Explore the vast range of titles available.

RNA interference (RNAi)-based strategies that mediate the specific knockdown of target genes by administration of small interfering RNAs (siRNAs) could be applied for treatment of presently incurable neurodegenerative diseases such as Parkinson’s disease. However, inefficient delivery of siRNA into neurons hampers in vivo application of RNAi. We have previously established the 4–12 kDa branched polyethylenimine (PEI) F25-LMW with superior transfection efficacy for delivery of siRNA in vivo. Here, we present that siRNA complexed with this PEI extensively distributes across the CNS down to the lumbar spinal cord after a single intracerebroventricular infusion. siRNA against α-synuclein (SNCA), a pre-synaptic protein that aggregates in Parkinson’s disease, was complexed with PEI F25-LMW and injected into the lateral ventricle of mice overexpressing human wild-type SNCA (Thy1-aSyn mice). Five days after the single injection of 0.75 μg PEI/siRNA, SNCA mRNA expression in the striatum was reduced by 65%, accompanied by reduction of SNCA protein by ∼50%. Mice did not show signs of toxicity or adverse effects. Moreover, ependymocytes and brain parenchyma were completely preserved and free of immune cell invasion, astrogliosis, or microglial activation. Our results support the efficacy and safety of PEI nanoparticle-mediated delivery of siRNA to the brain for therapeutic intervention. [Display omitted]

Anne Bauer focuses in her academic and journalistic work on the MEN A region, where she has spent most of her professional and academic life. Having worked as a researcher for a variety of German and international organizations, she specializes in issues of displacement, migration, conflict transformation, and mediation. Among others, her past work has addressed the Syrian war and its ramifications for neighboring countries, the Palestinian cause in the Arab world, and the multifaceted crises affecting Lebanon. Pascal Bernhard is a Swiss journalist and analyst for political affairs in the MEN A region. After having studied Philosophy and Islamic Studies in Zurich, he completed a journalist traineeship at the Zenith magazine, and wrote numerous pieces and interviews about international relations in the region, culture and religion. In his studies, he focuses on the Golf countries and the power-dynamics of conflicts such as Israel-Palestine, Yemen and Libya.

Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing self-determination is considered best practice in transition planning for students with ID, teachers, paraprofessionals, and parents may have a difficult time transferring control. This shift is especially true when the goals expressed by the student are not the same as that of teachers, parents, or staff. Teachers and parents may become frustrated with the amount of time needed to support a student with ID in the decision-making and problem-solving processes and in that frustration, make the decision themselves. This, unfortunately, leaves most young adults with ID with little input in the intervention process and limited experience as the causal agent managing their own behaviors. Without input, there is little student ownership in the behavior change process. This article describes a protocol, SELF (Systematic participation, Empowering to implement, Leading ongoing evaluation, and Follow-up), which engages young adults with ID in self-monitoring; however, students, rather than teachers, are empowered in this process by identifying an interfering behavior, selecting a replacement behavior, implementing ways to increase the replacement behavior, and supporting their ongoing self-evaluation. The protocol steps are based on a modified PASSKey design for naturalistic interventions for young children, and align with the steps for self-monitoring and the problem-solving framework of the Self-Determined Learning Model of Instruction.

Direct observation was utilized to study how 5 children with mild-to-moderate deafness participated within inclusive classroom settings. Responses to practice and prompt opportunities, levels of prompting required to follow classroom directions, and engagement were analyzed across students with mild-to-moderate deafness and were compared to students with normal hearing. Similar responses to practice and prompt opportunities were observed across students, and engagement data indicated that 4 children with mildto-moderate deafness had similar rates to their peers. However, children with mild-to-moderate deafness required higher levels of prompting and were less accurate at following classwide verbal prompts. Agreement data on variables ranged between 83% and 99%, with the exception of 2 prompting levels. Social validity judgments indicated that the information was useful and important. Potential uses for data include consultation with teachers regarding interventions to increase student engagement and research regarding inclusionary practices.

