Narratives of Aging and Patient Activation

I highlight the generally negative social discourse on aging in the United States, which is often characterized by themes of marginalization and stagnation, and I advocate for a more developmental view. I propose a conceptual framework of social constructionism to consider how the intersection between social discourse and personal narrative regarding aging might influence older adults’ patient activation; Interpretative Phenomenological Analysis (IPA) is an appropriate qualitative methodology through which to understand these relational dynamics. Key constructs are defined and evidentiary, social justice, and pragmatic rationales are provided. In a discussion of the application to clinical psychology I suggests that how the “baby boomer” generation—the largest birth cohort of the 20th century—navigate older adulthood will have social implications in how subsequent generations experience aging. Clinical intervention implications are explored, as are several intersections, including relationship, diversity, ethics, and developmental psychology. Themes of distancing one’s self from an aging peer group; ongoing personal development; staying active, both mentally and physically; and acceptance emerged from conversations with ten older adults ages 60 to 68

Mechanisms of Newcastle Disease Virus-Mediated Membrane Fusion: A Dissertation

For many paramyxoviruses, including Newcastle disease virus (NDV), syncytia formation requires the expression of both surface glycoproteins (HN and F) in the same cell, and evidence suggests that fusion involves a specific interaction between the HN and F proteins (23, 73). Because a potential interaction in paramyxovirus infected cells has never been clearly demonstrated, such an interaction was explored in Chapter 2 using coimmunoprecipitation and crosslinking. Both HN and F proteins could be precipitated with heterologous antisera after a five minute radioactive pulse as well as after a two hour chase in non-radioactive media, but at low levels. Chemical crosslinking increased detection of complexes containing HN and F proteins at the cell surface. After crosslinking, intermediate as well as high molecular weight species containing both proteins were precipitated with monospecific antisera. Precipitation of proteins with anti-HN after crosslinking resulted in the detection of complexes which electrophoresed in the stacker region of the gel, from 160-300 kD, at 150 kD and at 74 kD. Precipitates obtained with anti-F after crosslinking contained species which migrated in the stacker region of the gel, between 160-300 kD, at 120 kD and at 66 kD. The 3-4 discrete complexes ranging in size from 160-300 kD contained both HN and F proteins when precipitated with either HN or F antisera. That crosslinking of complexes containing both HN and F proteins was not simply a function of overexpression of viral glycoproteins at the cell surface was addressed by demonstrating crosslinking at early time points post infection, when levels of viral surface glycoproteins are low. Use of cells infected with an avirulent strain of NDV showed that chemically crosslinked HN and F proteins were precipitated independent of cleavage of F0. Furthermore, under conditions that maximized HN protein binding to its receptor, there was no change in the percentages of HN and F0 proteins precipitated with heterologous antisera, but a decrease in F1protein precipitated was observed upon attachment. These data argue that the HN and F proteins interact in the RER. Upon attachment of the HN protein to its receptor, the HN protein undergoes a conformational change which causes a subsequent change in the associated F protein, releasing the hydrophobic fusion peptide into the target membrane and initiating fusion. Chapter 3 explores the stalk region of the NDV HN protein, which has been implicated in both fusion promotion and virus specificity of that activity. The NDV F protein contains two heptad repeat motifs which have been shown by site-directed mutagenesis to be critical for fusion (7, 51, 57). Heptad repeat motifs mediate protein-protein interactions by enabling the formation of coiled-coils. Upon analysis of the stalk region of the NDV HN protein, we identified two heptad repeats. Secondary structure analysis of these repeats suggested the potential for these regions to form alpha-helices. To investigate the importance of this sequence motif for fusion promotion, we mutated the hydrophobic a position amino acids of each heptad repeat to alanine or methionine. In addition, hydrophobic amino acids in other positions were also changed to alanine. Every mutant protein retained levels of attachment activity that was greater than or equal to the wild-type protein and bound to conformation-specific monoclonal as well as polyclonal antisera. Neuraminidase activity was variably affected. Every mutation, however, showed a dramatic decrease in fusion promotion activity. The phenotypes of these mutant proteins indicate that individual amino acids within the heptad repeat region of the stalk domain of the HN protein are important for the fusion promotion activity of the protein. These data are consistent with the idea that the HN protein associates with the F protein via specific interactions between the heptad repeat regions of both proteins

