Activity of species-specific antibiotics against Crohnʼs disease–associated adherent-invasive Escherichia coli

Background: Crohn's disease (CD) is associated with bacterial dysbiosis that frequently includes colonization by adherent-invasive Escherichia coli (AIEC). AIEC are adept at forming biofilms and are able to invade host cells and stimulate the production of proinflammatory cytokines. The use of traditional antibiotics for the treatment of CD shows limited efficacy. In this study, we investigate the use of species-specific antibiotics termed colicins for treatment of CD-associated AIEC. Methods: Colicin activity was tested against a range of AIEC isolates growing in the planktonic and biofilm mode of growth. Colicins were also tested against AIEC bacteria associated with T84 intestinal epithelial cells and surviving inside RAW264.7 macrophages using adhesion assays and gentamicin protection assay, respectively. Uptake of colicins into eukaryotic cells was visualized using confocal microscopy. The effect of colicin treatment on the production of proinflammatory cytokine tumor necrosis factor alpha by macrophages was assessed by an enzyme-linked immunosorbent assay. Results: Colicins show potent activity against AIEC bacteria growing as biofilms when delivered either as a purified protein or through a colicin-producing bacterial strain. In addition, colicins E1 and E9 are able to kill cell-associated and intracellular AIEC, but do not show toxicity toward macrophage cells or stimulate the production of proinflammatory cytokines. Colicin killing of intracellular bacteria occurs after entry of colicin protein into AIEC-infected macrophage compartments by actin-mediated endocytosis. Conclusions: Our results demonstrate the potential of colicins as highly selective probiotic therapeutics for the eradication of E. coli from the gastrointestinal tract of patients with CD

Teacher and student views on the feasibility of peer to peer education as a model to educate 16–18 year olds on prudent antibiotic use—a qualitative study

Peer education (PE) has been used successfully to improve young peoples’ health-related behaviour. This paper describes a qualitative evaluation of the feasibility of university healthcare students delivering PE, covering self-care and antibiotic use for infections, to biology students in three UK schools (16–18 years), who then educated their peers. Twenty peer educators (PEds) participated in focus groups and two teachers took part in interviews to discuss PE feasibility. Data were analysed inductively. All participants reported that teaching students about antibiotic resistance was important. PE was used by PEds to gain communication skills and experience for their CV. PEds confidence increased with practice and group delivery. Interactive activities and real-life illness scenarios facilitated enjoyment. Barriers to PE were competing school priorities, no antibiotic content in the non-biology curriculum, controlling disruptive behaviour, and evaluation consent and questionnaire completion. Participation increased PEds’ awareness of appropriate antibiotic use. This qualitative study supports the feasibility of delivering PE in schools. Maximising interactive and illness scenario content, greater training and support for PEds, and inclusion of infection self-care and antibiotics in the national curriculum for all 16–18-year olds could help facilitate greater antibiotic education in schools. Simplifying consent and data collection procedures would facilitate future evaluations

Taking Blockchain Seriously

In the present techno-political moment it is clear that ignoring or dismissing the hype surrounding blockchain is unwise, and certainly for regulatory authorities and governments who must keep a grip on the technology and those promoting it, in order to ensure democratic accountability and regulatory legitimacy within the blockchain ecosystem and beyond. Blockchain is telling (and showing) us something very important about the evolution of capital and neoliberal economic reason, and the likely impact in the near future on forms and patterns of work, social organization, and, crucially, on communities and individuals who lack influence over the technologies and data that increasingly shape and control their lives. In this short essay I introduce some of the problems in the regulation of blockchain and offer counter-narratives aimed at cutting through the hype fuelling the ascendency of this most contemporary of technologies

Peer-education as a tool to educate on antibiotics, resistance and use in 16–18-year-olds: A feasibility study

© 2020 by the authors. Licensee MDPI, Basel, Switzerland. Peer education (PE) interventions may help improve knowledge and appropriate use of antibiotics in young adults. In this feasibility study, health-care students were trained to educate 16–18 years old biology students, who then educated their non-biology peers, using e-Bug antibiotic lessons. Knowledge was assessed by questionnaires, and antibiotic use by questionnaire, SMS messaging and GP record searches. Five of 17 schools approached participated (3 PE and 2 control (usual lessons)). 59% (10/17) of university students and 28% (15/54) of biology students volunteered as peer-educators. PE was well-received; 30% (38/127) intervention students and 55% (66/120) control students completed all questionnaires. Antibiotic use from GP medical records (54/136, 40% of students’ data available), student SMS (69/136, 51% replied) and questionnaire (109/136, 80% completed) data showed good agreement between GP and SMS (kappa = 0.72), but poor agreement between GP and questionnaires (kappa = 0.06). Median knowledge scores were higher post-intervention, with greater improvement for non-biology students. Delivering and evaluating e-Bug PE is feasible with supportive school staff. Single tiered PE by university students may be easier to regulate and manage due to time constraints on school students. SMS collection of antibiotic data is easier and has similar accuracy to GP data

