Th17 immune responses in the chicken

In recent years, the subsets of mammalian CD4+ T cells and their repertoire of effector cytokines has expanded beyond the original Th1/Th2 paradigm, to include natural (n) and inducible (i) regulatory T cells (Treg), Th17, Th9, Th22 and follicular T helper (Tfh) cells. Whilst Th1, Th2 and nTreg immune responses have been described in the chicken, the existence of other Th cell subsets is yet to be determined. To investigate Th17 immune responses in the chicken, the mammalian components of these responses currently unannotated in the chicken genome, IL-23 p19 and the IL-23R, were identified and cDNAs cloned. A chicken IL-23 flexiconstruct, containing IL-23 p19 and p40 joined by a linker, was designed. Recombinant chicken IL-23 protein (rchIL-23) was expressed and purified. Bioactivity of rchIL-23 was demonstrated by increased mRNA expression of chIL- 17F and chIL-22 in rchIL-23-stimulated splenocytes. Monoclonal antibodies which identify chIL-12/chIL-23 p40 also recognised purified rchIL-23. Further, chIL-23 p19 mRNA levels were measured and detected in a wide range of tissues but was not up-regulated in stimulated splenocytes, thymocytes or bursal cells. Messenger RNA (mRNA) expression levels of Th17 cytokines (chIL-17A, chIL-17F, chIL-21, chIL-22 and chIL-23) were measured in a chicken tissue panel, in stimulated splenocytes, thymocytes and bursal cells, as well as during infections previously described as initiating typical Th1 or Th2 adaptive immune responses in the chicken. Chicken IL-17A mRNA expression levels were up-regulated in susceptible chickens during infection with Marek’s disease virus (a disease which typically drives a Th1 immune response), but were down-regulated in resistant birds. Chicken CD4+ T cells were sorted by fluorescence-activated cell sorting (FACS) and recombinant Th17-associated cytokines used to attempt to drive the cells towards a Th17 phenotype, as measured by expression of mRNA for chIL-17A and chIL-23R. The sorted chicken CD4+ cells failed to proliferate or respond to Th17 cytokine stimulation. ChIL-23R was also correctly identified and cloned as cDNA, and its mRNA expression measured in a panel of unstimulated and stimulated tissues and cells. The chIL-23R mRNA levels were detected in a wide range of tissues as well as stimulated splenocytes, thymocytes and bursal cells. Future work would seek to positively identify Th17 cells in the chicken and determine the role of Th17 immune responses against avian diseases

Student mobility: moving beyond deficit views

This paper discusses issues that relate to student mobility and implications for teachers and guidance officers. Whilst there has been a tendency to locate problems associated with mobility in the children themselves or in their families, it is argued that this is not a particularly productive approach. Taking lessons from recent literacy understandings and using data from a study about the children of itinerant fruit pickers, this paper takes a broader perspective, recommending that school personnel widen their focus to include an examination of school practices and to consider equity implications for mobile students

Social policy and the changing concept of child well-being. The role of international studies and children as active participants

Social policy refers to the overall actions and services a society takes to ensure the well-being of its citizens. As such, children are at the forefront of social policy, and investing in them is both crucial for their current well-being and an investment toward the future. However, the concept of child well-being is changing. Scholars have termed this shift as one of moving from child-saving to child development or from child welfare to child well-being. This changing context, which in many ways is still developing, is complicating the effort to develop appropriate indicators and outcome measures of children\u27s quality of life and status and consequently it is complicating the evaluation of social policy and its contribution. This paper presents the changing context of children\u27s well-being, the major shifts that have occurred in the field, and their implications for evaluating social policy. It then goes on to discuss the potential of international comparisons in evaluating social policies and in particular the new role for children\u27s subjective reports on their well-being as a tool for evaluating social policy. In that regard, the paper presents the International Survey of Children\u27s Well-Being and concludes with a call for new policies that will adhere to the new concept of children\u27s well-being and serve to create a better life for children. (DIPF/Orig.

