Human Serum Promotes Candida albicans Biofilm growth and Virulence Gene Expression on Silicone Biomaterial

Objectives Systemic candidal infections are a common problem in hospitalized patients due to central venous catheters fabricated using silicone biomaterial (SB). We therefore evaluated the effect of human serum on C. albicans biofilm morphology, growth, and the expression of virulence-related genes on SB in vitro. Methods We cultivated C. albicans SC5314 (wild-type strain, WT) and its derivative HLC54 (hyphal mutant, HM) for 48 h in various conditions, including the presence or absence of SB discs, and human serum. The growth of planktonic and biofilm cells of both strains was monitored at three time points by a tetrazolium salt reduction assay and by scanning electron microscopy. We also analyzed by RT-PCR its expression of the virulence-related genes ALS3, HWP1, EAP1, ECE1, SAP1 - SAP10, PLB1, PLB2, PLC and PLD. Results At each time point, planktonic cells of WT strain cultured in yeast nitrogen base displayed a much higher expression of EAP1 and HWP1, and a moderately higher ALS3 expression, than HM cells. In planktonic cells, expression of the ten SAP genes was higher in the WT strain initially, but were highly expressed in the HM strain by 48 h. Biofilm growth of both strains on SB was promoted in the presence of human serum than in its absence. Significant upregulation of ALS3, HWP1, EAP1, ECE1, SAP1, SAP4, SAP6 - SAP10, PLB1, PLB2 and PLC was observed for WT biofilms grown on serum-treated SB discs for at least one time point, compared with biofilms on serum-free SB discs. Conclusions Human serum stimulates C. albicans biofilm growth on SB discs and upregulates the expression of virulence genes, particularly adhesion genes ALS3 and HWP1, and hydrolase-encoding genes SAP, PLB1 and PLB2. This response is likely to promote the colonization of this versatile pathogen within the human host.published_or_final_versio

Applications of social networking tools in libraries

Theme: Open access to knowledge - promoting sustainable progressThis is an exploratory study investigating on the use of social networking tools in academic libraries. The major areas examined include reasons for using or not using social networking tools, length of usage and perceived benefits and costs of using these tools. One hundred and forty universities were selected to complete a survey. Twenty-seven responses were received and the response rate reached 19.3%. Twenty-one (77.8%) used social networking tools for work, one (3.7%) was a potential user who planned to use these tools and 5 (18.5%) did not plan to use at all. Facebook and Twitter are the most commonly adopted tools in university libraries. Despite the fact that costs are incurred in managing social networking profiles, current users found that the benefits outweigh the costs. This study offers insights for academic librarians to make informed decisions in applying social networking tools. Academic libraries should not miss out on the potential of social networking tools in promoting their services.postprintThe 76th IFLA General Conference and Assembly (IFLA 2010), Gothenburg, Sweden, 10-15 August 2010

Developing multiple literacies for BSc Information Management students

This study examines the development of information, computer software, and Web 2.0 literacies among undergraduate students at the University of Hong Kong. A survey was administered to students undertaking the Bachelor of Science in Information Management three times: on entry, in the middle, and towards the completion of the program. It assessed their self-reported literacy levels and their perceptions of familiarity with and the importance of the three literacies. Preliminary findings indicated that students had improved in all three forms of literacy at the end of the two academic years. Moreover, positive associations were found between their familiarity with each literacy, and their perceptions of its importance. Mastering multiple literacies fosters life-long learning by enabling students to search for information effectively and use applications such as Web 2.0 tools and computer software to present their ideas in academic activities and ultimately in the workplace. Accordingly, the study has implications for educators and librarians working to develop multiple literacies among Hong Kong university students.postprin

The Osteoporosis Society of Hong Kong (OSHK): 2013 OSHK Guideline for Clinical Management of Postmenopausal Osteoporosis in Hong Kong

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Inhibitory effect of lysozyme and antifungals against Candida albicans biofilms

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Fluconazole exposure induces genotypic and phenotypic changes in Candida glabrata

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A randomized, controlled clinical trial: the effect of mindfulness-based cognitive therapy on generalized anxiety disorder among Chinese community patients: protocol for a randomized trial