In alignment with 1 ( Shared values and vision), 3 (people as partners in care), 4 (resilient communities new alliances), 5 (workforce capacity and capability) and 9 ( transparency of progress, results and impact) of the nine pillars of integrated care The South Cotswold Primary Care Network impact hub is a Single point of access for professionals and services working with people with frailty and was designed to facilitate and improve communication between GP practices and professional teams, support the flow and navigation between services, build relationships with and between professionals, understand and access the available and most appropriate pathway to maximise system efficiency, follow up with individual patients on discharge that have been identified as at risk and needing further input with services and ultimately to be South Cotswolds Hub that can be used to explore what services are available locally and how to access them. To make this happen the FAS and HAT developed a process to simplify communications about a patient between these teams and the south Cotswold physio therapists through a phone call or email to the Hub. This process facilitates the appropriate sharing of information, care plans, ReSPECT and other key information. This process also accommodates the update of the GP records, acceptance of referral and informing of the frailty clinician of the situation or discharge of the individual. The second part of the process was developed with the Community hospital and the SCFS to improve communications between the teams regarding  individuals known to the team and on the case load, offer referral and invitation to IMPACT MDT meeting if appropriate, support with discharge as needed and arranging post discharge follow up’s. Next step. Case Study – Due to the relationships built between the teams.  A case study was undertaken on a  patient that was a frequent attender to ED/FAS, the patient is a diabetic with uncontrolled BS, She has also a memory issue which contributed to her admissions.  She was then brought to MDT (linking HUB & IMPACT MDT) where DN’s and FAS were able to discuss this patient and express their concerns to ASC.  From this MDT – Patient had care calls and now has had a reduction with hospital admissions.

Shoulder dislocation is the most common joint dislocation in the human body. The complete separation of the humeral head from the glenoid cavity is usually accompanied by bony and cartilaginous injuries of the shoulder joint. The most common lesion is the Bankart lesion, a tear of the labrum from the glenoid. It occurs when the humeral head dislocates from the glenoid cavity and tears off the anterior part of the labrum.Arthroscopic refixation of the Bankart lesion is the most commonly used surgical procedure worldwide. The long-term clinical outcomes collected in this study are intended to provide information on whether patients experience limitations after refixation and whether long-term consequences such as osteoarthritis exist. Due to the high rate of rein stability after this procedure, it is essential to evaluate risk factors for the occurrence of rein stability.A specially developed questionnaire and the Constant, Rowe, and WOSI (Western Ontario Shoulder Index) scores were used to assess long-term outcomes. For evaluation, a magnetic resonance imaging image of shoulder-specific changes was also taken at the Stuttgart Sports Clinic.The average follow-up period was 14.0 years (range, 10-18 years). 46 men with an average age of 21.6 years at the time of surgery were examined. The re-dislocation rate was 21.7% (10 of 46 patients). The overall population showed very good (Constant score 96.8 out of 100 points) and good (Rowe score 83.4 out of 100 points) results in the shoulder-specific scores (Constant and Rowe scores). The WOSI score, which determines shoulder-specific quality of life, was also in the excellent range (90.7 out of 100 points). 84.8% of the athletes were able to return to sport. Mild to moderate osteoarthritis occurred in 28.1% of patients.Significant risk factors for the occurrence of re-dislocation were confirmed to be age under 20 years and participation in contact, collision, or overhead sports. Furthermore, significant limitations in the ability to participate in sports, poorer functional and shoulder-related quality of life, and a higher incidence of osteoarthritis were observed.The extent of the initial trauma was the main risk factor for the occurrence of osteoarthritis. Re-dislocations and atraumatic re-dislocations, in particular, also contributed to the risk contribute significantly to the development of osteoarthritis. Contact, collision, and overhead sports also represented a significant risk factor. The osteoarthritis group showed no loss of function or shoulder-related quality of life.The long-term results show that the overall collective had no limitations in function and quality of life related to the shoulder, which is consistent with the results in the literature. This supports the use of arthroscopic repair, especially given the high re-dislocation rate. The re-dislocation rate of 21.7% after a 10-18 hour follow-up period is high, but comparable to data in the literature on arthroscopic Bankart repair.The risk factors known from the literature for the occurrence of rein stability, such as young age and contact, collision, and overhead sports, were confirmed. In particular, the increased risk-taking behavior of younger athletes, as well as the greater forces that occur during exercise in the aforementioned high-risk sports, increase the risk of rein stability. Bony Hanikart lesions and bone loss at the glenoid alter the limb length of the shoulder joint and, in some cases, favor the occurrence of instability. These changes also explain the significant incidence of osteoarthritis in patients with re-dislocation. The ongoing impairment primarily limits shoulder-related quality of life.As already described in the literature, the extent of the initial bony and carpal injury is crucial for the development of osteoarthritis, but pre- and postoperative re-dislocations may also be important. In other cases, postoperative atraumatic rehabilitations represent a newly identified risk factor due to ongoing microtrauma.The arthroscopic Hanikart repair is a suitable treatment option, even for first-time traumatic shoulder dislocation, in terms of long-term clinical outcomes. The primary goal should be a surgical procedure that is tailored to the patient's needs in terms of sports and daily life, while providing sufficient stability. Especially in young patients and athletes with contact, collision, or cross-country sports, advanced procedures should be considered to ensure good long-term clinical outcomes and minimize long-term consequences such as osteoarthritis.Especially to prevent osteoarthritis, a traumatically refusing patients should be stabilized as quickly as possible to prevent microtraumas that promote osteoarthritis.

