Griffithsin Retains Anti-HIV-1 Potency with Changes in gp120 Glycosylation and Complements Broadly Neutralizing Antibodies PGT121 and PGT126.

Griffithsin (Grft) is an antiviral lectin that has been shown to potently inhibit HIV-1 by binding high-mannose N-linked glycosylation sites on HIV-1 gp120. A key factor for Grft potency is glycosylation at N295 of gp120, which is directly adjacent to N332, a target glycan for an entire class of broadly neutralizing antibodies (bNAbs). Here, we unify previous work on the importance of other glycans to Grft potency against HIV-1 and Grft's role in mediating the conformational change of gp120 by mutating nearly every glycosylation site in gp120. In addition to a significant loss of Grft activity by the removal of glycosylation at N295, glycan absence at N332 or N448 was found to have moderate effects on Grft potency. Interestingly, in the absence of N295, Grft effectiveness could be improved by a mutation that results in the glycan at N448 shifting to N446, indicating that the importance of individual glycans may be related to their effect on glycosylation density. Grft's ability to alter the structure of gp120, exposing the CD4 binding site, correlated with the presence of glycosylation at N295 only in clade B strains, not clade C strains. We further demonstrate that Grft can rescue the activity of the bNAbs PGT121 and PGT126 in the event of a loss or a shift of glycosylation at N332, where the bNAbs suffer a drastic loss of potency. Despite targeting the same region, Grft in combination with PGT121 and PGT126 produced additive effects. This indicates that Grft could be an important combinational therapeutic

Promote Ergonomic Health

A wide array of interventions and therapies is available to help dental hygienists stay healthy and reduce pain

A Case Study Exploring William & Mary Military Alums\u27 Experiences with Career Transition

Background: The purpose of this qualitative study was to understand William & Mary (W&M) Master of Business Administration (MBA) military alums’ experiences with their career transitions post-graduation and the influence of the program on their experiences. Methods: This study utilized a case study design, including focus groups and interviews with 21 alums from the last 10 years and formal, semi-structured interviews with six current faculty and staff. We used Schlossberg’s (1981) individuals’ situation, self, support, and strategies to analyze data using thematic analysis, and then iteratively reducing codes into themes. Results: Demographic findings showed a lack of diversity, such as women, people of color, and LGBTQ+. Our findings indicated participants’ perceptions of the program’s impact on their transitions were positive. We recognized academic and career development resources, impact of military on transitions, and offering of the Executive Partner Program. Our research recognized influential policies and networks and determined the importance of human networks. Lastly, we identified a lack of reported disabilities and shared experiences of minorities. Conclusions: We found that active-duty alums’ situations differed from veterans due to delayed transitions into the civilian workforce. Our participants shared different supports used, such as the Center for Military Transition (CMT), the Executive Director of the CMT, the Graduate Career Management Center, and the Executive Partners Program. Networking and use of transition coaches also benefited military alums

Trends in Awareness and Use of Electronic Cigarettes Among US Adults, 2010–2013

Introduction: Electronic cigarette (e-cigarette) marketing has increased considerably since the product entered the US market in 2007, thereby warranting additional surveillance to monitor recent trends in population-level awareness and utilization. We assessed the prevalence, characteristics, and trends in e-cigarette awareness and use among nationally representative samples of US adults during 2010–2013. Methods: Data came from the 2010–2013 HealthStyles survey, an annual consumer-based web survey of US adults aged ≥18 years. Sample sizes ranged from 2,505 (2010) to 4,170 (2012). Descriptive statistics were used to assess e-cigarette awareness, ever use, and current use (use within the past 30 days) overall and by sex, age, race/ethnicity, education, income, US region, and cigarette smoking status. Trends were assessed using logistic regression. Results: During 2010–2013, increases (p \u3c .05) were observed for e-cigarette awareness (40.9%– 79.7%), ever use (3.3%–8.5%), and current use (1.0%–2.6%). Awareness increased among all sociodemographic subpopulations during 2010–2013 (p \u3c .05); an increase in ever use of e-cigarettes occurred among all sociodemographic groups except those aged 18–24 years, Hispanics, and those living in the Midwest (p \u3c .05). During 2010–2013, ever use increased among current (9.8%–36.5%) and former (2.5%–9.6%) cigarette smokers (p \u3c .05), but it remained unchanged among never smokers (1.3%–1.2%). Conclusions: Awareness and use of e-cigarettes increased considerably among US adults during 2010–2013. In 2013, more than one-third of current cigarette smokers reported having ever used e-cigarettes. Given the uncertain public health impact of e-cigarettes, continued surveillance of emerging use patterns is critical for public health planning

