Effects of an intergenerational program on children\u27s learning outcomes and behaviour and on teachers\u27 attitudes towards using seniors as volunteers in the classroom.

The purpose of this study was to examine the effects of an intergenerational program on children\u27s learning outcomes and behaviours and on teachers\u27 attitudes towards the use of seniors as volunteers in schools. To measure learning outcomes, 41 children\u27s curriculum test scores from two junior division classrooms were compared to 45 children\u27s test scores from two different classrooms. To measure children\u27s behaviour, a tally adapted from the BDRS was used to compare four different types of behaviour when seniors were present and when teachers were present. The four behaviours measured were disruptiveness, needing attention, inattentiveness, and distractiveness. Six teachers were involved in the study. Their attitudes towards using seniors as volunteers in schools were measured using a 6 point Likert scale and open ended questions. Curriculum results indicated that there were no significant differences in test scores between the two groups of children. Significant results were found for three behaviours when comparing the children with teachers and with seniors present. The three behaviours were disruptiveness, needing attention, and inattentiveness. Results of the teachers\u27 questionnaire indicated that they all had positive attitudes towards having seniors volunteer in the school. More research is needed to examine the effects of these programs on children\u27s learning outcomes and behaviours. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .M356. Source: Masters Abstracts International, Volume: 32-02, page: 0394. Adviser: Colin Ball. Thesis (M.Ed.)--University of Windsor (Canada), 1993

A Novel Way to Fenestrate a Type B Dissection Flap Using Electrocautery

Thoracic endovascular repair (TEVAR) is the current therapy of choice for treating type B aortic dissections. This is accomplished by covering the entry tear that is distal to the left subclavian artery. When the dissection flap extends into the visceral vessels it is common to have a type 1b endoleak into the false lumen from the visceral aortic tears. When the supra-celiac aorta is of normal caliber, then fenestration of the dissection flap proximal to the visceral vessels and sealing this area with a TEVAR stent graft eliminates the type 1 b endoleak. Fenestration also helps when there is distal ischemia from an over-pressured false lumen. Fenestration has been described using needles to cross the septum and balloons to tear open the septum. We describe a novel way of crossing the septum using electrocautery delivered through a wire tip then fenestrating the septum using electrocautery delivered over a 1 mm area of uninsulated wire to cut the septum. The use of electrocautery creates a controlled and deliberate aortic fenestration during endovascular repair of a type B dissection. This case is a 59 year old male who presented with an enlarging thoracic aneurysm secondary to a residual type B artic dissection (Figure 1). We elected to treat this with a TEVAR. A TX2 thoracic endograft (Cook Vascular, IN) was inserted into the thoracic aorta and deployed covering the entry tear (Figure 2). We crossed from the true lumen to the false lumen using a 0.014 Confienza wire (Figure 3). We snared the wire in the false lumen and pulled the wire out through the contralateral groin. Then we scraped the insulation off 1 mm segment ofa 0.014 Astato wire. This was kinked at the area of denuded insulation. We then introduced the wire into the patient and positioned the uncovered wire over the dissection septum. Using the electrocautery, we made a 3 cm cut in the septum (Figure 4). Finally, we deployed a distal TEVAR stent landing the distal segments in the fenestration giving us a distal seal (Figure 5). Post-procedure CTA showed complete exclusion of the aneurysm with no distal endoleaks. This novel technique was adopted to help treat a type B dissection.https://scholarlycommons.henryford.com/merf2019caserpt/1122/thumbnail.jp

\u3ci\u3eBeyond Boundaries: Feminine Forms\u3c/i\u3e

Beyond Boundaries: Feminine Forms is the first exhibition to unite two important Philadelphia collections of art by women: the Pennsylvania Academy of the Fine Arts’ (PAFA) Linda Lee Alter Collection of Art by Women and Bryn Mawr College (BMC) Special Collections’ William and Uytendale Scott Memorial Study Collection of Works by Women Artists. Laurel McLaughlin and Mechella Yezernitskaya, doctoral students in the History of Art at BMC, astutely observed the connections between these two collections and initiated this collaboration. They have curated an insightful exhibition that rigorously examines a wide range of issues related to female representation—a topic that has been addressed by artists for centuries and continues to resonate in our current political moment. In addition, their thoughtful interviews with Bill Scott and Linda Lee Alter for this catalogue give meaningful context to these groups of work and will be appreciated by art historians for many years to come. Lee and Bill share a generosity of spirit and a steadfast passion for art, which is apparent in these contemplative discussions.https://repository.brynmawr.edu/bmc_books/1034/thumbnail.jp

