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Activating the muscle fiber causes the myosin heads to bind to actin molecules pulling the short filament a short distance past the thick filaments treatment restless leg syndrome buy 50 mg cyclophosphamide overnight delivery. Thus the thin filaments are pulled past the thick filaments in a ratchet-like action medications qhs purchase cyclophosphamide 50 mg with mastercard. As the muscle contracts symptoms zoloft overdose order cyclophosphamide 50mg overnight delivery, the width of the I bands and H zones decrease causing the Z disks to come closer together symptoms quotes discount cyclophosphamide 50 mg with visa, but there is no change in the width of the A band because the thick filaments do not move. As the muscle relaxes or stretches, the width of the I bands separate as the thin filaments move apart but the thick filaments still do not move. Muscular Disorders: Poliomyelitis viral infection of the nerves that control skeletal muscle movement. Muscular Dystrophies most common caused by mutation of gene for the protein dystrophin which helps in attaching and organizing the filaments in the sacromere. Duchenne Muscular Dystrophy and Becker muscular dystrophy are the two most common types. Patients have smaller end plate potentials due to the antibodies being directed against the receptors. Administering an inhibitor of acetylcholinesterase can temporarily restore contractibility. Tetanus - a serious bacterial disease that affects your nervous system, leading to painful muscle contractions, particularly of your jaw and neck muscles - Tetanus can interfere with your ability to breathe and, ultimately, threaten your life. Tendons will become thicker and able to withstand greater force High intensity exercise for short duration produces strength, size and power gains in muscles Low intensity exercise for long durations will give endurance benefits Trained muscles have better tone or state of readiness to respond Exercise promotes good posture enabling muscles to work effectively and helps prevent injury During exercise the muscle cells use up more oxygen and produce increased amounts of carbon dioxide. The lungs and heart have to work harder to supply the extra oxygen and remove the carbon dioxide. Heart rate also increases in order to transport the oxygenated blood to the muscles. Muscle cell respiration increases - more oxygen is used up and levels of carbon dioxide rise. The brain also tells the heart to beat faster so that more blood is pumped to the lungs for gaseous exchange. Musculoskeletal Disorders and Workplace Factors A Critical Review of Epidemiologic Evidence for Work-Related Musculoskeletal Disorders of the Neck, Upper Extremity, and Low Back Edited by: Bruce P. However, it was not until the 1970s that occupational factors were examined using epidemiologic methods, and the work-relatedness of these conditions began appearing regularly in the international scientific literature. Since then the literature has increased dramatically; more than six thousand scientific articles addressing ergonomics in the workplace have been published. Musculoskeletal Disorders and Workplace Factors: A Critical Review of Epidemiologic Evidence for Work-Related Musculoskeletal Disorders of the Neck, Upper Extremity, and Low Back will provide answers to many of the questions that have arisen on this topic over the last decade. Lawrence Fine as co-editor was inadvertently omitted in the first printing and has been re-inserted. The conclusions of the document in terms of decisions regarding the weight of the existing epidemiologic evidence for the relationship between workplace factors and musculoskeletal disorders remain unchanged. The following technical inconsistencies or errors were corrected: Page 2-14: Text was corrected to reflect that five studies (as opposed to three) examined the relationship between force and musculoskeletal disorders of the neck. A description of Kilbom and Persson [1987] was moved forward in the chapter to this section and includes a clarification that health outcome in their study was based on symptoms and physical findings. Page 3-32: the confidence interval depicted for Ohlsson [1994] was corrected to show a range from 3. Page 5c-4: Text was corrected to reflect that five studies (as opposed to four) met three of the criteria. A number of references were clarified, and full references for studies that were cited in the text of the first printing but were inadvertently omitted from the reference list were added. Appendix C was added to the document to provide a concise overview of the studies reviewed relative to the evaluation criteria, risk factors addressed, and other issues. Hand/Wrist Musculoskeletal Disorders (Carpal Tunnel Syndrome, Hand/Wrist Tendinitis, and Hand-Arm Vibration Syndrome): Evidence for Work-Relatedness. Specific attention is given to analyzing the weight of the evidence for the strength of the association between these disorders and work factors. Because the relationship between exposure to physical work factors and the development and prognosis of a particular disorder may be modified by psychosocial factors, the literature about psychosocial factors and the presence of musculoskeletal symptoms or disorders is also reviewed. Understanding these associations and relating them to the cause of disease is critical for identifying exposures amenable to preventive and therapeutic interventions. Specifically, there were C 367,424 injuries due to overexertion in lifting (65% affected the back); 93,325 injuries due to overexertion in pushing or pulling objects (52% affected the back); 68,992 injuries due to overexertion in holding, carrying, or turning objects (58% affected the back). Of these injuries or illnesses, 55% affected the wrist, 7% affected the shoulder, and 6% affected the back. Data for 