Administrators Matter in NGSS Implementation (2019): Updated Findings on How School and District Leaders Are Making Science Happen

Administrators need learning opportunities if they are to adequately understand the substantial shifts of the Next Generation Science Standards (NGSS) and support teachers in implementing them. Accordingly, the K-8 NGSS Early Implementers Initiative has consistently expanded the professional learning it provides for administrators, particularly for site administrators, who generally have the most contact with teachers. This tenth evaluation report in the series, intended for site and district administrators and state leaders, highlights:- The professional learning strategies used by the Initiative to engage and empower administrators to support NGSS implementation (includes two district vignettes)- The impact of the professional learning on administrator understanding and actions- The challenges experienced by the Initiative in trying to involve administrators- Recommendations for increasing administrator help with science implementatio

Does early physical therapy intervention reduce opioid burden and improve functionality in the management of chronic lower back pain?

Introduction: Chronic lower back pain is a leading cause of disability in US adults. Opioid use continues to be controversial despite the Centers for Disease Control and Prevention guidance on chronic pain management to use nonpharmacologic and nonopioid pharmacologic interventions. The objectives of the study were to assess the impact of early physical therapy (PT) intervention on improving functionality and reducing opioid burden in patients with chronic lower back pain. Methods: A single-center, retrospective chart review of patients receiving ≥6 PT visits and treated with either opioids first (OF) or PT first (PTF) therapy for chronic lower back pain were evaluated. Concomitant use of nonopioid and nonpharmacologic therapy was permitted. The Oswestry Disability Index (ODI), a survey measuring functionality, was recorded for PTF group. Pain scores and medication use including opioids were collected at treatment initiation and completion. Results: One hundred and eighty patients were included in three groups: OF group (n = 60), PTF group (n = 60), and PTF + ODI group (n = 60). The PTF + ODI group had mean ODI reduction of 11.9% ( Discussion: Early PT resulted in improved functionality, decreased pain, and reduced medication use upon PT completion. These findings suggest PT, along with nonopioid modalities, are a viable first-line option for the management of chronic lower back pain

The Synergy of Science and English Language Arts: Means and Mutual Benefits of Integration

The California K-8 NGSS Early Implementers Initiative (known in short as the Early Implementers Initiative) is equipping teachers to richly integrate science and English language arts (ELA). In fact, the Common Core State Standards (CCSS) as well as the Next Generation Science Standards (NGSS) clearly call for such integration.The nature of the NGSS and their recommended instructional approaches readily enable powerful ELA learning for all students. In a dramatic departure from science instruction that emphasizes scientific information and facts, NGSS science has students working as scientists to make sense of phenomena in the natural world. The NGSS approach requires a lot of lively discussion, critical reading, and thoughtful writing and drawing. Initiative teachers have clearly demonstrated that integrated science instruction is accessible to English learners and that these learners get strong ELA benefits from science instruction.While the Initiative equips teachers to integrate science and ELA, it does not call for all science instruction to be a concerted blending of science and ELA. Indeed, teachers reported that half of their science instructional time was stand-alone science.As a member of the State Board of Education commented during an advisory board meeting for the Initiative's evaluation: "Everyone is saying you should integrate science and ELA, but what does that actually look like in the classroom?" This report -- intended for state and district leaders, including principals -- addresses that question and several others highlighted below. To get answers, the evaluation team observed all key professional development sessions and 20 classroom lessons, surveyed over 500 teachers, interviewed Initiative leaders, and more