(1) Study Aim: Adults with intellectual and developmental disabilities (IDD) face a multitude of chronic health risks related to obesity, including diabetes and heart disease. Day adult service programs offer unique opportunities for improving and monitoring the health of this vulnerable group. To promote exercise and healthy eating habits among adults with IDD, the Eat and Exercise to Win Program (EE-2-Win) was offered weekly at two locations over 8–9 months. (2) Methods: Using daily logs, staff assessed outcomes of 26 program participants, including changes in knowledge, eating and exercise habits, and water consumption. Participants’ weights were measured, and their lunches were photographed at baseline and 3 months. (3) Results: While participants’ weights did not significantly differ at 3 months, assessing photographs indicated that participants’ lunches included more fruits and vegetables. Staff surveys indicated that participants had greater knowledge of MyPlate and were consuming more water at three months. Survey responses indicated that staff perceived the program to be valuable overall, and challenges in learning and assessment were reported given differences in the cognitive abilities of adults with IDD. Staff also suggested engaging home caregivers in the program, as they often make dietary decisions. (4) Conclusions: Overall, results confirmed that the EE-2-Win Program positively impacted healthy eating and exercise. Future work, however, with both staff and caregivers is needed to further optimize the program.

The authors discuss an urban public school district's efforts to reinsert play after its mandated disappearance for fourteen years under a scripted curriculum imposed to meet the goals of the No Child Left Behind law. The authors analyze field notes, teacher and administrator interviews, coaching records, and surveys to chart the impact on teachers of the efforts to revive play in their classrooms. The study suggests that these attempts increased the teachers' understandings of child development and the connections between play and social-emotional development. The authors note the role of teachers in arranging play-friendly classrooms and the problems teachers faced including the lack of any district curriculum; the complexities of public-private partnerships; the lack of understanding about play by parents, principals, and administrators; and children's challenging behavior and volent play themes. Finally, the authors consider the sociopolitical factors influencing the sustainability of play in large urban classrooms. Key words: Common Core State Standards; No Child Left Behind; Open Court; play-based learning; social-emotional development; transitional kindergarten; trauma-informed instruction

Marine kelp forests cover 1/3 of our world's coastlines, are heralded as a nature-based solution to address socio-environmental issues, connect hundreds of millions of people with the ocean, and support a rich web of biodiversity throughout our oceans. But they are increasingly threatened with some areas reporting over 90% declines in kelp forest cover in living memory. Despite their importance and the threats they face, kelp forests are entirely absent from the international conservation dialogue. No international laws, policies, or targets focus on kelp forests and very few countries consider them in their national policy. The Kelp Forest Challenge addresses that gap. Together with 252 kelp experts, professionals, and citizens from 25 countries, the Kelp Forest Challenge was developed as a grassroots vision of what the world can achieve for kelp forest conservation. It is a global call to restore 1 million and protect 3 million hectares of kelp forests by 2040. This is a monumental challenge, that will require coordination across multiple levels of society and the mobilization of immense resources. Pledges may therefore include area for protection or restoration, enabling pledges which assist in conservation (funding, equipment, professional expertise, capacity building), or awareness-based pledges which increase awareness or education about kelp forests. Correspondingly, participants may be from government, scientific institutions, private sector, NGOs, community groups, or individuals. This challenge is the beginning of a 17-year mission to save our kelp forests and anyone and any organisation is invited to participate.

This study focused on understanding Early Care and Education (ECE) teachers’ professional identity negotiations at the intersection of their lived experiences as ECE teachers and the historicity of macro level changes currently occurring in ECE that include shifts in the “broader interlocking systems of economic, legal, political, media, and social power and classification” (Nunez, 2014, p. 89). I undertook a critical research approach that brought together a multilevel intersectional analysis within a Participatory Action Research (PAR) project with ECE teachers, and myself as a facilitator/participant/researcher. This study fills a gap in research in the field of ECE gives visibility to how the ECE teachers conceptualize and experience their work, and to how discourses, their workplace contexts, and the larger structures of the field of ECE and our society, interact with ECE teachers’ negotiation of their professional identities. The findings in this study make visible multiple ways ECE teacher participants’ claim their professionalism by resisting marginalizing discourses, and asserting the skillfulness and complexity of ECE teaching as a practice; how ECE teachers’ professional identities are deeply contextual; border crossing experiences that seemed to generate a sensitivity within participants for how power and values operate across the borders of different social contexts and for different multiple social identities, and informed their professional practices and identities; and how the current historicity of the broader interlocking systems of power in our society connect with the field of ECE, and with ECE teachers’ professional identity constructions and negotiations.