1992 to 1995 indicate that injuries and illnesses requiring days away from work declined 19% for overexertion and 14% for repetitive motion. These declines are similar to those seen for cases involving days away from work from all causes of injury and illness. The reasons for these declines are unclear but may include: a smaller number of disorders could be occurring because of more intensive efforts to prevent them; more effective prevention and treatment programs could be reducing days away from work; employers or employees may be more reluctant to report or record disorders; or the criteria used by health care providers to diagnose these conditions could be changing. This evaluation and summary of the epidemiologic evidence focuses chiefly on disorders that affect the neck and the upper extremity, including tension neck syndrome, shoulder tendinitis, epicondylitis, carpal tunnel syndrome, and handarm vibration syndrome, which have been the most extensively studied in the epidemiologic literature. The literature about disorders of the lower extremity is outside the scope of the present review. The review focused most strongly on observational studies whose health outcomes were based on recognized symptoms and standard methods of clinical examination. For completeness, those epidemiologic studies that based their health outcomes on reported symptoms alone were also reviewed. For the low-back studies included in this review, those which had objective exposure measurements were given greater consideration than those which used xi self-reports or other measures. No single epidemiologic study will fulfill all criteria to answer the question of causality. The framework for evaluating evidence for causality in this review included strength of association, consistency, temporality, exposure-response relationship, and coherence of evidence. The available studies are of insufficient number, quality, consistency, or statistical power to permit a conclusion regarding the presence or absence of a causal association. Some studies suggest a relationship to specific risk factors, but chance, bias, or confounding may explain the association. The classification of results in this review by body part and specific risk factor is summarized in Table 1. The strength of the associations reported in the various studies for specific risk factors after adjustments for other factors varies from modest to strong. The largest increases in risk are generally observed in studies with a wide range of exposure conditions and careful observation or measurement of exposures. This evidence can be seen from the strength of the associations, lack of ambiguity in temporal relationships from the prospective studies, the consistency of the results in these studies, and adequate control or adjustment for likely confounders. For some body parts and risk factors, there is some epidemiologic evidence (++) for a causal relationship. For still other body parts and risk factors, there is either an insufficient number of studies from which to draw conclusions or the overall conclusion from the studies is equivocal. The risk of each exposure depends on a variety of factors such as the frequency, duration, and intensity of physical workplace exposures. Most of the specific exposures associated with the strong evidence (+++) involved daily whole-shift exposure to the factors under investigation. There is little evidence, however, that these individual factors interact synergistically with physical factors. The majority of epidemiologic studies involve health outcomes that range in severity from mild (the workers reporting these disorders continue to perform their routine duties) to more severe disorders (workers are absent from the workplace for varying periods of time). A limited number of studies investigate the natural history of these disorders and attempt to determine whether continued exposure to physical factors alters their prognosis. The number of jobs in which workers routinely lift heavy objects, are exposed on a daily basis to whole-body vibration, routinely perform overhead work, work with their necks in chronic flexion position, or perform repetitive forceful tasks is unknown. While these exposures do not occur in most jobs, a large number of workers may indeed work under these conditions. Within the highest risk industries, however, it is likely that the range of risk is substantial depending on the specific nature of the physical exposures experienced by workers in various occupations within that industry.
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Regarding the democratic participation principle medications are administered to cheap cyclophosphamide 50 mg with amex, it appears to be under-represented in terms of indicators focusing on child participation treatment quotes and sayings discount cyclophosphamide 50 mg fast delivery, with most indicators relating to building community and inter-school partnerships that involve adult stakeholders (Irvine and Harvey 2010) treatment eating disorders discount 50 mg cyclophosphamide otc. A number of indicators including those on developing critical thinking and cooperation medications similar buspar buy cyclophosphamide 50mg, training in recognizing and addressing forms of violence, counteracting discrimination and stereotypes, fostering inclusiveness and providing channels and arenas for child and youth democracy are highly congruent with a peacebuilding ethic. Others, taken together, provide a generally enabling backdrop for education directed at promoting peace. In order to develop student competencies and dispositions related to peacebuilding in conflictaffected contexts as identified in section 3, child-friendly professional development for teachers needs to: · Immerse teachers in curricula addressing human rights, principles, modes and processes of democratic