Narratives of Aging and Patient Activation

I highlight the generally negative social discourse on aging in the United States, which is often characterized by themes of marginalization and stagnation, and I advocate for a more developmental view. I propose a conceptual framework of social constructionism to consider how the intersection between social discourse and personal narrative regarding aging might influence older adults’ patient activation; Interpretative Phenomenological Analysis (IPA) is an appropriate qualitative methodology through which to understand these relational dynamics. Key constructs are defined and evidentiary, social justice, and pragmatic rationales are provided. In a discussion of the application to clinical psychology I suggests that how the “baby boomer” generation—the largest birth cohort of the 20th century—navigate older adulthood will have social implications in how subsequent generations experience aging. Clinical intervention implications are explored, as are several intersections, including relationship, diversity, ethics, and developmental psychology. Themes of distancing one’s self from an aging peer group; ongoing personal development; staying active, both mentally and physically; and acceptance emerged from conversations with ten older adults ages 60 to 68

Elijah's prophetic message

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/elijahsprophetic00hul

The Biosimilars Act: The United States’ Entry into Regulating Biosimilars and its Implications, 12 J. Marshall Rev. Intell. Prop. L. 322 (2013)

The Patient Protection and Affordable Care Act is most well-known for creating a mandate requiring individuals to have health insurance. However, another provision of the Act, the Biologics Price Competition and Innovation Act, created a new process for companies to introduce biosimilars, products that are highly similar to licensed drugs in terms of purity, safety, and potency, but have minor differences in the inactive ingredients. This provision seeks to alleviate strain on companies introducing biosimilars by creating an abbreviated pathway for their approval by the Food and Drug Administration, similar to an Abbreviated New Drug Application under the Hatch-Waxman Act. This article provides a comprehensive overview of the Biologics Price Competition and Innovation Act and contrasts it with the Hatch-Waxman Act and European Law on Biosimilars. Strategies for patent claiming and resolving patent disputes are then discussed

Response to early literacy instruction in the United States, Australia, and Scandinavia A behavioral-genetic analysis

