Development of a hypoallergenic recombinant parvalbumin for first-in-man subcutaneous immunotherapy of fish allergy.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked Files. This article is open access.The FAST (food allergy-specific immunotherapy) project aims at developing safe and effective subcutaneous immunotherapy for fish allergy, using recombinant hypoallergenic carp parvalbumin, Cyp c 1.Preclinical characterization and good manufacturing practice (GMP) production of mutant Cyp (mCyp) c 1.Escherichia coli-produced mCyp c 1 was purified using standard chromatographic techniques. Physicochemical properties were investigated by gel electrophoresis, size exclusion chromatography, circular dichroism spectroscopy, reverse-phase high-performance liquid chromatography and mass spectrometry. Allergenicity was assessed by ImmunoCAP inhibition and basophil histamine release assay, immunogenicity by immunization of laboratory animals and stimulation of patients' peripheral blood mononuclear cells (PBMCs). Reference molecules were purified wild-type Cyp c 1 (natural and/or recombinant). GMP-compliant alum-adsorbed mCyp c 1 was tested for acute toxicity in mice and rabbits and for repeated-dose toxicity in mice. Accelerated and real-time protocols were used to evaluate stability of mCyp c 1 as drug substance and drug product.Purified mCyp c 1 behaves as a folded and stable molecule. Using sera of 26 double-blind placebo-controlled food-challenge-proven fish-allergic patients, reduction in allergenic activity ranged from 10- to 5,000-fold (1,000-fold on average), but with retained immunogenicity (immunization in mice/rabbits) and potency to stimulate human PBMCs. Toxicity studies revealed no toxic effects and real-time stability studies on the Al(OH)3-adsorbed drug product demonstrated at least 20 months of stability.The GMP drug product developed for treatment of fish allergy has the characteristics targeted for in FAST: i.e. hypoallergenicity with retained immunogenicity. These results have warranted first-in-man immunotherapy studies to evaluate the safety of this innovative vaccine.info:eu-repo/grantAgreement/EC/FP7/20187

Images of Native American female protagonists in children's literature, 1928-1988.

The purpose of this study has been to determine prevalent images of Native American female protagonists in Children's Literature from 1928-88, and to note trends in images during the past 60 years. A content analysis of 60 picture books and chapter books has been completed and presented in a descriptive and interpretative format. The most prevalent image of Native American female protagonists in children's literature is a traditional one. This image is consistent throughout the literature from 1928-88, and appears to be represented by both Native American and non-Native American authors and illustrators. Traditional-transitional images appeared between 1957 and 1967, while contemporary images first appeared in the 1970s. In general, the Native American female protagonists in this population of books are presented as strong and positive characters expressing a wide range of emotions. They are named, identified by tribe, and depicted as having multiple skills and interests. They are active and most often appear in rural and outdoor settings within the context of the extended family. Many protagonists are of Southwestern heritage, often depicted as Navajo or Pueblo girls of ages 4-13. Although female protagonists in this population of books are generally characterized as strong and positive, there are still too few books representing strong female Native American images in the whole of children's literature. This research confirms previous findings that Native American male protagonists outnumber female protagonists approximately 10 to 1. Native American authors and illustrators have created approximately one-third of the books in this population. There are 19 Native American authors and 21 Native American illustrators. The earliest books were published by large press; Native press has increased publication since 1975. This research confirms the need for more books featuring Native American female protagonists; more books depicting protagonists from diverse tribal backgrounds, in contemporary settings, urban environments and literate contexts; more books building on the oral tradition and legends of the Southwestern tribes; more involvement of Native American authors, illustrators and publishers in children's literature; and more mentoring of Native American developing authors

Review of Handler is crazy (service dog team documentary) uploaded by Olivia Dreisinger

No abstract available

Physical Healing

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Disability trajectories : disabled youths' identity development, negotiation of experience and expectation, and sense of agency during transition

How do youth with orthopedic impairments negotiate expectations and experiences as they transition from high school to college and from family-delivered supports to independence? And what in the earlier periods of their individual development/family life provides the context and frameworks for their negotiation of transition to adulthood? The primary goal of this study was to better understand the identity development of this subset of disabled youth. Data were collected through youth and parent interviews, focus groups, and participant observation at a local mentoring program for disabled youth, more specifically, youth with orthopedic impairments. The researcher's status as a disabled person provided the benefit of insider access. Several questions guided the research: What influences disabled youths' view of themselves? What discursive frameworks shape these views? How does the negotiation of physical and social barriers impact the relationships disabled youth develop? How do social barriers affect youths' development of agency? Findings suggest that conceptions of disability have strong influence on the way youth view themselves; common disability discourses relating to normalcy and independence make claiming disability identity difficult; physical and social barriers require youth to use unique strategies in the development of relationships; and, disabled youth often do not find sufficient support in developing agency. Implications include incorporating critical disability studies into teacher education and in K-12 curriculum (and not isolated to special education contexts), recognizing bias and examining efforts to enforce norms, fostering classroom practices that promote seeing capability and support agency, and establishing strong mentorship relationships between disabled adults and yout

