Immunopathogenesis of Dengue Haemorrhagic Fever

This thesis aims to investigate human antibody responses to dengue virus. Dengue virus is a mosquito-borne flavivirus that circulates as 4 distinct serotypes in tropical and sub-tropical regions of the world. It is known that immunity to one serotype of the virus can be life-long but upon infection with a different serotype there is a much higher incidence of severe disease. Antibodies play an important role in this immunopathogenesis. Serotype cross-reactive antibodies have been shown to enhance the uptake of virus by Fc receptor-bearing host cells, thereby increasing the number of cells infected and the viral load. The work presented will address this concept of antibody-dependent enhancement as part of a study of the antibody repertoire in patients with primary and secondary infections. The antibody response to dengue virus was investigated by producing monoclonal antibodies from patients. Antibody variable region sequences were cloned from B cells and expressed as whole human IgG; allowing the specificity, neutralisation and enhancement features to be identified. By generating a range of antibodies it was possible to investigate the breadth of the B cell response. The B cell response was highly diverse, with a range of clones stimulated. The antibody variable region sequences were analysed to identify features within the repertoire of antibodies stimulated. Additionally, this work describes production of an antigen display tool for characterisation of antibody target epitopes. Dengue virus envelope protein was expressed on the surface of yeast cells and a mutant library was created to map epitopes of monoclonal antibody binding. This work dissects the humoral immune response to dengue virus and contributes to the understanding of the immunopathology. This information could be used in creation of therapeutic antibodies or to assist in vaccine design and evaluation

Carolyn Edwards to Dear James (27 September 1962)

https://egrove.olemiss.edu/mercorr_pro/1053/thumbnail.jp

Partner, Teacher, and Guide: Examples of Teacher Behavior in Reggio Emilia

To give a fuller picture and provide concrete examples of the abstract principles presented above, we offer four short observation records drawn from videotapes taken at the Diana School in 1988 and 1990. They illustrate different kinds of teacher behavior commonly seen in the Reggio Emilia preprimary schools. The Teacher Gets Children Started The Teacher Provides Instruction in Tool-Use and Technique The Teacher Turns a Dispute into a Hypothesis to Test The Teacher Encourages Children to Solve Their Own Dispute

Education Inequity by Design: A Case Study of the Duval County Public School System, 1954–1964

This historical case study examined inequity by design of the Duval County Public Schools in Jacksonville, Florida, between 1954 and 1964. Duval County’s response to the Supreme Court’s Brown v. Board of Education decision in 1954 highlighted the historical influence of White supremacy within this school system, suppressing Black education through a dual school system. Political, economic, and judicial decisions supported the system’s resistance to desegregation and perpetuated education inequity. The author sought to understand the overt and covert political, economic, and judicial influences behind the Duval County Public Schools’ inequity by design to determine if these influences are generally applicable to urban public school systems across the United States. The author conducted a qualitative study with self-identifying Black residents of Duval County who were either students, teachers, or principals during the study time period. Following the qualitative study, the author conducted a case study evaluating historical documentation, publications, oral interviews, and unpublished information documenting the education inequity by design. The findings of this study indicate that the Duval County Public Schools suppressed Black education through systemic methods, including underfunding, under-resourcing, and under-management of historically Black schools. All public schools are subject to political, economic, and judicial influences because they are locally managed and primarily funded through local property taxes. The “achievement gap” is a manipulated outcome by intentional design to justify suppressing Black education. This study focused on the systemic issues of White supremacy’s influences to bring the true problem of failing schools out into the light so the system can be dismantled and the blame for failing schools placed on the system, not the students

Rationality, Culture, and the Construction of “Ethical Discourse”: A Comparative Perspective