participation, inter-community relations, issues of conflict reduction and resolution and how to handle such topics in conflict-affected or otherwise crisis-torn contexts. These, as with other standards and indicators, would be adaptable by jurisdictions according to the particular teacher training, sociocultural and post-conflict context. It also opens the prospect Child-friendly Schooling for Peacebuilding 71 of exploring ways of reducing inter-community tension through the schools, joint reconciliation and friendship-building processes, strategies for developing child participation in school and community, and initiatives for building inter-school cooperation. There may be considerable benefits accruing from placing children and youth at the core of cluster activities with an inter-community and crosscommunity role. So far, the idea of involving children as resource persons in peace-oriented teacher training, a potentially startling form of child peace advocacy, remains at the level of unrealized aspiration. Conflict-sensitive situation analysis has the potential to influence government policies, national education plans and education cluster work. Conflict analysis, the systematic study of the background and history, causes, actors and dynamics of conflict, is a fundamental component in the design of strategies and interventions for conflictsensitive and peacebuilding education. It suggests, among other things, that the process of developing a situation analysis should "address the current or potential presence of emergency risks, including conflict, disaster risk, and other potential shocks; the likelihood of their occurrence, the underlying vulnerabilities, the nature of the hazard and the particularly vulnerable groups that will be affected. The capacities and coping mechanisms of families, communities, local institutions to mitigate these risks and deal with shocks should also be assessed" (5). Since conflict analysis creates an opportunity to engage with diverse stakeholders and to build shared contextual understanding, bringing together diverse groups (in terms of ethnicity, religion, age and gender) into the analysis process and listening to their voices are potentially critical planks in building social cohesion. A SitAn team that crosses community divides can represent a significant, high-profile modelling of cohesion. It is important that, within the SitAn process, channels exist and are seen to exist for findings from, for instance, school self-assessments and school-based monitoring and evaluation that include student contributions to be fed upward to the national level. Based on the priorities of the country, different sectors such as education, health, water, sanitation, nutrition and social affairs are brought together to cooperate, with education serving as the leading sector. In Eritrea, a multi-sectorial and multi-partner approach has been employed to develop a definition and indicators for child-friendly schools, to draw up a results/logical framework matrix and monitoring and evaluation framework, and to conduct a baseline study. All the approaches discussed in this section are pertinent to conflict sensitivity and peacebuilding. Creating sustainable peace also calls for a transformation in relationships at all societal levels, community to national. Partnerships for change that cross ethnic and other divides can, through their role modelling of positive and purposeful intergroup collaboration, have a signal effect on child, youth, school and community perceptions. Depending on the context and priorities Child-friendly Schooling for Peacebuilding 73 of the country, implementation can involve focused targeting or be broader in scope. Violence among and against children at school is not a new phenomenon in the country and had been swept under the carpet for a long time. The goal was to prevent and reduce violence among and against children in schools by creating, enabling and stimulating safe school environments and proactive local communities for children. Research conducted as an initial activity of the programme found that 65 per cent of children responded in the affirmative when asked if they were affected by some kind of violent behaviour at school; 22 per cent of students said they had experienced some form of violence from adults at school. The most common forms of violence were teasing, name-calling, gossiping and intimidation. A significant number of children were both acting violently and having violence done to them. The mentor also gave training to school stakeholders and supported implementation and monitoring processes. Helping students identify different kinds of violence, reject violence and bullying as a mode of behaviour, and create and activate peer protection teams. Establishing institutional mechanisms to support violence prevention and non-violent behaviours. Receiving badges of different colours symbolizing desirable behaviours such as friendliness, solidarity, fair play and respect for difference from their peers motivated students to take affirmative action. A series of sports events were used to promote fair play behaviours in sports, school and life. According to the evaluation, violent incidents at school had been reduced, especially among younger children. Regional Ministry of Education offices have appointed coordinators for the prevention of violence. Their role is to apply new legislation, support and monitor school-based initiatives and liaise with Centers for Social Work. The initiative through a socioecological lens: Initiative across sectors at the macro-systemic and exo-systemic levels, systematically followed through at school (micro-system) level and embedded in policy, legislation and governance structures at the national and sub-national (macro) level. Demonstrable change effected By 2010, the programme was implemented in 197 primary