The Adventist Pilgrim: A Construct for Theological Reflection

Adventist historians and tour guides refer to site visits using words like “living experience,” “spiritual reflection,” and “sacred space,” but these terms are not adequately engaged, thus rendering them abstract and relegating them to the background. Michael Campbell suggests, for example, that those who participate in an Adventist historical site visit are “personally confronted with the reality of God’s continued leading.” But what exactly does this mean, and perhaps more importantly, how does it happen? We need a more systematic way of connecting these places with our own experience, laden with personal meaning. The purpose of this brief study is to more fully explicate the significance of these terms, and place them in the foreground of the personal and/or group site visit by reframing such visits as a practice in theologically reflective Christian pilgrimage... This study is comprised of three parts. The first part lays a normative groundwork by discussing the contours of Christian pilgrimage biblically and historically. Part two consists of a case study where I discuss a pilgrimage-like visit I took to the Church at Washington, New Hampshire and the significance of this site for the SDA Church. The final part offers a theological reflection on the pilgrimage experience. In total, this research project represents one example in how to reflect theologically on pilgrimage-like visits to Adventist historical sites

The Absence of Asterisks: The Inclusive Church and Children With Disabilities

Congregations are called to be communities of belonging. Yet, many churches struggle to meaningfully include children with disabilities and their families in all aspects of parish life. This article addresses 10 dimensions of belonging and their relevance to the inclusion of individuals with disabilities in their faith communities. To belong involves being present, invited, welcomed, known, accepted, cared for, supported, befriended, needed, and loved (Carter, Biggs, & Boehm, 2016). I address the importance of each of these areas, highlight relevant research, and suggest areas for reflection and response

Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research

Extremal Presentations for Classical Lie Algebras

The long-root elements in Lie algebras of Chevalley type have been well studied and can be characterized as extremal elements, that is, elements $x$ such that the image of (\ad x)^2 lies in the subspace spanned by $x$. In this paper, assuming an algebraically closed base field of characteristic not 2, we find presentations of the Lie algebras of classical Chevalley type by means of minimal sets of extremal generators. The relations are described by simple graphs on the sets. For example, for $C_n$ the graph is a path of length $2n$, and for $A_n$ the graph is the triangle connected to a path of length $n-3$.Comment: 26 pages, 6 figure

The Case for S2: The Potential Benefits of the S2 Subunit of the SARS-CoV-2 Spike Protein as an Immunogen in Fighting the COVID-19 Pandemic

As COVID-19 cases continue to rise, it is imperative to learn more about antibodies and T-cells produced against the causative virus, SARS-CoV-2, in order to guide the rapid development of therapies and vaccines. While much of the current antibody and vaccine research focuses on the receptor-binding domain of S1, a less-recognized opportunity is to harness the potential benefits of the more conserved S2 subunit. Similarities between the spike proteins of both SARS-CoV-2 and HIV-1 warrant exploring S2. Possible benefits of employing S2 in therapies and vaccines include the structural conservation of S2, extant cross-reactive neutralizing antibodies in populations (due to prior exposure to common cold coronaviruses), the steric neutralization potential of antibodies against S2, and the stronger memory B-cell and T-cell responses. More research is necessary on the effect of glycans on the accessibility and stability of S2, SARS-CoV-2 mutants that may affect infectivity, the neutralization potential of antibodies produced by memory B-cells, cross-reactive T-cell responses, antibody-dependent enhancement, and antigen competition. This perspective aims to highlight the evidence for the potential advantages of using S2 as a target of therapy or vaccine design.Fil: Shah, Priyanka. Drexel University; Estados UnidosFil: Canziani, Gabriela Alicia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Instituto de Ciencia y Tecnología "Dr. César Milstein". Fundación Pablo Cassará. Instituto de Ciencia y Tecnología "Dr. César Milstein"; ArgentinaFil: Carter, Erik P.. Drexel University; Estados UnidosFil: Chaiken, Irwin. Drexel University; Estados Unido

T cells in the brain enhance neonatal mortality during peripheral LCMV infection

In adult mice the severity of disease from viral infections is determined by the balance between the efficiency of the immune response and the magnitude of viral load. Here, the impact of this dynamic is examined in neonates. Newborns are highly susceptible to infections due to poor innate responses, lower numbers of T cells and Th2-prone immune responses. Eighty-percent of 7-day old mice, immunologically equivalent to human neonates, succumbed to extremely low doses (5 PFU) of the essentially non-lethal lymphocytic choriomeningitis virus (LCMV-Armstrong) given intraperitoneally. This increased lethality was determined to be dependent upon poor early viral control, as well as, T cells and perforin as assessed in knockout mice. By day 3, these neonatal mice had 400-fold higher viral loads as compared to adults receiving a 10,000-fold (5X104 PFU) higher dose of LCMV. The high viral load in combination with the subsequent immunological defect of partial CD8 T cell clonal exhaustion in the periphery led to viral entry and replication in the brain. Within the brain, CD8 T cells were protected from exhaustion, and thus were able to mediate lethal immunopathology. To further delineate the role of early viral control, neonatal mice were infected with Pichinde virus, a less virulent arenavirus, or LCMV was given to pups of LCMV-immune mothers. In both cases, peak viral load was at least 29-fold lower, leading to functional CD8 T cell responses and 100% survival

Pathogenicity locus, core genome, and accessory gene contributions to Clostridium difficile virulence

Clostridium difficile is a spore-forming anaerobic bacterium that causes colitis in patients with disrupted colonic microbiota. While some individuals are asymptomatic C. difficile carriers, symptomatic disease ranges from mild diarrhea to potentially lethal toxic megacolon. The wide disease spectrum has been attributed to the infected host’s age, underlying diseases, immune status, and microbiome composition. However, strain-specific differences in C. difficile virulence have also been implicated in determining colitis severity. Because patients infected with C. difficile are unique in terms of medical history, microbiome composition, and immune competence, determining the relative contribution of C. difficile virulence to disease severity has been challenging, and conclusions regarding the virulence of specific strains have been inconsistent. To address this, we used a mouse model to test 33 clinical C. difficile strains isolated from patients with disease severities ranging from asymptomatic carriage to severe colitis, and we determined their relative in vivo virulence in genetically identical, antibiotic-pretreated mice. We found that murine infections with C. difficile clade 2 strains (including multilocus sequence type 1/ribotype 027) were associated with higher lethality and that C. difficile strains associated with greater human disease severity caused more severe disease in mice. While toxin production was not strongly correlated with in vivo colonic pathology, the ability of C. difficile strains to grow in the presence of secondary bile acids was associated with greater disease severity. Whole-genome sequencing and identification of core and accessory genes identified a subset of accessory genes that distinguish high-virulence from lower-virulence C. difficile strains

Self-Determination Skills and Opportunities of Transition-Age Youth With Emotional Disturbance and Learning Disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/l5vq400577228810/?p=7708b4ddb79e4484ae1a1fc3d5bafcb6&pi=4This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD)from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent Specifically, adolescents with ED were found to have lower ratings of selfdetermination than students with LD, with the most pronounced differences evident from the teacher perspective. Eurthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed