A Study to evaluate the Effectiveness of nutrition ball on haemoglobin level among adolescent girls with iron deficiency anaemia at selected industry Hostel in Madurai

A Study to evaluate the Effectiveness of nutrition ball on haemoglobin level among adolescent girls with iron deficiency anaemia at selected industry Hostel in Madurai. Health is a fundamental human right and health is central to the concept of quality life. Adolescent is a period of second decade of life. Eating right food right time will prevent the nutritional deficiencies especially iron deficiency. Iron deficiency anemia is a public problem that is increasing throughout the world especially in developing countries. The study was aimed to assessing the haemoglobin level and improves the haemoglobin level through nutrition ball intervention. METHODOLOGY: A quantitative approach Quasi experimental – one group pre test and post test design was used in this study. A sample size of 60 adolescent girls with iron deficiency anemia selected by Non probability Purposive sampling technique was used to collect the samples. The modified Abdellah‘s Typology of Nursing Problems model (1960) was adopted for this study. The stool used for this study was demographic variables of adolescent girls, Clinical assessment of symptoms of anemia with observation checklist, Clinical assessment of hemoglobin estimation among adolescent girls before and after nutritional intervention (Sahli‘s method of haemoglobin testing). FINDING OF THE STUDY: It reveals that the ‘t' value 18.48 was much higher than the table value at 0.001 (pre set level of significance was 0.05). The mean post test score of haemoglobin level will be significantly higher than their mean test score of haemoglobin level. The symptoms are reduced after nutrition ball intervention. CONCLUSION: Deworming and Nutrition ball intervention provided to the adolescent girls improved their heamoglobin level and reduced the symptoms of anemia there by incidence of complications of anemia was prevented

Crisis Standard of Care: Management of Infantile Spasms during COVID‐19

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/156180/2/ana25792_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/156180/1/ana25792.pd

Manganese(II) Complexes with Schiff Bases Immobilized on Nanosilica as Catalysts of the Reaction of Ozone Decomposition

In this article, we submit the description of synthesis and identification of manganese(II) complexes with pyrogenic nanosilica-immobilized (d av = 10 nm; S sp = 290 m2/g) hydroxyaldimine ligands (Mn(L)2/Si): salicilaldiminopropyl (L1); 5-bromosalicilaldiminopropyl (L2); 2-hydroxynaphtaldiminopropyl (L3); 2-hydroxy-3-methoxybenzaldiminopropyl (L4); 2-hydroxy-3,5-dichloroacetophenoniminopropyl (L5); and 4-hydroxy-3-methoxybenzaldiminopropyl (L6). The ligands and complexes were characterized by UV-VIS and IR spectrometry. Nanocomposites consisting of complexes Mn(L)2/Si showed a high catalytic activity in low-temperature ozone decomposition in the range of concentrations between 2.1 × 10−6 and 8.4 × 10−6 mol/l. The number of catalytic cycles increased for isostructural pseudotetrahedral complexes Mn(L)2/Si (L1–L5) in the following order: Mn(L3)2 >> Mn(L4)2 > Mn(L1)2 > Mn(L2)2 > Mn(L5)2. In the case of pseudooctahedral complexes with L6, the change of coordination polyhedral does not influence the kinetics and stoichiometric parameters of the reaction

Post-Zygotic Rescue of Meiotic Errors Causes Brain Mosaicism and Focal Epilepsy

Somatic mosaicism is a known cause of neurological disorders, including developmental brain malformations and epilepsy. Brain mosaicism is traditionally attributed to post-zygotic genetic alterations arising in fetal development. Here we describe post-zygotic rescue of meiotic errors as an alternate origin of brain mosaicism in patients with focal epilepsy who have mosaic chromosome 1q copy number gains. Genomic analysis showed evidence of an extra parentally derived chromosome 1q allele in the resected brain tissue from five of six patients. This copy number gain is observed only in patient brain tissue, but not in blood or buccal cells, and is strongly enriched in astrocytes. Astrocytes carrying chromosome 1q gains exhibit distinct gene expression signatures and hyaline inclusions, supporting a novel genetic association for astrocytic inclusions in epilepsy. Further, these data demonstrate an alternate mechanism of brain chromosomal mosaicism, with parentally derived copy number gain isolated to brain, reflecting rescue in other tissues during development

