The Influence of Dietary Factors on Child Food Allergies

Solid food introduction guidelines were recently amended to suggest that earlier introduction of peanuts is associated with a decreased prevalence of peanut allergies in high-risk children. This study aimed to determine whether there is a relationship between timing of introduction to the eight most common food allergens and the development of a food allergy. A total of 177 biological mothers of school-aged New Hampshire children completed the survey, but some were excluded due to answering \u3c50% of the survey or not consenting to participate in the study. This left data on 101 participants, and the number of participants then varied between the various food allergens. Out of the 22 children with a milk allergy, 10 children were introduced to milk when they were less than 12 months old and 12 children were introduced at or after one year old. Fifty-nine percent of those introduced before 12 months of age developed a milk allergy, while only 17% of those introduced at or past 12 months developed a milk allergy (p = 0.00). Out of the 55 participants that developed a peanut/tree nut allergy, 12 were introduced to peanuts/tree nuts before the age of 12 months, and 43 introduced after. This means that 63% of those introduced before a year developed an allergy, while only 33% introduced later developed an allergy (p = 0.01). Although not significant, the results for egg, wheat, and peanut also demonstrated that earlier introduction may be associated with an increased risk of an allergy to that food. When only one child per family was considered, to exclude genetic confounders, the only significant value was for a milk allergy, in which 64% of children introduced before 12 months developed a food allergy, while only 18% of children introduced at or after 12 months developed one (p = 0.00). Results were similar even after the exclusion of child one and two. The results of this study concur with the recommendation of introducing milk after one year, but do not support earlier introduction to other food allergens in the general population

The Development Of A New Entry Point Into Enantiomerically Enriched Sulfinyl Derivatives

Optical probes may be used as reliable tools for detecting and imagining the inside of cells for medical diagnostics. Among available options, the use of thiol probes is of interest as thiols are present in nearly all cells and their levels are tightly regulated, thus any variation is associated with disease. A proper thiol bioimaging probe must have a thiol cleavage group/reactive group and a fluorophore. It is found that novel sulfinate aryl ester (phenoxysulfinate esters) probes selectively cleave thiols at physiological pH and show much promise as effective tools for bioimaging. In this context, the synthesis of the related sulfinate alkyl esters has been extensively reported in the chemical literature. In contrast, the synthesis and application of sulfinate aryl esters has been much less explored. Recently, Menezes, Oliveira, and coworkers reported the attempted synthesis of sulfinate aryl esters but failed to accomplish this goal due to the reactive nature of these compounds. Our interest in the synthesis of the sulfinate aryl esters is two-fold: (1) the development of a facile methodology for the synthesis of sulfinate aryl esters for bioimaging, and (2) the development of sulfinate aryl esters as activated sulfinate esters that would be able to serve as cost-effective, shelf stable reagents allowing for the direct synthesis of sulfinate alkyl esters. This presentation will discuss the development of a new synthetic method for sulfinate aryl esters (phenoxysulfinate esters), their relative stabilities, and their application in the synthesis of sulfinate alkyl esters as stand-alone reagents. Finally, this work will also evaluate other processes that involve the rapid and efficient synthesis of sulfinate alkyl and aryl esters

Leadership Development in the Nursing Student

I am your typical type A honors nursing student. In several of my clinical courses, I received constructive criticism regarding my performance. The common theme throughout each rotation was leadership, or the lack thereof. I was itching to do something to break the trend. In our syllabi under expected course outcomes it said things like, “integrate principles of leadership,” and, “assume a leadership role.” To me, this was far too vague and there had never been a mention in the syllabi or the classroom of how leadership is defined or what it should look like in the nursing field. My goal was to create an experience that would allow me to understand leadership, and to identify and develop my skills as a leader, particularly in the field of nursing. I quickly found through my initial literature review that leadership is a very lucid term and it can mean something different to each individual. I analyzed the different types of leadership styles and identified which one I wanted to emulate. I then threw my introverted self into a leadership role that mirrored aspects of a clinical setting and was mutually beneficial to those involved. I created a student nurse mentorship program in the College of Nursing, pairing freshmen one-on- one with upperclassmen. I also worked with student mentors in three URI 101 classes, helping them integrate a new self-care assignment into the course. The purpose of the mentorship and lesson plan was to assist freshmen in assimilating to a college lifestyle with a demanding curriculum. Along the way I documented my experiences in a journal and translated what I learned throughout my project into my clinical experience. In the end, I completed a self-analysis to evaluate my growth and to determine where I can continue to improve in my nursing career

Senior Recital: Jessica Shaw

A senior recital featuring Jessica Shaw and Dr. Eric Jenkins.https://digitalcommons.kennesaw.edu/musicprograms/2430/thumbnail.jp

