Human myeloid cell and innate lymphocyte responses to mycobacterial vaccination or infection

We investigated immune responses beyond conventional T cells in the context of BCG vaccination and tuberculosis disease

Relations Among Gender-Typical and Gender-Atypical Uses of Aggression, Popularity, and Depression

The purpose of this study was to investigate how types of bullying engaged in by high school students (relational, physical, or verbal aggression) vary with gender and how they may be related to a student’s social status. Children in the ninth grade, from four different Kentucky high schools, were administered various measures as part of a larger study on social development in their own classroom. Measures used in our analysis included a bully and victim self-reported narrative, Bullying Questions and Belonging Questionnaire, and a Peer Nomination Scale. Results indicated that females used more relational aggression than males, and males used more physical aggression than females. Analysis did not reveal a significant relation between gender, form of aggression used, and social status. However, use of gender inconsistent forms of aggression (i.e., females using physical aggression and males using relational aggression) was found to be significantly related to levels of depression and sense of inadequacy. Additionally, females reported feeling more guilt than males during the bullying incident. These findings support past research, and suggest that females use a different form of aggression than males. Finally the results raise an intriguing question about the relation between use of a gender inconsistent form of aggression and internalizing difficulties

Section 504 of the Rehabilitation Act of 1973: Are Public School Social Workers Viable Candidates as Section 504 Coordinator

There has been a resurgence of the use of Section 504 in the public school system in part because of the increase in diagnosed ADHD among children. Schools need to legally provide accommodations and/or modifications to a child diagnosed with a disability which significantly inhibits one or more major life activity. Traditionally, school administrators have had the responsibility of writing and coordinating Section 504 plans. Studies have shown that many of the Minnesota Public School Districts have been out of compliance with Section 504 guidelines. School social workers\u27 primary responsibility is to work with children in the schools that are experiencing difficulties based upon physical, emotional or academic difficulties. The capabilities and qualifications of school social workers support the idea for this group to be Section 504 Coordinators. A school social worker, with their Systems Theory training, provide the knowledge and experience with disabilities to create, implement and monitor Section 504 plans. The mail survey conducted with 168 Minnesota Public School Social Workers found that 88.6% believe that school social workers are indeed capable and qualified as Section 504 Coordinators

AN EXAMINATION OF EDUCATION SERVICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN RURAL AREAS

Much research and media attention in recent years has focused on Autism Spectrum Disorders (ASD), a pervasive developmental disorder that impacts children in multiple areas of their lives. Early identification and intervention, as well as access to mental health, behavioral, and pediatric services for this population are crucial to their later outcomes and quality of life (American Academy of Pediatrics, 2001; Blane & Borden, 2008; Jacobson & Mulick, 2000; Rogers & Vismara, 2008). Unfortunately, research suggests that access to educational services may be complicated for individuals living in rural areas (Applequist, 2009; Collins et al., 2005, Ludlow, Conner, & Schechter 2005; Pennington, Horn & Berrong, 2009). Therefore, the purpose of this project was to investigate education services for children with ASD in rural areas. Education services were assessed via a survey of 42 parents of children with ASD and a review of educational records. Contrary to previous research, results from this study indicated that parents in more rural areas reported more satisfaction with educational counseling services and a lower age of diagnosis when compared to parents in more urban areas. Similarly, parents in more rural areas reported a higher number of services and more frequent educational counseling services (i.e., more direct service hours) compared to parents in more urban areas. Results of this study were interpreted from an adapted version of Andersen’s Behavioral Model of Access to Care. Possible explanations for these findings, as well as limitations, directions for future research, and implications are discussed

Complexation of Copper and Iron by Biologically Relevant Sulfur- and Selenium-Containing Small Molecules

Misregulation of cellular copper and iron can increase labile pools of these metal ions, increasing oxidative damage and leading to neurodegeneration in Wilson\u27s, Parkinson\u27s, and Alzheimer\u27s diseases. Chapter 1 of this dissertation provides an overview of the thermodynamic stability constants of Cu(II), Cu(I), Fe(II), and Fe(III) with weakly binding amino acid ligands, including sulfur- and selenium-containing amino acids and drugs such as methimazole and penicillamine. Understanding these metal-amino-acid interactions provides insight into the role of cellular amino acids as ligands for labile metals. Stability constants of Cu(II) and Fe(II) with the sulfur- and selenium-containing amino acids methionine, selenomethionine, methylcysteine, methylselenocysteine, and penicillamine are reported in Chapter 2. Potentiometric titration data and characterization by X-ray structural analysis, infrared spectroscopy, and mass spectrometry indicate that the coordination modes and stabilities of thio- and selenoether-amino acids with Cu(II) are similar to glycine and do not involve coordination of the sulfur or selenium atom. Fe(II) stability constants with these amino acids were considerably lower than those with Cu(II), indicating that Fe(II) complexes of these amino acids likely do not form under biological conditions. Fe(II) binding to the thiol penicillamine, used to treat copper overload in Wilson\u27s disease, is significantly more stable, suggesting potential competition with Cu(II) for penicillamine binding. The thione methimazole is a redox-active, hyperthyroid drug that strongly coordinates copper. Reactions of methimazole with Cu(II) or Cu(I) and the effects of oxidation state and oxygen availability on the resulting copper-coordinated products were explored (Chapter 3). Dinuclear, polymeric, and mononuclear complexes are obtained that involve redox reactions of both copper and methimazole, some of which result from sulfur elimination from the oxidized methimazole disulfide ligand. An updated mechanism is proposed for this unusual reaction. Under air-free conditions, treating Cu(I) with methimazole disulfide results in disulfide bond cleavage to afford a copper-bound methimazole complex (Chapter 4). The analogous selenomethimazole complex forms from methimazole diselenide, and copper coordination chemistry of selenomethimazole is even more complex than that of methimazole. The remarkable diversity of copper methimazole and selenomethimazole complexes highlights the redox chemistry of metal and ligand and is highly dependent upon reaction time, solvent, and oxygen availability

Perspectives on Allyship in Academia

Allyship in academia is critical for creating inclusive communities that are welcoming to all students, but the perception of its benefits and challenges can vary depending on a number of factors. This session will explore perspectives of allyship in academia by bringing together a diverse group of faculty and students who can share a wide range of experiences and insights, and aims to facilitate a discussion among all attendees that leads to an exchange of ideas, the strengthening of our community, and progress toward our common goal of inclusion in computing