Prevalence of Chromosomally Integrated Human Herpesvirus 6 in Patients with Human Herpesvirus 6–Central Nervous System Dysfunction

AbstractWe identified 37 hematopoietic cell transplantation recipients with human herpesvirus 6 (HHV-6) central nervous system dysfunction and tested donor-recipient pairs for chromosomally integrated HHV-6 (ciHHV-6). One patient had ciHHV-6A with possible HHV-6A reactivation and encephalitis. There was no ciHHV-6 enrichment in this group, but larger studies are needed to determine if patients with ciHHV-6 are at increased risk for HHV-6–associated diseases or other complications

Assessing the Potential of Intra-specific Biodiversity towards Adaptation of Irrigated and Rain-fed Italian Production Systems to Future Climate

AbstractThe study addresses the biophysical dimension of adaptation. It illustrates and applies a framework to evaluate options for adaptation by identifying cultivars optimally adapted to expected climate conditions, building on existing crops intra-specific biodiversity. The aim is to reduce the vulnerability of current production systems without altering the pattern of current species and cultivation systems.Adaptability is assessed through a three-step approach that involves: 1) evaluation of indicators of expected thermal and hydrological conditions within the specific landscape and production system; 2) determination, for a set of cultivars, of cultivar- specific thermal and hydrological requirements to attain the desirable yield; 3) identification, as options for adaptation, of the cultivars for which expected climate conditions match the climatic requirements. The approach relies on a process-based simulation model of water flow in the soil-plant-atmosphere system for the calculation of hydrological indicators. Thermal indicators are derived by means of phenological models. Empirical functions of cultivars yield response to water availability are used to determine cultivar-specific hydrological requirements, whereas cultivars thermal requirements are estimated through phenological observations.In a future climate case (2021-2050) three case-studies are analyzed: 1) a system dominated by rain-fed crops (olive, winegrapes, durum wheat) in a hilly area of southern Italy; 2) irrigated fruit crops (peach, pear) in the Po Valley; 3) maize and tomato crop in an irrigated plain of southern Italy.Cultivars adapted to the future climate have been identified for rain-fed crops (e.g. 5 olive cvs). For irrigated crops we have evaluated adaptability for optimal and deficit irrigation schedules, accounting for site-specific soils hydrological properties. Options for adaptations have been identified as a combination of cultivars, soils and irrigation schedules (e.g 2 tomato cvs and 3 maize hybrids have been identified as options for adaptation at scarce water availability). Moreover, in the case of fruit crops, accounting for phenological changes highlighted the impact on irrigation water requirements of the interaction between phenology and the intra-annual distribution of precipitation

The Efficacy of Short-Term Supplemental Nutrition Education on Nutrition Knowledge and Dietary Behaviors of Urban Middle School Children

Background: Children and adolescents are not meeting the dietary guidelines and overweight and obesity related diseases are on the rise among youth in the United States. However, research is inconsistent with regard to the most effective method of educating urban youth. Purpose: To determine the effect of a supplemental nutrition education on the knowledge and behaviors of urban school students. Methods: Six nutrition lessons were provided to students attending the Boys and Girls Club of Metro Atlanta (BGCMA) in Atlanta, GA. A pre- and posttest was administered to assess differences in students’ nutrition knowledge and behaviors. Chi-square analysis compared the number of correct answers for the entire intervention population and after stratification by gender and number of classes missed. The Wilcoxon signed rank test compared the median number of correct answers in pre- vs. posttest responses for all participants and by the number of classes missed. Results: 15 students enrolled in the study. 2 students did not complete the study. A significant but negative change in knowledge was found in 1 of 15 nutrition questions. A significant negative change in the median number of total answers correct on the pre- vs. posttest was also observed (p=0.049). Approximately 60% of the participants reported that they were more likely to make positive, nutrition-related behavior changes after the intervention. Conclusion: We found a negative association between the nutrition education intervention and knowledge gain. This study suggests that nutrition education alone does not have a significant effect on nutrition knowledge of urban youth

On becoming a Collaborative Professional: From Paradigm Shifting to Transformative Learning through Critical Reflection and Dialogue