Abstract Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at .84 in Australia, .68 in the U.S., and .33 in Scandinavia. The effects of shared environment on kindergarten reading were estimated at .09 in Australia, .25 in the U.S., and .52 in Scandinavia. A similar pattern of genetic and environmental influences was obtained for kindergarten spelling. One year later when twins in all three samples had received formal literacy instruction for at least one full school year, heritability was similarly high across country, with estimated genetic influences varying between .79 and .83 for reading and between .62 and .79 for spelling. These findings indicate that the pattern of genetic and environmental influences on early reading and spelling development varies according to educational context, with genetic influence increasing as a function of increasing intensity of early instruction. Longitudinal analyses revealed genetic continuity for both reading and spelling between kindergarten and Grade 1 across country. However, a new genetic factor comes into play accounting for independent variance in reading at Grade 1 in the U.S. and Scandinavia, suggesting a change in genetic influences on reading. Implications for responseto-instruction are discussed. 4 Historically, and as late as 1800, more than 50% of the population in most western countries was illiterate. The opportunity to learn to read and write was a privilege, to a large extent determined by social-cultural conditions In this article, we continue to report on our International Longitudinal Twin Study (ILTS) of early language and literacy development The main purpose here was to compare genetic and environmental influences on early reading and spelling skills across three twin samples tested in the United States, Australia, and Scandinavia (i.e., Sweden and Norway) and across time of testing (i.e., kindergarten and Grade 1). Two questions are addressed: First, are there any differences in the pattern of genetic and environmental influences on early reading and spelling skills across country? Second, what are the changes in the pattern of genetic and environmental influences on reading and spelling from kindergarten to Grade 1? The general expectation is that the effects of environment on literacy skills should decrease and the genetic contribution increase as a function of intensity and consistency of instruction, across countries and time. This approach should also inform recent interest in response-to-intervention, or RTI, as a method to ascertain, define, and remediate 5 reading difficulties The ILTS has previously documented substantial effects of genes and relatively minor However, in a recent ILTS study of data collected near the end of kindergarten ), individual differences in reading and spelling skills were mainly 6 accounted for by genetic factors in a sample of Australian twins, with estimates of .91 and .84, respectively. In contrast, in a sample of U.S. twins from the state of Colorado, only approximately half of the variance in reading and spelling was accounted for by genetic influences, with the other half attributed to shared and non-shared environment. Although these country differences in genetic and environmental influences on individual differences in reading and spelling were not statistically significant with the available sample sizes, we hypothesized that the trends might be explained by country differences in educational practice. Compulsory school starts at around age five in both Australia and Colorado, but in New South Wales, Australian children enter a school system regulated by a state-wide curriculum mandating that at least 35% of a full school week (9 am to 3 pm, five days a week) should be devoted to language and literacy instruction. In contrast, in Colorado children attend kindergarten school for only 3-4 hours each day, and there is no state-mandated curriculum for teaching reading and spelling. One plausible explanation for the different pattern of genetic and environmental influences on reading and spelling in Australia and U.S. is that a state-wide curriculum emphasizing intense literacy instruction reduces the environmental range in the population, and thus, the amount of variance in reading and spelling skills that can be accounted for by environmental factors. Another explanation is that the greater intensity of instruction in NSW engages genetically-influenced learning processes earlier than in the US, resulting in a higher genetic contribution to overall variability. To further explore these hypotheses, the present study includes a sample of Scandinavian twins. In Scandinavia, compulsory school starts when the child is seven years old, that is, one to two years later compared to Australia and the U.S. Nevertheless, almost all children do attend kindergarten prior to compulsory attendance in Grade 1, but kindergarten curriculum in Sweden and Norway emphasizes social, emotional, and aesthetic development rather than early literacy acquisition. In this way, Scandinavia represents a population where environmental 7 variation outside of school might have a substantial impact on individual differences in kindergarten reading and spelling skills because there is no formal reading instruction in kindergarten. Instead, literacy socialization is mainly given informally at home. However, at seven years of age, in Grade 1, teaching reading and spelling is the target activity in school, and literacy instruction is guided by a master plan common to all schools in Sweden and Norway. This change from informal literacy teaching taking place at the children's home to a countrywide curriculum emphasizing formal reading and spelling instruction should reduce environmental range and increase the intensity of engagement. From kindergarten to Grade 1, we hypothesize, therefore, that the heritability of literacy skills increases and the importance of shared environment decreases in Scandinavia. To summarize, we hypothesize different contributions