It also covers Amelia's stay with the Meriams for several years, during which, Eliza Meriam testified at her trial that Amelia impressed the family with her good conduct. The chapter discusses Amelia's employment in the household of a Mr. Ealer after she left the Meriams sometime in 1838 or 1839. It refers to William Callender, who would prove to be one of Amelia's most stalwart friends.

Between 1820 and 1860, New York City experienced phenomenal economic growth that enlarged and enriched the urban upper class. Rapid growth brought in newcomers like John Jacob Astor, introduced new sources of merit, and put enormous weight on the pursuit of business success and on the accumulation of wealth. Merchants became distinct and self-conscious group who were now on top of the urban status hierarchy. The increased emphasis on wealth and enterprise weakened much of the old opposition to materialism, but anti-materialism did not so much disappear as become reactive to business dominance, with members of the existing upper class reacting to nouveau riches by stressing their own refinement, learning, family history, and so forth. Two key characteristics of the New York City upper class surfaced in this period. One was internal complexity. As the upper class became larger and wealthier, multiple and partially competing ways of belonging to it arose, and by the 1850s it had split into different economic and social factions. The second was a permanent malleability. The dynamic urban economy would cause the upper class to experience recurring social and cultural changes and meant that from now on the relationship that the upper class had with the city and with other social groups would repeatedly shift.

Food hypersensitivities (FH) include food allergy, food intolerance and coeliac disease. Food allergy and coeliac disease involve an immune mediated reaction to certain foods; food intolerance is caused by a non-immune mediated reaction (such as an enzymatic or pharmacological effect). Each of these FHs result in unpleasant symptoms if the food is eaten in sufficient quantity, with food allergic reactions sometimes resulting in life-threatening symptoms. Management of FH by an individual or members of their family therefore involves constant vigilance and risk assessment to determine if a food is safe to eat. Research over the last twenty years has demonstrated that this burden, along with the unpredictable nature of FH reactions, has an impact on quality of life (QoL). QoL encompasses our emotions, physical health, the environment we live in, our social networks and day-to-day activities. FH has been shown to have an impact on many of these areas, however there are still research gaps. In particular, many studies focus on children, adolescents or parents rather than the adult population and little is known about those with food intolerances. In order to make a comprehensive characterisation and evaluation of the burden caused by living with FH, the day-to-day management of FH and associated inconveniences, the FSA has commissioned this project, led by Aston University. The project is called the FoodSensitive study and this report relates to findings for workstream one, a survey to assess the impact of FH on QoL. This survey was carried out in two waves, one year apart. This report covers the second wave and a comparison of wave one and two for those participants who completed both waves.