<b>Background</b> Research suggests that an eight-week Mindfulness-Based Cognitive Therapy (MBCT) program may be effective in the treatment of generalized anxiety disorders. Our objective is to compare the clinical effectiveness of the MBCT program with a psycho-education programme and usual care in reducing anxiety symptoms in people suffering from generalized anxiety disorder.<p></p> <b>Methods and Design</b> A three armed randomized, controlled clinical trial including 9-month post-treatment follow-up is proposed. Participants screened positive using the Structure Clinical Interview for DSM-IV (SCID) for general anxiety disorder will be recruited from community-based clinics. 228 participants will be randomly allocated to the MBCT program plus usual care, psycho-education program plus usual care or the usual care group. Validated Chinese version of instruments measuring anxiety and worry symptoms, depression, quality of life and health service utilization will be used. Our primary end point is the change of anxiety and worry score (Beck Anxiety Inventory and Penn State Worry Scale) from baseline to the end of intervention. For primary analyses, treatment outcomes will be assessed by ANCOVA, with change in anxiety score as the baseline variable, while the baseline anxiety score and other baseline characteristics that significantly differ between groups will serve as covariates.<p></p> <b>Discussion</b> This is a first randomized controlled trial that compare the effectiveness of MBCT with an active control, findings will advance current knowledge in the management of GAD and the way that group intervention can be delivered and inform future research

A Genome-Wide Association Study of Diabetic Kidney Disease in Subjects With Type 2 Diabetes

dentification of sequence variants robustly associated with predisposition to diabetic kidney disease (DKD) has the potential to provide insights into the pathophysiological mechanisms responsible. We conducted a genome-wide association study (GWAS) of DKD in type 2 diabetes (T2D) using eight complementary dichotomous and quantitative DKD phenotypes: the principal dichotomous analysis involved 5,717 T2D subjects, 3,345 with DKD. Promising association signals were evaluated in up to 26,827 subjects with T2D (12,710 with DKD). A combined T1D+T2D GWAS was performed using complementary data available for subjects with T1D, which, with replication samples, involved up to 40,340 subjects with diabetes (18,582 with DKD). Analysis of specific DKD phenotypes identified a novel signal near GABRR1 (rs9942471, P = 4.5 x 10(-8)) associated with microalbuminuria in European T2D case subjects. However, no replication of this signal was observed in Asian subjects with T2D or in the equivalent T1D analysis. There was only limited support, in this substantially enlarged analysis, for association at previously reported DKD signals, except for those at UMOD and PRKAG2, both associated with estimated glomerular filtration rate. We conclude that, despite challenges in addressing phenotypic heterogeneity, access to increased sample sizes will continue to provide more robust inference regarding risk variant discovery for DKD.Peer reviewe

An examination on the Impact of “Integrated Argument & Process-Oriented Wiki Collaborative Writing Methodology, STEPS” on Secondary School Students’ Chinese Writing Process, Attitudes and Competence

Parallel Session 1: Learning at scale (OER, MOOCs, E-learning, etc.) (LAS) - paper no. 899“STEPS” stands for “an integrated Argument & Process-Oriented Wiki Collaborative Writing pedagogy”. The framework is adopted from process-oriented methods (Flowers & Hayes, 1981; Hayes & Flowers 1983). The components of STEPS are based on constructivism with collaborative teaching, Wiki collaborative writing, information literacy, and peer review by using a composition scale during the writing process of argumentative essays of students. This exploratory study investigates how adoption of “STEPS” with the teaching of information literacy affects students’ writing competence, writing strategy and writing attitudes as well as their information literacy skills, and how information technology and collaborative teaching bring people from a secondary school, the academic library and a large comprehensive university in Hong Kong together to improve teaching and learning. A junior secondary school in Hong Kong participated in this program for seven months from November 2015 to May 2016. This aim of this study is to help students enhance their Chinese writing competence, writing process, writing attitudes as well as information literacy. This study employs the design-based research (DBR) methodology, with a cyclical process for modifications and refinement along the study. The study uses mixed method approach to collect both quantitative and qualitative data. There are multiple sources of quantitative and qualitative data both before and after the intervention, where quantitative data were collected from various questionnaire responses, test and assessment scores while qualitative data were collected from semi-structured group interviews and students’ writing. Paired samples t-test is used to compare the pre-intervention and post-intervention results in their information literacy, their writing competence reflected in their individual writing, their perceptions towards the writing process, and their writing attitudes. Preliminary results show that “STEPS” could help students to enhance their information literacy skills, writing competence and revision strategies, as well as the ability to explore different points of view in their writing. Comparing pre-test & post-test results shows that the level of information literacy, revision strategy, and attitude towards writing (thinking that writing is important) of students significantly increased (p<0.05) in the post-test. Also, teachers gave positive feedback on the students’ writing yields that claims, evidence and content of students’ writing are enriched. Flower, L. S., & Hayes, J. R. (1981). A cognitive process of writing. College Composition and Communication, 32, 365-387. Hayes, J. R. and Flower, L. S. (1983). Uncovering cognitive processes in writing: An introduction to protocol analysis. In P. Mosenthal, L. Tamor, and S. Walmsley (Eds.), Research on writing: Principles and Methods (pp. 207-220). New York: Longma