Alien Registration- Boyle, Elizabeth E. (Rumford, Oxford County)

https://digitalmaine.com/alien_docs/13589/thumbnail.jp

Controlling Listeria monocytogenes with antimicrobial agents in ready-to-eat meat and poultry products: validation documents

This project is partially funded through a grant from the National Integrated Food Safety Initiative (Special Emphasis Grant No. 2005-51110-03278) of the Cooperative State Research, Education, and Extension Service, U.S. Department of Agriculture.Karaline Mayer, Elizabeth Boyle, Dennis Burson, and Harshavardhan Thippareddi, Validation Documents for Using Antimicrobial Agents in Ready-to-Eat Meat and Poultry Products to Control Listeria monocytogenes, Kansas State University, January 2009

MF2293

Fadi Aramouni et al, Food safety, Kansas State University, October 1997

Microbial flora of commercially produced vacuum packaged, cooked beef roast

Commercially produced vacuum packaged, fully cooked, microwaveable beef roasts from four producers were purchased from local retail markets. Salt concentration, pH, water activity (aw), and percent moisture, fat and protein were determined. Samples of both package juice and homogenized beef plus juice were analyzed for the presence of aerobic, anaerobic and lactic acid bacteria and clostridia-type organisms. The cooked beef products had pH values from 5.82 to 6.19, water activity of 0.992 to 0.997, and contained 0.34 to 1.07% salt, 61.89 to 72.39% moisture, 4.29 to 18.21% fat and 15.92 to 20.62% protein. No growth was detected in juice for aerobic, anaerobic or lactic acid bacteria or clostridia-type organisms. Combined beef and juice had less than 2 CFU/g for aerobic, anaerobic or lactic acid bacteria or clostridia-type organisms. Cooking and chilling schedules used in the manufacture of the four products we evaluated in this study limited survival and outgrowth of microorganisms

Human Placental Syncytiotrophoblasts Restrict Toxoplasma gondii Attachment and Replication and Respond to Infection by Producing Immunomodulatory Chemokines

Toxoplasma gondii is a major source of congenital disease worldwide, but the cellular and molecular factors associated with its vertical transmission are largely unknown. In humans, the placenta forms the key interface between the maternal and fetal compartments and forms the primary barrier that restricts the hematogenous spread of microorganisms. Here, we utilized primary human trophoblast (PHT) cells isolated from full-term placentas and human midgestation chorionic villous explants to determine the mechanisms by which human trophoblasts restrict and respond to T. gondii infection. We show that placental syncytiotrophoblasts, multinucleated cells that are in direct contact with maternal blood, restrict T. gondii infection at two distinct stages of the parasite lytic cycle—at the time of attachment and also during intracellular replication. Utilizing comparative transcriptome sequencing (RNA-seq) transcriptional profiling, we also show that human placental trophoblasts from both the second and third trimesters respond uniquely to T. gondii infection compared to trophoblast cell lines, typified by the upregulation of several immunity-related genes. One of the most differentially induced genes was the chemokine CCL22, which relies on the secretion of a parasite effector(s) either during or after invasion for its induction. Collectively, our findings provide new insights into the mechanisms by which the human placenta restricts the vertical transmission of T. gondii at early and late stages of human pregnancy and demonstrate the existence of at least two interferon-independent pathways that restrict T. gondii access to the fetal compartment. IMPORTANCE Toxoplasma gondii is a major source of congenital disease worldwide and must breach the placental barrier to be transmitted from maternal blood to the developing fetus. The events associated with the vertical transmission of T. gondii are largely unknown. Here, we show that primary human syncytiotrophoblasts, the fetus-derived cells that comprise the primary placental barrier, restrict T. gondii infection at two distinct stages of the parasite life cycle and respond to infection by inducing a unique immunomodulatory transcriptional profile. Collectively, our findings provide important insights into the mechanisms by which human syncytiotrophoblasts restrict T. gondii infection at early and late stages of human pregnancy, identify both permissive and resistant human placental cell types, and identify the placenta-enriched signaling pathways induced in response to infection

Teaching the Newly Essential Knowledge, Skills, and Values in a Changing World

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World has contributions from many authors: Section A, Professional Identity Formation, includes: Teaching Knowledge, Skills, and Values of Professional Identity Formation, by Larry O. Natt Gantt, II & Benjamin V. Madison III, Integrating Professionalism into Doctrinally-Focused Courses, by Paula Schaefer, Learning Professional Responsibility, by Clark D. Cunningham, and Teaching Leadership, by Deborah L. Rhode. Section B, Pro Bono as a Professional Value, is by Cynthia F. Adcock, Eden E. Harrington, Elizabeth Kane, Susan Schechter, David S. Udell & Eliza Vorenberg. Section C, The Relational Skills of the Law, includes: Teaching Relational Skills: The Evidence, by Susan Daicoff, and Cultivating Students\u27 Relational Skills, by Susan L. Brooks. Section D, Teamwork, is by Linda Morton & Janet Weinstein. Section E, Intercultural Effectiveness, is by Mary A. Lynch with Robin Boyle, Rhonda Magee & Antoinette Sedillo López. Section F, Social Justice Across the Curriculum, is by Susan Bryant. Section G, Problem-Solving and Conflict Resolution, includes: Teaching Students to Be Healers: The Comprehensive Law Movement, by Susan Daicoff, Teaching Alternative Dispute Resolution, by Andrea Kupfer Schneider, and Integrating Alternative Dispute Resolution and Problem-Solving Across the Curriculum, by Jill Gross & John Lande Section H, Interprofessional Education, is by Lisa Radtke Bliss, Sylvia B. Caley, Patty Roberts, Emily F. Suski & Robert Pettignano. Section I, Technology in the Profession, is by Conrad Johnson. Section J, Business and Financial Literacy, is by Dwight Drake. Chapter 1 is available at: http://ssrn.com/abstract=2637100 Chapter 2 is available at: http://ssrn.com/abstract=2637068 Chapter 3 is available at: http://ssrn.com/abstract=2637102 Chapter 4 is available at: http://ssrn.com/abstract=2637490 Chapter 5 is available at: http://ssrn.com/abstract=2637495 Chapter 7 is available at: http://ssrn.com/abstract=2637541 Chapter 8 is available at: http://ssrn.com/abstract=2637544 The content of this SSRN posting is material that was published in the book Building on Best Practices: Transforming Legal Education in a Changing World, Maranville, et al., Lexis Nexis 2015. The content has been posted on SSRN with the express permission of Lexis Nexis and of Carolina Academic Press, publisher of the book as of January 1, 2016

