Analysis of Drug Resistant HIV-1 Env Evolving in the Presence of C0-recptor Antagonist

From the Washington University Office of Undergraduate Research Digest (WUURD), Vol. 13, 05-01-2018. Published by the Office of Undergraduate Research. Joy Zalis Kiefer, Director of Undergraduate Research and Associate Dean in the College of Arts & Sciences; Lindsey Paunovich, Editor; Helen Human, Programs Manager and Assistant Dean in the College of Arts and Sciences Mentor(s): Lee Ratne

The proposal and partial validation of strategies and components for developing project-oriented activities in elementary science classes in Taiwan

This study was designed to secure plausible framework for Taiwanese elementary teachers to enhance their teaching technique in science. Two major tasks were accomplished. First, Strategies and Components (SC) embraced in industrial arts projects and science activities were identified by reviewing literatures. Then, six categories were adopted to distinguish these traits. Second, the elementary teachers\u27 perspectives, in terms of importance, feasibility, and adoptability, toward these SC(s) were investigated. The second task was accomplished using self-administered questionnaire survey method to collect data related perspectives toward these SC(s). Consequently, 371 elementary teachers from the school district of interest were identified as effective sample. The teachers were also asked to respond their sex, age, educational background, type of teacher, grade level taught, years of teaching, type of school, and location of school;Positive response results from the data were collected. In other words, the teachers perceive the SC(s) as very important, slightly adoptable, and maybe feasible. Items included in topic identification were considered as most important, adoptable, and feasible; while items related to model/aids design and construction received contrary responses. None of the independent variables have influences on feasibility. However, type of school was found influencing those items as less feasible or adoptable by half of the participants. Subsidiary findings also were valuable for revision of the SC(s);Recommendations for future research are experimental study in testing effectiveness of the modified SC(s), replication of the study with different population, similar study to integrate other subject areas, and study on other factors that affect the teacher\u27s perspectives

Texts written in English and Chinese by expert and novice writers: A genre-based study and its implications for the teaching of writing

This thesis aims to contribute to the design and implementation of genre-based academic writing courses intended for learners of English in Taiwan by (a) examining the ways in which Taiwanese speakers of Chinese as a first language (both experienced and novice writers) typically structure texts, in both Chinese and English, in response to prompts intended to elicit one of four discourse modes (recount, argument, explanation and classification) and (b) comparing the structuring of their texts with (i) prototypes relating to each of the four discourse modes that are based on a sample of published academic articles, and (ii) texts written in English by experienced and novice writers who are speakers of English as a first language. In response to one of four prompts, each intended to elicit a different discourse mode, experienced and novice writers - Taiwanese citizens whose first language is Chinese - were asked to write texts of between 200 and 250 words. They produced 240 texts, of which 120 were written in Chinese and 120 in English. Analysis of these texts indicated that, in terms of both overall rhetorical structure (often referred to as ‘schematic structure’) and internal discourse structure (the occurrence and co-occurrence of particular discourse relations), the texts written in both Chinese and English by the experienced writers were (a) very similar to one another, and (b) also very similar to texts written in English by experienced writers for whom English is a first language. Although the structuring of the texts written by the novice writers was less consistent overall, the texts written in Chinese by these writers were structurally closer than were the texts written in English to (a) the texts written in both English and Chinese by the experienced writers, and (b) texts written in English by experienced writers of English for whom English is a first language. Furthermore, analysis of 60 texts (20 written in Chinese and 20 written in English by expert/ experienced Taiwanese writers and 20 written in English by New Zealand teachers for whom English was a first language) revealed a marked tendency, in all cases, towards simple linear or complex linear textual development, with cyclic development being evident in only one of the 60 texts. There is a widespread belief that experienced writers whose first language is Chinese and experienced writers whose first language is English tend to structure texts in very different ways. So far as the writers involved in this study are concerned, this would appear not to be the case. It may therefore be that the difficulty that learners of English in Taiwan often experience in relation to the structuring of texts in English has less to do with their cultural and linguistic heritage than it has to do with the complexities that are inevitably associated with attempts to structure texts in a language in which one has limited proficiency. If this is the case, it has implications for the ways in which genre-centered writing programs intended for learners of English in Taiwan are organized and implemented

Achieving Equity by Building a Bridge From Eligible to Enrolled

Calls for multilingual outreach and enrollment efforts to enable Californians of color and those with limited English proficiency to benefit from the Health Benefit Exchange. Recommends targeting high-need groups and strengthening data collection