\u3ci\u3eBeyond Boundaries: Feminine Forms\u3c/i\u3e

Beyond Boundaries: Feminine Forms is the first exhibition to unite two important Philadelphia collections of art by women: the Pennsylvania Academy of the Fine Arts’ (PAFA) Linda Lee Alter Collection of Art by Women and Bryn Mawr College (BMC) Special Collections’ William and Uytendale Scott Memorial Study Collection of Works by Women Artists. Laurel McLaughlin and Mechella Yezernitskaya, doctoral students in the History of Art at BMC, astutely observed the connections between these two collections and initiated this collaboration. They have curated an insightful exhibition that rigorously examines a wide range of issues related to female representation—a topic that has been addressed by artists for centuries and continues to resonate in our current political moment. In addition, their thoughtful interviews with Bill Scott and Linda Lee Alter for this catalogue give meaningful context to these groups of work and will be appreciated by art historians for many years to come. Lee and Bill share a generosity of spirit and a steadfast passion for art, which is apparent in these contemplative discussions.https://repository.brynmawr.edu/bmc_books/1034/thumbnail.jp

Oral Cytokine Levels Are More Linked to Levels of Plasma and Oral HIV-1 RNA Than to CD4+ T-Cell Counts in People With HIV.

BackgroundWe determined the levels of 11 soluble immune mediators in oral washings of AIDS Clinical Trials Group A5254 participants with varying degrees of plasma viremia and CD4 T-cell counts to characterize the mucosal immune response at different stages of HIV-1 infection.MethodsA5254 was a multicenter, cross-sectional study in people with HIV (PWH) recruited into 4 strata based on CD4 count and levels of plasma viremia: stratum (St) A: CD4 ≤200 cells/mm3, HIV-1 RNA (viral load [VL]) >1000 cps/mL; St B: CD4 ≤200, VL ≤1000; St C: CD4 >200, VL >1000; St D: CD4 >200, VL ≤1000. Oral/throat washings were obtained from all participants. Soluble markers were tested in oral/throat washings using a multibead fluorescent platform and were compared across strata. Linear regression was used to determine the associations between cytokines and HIV-1 in plasma and oral fluid.ResultsSt A participants had higher levels of interleukin (IL)-1β, IL-6, IL-17, tumor necrosis factor alpha (TNFα), and interferon gamma (IFNγ) compared with St B and D (P = .02; P < .0001) but were not different from St C. IL-8, IL-10, and IL-12 were elevated in St A compared with the other 3 strata (P = .046; P < .0001). Linear regression demonstrated that oral HIV-1 levels were associated with IL-1β, IL-6, IL-8, and TNFα production (R > .40; P < .001) when controlling for CD4 count and opportunistic infections.ConclusionsOur results show that high levels of oral HIV-1, rather than low CD4 counts, were linked to the production of oral immune mediators. Participants with AIDS and uncontrolled viremia demonstrated higher levels of pro- and anti-inflammatory soluble immune mediators compared with participants with lower HIV-1 RNA. The interplay of HIV-1 and these immune mediators could be important in the oral health of PWH

Adverse childhood experiences, epigenetics and telomere length variation in childhood and beyond: a systematic review of the literature

A systematic review following PRISMA guidelines was conducted to answer the question: What epigenetic, telomeric and associated biological changes are associated with exposure to adverse childhood experiences (ACEs) in the under 12s? Using PRISMA guidelines, appropriate databases were searched. 190 papers were returned with 38 articles fully reviewed. Articles were each independently quality rated by two authors using the Crowe Critical Appraisal Tool and data were extracted. Of the 38 articles, 23 were rated as very high quality. Most study participants were adults (n = 7769) with n = 727 child participants. Only seven of the very/high-quality studies were prospective and involved children. Methylation was the most studied method of epigenetic modification. There is some evidence supporting epigenetic modification of certain markers in participants exposed to ACEs measured in adulthood. Research is lacking on non-coding aspects of the epigenome and on coding aspects other than DNA methylation. There is some evidence of a more powerful effect on telomere length if physical neglect was involved. Much further work is required to model biological and psychological effects of epigenetic changes during childhood using prospective study designs. The effect of ACEs on the cellular ageing process during childhood is inadequately investigated and relies solely on measure of telomere length. Future research suggestions are proposed

Second-language learning and changes in the brain

International audiencePresumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition