Some kinetic, equilibrium, and structural studies of the reactions of aromatic nitro-compounds with nucleophiles

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The Heirs\u27 Property Problem: Racial Caste Origins and Systemic Effects in the Black Community

This article enters the conversation about Black poverty in a new way—discussing the phenomenon of the heirs’ property ownership model as an impediment to Black wealth. Though heirs’ property seems a rather innocuous concept in property law, juxtaposed with the history of Black people in the United States, particularly through the lens of the South Carolina Low Country and American systems that have birthed and nurtured incalculable inequities for us, it becomes clear that heirs’ property ownership is much more. It is both cause and effect: cause as it was birthed out of America’s racial caste system; and effect in that it has led to continued Black land loss, which ultimately threatens the culture of America’s slave descendants. The article begins with an overview of property law’s Estates Systems, discussing the rather antiquated manner in which property rights are enjoyed in America, generally, before moving to the history of Black property ownership in America. This discussion necessarily begins with slavery, a dark but relevant period in this country’s history, as it informs the way Black people, specifically those in the South Carolina Low Country, enculturated themselves and exist to this day. In Part II, the article unpacks the systemic manner in which American institutions have coalesced to impede Black wealth and explains why the loss of Black land and the consequent wealth gap persists in America today. Particularly, Part II discusses the loss of Black-owned land in the Low Country and the threatened loss of a unique Gullah-Geechee culture that exists there. Finally, Part III of the article, considers several solutions to the prolific loss of Black land and the resulting impediment to Black wealth

We Speak the Queen’s English: Linguistic Profiling in the Legal Profession

This article takes you on a journey through concept to practice where minoritized populations are often judged less than—less competent, less intelligent—and pushed to society’s margins because they do not speak or write “the Queen’s English.” This practice is particularly pervasive and handicapping to diversity efforts in the legal profession, beginning in law school classrooms. To make any headway into the legal profession’s lack of diversity, a better understanding is required of the undeniable connectedness of how our biases show up in our informal and formal assessment of the speech and writing of those whom we encounter. While it is not a new concept, implicit bias, as discussed specifically in this article by way of linguistic profiling and accent bias, is yet another mechanism by which those of minoritized status are further relegated to the margins of society. So many people read the literature and examine the studies but miss the connection to their own behavior. This article, however, connects the literature and those studies, along with our biases, to the brain and the resultant implications of its flawed processing. To that end, this paper begins broadly in Part I, discussing implicit bias and some of its most common types as they relate to legal education and law practice. Part II discusses specifically how implicit bias informs accent bias and linguistic profiling, often resulting in lower grades and harsher feedback for minorities. In Parts III and IV, the article discusses what this all (implicit bias, specifically, linguistic profiling and accent bias) means in the law school classroom and in the profession, respectively. Finally, in Part V, the article considers some solutions to this conundrum, discussing what should be done about our implicit biases, viewed through the lens of linguistic profiling and accent bias, so that diversity and inclusion is possible in the legal classroom and the legal profession

Unlocking the potential of anti-CD33 therapy in adult and childhood acute myeloid leukaemia

Acute Myeloid Leukaemia (AML) develops when there is a block in differentiation and uncontrolled proliferation of myeloid precursors, resulting in bone marrow failure. AML is a heterogeneous disease clinically, morphologically, and genetically, and biological differences between adult and childhood AML have been identified. AML comprises 15-20% of all children less than fifteen years diagnosed with acute leukaemia. Relapse occurs in up to 40% of children with AML and is the commonest cause of death.1,2 Relapse arises from leukaemic stem cells (LSCs) that persist after conventional chemotherapy. The treatment of AML is challenging and new strategies to target LSCs are required. The cell surface marker CD33 has been identified as a therapeutic target, and novel anti-CD33 immunotherapies are promising new agents in the treatment of AML. This review will summarise recent developments emphasising the genetic differences in adult and childhood AML, while highlighting the rationale for CD33 as a target for therapy, in all age groups

What Are Education Students’ Perceptions of the Role of Technology in Social Studies Pedagogy?

Preservice teachers need both awareness of and skill with the latest digital technologies in order to use these tools effectively in their teaching. Historically in our university, this preparation has been reserved for a stand-alone information technology course focused on learning how to use various computer-based programs. However, more direct experience in subject-specific pedagogy courses is necessary to develop a deeper understanding about how a technology-rich environment can help to develop subject-specific knowledge. The study reported here examined the influences of two technology-infused social studies pedagogy courses on students’ perceptions about why, when, and how most effectively to infuse technology in their teaching of social studies and their feelings of preparedness to use those technologies.Les stagiaires doivent être au courant des technologies numériques et ils doivent savoir s'en servir de sorte à les intégrer efficacement à leur enseignement. Dans notre université, cette préparation a toujours été offerte dans le contexte d'un cours autonome portant sur la technologie de l'information et l'emploi de divers programmes informatiques. Toutefois, il faut avoir plus d'expériences directes dans des cours de pédagogie disciplinaires afin de pouvoir mieux tirer profit d'un milieu riche sur le plan informatique dans le développement de connaissances spécifiques aux disciplines. Cet article décrit une étude portant sur deux cours de pédagogie hautement informatisés et ayant trait aux études sociales. On a examiné, d'une part, les perceptions des étudiants quant à l'intégration efficace de la technologie dans leur enseignement des études sociales (pourquoi, quand et comment) et, d'autre part, la mesure dans laquelle ils se sentaient prêts à employer ces technologies

Harnessing the potential of epigenetic therapies for childhood acute myeloid leukemia

There is a desperate need for new and effective therapeutic approaches for AML in both children and adults. Epigenetic aberrations are common in adult AML, and many novel epigenetic compounds are in clinical development that may improve patient outcomes. Mutations in epigenetic regulators occur less frequently in AML in children compared to adults. However, investigating the potential benefits of epigenetic therapy in paediatric AML is an important issue that will be discussed in this review

Diet quality in persons with and without depressive and anxiety disorders

Objective: This study examines the association of depressive and anxiety disorders and their clinical characteristics (disorder type, severity, chronicity and clinical subtypes) with diet quality. Method: Data from 1634 adults (controls = 336, current disorder = 414, remitted = 886) were sourced from the 9-year follow-up of the Netherlands Study of Depression and Anxiety. Depressive and anxiety disorders were established with Composite International Diagnostic Interviews. Severity was measured with the Inventory of Depressive Symptomatology (IDS), Fear Questionnaire and the Beck Anxiety Inventory. Chronicity was measured with life-chart interviews expressed as percentage time with a disorder(s). Diet quality was evaluated using the Mediterranean Diet Score (MDS) and the Alternative Healthy Eating Index (AHEI). Results: Diet quality was significantly worse among subjects with a current disorder than among healthy controls. Subdividing subjects showed that those with concurrent depressive and anxiety disorders had the lowest diet quality score (MDS: β = −0.41 per SD, 95% Confidence interval (95%CI) = -0.60, −0.21; AHEI β = −0.22 per SD 95% CI = −0.42,-0.03). More chronic depression or anxiety disorders and increased severity in all participants showed a dose-response association with poorer diet quality. There was no distinct pattern between IDS items related to depression subtypes and diet quality. Conclusion: Diet quality is poorer in persons with depressive and anxiety disorders; in particular in those with comorbidity. The more severe and chronic the symptoms, the poorer the diet quality. Prospective studies are needed to confirm the direction of the relationship of depressive and anxiety disorders with diet quality and to examine whether improving diet quality could improve mental health

The impact of therapy for childhood acute lymphoblastic leukaemia on intelligence quotients; results of the risk-stratified randomized central nervous system treatment trial MRC UKALL XI

<p>Background: The MRC UKALLXI trial tested the efficacy of different central nervous system (CNS) directed therapies in childhood acute lymphoblastic leukaemia (ALL). To evaluate morbidity 555/1826 randomised children underwent prospective psychological evaluations. Full Scale, verbal and performance IQs were measured at 5 months, 3 years and 5 years. Scores were compared in; (1) all patients (n = 555) versus related controls (n = 311), (2) low-risk children (presenting white cell count (WCC) < 50 × 109/l) randomised to intrathecal methotrexate (n = 197) versus intrathecal and high-dose intravenous methotrexate (HDM) (n = 202), and (3) high-risk children (WCC ≥ 50 × 109/l, age ≥ 2 years) randomised to HDM (n = 79) versus cranial irradiation (n = 77).</p> <p>Results: There were no significant differences in IQ scores between the treatment arms in either low- or high-risk groups. Despite similar scores at baseline, results at 3 and 5 years showed a significant reduction of between 3.6 and 7.3 points in all three IQ scores in all patient groups compared to controls (P < 0.002) with a higher proportion of children with IQs < 80 in the patient groups (13% vs. 5% at 3 years p = 0.003).</p> <p>Conclusion: Children with ALL are at risk of CNS morbidity, regardless of the mode of CNS-directed therapy. Further work needs to identify individuals at high-risk of adverse CNS outcomes.</p&gt