A Proposed Role for Pro-Inflammatory Cytokines in Damaging Behavior in Pigs

Sickness can change our mood for the worse, leaving us sad, lethargic, grumpy and less socially inclined. This mood change is part of a set of behavioral symptoms called sickness behavior and has features in common with core symptoms of depression. Therefore, the physiological changes induced by immune activation, for example following infection, are in the spotlight for explaining mechanisms behind mental health challenges such as depression. While humans may take a day off and isolate themselves until they feel better, farm animals housed in groups have only limited possibilities for social withdrawal. We suggest that immune activation could be a major factor influencing social interactions in pigs, with outbreaks of damaging behavior such as tail biting as a possible result. The hypothesis presented here is that the effects of several known risk factors for tail biting are mediated by pro-inflammatory cytokines, proteins produced by the immune system, and their effect on neurotransmitter systems. We describe the background for and implications of this hypothesis.Peer reviewe

The fatty acid compositions of erythrocyte and plasma polar lipids in children with autism, developmental delay or typically developing controls and the effect of fish oil intake

The erythrocyte and plasma fatty acid compositions of children with autism were compared in a case-control study with typically developing (TD) children and with children showing developmental delay (DD). Forty-five autism subjects were age-matched with TD controls and thirty-eight with DD controls. Fatty acid data were compared using paired t tests. In addition, blood fatty acids from treatment-naive autism subjects were compared with autism subjects who had consumed fish oil supplements by two-sample t tests. Relatively few differences were seen between erythrocyte fatty acids in autism and TD subjects although the former had an increased arachidonic acid (ARA):EPA ratio. This ratio was also increased in plasma samples from the same children. No changes in n-3 fatty acids or ARA:EPA ratio were seen when comparing autism with DD subjects but some SFA and MUFA were decreased in the DD subjects, most notably 24 : 0 and 24 : 1, which are essential components of axonal myelin sheaths. However, if multiple comparisons are taken into account, and a stricter level of significance applied, most of these values would not be significant. Autism subjects consuming fish oil showed reduced erythrocyte ARA, 22 : 4n-6, 22 : 5n-6 and total n-6 fatty acids and increased EPA, 22 : 5n-3, 22 : 6n-3 and total n-3 fatty acids along with reduced n-6:n-3 and ARA:EPA ratios. Collectively, the autism subjects did not have an underlying phospholipid disorder, based on erythrocyte fatty acid compositions, although the increased ARA:EPA ratio observed suggested that an imbalance of essential highly unsaturated fatty acids may be present in a cohort of autism subjects

Parents and GPs’ understandings and beliefs about food allergy testing in children with eczema:qualitative interview study within the Trial of Eczema allergy Screening Tests (TEST) feasibility trial

Aim To explore parent and general practitioner (GP) understanding and beliefs about food allergy testing for children with eczema.Design and setting Qualitative interview study in UK primary care within the Trial of Eczema allergy Screening Tests feasibility trial.Participants Semi-structured interviews with parents of children with eczema taking part in the feasibility study and GPs at practices hosting the study.Results 21 parents and 11 GPs were interviewed. Parents discussed a range of potential causes for eczema, including a role for food allergy. They believed allergy testing to be beneficial as it could potentially identify a cure or help reduce symptoms and they found negative tests reassuring, suggesting to them that no dietary changes were needed. GPs reported limited experience and uncertainty regarding food allergy in children with eczema. While some GPs believed referral for allergy testing could be appropriate, most were unclear about its utility. They thought it should be reserved for children with severe eczema or complex problems but wanted more information to advise parents and help guide decision making.Conclusions Parents’ motivations for allergy testing are driven by the desire to improve their child’s condition and exclude food allergy as a possible cause of symptoms. GPs are uncertain about the role of allergy testing and want more information about its usefulness to support parents and help inform decision making.Trial registration number ISRCTN15397185

Computers in Secondary Schools: Educational Games

This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of designing and creating a prototype of a game to support a learning process related to the game creation process or the knowledge mobilized through the game creation process. Four modalities of educational games in secondary education are introduced in this entry to describe educational games in secondary education: educational purpose of entertainment games, serious games, gamification, and game design