In Part II, I provide a brief overview of CL and its underlying assumptions. A description of CL training and learning objectives follows in Parts III and IV. In Parts V and VI, I review the paradigm shifting and transformative learning literature. I provide an overview of the study in Part VII, followed by my analysis of the data in Parts VIII and IX. In Part X, I conclude with a discussion of critical reflection and dialogue in a CL training context

Myths, Miscues, and Misconceptions: No-Aid Separationism and the Establishment Clause

In neutrality theory the recipients of vouchers, grants, and purchase-of-service contracts are eligible to participate as providers in government social service programs without regard to their religious character. Indeed, religious beliefs and practices are prohibited bases for screening out those who want to be welfare program providers. Notable examples of congressional social service legislation conforming to the rule of religious neutrality are the ‘charitable choice‘ feature imbedded in the Welfare Reform Act of 1996 and the Community Services Block Grant Act of 1998, as well as the provision allowing issuance of child care vouchers to indigent parents in the Child Care and Development Block Grant Program of 1990. Likewise, federal grants-in-aid programs, for example the Church Arson Prevention Act of 1996, the Telecommunication Act of 1996, and the President\u27s Values-Based Violence Prevention Initiative to reduce youth violence and gang activity, adhere to the principle of religious neutrality

ESCRITA E REESCRITA: A CONTINUIDADE DO LETRAMENTO PARA ALUNOS DO 4º ANO DO ENSINO FUNDAMENTAL

This study aimed to investigate how students in the 4th grade of elementary school improve written language. The intervention performed was based on the practice of writing as a structural axis of the Portuguese language teaching situations to amplify the literacy beyond regard to early literacy. The corpus analyzed consists of textual productions of three students in a public school in the state of São Paulo, held on different dates of the school year of 2013, enabling a comparative analysis of the progress of these budding writers discussed in the light of the foundations of Vygotsky and other researchers listed in the bibliography on the teaching of language. We conclude that cases for referral to psychological services, by deviating from a normal pattern of misguided learning, are expected in the procurement process of writing and occurrences are adequately explained in academic studies.http://dx.doi.org/10.14572/nuances.v25i1.2667Este estudio tuvo como objetivo investigar cómo los estudiantes de 4 º grado de la escuela primaria a mejorar el lenguaje escrito. La intervención realizada se basa en la práctica de la escritura como un eje estructural de las situaciones de enseñanza del idioma portugués para ampliar la alfabetización más allá de lo que se refiere a la alfabetización temprana. El corpus analizado se compone de producciones textuales de tres estudiantes en una escuela pública en el estado de São Paulo, que tuvo lugar en diferentes fechas del año escolar de 2013, lo que permite un análisis comparativo de la evolución de estos escritores en ciernes discutidos a la luz de los fundamentos de Vygotsky y otros investigadores indican en la bibliografía sobre la enseñanza de la lengua. Llegamos a la conclusión de que los casos de derivación a los servicios psicológicos, al desviarse de un patrón normal de aprendizaje equivocada, se espera que en el proceso de adquisición de la escritura y los sucesos se explican adecuadamente en los estudios académicos.http://dx.doi.org/10.14572/nuances.v25i1.2667Esta pesquisa teve por objetivo investigar como alunos do 4º ano do Ensino Fundamental aprimoram a linguagem escrita. A intervenção realizada baseou-se nas práticas de escrita como eixo estruturador do ensino de língua portuguesa visando ampliar as situações de letramento para além do que se refere à alfabetização inicial. O corpus analisado constitui-se de produções textuais de três alunos de uma escola pública do interior do Estado de São Paulo, realizadas em diferentes datas do ano letivo de 2013, possibilitando uma análise comparativa do progresso desses escritores iniciantes discutida à luz das fundamentações de Vygotsky e outros pesquisadores que figuram na bibliografia sobre o ensino de linguagem. Conclui-se que casos de encaminhamento ao atendimento psicológico, por se desviarem de um equivocado padrão normal de aprendizagem, são ocorrências esperadas no processo de aquisição da escrita e já estão devidamente explicadas nos estudos acadêmicos.http://dx.doi.org/10.14572/nuances.v25i1.266