Ring fused conjugated polymers for use in organic electronics

The use of conjugated polymers as the active layer in transistor and photovoltaic devices offers many advantages over inorganic materials, such as the potential for low cost, large-scale, solution processed, flexible devices. There has been considerable progress in this area in recent years due to innovative material design, development of new and exciting device architectures, and a deeper understanding of the underlying operating principles, and morphological requirements for optimal performance. Nevertheless, new materials with even higher performance and stable device characteristics are currently needed if commercialisation is to be achieved. This thesis focuses on the design and synthesis of a range of ring fused conjugated polymers for use in organic electronics. Ring fused polymers are particularly promising for this application since they offer the potential to help planarise the backbone, enhance intermolecular π-π interactions, and thus improve charge transport. In the first chapter a series of five polymers based on a five-membered, dithienogermolodithiophene (DTTG) monomer (an extended version of dithienogermole) is reported. Through careful consideration of the choice of acceptor co-monomer and device optimisation, a peak saturated hole mobility of 0.22 cm2/Vs was obtained in devices spin-coated from a non-chlorinated solvent mixture, which at the time of writing was the highest reported charge carrier mobility of any germanium based polymer. The second chapter focuses on the synthesis of a novel bisthieno[2’,3’:4,5]thieno[3,2-c:2’,3’-e]azepine-4,6(5H)-dione (BTTA) monomer in which two thieno[3,2-b]thiophene units are bridged by an azepine-2,7-dione ring. The choice of co-monomer on the optoelectronic and surface morphology of the polymers are reported, using a combination of experimental techniques. The photovoltaic and electrical performance of the polymers investigated in inverted BHJ OPV devices and TG-BC field effect transistors was high, with peak values of 6.78% and 0.027 cm2/Vs observed under optimised conditions. The third chapter explores the use of side-chain engineering to improve the performance of one of the most promising ring fused electron accepting materials; poly[4,9(benzo[lmn][3,8]phenanthroline-1,3,6,8(2H,7H)-tetrone)-alt-5,5’(2,2’-bithiophene)] (pNDI-BT). In particular, the use of alkyl side-chain branching position as an effective strategy for improving charge carrier mobility was demonstrated, and for the first time, the influence of the branch-point on the performance of all-polymer OPV devices was examined, with a gradual decrease in power conversion efficiency observed as the branch-point was moved further from the polymer backbone. The final chapter builds on this work, and uses a range of fluorinated and non-fluorinated, thiophene and selenophene containing monomers, to further improve the electrical performance of a series of NDI based polymers.Open Acces

The Impact of Attention-Deficit Hyperactivity Disorder (ADHD) on Learning in Children

Children with Attention-Deficit Hyperactivity Disorder (ADHD) commonly struggle in academic institutions as they face symptoms of hyperactivity, impulsivity, and other traits that prohibit them from succeeding in academics. Children with ADHD may also exhibit behavioral issues such as hostility and aggression towards their peers that may diminish interpersonal relationships with peers and parents. Such issues can cause learning difficulties in children with ADHD as it is difficult to stay still, focus, and listen to teachers in academic settings. Interviews conducted by a clinician are the first step towards an ADHD diagnosis. An ADHD diagnosis is important because the disorder can disrupt everyday functioning, so it is essential to provide effective treatment as soon as possible to repair the necessary functioning of the individual. Cognitive Behavioral Therapy (CBT), social skills training, and medication are all treatments that are effective in managing ADHD. With the correct treatment, children with ADHD could have improved learning and attention within the classroom

The Status of Women in the South

The southern United States is a dynamic and influential region marked by innovation and economic opportunities for women, yet also a region where inequalities persist and many women -- especially women of color and those who are immigrants -- face challenges such as high unemployment, a large gender wage gap, abuse of their reproductive rights, and low levels of political representation. This complex picture of the South as a region where both opportunities and disparities exist is often lost by those who either romanticize the South's positive qualities or exaggerate its negative aspects. Between these two views of the southern United States -- both of which are at least partially based in reality -- this report relies on empirical data to provide a balanced understanding of the status of women in the South today

The Relationship Among Socioeconomic Status, Education, and Maternal Book-Sharing Practices

Studies have shown that maternal book reading strategies in the toddler years impacts language and emergent literacy in the preschool years (Roberts, Jurgens, Burchinal, 2005). Certain forms of linguistic input, including the use of complex syntax and vocabulary, have been shown to be associated with better language and literacy outcomes for children. There is some research that suggests that parents from low income (SES), low education homes use fewer words and less complex vocabulary and syntax during book reading than parents from high SES, mid-high education homes (Horton-Ikard & Ellis Weisner, 2007) although results are mixed. More research is necessary to disentangle the effects of SES and education from the kinds of linguistic input parents use with their children

Implementation of Practice-Based Research in Social Work Education

Research is an integral component of social work education, yet social work students often experience considerable fear and anxiety when faced with the prospect of engaging in research and research-related activities. Student reluctance towards research can cause significant challenges for social work educators. Literature suggests that certain pedagogical practices can increase engagement and improve student learning outcomes, such as integrating experiential practice components and creating practical opportunities for students to apply their classroom knowledge to real life settings. This paper describes the development and implementation of practice-based research curricula and practica in the Faculty of Social Work at the University of Calgary to enhance student experiential learning