Rapid Automated Naming Performance of Young Spanish-English Speaking Children

The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking dual language learners (DLLs) and to examine the relationship between children’s performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish–English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish–English speaking DLLs

The Grizzly, November 20, 1987

Outdoor Graduation Possible • Judo Flip Flopped • Kamens Won\u27t \u27Drink the Water\u27 • Akin Probes Goals for Middle States • Letters: Director of Security Concerned; Mail Malady; Physical Activity Needed • Myth Myths Explained in Fourth Forum • Messiah to Celebrate 50th Year • Volkmer Outshines Pooch? • Promising Season to Start for Basketball • Football Players make Conference Team • Lady \u27Mers Victorious • Grizzly Wrap Up • Lady Grizzlies Begin Season • Government Officials Speak at Conference • Bad Day for Team • Out of the States : Into Africa • Apartheid: The Economic Impact • The Attention-Getterhttps://digitalcommons.ursinus.edu/grizzlynews/1200/thumbnail.jp

Self-regulation: differences by year and area in college students

Neste estudo procura-se analisar a existência de diferenças nas estratégias auto-regulatórias de alunos universitários em áreas de formação distintas. Participaram 518 alunos de três níveis (inicial, intermédio e final) das áreas de ciências e humanidades. Aplicou-se a escala “CHE – Comportamentos e hábitos de estudo e aprendizagem”, que avalia cinco dimensões: estratégias cognitivas de transformação e manipulação da informação, organização e planeamento de rotinas, gestão e monitorização, aquisição e selecção da informação, e reforço motivacional. Verificou-se uma maior utilização das estratégias cognitivas e metacognitivas de gestão e monitorização apesar dos resultados não indicarem diferenças substantivas entre os alunos diferenciados por nível e área. Os resultados podem indicar estabilidade nos comportamentos ou limitações no tipo de instrumento e amostra utilizada. O estudo de mudanças nestas estratégias deverá ser conduzido com recurso a delineamentos longitudinais. O impacto da estabilidade deverá ser ponderado na elaboração de projectos de intervenção.In this study we seek to analyze the existence of differences in self-regulating strategies of university students in distinct graduation areas. 518 students of three levels (initial, intermediate and final) of science and humanities fields participated. We used the scale “Behavior and study skill”, which evaluates five dimensions: cognitive strategies of transformation and manipulation of information, organization and planning of routines, management and monitoring, information acquisition and selection, and motivational reinforcement. A higher use of cognitive and metacognitive strategies of management and monitoring was noted although the results do not indicate major differences between students in different levels and graduation areas. The results can indicate stability in the behaviors or limitations in the type of instrument and in the sample used. The study of changes in these strategies must be carried out having in mind longitudinal outlines. The impact of the stability should be taken into account while elaborating intervention projects.(undefined

Inter-Segmental Coordination during a Unilateral 180° Jump in Elite Rugby Players: Implications for Prospective Identification of Injuries

Musculoskeletal injuries often occur during the execution of dynamic sporting tasks that involve rotation. The prescription of appropriate prevention strategies of musculoskeletal injury relies on assessments to identify risk, but current assessment tools focus on uniplanar movements. The purpose of this paper is to demonstrate the utility of the unilateral 180 • jump as a potential assessment tool for injury risk in the lower body by (1) providing descriptive kinematics of the knee, thigh, and pelvis (2) conducting inter-segmental coordination analysis, and (3) comparing the knee kinematics between the dominant and non-dominant limb (NDL) during the loading (LOP) and landing phase (LAP). Elite rugby players completed one session, performing five 180 • unilateral jumps on each limb while collecting kinematic data. Independent t-tests were used to compare peak angles of DL and NDL. Continuous Relative Phase (CRP) plots were constructed for thorax and pelvis in the transverse plane. At the loading phase, the non-dominant limb had greater peak knee abduction (ABD) (p = 0.01). At the landing phase, the dominant limb had greater peak knee adduction (ADD) (p = 0.05). At the landing phase, the non-dominant limb had greater peak knee ABD (p = 0.01). CRP plots indicate participants can utilize a thorax-led, pelvis-led, or synchronized rotational method. Bilateral asymmetries were observed, indicated by significant differences in the bilateral landing phase peak ADD/ABD, which is of particular interest considering all participants were healthy. Therefore, additional research is needed to determine thresholds for injury risk during rotational tasks