137 research outputs found
Rethinking the Patch Test for Phase Measuring Bathymetric Sonars
While conducting hydrographic survey operations in the Florida Keys, NOAA Ship Thomas Jefferson served as a test platform for the initial operational implementation of an L-3 Klein HydroChart 5000 Swath Bathymetry Sonar System1 , a hull-mounted phase measuring bathymetric sonar (PMBS). During the project it became apparent that the traditional patch test typically utilized for multibeam echosounder (MBES) systems was poorly suited to the HydroChart – and perhaps other PMBS systems as well. These systems have several inherent characteristics that make it difficult to isolate and subsequently solve for biases under the traditional patch test paradigm: presence of a nadir gap, wide swaths (typically greater than 6 times water depth), and relatively poor object-detection capability in the outer swath. After “rethinking” the patch test to account for these characteristics, the authors propose a new patch test paradigm that is better suited to the HydroChart and other PMBS systems
ETC-1002 LOWERS LDL-C AND BENEFICIALLY MODULATES OTHER CARDIO-METABOLIC RISK FACTORS IN HYPERCHOLESTEROLEMIC SUBJECTS WITH EITHER NORMAL OR ELEVATED TRIGLYCERIDES
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State-level Indicators for Social-emotional Development: Building Better Systems
Research repeatedly suggests that experiences and skills acquired early in life have a long lasting effect. Many interventions that promote social-emotional well-being and preventing mental health problems in children and their caregivers are clinically sound and cost effective. Social-emotional well-being is also seen as a crucial determinant of school readiness, while school readiness is critical to educational and health outcomes. Research evaluating appropriate interventions and investigating the importance of school readiness makes a strong case for creating a system to monitor social-emotional development in the effort to improve the well-being of young children. Indicators are a key part of this monitoring system and promote accountability by providing decision-makers and researchers with information they need to understand and meet local and state needs, to assess the provision and quality of interventions, and to address gaps in services to young children and families. The ability to track and assess social-emotional development of young children in a community poses a special challenge to policymakers. For many other areas within early childhood it is possible to understand the status and trends for child well-being at the population level. For instance, data on infant mortality, immunizations, and child welfare at the local, state and national level can be accessed to inform health promotion and prevention efforts. Currently, such multi-level data on social-emotional development for young children is not easily available. The challenge to quantify social-emotional wellness at a population level stems in part from the lack of universally accepted indicators and infrastructure for collecting information in this domain of child development. This report addresses the process of creating a system of indicators for social-emotional wellness, examines recent state experiences in this area, and describes a framework for moving forward in the development of social-emotional indicators for state policymakers
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Indicators for Social-emotional Development in Early Childhood: A Guide for Local Stakeholders
Social-emotional development in young children encompasses how young children feel about themselves, how they behave and how they relate to people close to them, such as caregivers, teachers, and peers. Although infant and early childhood mental health are often used in the same way, the term social-emotional development illustrates the importance of prevention and early intervention. There is strong evidence linking social-emotional health in the early childhood years (birth to 6) to subsequent school success and health in preteen and teen years, and to long term health and wellbeing in adulthood. However, research also shows that effective programs that address social-emotional health early in life can promote resilience and actually prevent mental health problems later in life
Hepatitis E virus (HEV) in Scotland:evidence of recent increase in viral circulation in humans
Background: Previous studies showed low levels of circulating hepatitis E virus (HEV) in Scotland. We aimed to reassess current Scottish HEV epidemiology. Methods: Blood donor samples from five Scottish blood centres, the minipools for routine HEV screening and liver transplant recipients were tested for HEV antibodies and RNA to determine seroprevalence and viraemia. Blood donor data were compared with results from previous studies covering 2004-08. Notified laboratory-confirmed hepatitis E cases (2009-16) were extracted from national surveillance data. Viraemic samples from blood donors (2016) and chronic hepatitis E transplant patients (2014-16) were sequenced. Results: Anti-HEV IgG seroprevalence varied geographically and was highest in Edinburgh where it increased from 4.5% in 2004-08) to 9.3% in 2014-15 (p = 0.001). It was most marked in donors < 35 years. HEV RNA was found in 1:2,481 donors, compared with 1:14,520 in 2011. Notified laboratory-confirmed cases increased by a factor of 15 between 2011 and 2016, from 13 to 206. In 2011-13, 1 of 329 transplant recipients tested positive for acute HEV, compared with six cases of chronic infection during 2014-16. Of 10 sequenced viraemic donors eight and all six patients were infected with genotype 3 clade 1 virus, common in European pigs. Conclusions: The seroprevalence, number of viraemic donors and numbers of notified laboratory-confirmed cases of HEV in Scotland have all recently increased. The causes of this change are unknown, but need further investigation. Clinicians in Scotland, particularly those caring for immunocompromised patients, should have a low threshold for testing for HEV
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Executive function in Williams and Down syndromes
Williams (WS) and Down (DS) syndromes are characterised by roughly opposing ability profiles. Relative verbal strengths and visuospatial difficulties have been reported in those with WS, while expressive language difficulties have been observed in individuals with DS. Few investigations into the executive function (EF) skills of these groups have examined the effect of verbal/visuospatial task type on performance. Analogous verbal and visuospatial measures were administered to these populations within four EF domains: executive-loaded working memory (ELWM), inhibition, fluency and set-shifting. Performance in both groups was compared to that of typically developing (TD) children using regression techniques controlling for potentially influential cognitive/developmental factors. Individuals with WS showed the expected relative visuospatial difficulties, as indicated by poorer performance than TD individuals, on tests of ELWM and fluency. Individuals with DS displayed the expected relative verbal difficulty in the domain of set-shifting. In addition, each population showed pervasive deficits across modality in one domain; ELWM for individuals with DS, and inhibition for individuals with WS. Individuals with WS and DS showed EF difficulties in comparison to a TD group, but, their executive performance was affected by EF task type (verbal/visuospatial) and EF domain in different ways. While the findings indicated that EF in these populations is characterised by a range of specific strengths and weaknesses, it was also suggested that the relative verbal/visuospatial strengths associated with each population do not consistently manifest across EF domains. Lastly, syndrome specificity was indicated by the differences in groups’ performance patterns
The cardiac output optimisation following liver transplant (COLT) trial: a feasibility randomised controlled trial
Tumor Necrosis Factor Sustains the Generalized Lymphoproliferative Disorder (gld) Phenotype
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