Disability trajectories : disabled youths' identity development, negotiation of experience and expectation, and sense of agency during transition

How do youth with orthopedic impairments negotiate expectations and experiences as they transition from high school to college and from family-delivered supports to independence? And what in the earlier periods of their individual development/family life provides the context and frameworks for their negotiation of transition to adulthood? The primary goal of this study was to better understand the identity development of this subset of disabled youth. Data were collected through youth and parent interviews, focus groups, and participant observation at a local mentoring program for disabled youth, more specifically, youth with orthopedic impairments. The researcher's status as a disabled person provided the benefit of insider access. Several questions guided the research: What influences disabled youths' view of themselves? What discursive frameworks shape these views? How does the negotiation of physical and social barriers impact the relationships disabled youth develop? How do social barriers affect youths' development of agency? Findings suggest that conceptions of disability have strong influence on the way youth view themselves; common disability discourses relating to normalcy and independence make claiming disability identity difficult; physical and social barriers require youth to use unique strategies in the development of relationships; and, disabled youth often do not find sufficient support in developing agency. Implications include incorporating critical disability studies into teacher education and in K-12 curriculum (and not isolated to special education contexts), recognizing bias and examining efforts to enforce norms, fostering classroom practices that promote seeing capability and support agency, and establishing strong mentorship relationships between disabled adults and yout

Gendered Holiness: The Characteristics Female College Students Assign to Holy Men and Women

After surveying 82 Catholic female college students from around the United States on their definition of holiness for men and women, it is clear they equate gender-normative characteristics with holiness. In other words, a woman must possess gender-normative feminine characteristics to be considered holy, and a man must possess gender-normative masculine characteristics to be considered holy. After analyzing the Catholic Church\u27s theology on the nature of women, it is apparent the Church strongly urges men and women to stay in their respective gender-normative roles, and develop a gendered set of characteristics. The Church names a specific and gendered set of characteristics for women; which can be seen in the androcentric interpretation of the Creation Story, and androcentric teachings such as complementarity theology and the feminine genius. The participant\u27s definitions of holiness, and the Church\u27s androcentric theologies strongly align. Meaning, the Church\u27s theologies on the nature of women are explicitly and implicitly teaching young women that gender-normative characteristics are the sole path to holiness. Emphasizing a narrow path to holiness is harmful to young Catholic women because it inhibits them from living out their fullest, most Christ-centered selves. Additionally, it leaves all women who do not fit the narrow list of gender-normative characteristics without a spiritual home. Instead, the Church needs to embrace women as individuals who possess various God-given characteristics, personalities, and abilities

The Effect of Pervious Social Experience on Socially Integrative Behavior in a Preschool Program

In view of recent efforts to meet the needs of disadvantaged youngsters and the concurrent rise in speculation regarding their life-styles, the researcher recognized the need for systematic investigation of the typical environmental experiences and behavioral responses of these children.Secondary purposes were to determine gains in socially integrative behavior during the session, and to determine differences between child development centers with regard to children’s socially integrative behavior. Three hypotheses were proposed to investigate the following relationships: (1) the relationship between previous social experience and socially integrative behavior early in the preschool program, (2) the relationship between previous social experience and socially integrative behavior at the close of the preschool program and, (3) the relationship between previous social experience and gains in socially integrative behavior, as measured by differences in behavior early in the session and at the close of the session.Two hypotheses were proposed to investigate the following differences: (1) the differences between socially integrative behavior early in the session and at the close of the session, and (2) the differences between child development centers with regard to children’s socially integrative behavior. Research was conducted in Lincoln, Nebraska during the summer of 1965.Subjects were drawn at random from the Head Start enrollment at four child development centers located throughout Lincoln.The final sample included 50 children.To determine previous social experience, the investigator administered a Social Experience Inventory to subjects’ mothers during home visits. To determine socially integrative behavior, the researcher asked the two full-time teachers in each of the four centers to rate subjects’ behavior on six variables; i.e., selected schedules of the Merrill-Palmer Personality Rating scale.These included: (1) Ascendance-Submission, (2) Compliance with Routine, (3) Independence of Adult Affection or Attention, (4) Respect for Property Rights, (5) Response to Authority, and (6) Sociability with Other Children. These schedules were modified so that the actual behavior ratings were done on a 9-point interval scale. Teachers rated subjects’ behavior early in the session and again at the close of the session. Significant correlation between the teachers’ ratings warranted the use of mean rating scores; thus, a mean Behavior Rating #1 and a mean Behavior Rating #2 were obtained for each child. Advisor: Ruby Gingle