Strain gradient plasticity : a tensorial gradient approach

No abstract

Transthyretin levels in the vitreous correlate with change in visual acuity after vitrectomy

Background/aim: Little is known about biochemical markers related to change in visual acuity after vitrectomy. The potential use of transthyretin (TTR), a carrier of the retinol/retinol-binding protein, as a biochemical marker protein, was investigated. Methods: TTR was measured using immunonephelometry in a group of patients (n = 77) in longstanding (> 1 week) retinal detachment (n = 29), fresh (< 1 week) retinal detachment (n = 17), macular holes (n = 20) or diabetic retinopathy (n = 11). Vitreous samples were taken at the start of every vitrectomy procedure. For reference values, cadaver specimens (n = 73) were used. Results: Reference values for vitreous TTR (median 18 mg/l; IQR 4 to 24 mg/l) comprised 2.2% of reference values for vitreous protein levels (median 538 mg/l; IQR 269 to 987 mg/l). Vitreous TTR values of patients were comparable in all disorders. Vitreous TTR values were higher in phakic (median 22.5 mg/l; IQR 10 to 27 mg/l) than in pseudophakic patients (median 12 mg/l; IQR 8 to 19 mg/l; p = 0.06). Postoperative change in visual acuity correlated well with vitreous TTR values found peroperatively (r(s) = 0.408; p = 0.012). Both change in visual acuity and lens status were the only variables which proved to explain the variance of TTR (multiple correlation coefficient: 0.494; phakic status: t = 2.767; p = 0.0084; and change in visual acuity t = 2.924: p = 0.0056). Conclusion: Vitreous fluid concentrations of TTR can be regarded as a biochemical marker for retinal function

Effects of Frequency of Early Intervention on Spoken Language and Literacy Levels of Children Who are Deaf or Hard of Hearing in Preschool and Elementary School

Language delays associated with hearing loss during infancy may have a negative impact on academic development throughout childhood. Early intervention provided by the Moog Center for Deaf Education prior to 36 months of age was quantified, and associations with later outcomes were examined for 50 students who are DHH representing Moog Center alumni. The objective was to determine whether the amount of early intervention (referred to hereafter as dose of early intervention received at the Moog Center during the time children were 0-36 months of age) contributed uniquely to outcomes in preschool (4–6 years) and in elementary school (8–14 years). Analysis of language and reading outcomes concluded that greater doses of early intervention were beneficial, even when other contributing factors such as degree of hearing loss, nonverbal intelligence, and age at first intervention were taken into account. Those children with poor aided speech perception scores in preschool exhibited the most benefit from early intensive intervention. Average language scores were within the expected range in comparison with hearing peers in preschool and remained within expectation when assessed an average of four years later in elementary school. The intensity of early intervention provided at the Moog Center contributed significantly to long-term development of language and literacy over and above the benefits associated with the age at which intervention was delivered