Socio-demographic predictors associated with capacity to engage in health care

Patient engagement is essential to improve outcomes and reduce healthcare costs. This study aimed to examine the socio-demographic factors associated with one’s capacity to engage in their health care. An observational, cross-sectional study was performed including patients from five medical/surgical units of four health systems. Patients’ engagement capacity was assessed using the person engagement index (PEI) instrument which contains four subscales: engagement in health care, technology use in health care, proactive approach to health care, and psychosocial support for health care. Separate general linear models were applied for the PEI total score and each of the four subscale scores. Our results show that younger age was associated with greater technology use in health care. Individuals with higher educational levels have a greater overall engagement and the use of technology in their health care. A higher level of psychosocial support was found among blacks and those being employed. No difference in the proactive approach was found by one’s socio-demographic factors. This study illustrated that an individual’s age, race, educational level, and employment status were associated with the capacity to engage in different aspects of health care activities. Providers need to assess one’s readiness for engagement to deliver customized interventions based on their needs and capacity to engage. Experience Framework This article is associated with the Innovation & Technology lens of The Beryl Institute Experience Framework. (http://bit.ly/ExperienceFramework) Access other PXJ articles related to this lens. Access other resources related to this len

Effects of antenatal hypnosis on maternal salivary cortisol during childbirth and six weeks postpartum-A randomized controlled trial

BACKGROUND:Cortisol has been used to capture psychophysiological stress during childbirth and postpartum wellbeing. We explored the effect of a brief antenatal training course in self-hypnosis on salivary cortisol during childbirth and 6 weeks postpartum. METHODS:In a randomized, controlled trial conducted at Aarhus University Hospital Skejby Denmark during the period January 2010 until October 2010, a total of 349 healthy nulliparous women were included. They were randomly allocated to a hypnosis group (n = 136) receiving three one-hour lessons in self-hypnosis with additional audio-recordings, a relaxation group (n = 134) receiving three one-hour lessons in various relaxation methods with audio-recordings for additional training, and a usual care group (n = 79) receiving ordinary antenatal care only. Salivary cortisol samples were collected during childbirth (at the beginning of the pushing state, 30 minutes, and 2 hours after childbirth), and 6 weeks postpartum (at wake up, 30 minutes after wake up, and evening). Cortisol concentrations were compared using a linear mixed-effects model. Correlations between cortisol concentrations and length of birth, experienced pain and calmness during birth were examined by a Spearman rank correlation test. FINDINGS:During childbirth, week correlations were found between cortisol concentrations 30 minutes after childbirth and length of birth. In the beginning of the pushing state and 2 hours after childbirth, we found a tendency towards higher cortisol concentrations in the hypnosis group compared to the other two groups (hypnosis versus relaxation p = 0.02 and 0.03, hypnosis versus usual care p = 0.08 and 0.05). No differences were observed in cortisol concentrations between the groups 30 minutes after childbirth (hypnosis versus relaxation p = 0.08, hypnosis versus usual care 0.10) or 6 weeks postpartum (hypnosis versus relaxation: p = 0.85, 0.51, and 0.68, hypnosis versus usual care: p = 0.85, 0.93, and 0.96). CONCLUSION:Antenatal hypnosis training may increase the release of cortisol during childbirth with no long-term consequences. Further research is needed to help interpret these findings

A developmental transition in definitive erythropoiesis: erythropoietin expression is sequentially regulated by retinoic acid receptors and HNF4

The cytokine erythropoietin (Epo) promotes erythropoietic progenitor cell proliferation and is required for erythropoietic differentiation. We have found that the Epo gene is a direct transcriptional target gene of retinoic acid signaling during early erythropoiesis (prior to embryonic day E12.5) in the fetal liver. Mouse embryos lacking the retinoic acid receptor gene RXRα have a morphological and histological phenotype that is comparable with embryos in which the Epo gene itself has been mutated, and flow cytometric analysis indicates that RXRα-deficient embryos are deficient in erythroid differentiation. Epo mRNA levels are reduced substantially in the fetal livers of RXRα ^(−/−)embryos at E10.25 and E11.25, and genetic analysis shows that theRXRα and Epo genes are coupled in the same pathway. We furthermore show that the Epo gene is retinoic acid inducible in embryos, and that the Epo gene enhancer contains a DR2 sequence that represents a retinoic acid receptor-binding site and a retinoic acid receptor transcriptional response element. However, unlike Epo-deficient embryos that die from anemia, the erythropoietic deficiency in RXRα ^(−/−) embryos is transient; Epo mRNA is expressed at normal levels by E12.5, and erythropoiesis and liver morphology are normal by E14.5. We show that HNF4, like RXRα a member of the nuclear receptor family, is abundantly expressed in fetal liver hepatocytes, and is competitive with retinoic acid receptors for occupancy of the Epo gene enhancer DR2 element. We propose that Epo expression is regulated during the E9.5–E11.5 phase of fetal liver erythropoiesis by RXRα and retinoic acid, and that expression then becomes dominated by HNF_4 activity from E11.5 onward. This transition may be responsible for switching regulation of Epo expression from retinoic acid control to hypoxic control, as is found throughout the remainder of life