The problem of ethical relativism has never been resolved or laid to rest. It turns out to be a complicated set of problems, involving many philosophical issues of meaning (Brandt 1954; Ladd 1957). For example, how should we define morality and ethics? How should we define the problem of ethical relativism? How does the problem of ethical relativism relate to the problem of cultural relativism? One question that is part of this package is a scientific one and concerns whether there are even aspects of moral values and ethical discourse that can be validly abstracted from their cultural context and compared cross-culturally. This is the problem of “descriptive ethical relativism” (Ladd 1957; Spiro 1984). Obviously, if there are no such aspects, then we have good reason to embrace an extreme doctrine of descriptive ethical relativism. On the other hand, if scientific research indicates that there are comparable aspects, then we can go on to ask a second, primarily philosophical question. The second question (Ladd and Spiro call it the issue of “normative ethical relativism”) concerns whether the ethical conflicts of individuals or cultural groups are somehow resolvable. They might be resolvable if ethical conflicts can somehow be reduced to mere differences in underlying factual beliefs (about nature, human personality, and so on). They might not be resolvable if ethical conflicts turn out to be based on differences in moral principles, even after the differences in factual beliefs are accounted for. This paper shall address the first question, because I feel it is the one social scientists (as opposed to moral philosophers) are most qualified to answer. The question, as I see it, involves an analysis of research methodology. How can social scientists elicit samples of people’s ethical discourse? Do these samples of discourse validly represent the individual’s or group’s moral and ethical understanding? Can these samples be compared in some systematic way cross-culturally without distortion of their basic meaning? “Ethical discourse” can be defined as a string of statements or arguments containing “moral statements” (statements about what actions or attitudes are obligatory or virtuous) and/or “ethical statements” (statements about why those actions or attitudes are morally right or wrong). Ladd, who studied the ethical discourse of the Navaho (1957), believes that ethical discourse occurs in all cultural groups

瑞吉欧·艾米利亚的教师研究： 一个充满活力并不断演变的角色的精髓 / Teacher Research in Reggio Emilia: Essence of a Dynamic, Evolving Role (Chinese translated version).

The Reggio Emilia approach to early childhood education has been studied for more than 50 years. Today, following the influx of new families, tighter financial situation in local government and a generational turnover of educators, there are changes seen in the role and practice of teachers, but also continuities with the past. Teachers are seen as researchers, where research is not only an attitude and approach in everyday living in and outside early childhood programs, but also a questioning attitude and inquiry process. Besides, as colleagues within a network and organization, teachers, with mutual collaboration, and observing and documenting child’s behaviors together, share experience on promoting child learning. For this purpose they establish a “diffuse pedagogical system” to make interactions and innovations, and to exchange knowledge and experience among schools. Furthermore, as curriculum designers and executors, teachers help children find meaning in what they do, what they encounter, and what they experience by applying “flexible planning” project approach and “pedagogy of listening” to listen inner voices of children. Moreover, as creators of the environment, teachers strongly believe that environment as a third teacher can guide children to pay attention to nature, animals and plants, and emotional and physical nourishment of human beings. Additionally, as guiders in fostering exchange and community, teachers endeavor to make educational institution more inclusive of all children. Last but not least, as partners with families, teachers focus more on parent participation, support and collaboration, such as hiring cultural mediators to instruct the participation of special children families (e.g. immigrant families) 意大利瑞吉欧·艾米利亚幼儿教育体系已经历30 余年的研究历程。近年来， 随着移民家庭的不断涌入、当地政府财务状况的不断紧缩、教育工作者的世代更替等，关于 教师角色定位及其教育实践都发生了许多新的变化。今天，作为儿童研究者，研究是教师 在园内园外的一种日常生活及工作方式，一种质疑和探究的态度和过程；作为工作网络和 组织机构中的同僚，教师需要通过团队合作，共同观察、记录儿童的表现，分享有关促进儿 童发展的经验，为此，他们还建立了一种“拓展性教学体系”，让许多学校开展互动，创新和 交换知识经验；作为课程设计和实施者，教师坚持“灵活计划”的方案教学，并运用“倾听教 学法”，倾听儿童的声音，引导儿童发现他们各种经历和体验的意义；作为环境创造者，教师 更强调让环境成为第三老师，以引导儿童关注自然以及动植物和人自身的生理、情绪等；作 为促进交流和形成社区归属感的指导者，教师须努力促使教育机构对全体幼儿更具包容 性；作为家庭的合作伙伴，教师更关注家长的参与、支持和合作，例如，通过雇佣文化调解员 为特别儿童家庭（如移民家庭）的“参与”提供指导