The Children's Librarian As Viewed By Professional Associations

Who is a children's librarian? Who are wel We have a multiplicity of job titles depending on where and at which level we work. In public libraries, we may serve as branch or regional children's specialists; heads of central children's rooms; coordinators or consultants for a system; branch, general services or bookmobile librarians; associate, assistant, or deputy directors. Some of us are directors of public library systems. In school systems we are the school librarians, library media specialists, instructional resource teachers, reading or language arts curriculum coordinators, and/or district supervisors of libraries, instructional resource centers or media centers. At the state level, we are consultants in children's services, librarians serving the blind and physically handicapped, institutional librarians and coordinators of institutional services. We may coordinate state library development services or school library/media services. Some of us are state librarians. Within state systems of higher education, some of us teach children's literature to child care givers, graduate library school students, potential teachers and teachers renewing their certificates, and to parents via television. We may be curators of special collections of children's literature in research institutions or deans of library schools. At the national level, some of us are editing library periodicals or reviewing media. Others are working in national or international research centers, and a few are writing and consulting. Some, like myself, are employed by children's librarians to work for them in our professional association.published or submitted for publicatio

Going beyond defining: Preschool educators\u27 use of knowledge in their pedagogical reasoning about vocabulary instruction

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children\u27s early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators\u27 knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children\u27s vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children\u27s vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed

Positioning Children’s Voice in Clinical Trials Research: A New Model for Planning, Collaboration, and Reflection

Following the United Nations Convention on the Rights of the Child, there has been considerable growth in research with children about health and services that affect them. Creative methods to engage with children have also been developed. One area where progress has been slower is the inclusion of children’s perspectives in qualitative research in the context of clinical trials or feasibility studies. Addressing this gap, this article discusses experiences of, and reflections on, the process of researching children’s views as part of a clinical feasibility study. The article considers what worked well and highlights remaining dilemmas. A new continuum of children’s engagement in research is presented, designed to assist researchers to make explicit the contingent demands on their research, and to suggest a range of techniques from within the broader fields of health, childhood studies, and education research that could be used to forward qualitative research in clinical contexts

Playful and creative ICT pedagogical framing : A nursery school case study

This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers’ improved pedagogical framing and children’s enhanced learning dispositions. The pedagogic framing included the children making mini-movies and avatars which were uploaded onto the nursery website. It is argued that such innovative and creative ICT pedagogy was strongly motivational and afforded opportunities for coconstruction and sustained shared thinking (SST) as it engaged with children’s and families’ digital cultural habitus. The research reports on field notes, interviews and observations (n ¼ 15) of child peer interactions and teacher child interactions

Class and Categories: What Role Does Socioeconomic Status Play in Children\u27s Lexical and Conceptual Development?

At one time, academic inquiries into the relationship between socioeconomic class and language acquisition were commonplace, but the past 20 years have seen a decrease in work that focuses on the intersection between class and early language learning. Recently, however, against the backdrop of the No Child Left Behind legislation in the United States (which has been criticized as a culturally biased education policy that, through highstakes testing and broad-based, uniform curricula, discounts the value of non-standard home language varieties largely spoken by working-class children), there has been renewed interest in the relationship between class, language use, and the assessment of academic achievement in the field of education. Despite the inroads that have been made over the past 40 years by linguists in establishing the contrary, recent educational and language policies have served to reignite the difference vs. deficit debate largely attributed to the early work of both Basil Bernstein and William Labov. Unfortunately, much of the language acquisition work upon which policymakers are relying is founded on outdated information and misrepresentations of the varieties under consideration (African American English in particular); and still the scholastic performance of these children is measured according to class-based rubrics. In order to address the lacuna in the field, in this study, working- and middle-class adults and children aged two through six were shown a series of pictures including ‘normal’ referents (e.g., a cat), and unfamiliar combinations (e.g., a clock with wheels), which they were asked to identify. There were both age and class dependent differences in terms of naming behaviors (e.g., the number of words and morphemes and linguistic construction types). The older and middle-class participants used more sophisticated linguistic strategies (such as descriptive phrases) than the younger participants, and the working-class children showed a greater reluctance to engage in naming strategies beyond one- word overextensions. These disparities suggested that the participants not only employed different strategies by age, but that there was also a classlinked difference in their understanding of the task. When these results are interpreted in light of the deficit/difference debate, it is clear that linguists and educators continue to face the same issue: non-standard varieties are linguistically adequate, but there remains a societal insistence on furthering the primacy of middle-class linguistic structures and language behaviors which serves to maintain a cycle of educational failure for working-class children