Explore the vast range of titles available.

is a Gram-negative, curved, rod-shaped organism that can cause sepsis due to either gastroenteritis when ingested (usually via raw oysters) or skin infections when introduced into cuts or abrasions. Found in estuarine waters (coastal waters where fresh water from streams mixes with salt water from the ocean resulting in water of intermediate salinity (i.e., brackish water)), it most commonly causes clinical disease in individuals with cirrhosis, diabetes, or other immunocompromised states. Here, we describe the case of a 59-year-old male, with known heavy alcohol use and hypertension, who presented to the emergency department with acute cellulitis and compartment syndrome of his right leg due to . He had a rapidly fatal course despite aggressive surgical and medical care. We describe his clinical course, identify sequence relatedness, and detail the characterization of the toxins expressed by his isolate. Early consideration of infections is important in reducing morbidity and mortality in high-risk patients; however, even with early detection and treatment, mortality remains high. Improving survival will require a better understanding of the host, bacteria, and environmental factors that determine clinical outcomes. This will require improved coordination between clinicians, microbiologists, and basic scientists.

This dissertation is a study of the things nineteenth-century Americans collected as markers of the historical past. I argue that, while they have often been rejected as meaningless by subsequent generations, these \"association items\"—what the nineteenth century called \"relics\"—instead reflected a different conception of how historical artifacts functioned and what their purpose was. Relics were part of the historical turn of the late eighteenth and early nineteenth centuries. They embodied a new consciousness of the irremediable gap between past and present and a sense of material reality as both a testament to that gap and also a means of suturing it. Relics worked to convey the past, however, in ways that were quite different from the things that came to serve as historical objects in the late nineteenth and early twentieth centuries. The relic was not modeled on the scientific specimen; its purpose was not to present material evidence of the objective conditions of the past. Instead, it was modeled on an object which we may think of as entirely irrelevant to historical knowledge—the sentimental memento—and, like the memento, it facilitated a direct connection to those who had lived in the past. The most widespread form of popular relic collecting was indisputably that focused on the Civil War, and the second section of the dissertation takes that collecting tradition as a kind of case study. The sentimental relic played a particular role in the museums and ceremonies of the Lost Cause, where I argue that it served not only to connect Southerners to the war's dead and to facilitate mourning but to transform their loss into something that could be experienced as transcendently sacred. The dissertation concludes with a discussion of the sentimental relic's gradual eclipse in turn-of-the-century collecting and museums. Though the objects in Civil War buffs' collections were still called \"relics,\" in fact they might more aptly be identified as \"souvenirs,\" and both the early twentieth century's scientific museums and popular attractions such as Henry Ford's Greenfield rejected the relic in favor of other modes of presenting the past.

In summary There are signs that budgets and K-12 school reopening plans being shaped now may fail to recognize science as part of the academic core.

Science matters because real world problems don't come with answers at the back of the book. How to prevent a pandemic flu or address persistent droughts are challenges that require people with an ability to evaluate available data and information, think critically, formulate reasonable hypotheses, and then to collaborate with others and test those guesses. Summer is a wonderful time of childhood discovery. Let's work together to keep that spirit of exploration, natural curiosity and questioning alive by ensuring quality science teaching and learning has a rightful place in our children's classrooms. The Fannie Mae headquarters is seen in Washington, Monday, Aug. 8, 2011. Standard & Poor's Ratings Services on Monday downgraded the credit ratings of mortgage lenders Fannie Mae and Freddie Mac and other agencies linked to long-term U.S. debt. (AP Photo/Manuel Balce Ceneta)

Exposure to science inquiry learning experiences, particularly hands-on experience, is crucial for elementary-age students. Most scientists working today say that their passion for science was sparked by an educational experience they had by age 11. And recent studies show that students' starting point -- their interest in and basic understanding of science -- before they start high school is the most reliable predictor of pursuit of science in college and beyond. Science matters because real world problems don't come with answers at the back of the book. How to prevent a pandemic flu or address persistent droughts are challenges that require people with an ability to evaluate available data and information, think critically, formulate reasonable hypotheses, and then to collaborate with others and test those guesses. Summer is a wonderful time of childhood discovery. Let's work together to keep that spirit of exploration, natural curiosity and questioning alive by ensuring quality science teaching and learning has a rightful place in our children's classrooms.