Post-zygotic rescue of meiotic errors causes brain mosaicism and focal epilepsy

Somatic mosaicism is a known cause of neurological disorders, including developmental brain malformations and epilepsy. Brain mosaicism is traditionally attributed to post-zygotic genetic alterations arising in fetal development. Here we describe post-zygotic rescue of meiotic errors as an alternate origin of brain mosaicism in patients with focal epilepsy who have mosaic chromosome 1q copy number gains. Genomic analysis showed evidence of an extra parentally derived chromosome 1q allele in the resected brain tissue from five of six patients. This copy number gain is observed only in patient brain tissue, but not in blood or buccal cells, and is strongly enriched in astrocytes. Astrocytes carrying chromosome 1q gains exhibit distinct gene expression signatures and hyaline inclusions, supporting a novel genetic association for astrocytic inclusions in epilepsy. Further, these data demonstrate an alternate mechanism of brain chromosomal mosaicism, with parentally derived copy number gain isolated to brain, reflecting rescue in other tissues during development

Post-zygotic Rescue of Meiotic Errors Causes Brain Mosaicism and Focal Epilepsy

Somatic mosaicism is a known cause of neurological disorders, including developmental brain malformations and epilepsy. Brain mosaicism is traditionally attributed to post-zygotic genetic alterations arising in fetal development. Here we describe post-zygotic rescue of meiotic errors as an alternate origin of brain mosaicism in patients with focal epilepsy who have mosaic chromosome 1q copy number gains. Genomic analysis showed evidence of an extra parentally derived chromosome 1q allele in the resected brain tissue from five of six patients. This copy number gain is observed only in patient brain tissue, but not in blood or buccal cells, and is strongly enriched in astrocytes. Astrocytes carrying chromosome 1q gains exhibit distinct gene expression signatures and hyaline inclusions, supporting a novel genetic association for astrocytic inclusions in epilepsy. Further, these data demonstrate an alternate mechanism of brain chromosomal mosaicism, with parentally derived copy number gain isolated to brain, reflecting rescue in other tissues during development

A Multicenter Training and Interrater Reliability Study of the BASED Score for Infantile Epileptic Spasms Syndrome

PURPOSE: The best possible outcomes in infantile epileptic spasms syndrome require electroclinical remission; however, determining electrographic remission is not straightforward. Although the determination of hypsarrhythmia has inadequate interrater reliability (IRR), the Burden of AmplitudeS and Epileptiform Discharges (BASED) score has shown promise for the reliable interictal assessment of infantile epileptic spasms syndrome. Our aim was to develop a BASED training program and assess the IRR among learners. We hypothesized moderate or better IRR for the final BASED score and the presence or absence of epileptic encephalopathy (+/-EE). METHODS: Using a web-based application, 31 learners assessed 12 unmarked EEGs (length 1-6 hours) from children with infantile epileptic spasms syndrome. RESULTS: For all readers, the IRR was good for the final BASED score (intraclass correlation coefficient 0.86) and +/-EE (Marginal Multirater Kappa 0.63). For all readers, the IRR was fair to good for all individual BASED score elements. CONCLUSIONS: These findings support the use of our training program to quickly learn the BASED scoring method. The BASED score may be a valuable clinical and research tool. Given that the IRR for the determination of epileptic encephalopathy is not perfect, clinical acumen remains paramount. Additional experience with the BASED scoring technique among learners and advances in collaborative EEG evaluation platforms may improve IRR

Kinetics of Oxidation of Triarylarsines by Potassium Peroxodisulphate

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Kinetics & Mechanism of Epoxidation of Substituted N-Methyl-4-styrylpyridinium Iodides by Alkaline Hydrogen Peroxide

899-90

Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning among B.Ed. Student-Teachers

The meaningful learning process of an individual is understood separately with his emotional aspect or cognitive aspect. Cognition and emotions are interrelated, and hence in the learning process it requires functions of both the domains. Cognition can be a basis for emotion and the emotional process can have cognitive outcome. Therefore the aim of the study is to examine the effect of emotive cognition strategies on enhancing meaningful learning. The investigator has employed experimental research with a pre-test-post-test-control group design. The size of the sample of the study is 90 first year B.Ed. Student-teachers, 45 in the experimental group and 45 in the control group. The researcher has implemented emotive cognition strategies application in teaching to the experimental group for enhancing their meaningful learning. The data have been collected before and after the intervention through the administration of the tools- A Scale for Assessing the Application of Emotive Cognition Strategies in Teaching and A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is a significant mean difference between pre-test and posttest scores of the experimental group in emotive cognition application and meaningful learning. The experimental group which had intervention scored higher in the post-test in their meaningful learning. In contrast, the control group had the traditional method of teaching received a low score in the post-test. Correlation analysis shows that there is a significant relationship between emotive cognition application and meaningful learning.</jats:p