from genes and environment to kindergarten literacy skills across countries. We also hypothesize an increase in genetic effects on literacy from kindergarten to Grade 1, especially in Scandinavia where formal reading instruction is introduced one year later than in Australia and the U.S. These questions are addressed in the present study through univariate behavior-genetic analyses of data from identical and same-sex fraternal twins tested near the end of kindergarten and first grade. In addition to comparing the magnitudes of genetic and environmental influences between countries and grades in univariate analyses, with a multivariate approach we also address the question whether the same or different sources of genetic and environmental influences account for individual differences in literacy at kindergarten and Grade 1. Based on the differences in the curriculum for literacy instruction across countries summarized above, we hypothesize continuity in the pattern of genetic and environmental influences on reading and spelling from kindergarten to Grade 1 in Australia, but a possible change in genetic and environmental effects on literacy skills in Scandinavia, with the US representing an intermediate case. Method Participants The kindergarten sample comprised a total of 812 same-sex twin pairs recruited from the Colorado Twin Registry in the U.S., the National Heath and Medical Research Council's Australian Twin Registry, and from the Medical Birth Registries in Norway and Sweden (see Actual attrition because of families leaving the project is virtually zero. Only participants for whom the predominant language of their country (i.e., English, Swedish, or Norwegian) was the first language spoken at home were selected. There were no significant differences in parents' mean years of education across twin samples. Also, the means were around 14 years suggesting that level of education is representative for each country. Zygosity was determined by DNA analysis from cheek swab collection, or, in a minority of cases, by selected items from the questionnaire by Literacy skills Reading. Reading skills in kindergarten and Grade 1 were measured by both the word and nonword subtests from the Test of Word Reading Efficiency (TOWRE; Torgesen, Wagner, & Rashotte, 1999), with both Forms A and B administered and averaged to increase reliability (test-retest reliability for children aged 6-9 years, .97 for word and .90 for nonword standard scores). In each Form, children read a list of words and a list of nonwords as quickly as possible in 45 sec. A composite measure of reading skill was created for phenotypic analyses, justified by high correlations, .83 and .86 on average, between word and nonword reading at both kindergarten and at the end of Grade 1. For the behavior genetic analyses, we modelled the four subtests of word and nonword reading as latent traits. Spelling. At kindergarten, spelling was measured by a test developed by Byrne and Fielding- Procedure Children were assessed individually by trained examiners in their homes and/or schools at the end of kindergarten and Grade 1. To foster fidelity of assessment between testers and sites, we have adopted the practice of videotaping samples of test sessions and having each tester inspect the tapes of other testers. In this study, we only report on reading and spelling measures performed at each age. However, in single one-hour sessions at each of kindergarten and Grade 1, several other measures such as phonological awareness, RAN, and verbal abilities were included (for details, see Analysis One-way analyses of variance (ANOVA) and Tukey HSD post hoc tests were performed to test differences between country samples for reading and spelling at kindergarten and Grade 1. The magnitude of the mean differences was calculated using Cohen's d. Genetic and environmental influences on reading and spelling skills across country and within country 11 across time were analyzed using monozygotic (MZ) and dizygotic (DZ) twin correlations, and models were fitted from raw data using maximum likelihood estimation in Mx Results Reading and spelling skills across country Means and standard deviations for reading and spelling at kindergarten and Grade 1 across country and effect size estimations for mean differences are presented in Behavior-genetic analyses Standardized raw data adjusted for age and gender effects within each twin sample were used as input for all behavior-genetic analyses. To estimate the relative influence on individual differences from additive genetic effects (a 2 ), shared-environment effects (c 2 ), and nonsharedenvironment effects (e 2 ), the data for reading and spelling skills were subjected to structural equation modelling by use of the Mx statistical modelling package (Neale, Boker, Xie, & Maes, 2002). In this section, we start by presenting correlations between MZ and DZ twins

Airborne Laser/GPS Mapping of Assateague National Seashore Beach

Results are presented from topographic surveys of the Assateague Island National Seashore using recently developed Airborne Topographic Mapper (ATM) and kinematic Global Positioning System (GPS) technology. In November, 1995, and again in May, 1996, the NASA Arctic Ice Mapping (AIM) group from the Goddard Space Flight Center's Wallops Flight Facility conducted the topographic surveys as a part of technology enhancement activities prior to conducting missions to measure the elevation of extensive sections of the Greenland Ice Sheet as part of NASA's Global Climate Change program. Differences between overlapping portions of both surveys are compared for quality control. An independent assessment of the accuracy of the ATM survey is provided by comparison to surface surveys which were conducted using standard techniques. The goal of these projects is to mdke these measurements to an accuracy of +/- 10 cm. Differences between the fall 1995 and 1996 surveys provides an assessment of net changes in the beach morphology over an annual cycle