Biodesulfurization of dibenzothiophene by Shewanella putrefaciens NCIMB 8768

The desulfurization ability of Shewanella putrefaciens strain NCIMB 8768 was studied and its activity profile was compared with the widely studied strain Rhodococcus erythropolis strain IGTS8. Dibenzothiophene (DBT) is a recalcitrant thiophenic component of fossil fuels especially among diesel blend stocks. DBT in basic salt medium (BSM) at a final concentration of 0.3, 0.6 and 0.9 mM was supplied to the microbes as the sole sulfur source. Experimental results showed that S. putrefaciens, similar to other biodesulfurization organisms, converted DBT to the end product 2-hydroxybiphenyl (HBP), as detected by the Gibbs assay and HPLC. Cells cultivated in medium containing 0.3 mM of DBT showed the highest desulfurization activity, with a maximum specific production rate 43.5 mmol/L of HBP

Parametric Reversed Hazards Model for Left Censored Data with Application to HIV

Left censoring is generally a rare type of censoring in time-to-event data, however there are some fields such as HIV related studies where it commonly occurs. Currently, there is no clear recommendation in the literature on the optimal model and distribution to analyze left-censored data. Recommendations can help researchers apply more accurate models for this type of censoring. This study derives the Parametric Reversed Hazards (PRH) Model for a variety of distributions which may be appropriate for left censored data. The performance of these derived PRH models to analyze HIV viral load data are compared using extensive simulations and a guideline is established for which distribution/s are most appropriate. Each simulation setup is varied by sample size and proportion of censoring to find a consistently high performance distribution. The best distribution is determined using the information criteria: AIC, AICC, HQIC, and CAIC. The South Carolina Enhanced HIV/AIDS Reporting Surveillance System (SC eHARS) data were utilized and a bootstrap study provided further insights towards appropriateness of the distributions in analyzing HIV viral load data. Results from simulation studies point to the Generalized Inverse Weibull distribution to outperform all others across censoring rates and sample sizes. The bootstrap study, however, contradicts this and suggests the Marshal-Olkin distribution to be the superior performer. This disagreement may have resulted from the special heavy tail nature of viral load data that demands further attention. Application of the best performing models on the SC eHARS database revealed important effects explaining trends of viral load over time

Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada

In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ language proficiency in the target language, their personal experiences and understanding of language development, and their familiarity with real life experiences of ESL and FSL students. Beyond their own experiences, integral to TCs knowledge base are the range of student populations they could serve and the variety of language teaching contexts they can encounter in the Ontario context. I discuss the implications of such nuances for policy and practice in language teacher education programs across Canada

Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters

This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-Englishspeaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance

Comparison of attachment styles and social development in children of one- and multiple-child families in Isfahan

This descriptive study of the causal type was conducted with the purpose of investigating and comparing attachment styles in students of one-child and multiple-child families studying in guidance schools in Esfahan. The sample population included all guidance-school-level students of the city of Esfahan in the school year 2012-2013 selected using the multi-stage sampling method. First, the educational districts 3 and 4 were selected at random from among school districts in the city. After listing the public and non-profit private schools of these two districts, eight schools were randomly selected. The study sample consisted of 90 students of each group who were selected at random from among students of these eight schools. The members of the study sample responded to questionnaires on Hazan and Shaver attachment styles.The data collected were analyzed using the software spss16 and employing the two-way variance analysis method. Results obtained showed that there were no significant differences in any of the attachment styles (secure, ambivalent, and avoidant) between the two groups of children belonging to one-child and multiple-child families. These results also indicated that there were no significant differences between the two sexes with respect to any of the variables of the study either

Penatalaksanaan Fisioterapi Pada Kasus Frozen Shoulder Sinistra Akibat Capsulitis Adhesive Di Rsud Dr. Harjono Ponorogo

Background: Frozen shoulder is pain resulting limitation of motion (LGS) on the shoulder. May arise because of the trauma, may also arise gradually without signs or history of trauma. The main complaint is pain experienced and decreased muscle strength and limitations of the shoulder joint driving LGS occurs either actively or passively, using the MWD management physiotherapy, exercise therapy and manipulation therapy. Objective: to determine the effect of MWD modalities to decrease pain due to frozen shoulder adhesive capsulitis.To determine the effect of manipulation therapy in improving ROM on frozen shoulder capsulitis due adhesiva Results: After therapy modalities as much as 6x with Micro Wave Diathermi, exercise therapy and manipulation therapy. The results indicate there is no tenderness, pain motion T6 T1 7 to 2. There is increased flexor muscle strength T6 T1 4 to 5, 4 T6 T1 extensor muscle becomes 5, 5 T6 T1 adductor muscle becomes 5, 4 T6 T1 adductor muscle into 5 . Increased range of motion of shoulder motion is active S = from T1 S (30-0-120) to T6 S (30-0-125) F = from T1 (80-0-30) to T6 (80-0-35) R (F = 90) T1 ((F (90) 80-0-90) to T6 ((F (90)) 80- 0- 90) Passive Motion S = T1 S (30-0-140) to T6 S (45-0-165) F = T1 (110-0-10) to T6 (120-0-15) R (f = 90) T1 ((F (90) 30-0-0) to T6 ((F (90) (30- 0- 30) Methods: physiotherapy management in the case of frozen shoulder adhesive capsulitis of the left as a result of using Micro Wave Diathermi modalities, exercise therapy, and manipulation therapy. Conclusion: Micro wave diathermi, exercise therapy and manipulation therapy can reduce pain, increase LGS, increase muscle strength and functional ability

LINGUISTIC AND CULTURAL ADAPTATION OF INTERNATIONALLY EDUCATED TEACHER CANDIDATES

This paper reports on findings of a qualitative study that explored the experiences, needs and challenges of internationally educated teacher candidates (IETCs) in a large metropolitan university in Canada. Interviews were conducted with IETCs as well as the teacher educator working with them. Findings revealed that IETCs required additional support in developing their oral and written communication skills and cultural knowledge for teaching in Canadian classrooms. The pedagogical implications of these findings for IETCs, for teacher educators and educational institutions are discussed.

Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners

This article describes a study that examines Canadian-born and internationally educated teachers’ (IETs’) self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates’: (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about their roles and responsibilities in multilingual classrooms. The study also explores the impact of teacher preparation to teach in multilingual classrooms. Findings suggest that IETs have a higher selfperceived empathy towards ELLs due to their shared backgrounds but personal experiences and empathy are insufficient for providing support and targeted instruction for ELLs. All teachers, regardless of their backgrounds, require appropriate preparation to address the needs of ELLs.Keywords: diversity, ELLs, multilingual classrooms, internationally educated teachers, preparednessCet article traite d’une étude examinant la perception qu’ont les enseignants Canadiens formés hors du pays quant à leur préparation adéquate à enseigner l’anglais comme langue seconde (ALS) au Canada. L’étude se base sur une enquête et des entrevues auprès des futurs professeurs qui examinent (a) leur niveau d'empathie vis-à-vis des étudiants d’ALS, (b) leur perception quant à leur préparation professionnelle (c) et leurs croyances quant à leurs rôles et leurs responsabilités dans les salles de classe multilingues. Cette étude explore également l’impact qu’a la formation professionnelle de l’enseignant dans les salles de classes multilingues. Les données révèlent que les enseignants formés hors du Canada sympathisent davantage avec leurs étudiants d’ALS compte tenu de leur expérience commune d’immigré, mais que cela ne signifie pas forcément qu’ils soient mieux à même de répondre aux besoins de formation des apprenants d’ALS.Mots-clés: diversité, anglais langue seconde, salles de classe multilingues, enseignants formés hors du Canada, préparation professionnell