and secondary schools, approximately 12 per cent of all schools in the country, and 101 schools had received certification recognizing successful implementation. All programme schools created external protective networks in the wider school environment, involving municipal authorities, media, police, social welfare centres, health centres, parents and associations of citizens. Newly introduced school rules aligning with the programme have generally been availed of, with an estimated 73 per cent of Child-friendly Schooling for Peacebuilding 75 An underdeveloped dimension of system-wide child-friendly education is that of children and youth participating in policy dialogue and advocacy. To optimize peacebuilding potential, arenas and channels need to be established to enable this to happen. Sri Lanka: Education for Social Cohesion Background and activities the Sri Lankan Civil War lasted 26 years. Fought between the separatist Tamil Tigers calling for an independent Tamil state in the north and east of the island and the Sri Lankan Government, it lasted from 1983 until 2009, when the insurgency was defeated. At the policy level, it advises the Ministry of Education, where it has office space. It first helped conduct a situation analysis to establish the landscape of exiting activities and agencies involved in social cohesion and peace education, locating initiatives within the following areas: language, textbooks, democratic participation, human and child rights, understanding national conflict, non-violent conflict resolution, peace schools and whole school culture, environment and critical media education. Importantly, school students and their teachers were also consulted through participatory workshops. The resultant National Policy on Education for Social Cohesion and Peace, published in 2008, laid out key strategic areas and identified levels and sites of responsibility. At the local level, it is working on the efficacy of new learning and teaching materials at 200 pilot schools and also supports the development of a community-based psychosocial support network for schools and families. Demonstrable change effected While the National Policy has been adopted, it has not been converted into a National Action Plan. On the other hand, its existence has provided an umbrella of legitimation for continued development by bodies downstream of the Ministry. Courses in education for social cohesion and peace are also offered out of the 92 local in-service training centres. More than 5,000 school students and trainee teachers have taken part in bilateral peace education programmes between a specific school and a teacher training college and other special co-curricular events. Intercultural work, including student exchanges, has often tended to emphasis cultural difference rather than having students cluster around what they share in common or around working together on a common project. The initiative through a socioecological lens: Initial macro-systemic policy support for the initiative has faltered with the failure to put in place a national action plan, but this has not held back teacher training institutions and schools from using policy legitimization to take the initiative forward at the exo-systemic and micro-systemic levels. The potential can be realized by, first, threading elements connected to building Child-friendly Schooling for Peacebuilding 77 social cohesion and democratic participation into the team remit and by, second, ensuring representation of diverse ethnic, minority and social groups, men and women equally, and also representation of the younger generation. To achieve this, the development of inclusive criteria for membership would be a significant step. Macro-systemic-level monitoring and evaluation is also considered vital in ensuring the scaling up and mainstreaming of child-friendly schooling across the education system. Clearly, there is much still to be ironed out in terms of systematic national monitoring and evaluation of child-friendly schools. First, every effort needs to be made to form national monitoring teams representative of different groups, including both females and males. Engaging children in M&E processes, especially in conflict-affected contexts, is a challenging task. But by employing child-friendly tools enabling meaningful child participation (and that involve an exciting learning experience) a significant child contribution to monitoring and evaluation can be readily achieved, as highlighted in the Save the Children example (box 16).
Type: Presentation; Audience: Fair Directors medications hard on liver order 50mg cyclophosphamide, Teachers & Students Intel International Science and Engineering Fair 2018 We need advocates like you symptoms ulcerative colitis discount 50 mg cyclophosphamide overnight delivery. Type: Presentation; Audience: Teachers Intel International Science and Engineering Fair 2018 1:15 p symptoms 4 days post ovulation buy discount cyclophosphamide 50mg line. Type: Presentation; Audience: Fair Directors treatment upper respiratory infection 50 mg cyclophosphamide fast delivery, Teachers and Students Intel International Science and Engineering Fair 2018 10:45 a. The 12 Principles of Green Chemistry will be presented and discussed in relation to the solar cell. Type: Presentation, Panel Discussion; Audience: Students; Symposia Schedule 1:30 p. Learn how to convert your project into a manuscript and where to submit it for publication. Hours are: Sunday, May 13 Monday, May 14 Tuesday, May 15 Free refreshments will be served. Milena Acosta Nancy Aiello Buddy Bounds Bill Chown Bron Chown Andrea Clinkenbeard Glen Cook Joel Cook Dena Deck Ibby Dickson Melina Duarte Michael Foy Erin Garcia Brian Gray Kim Holifield Sean Kennedy Karen Kinsman Jim Liu Christopher Lombardi Ernie Lopez Santana Lopez Betty Love James Lowery Anita Marlow Gwen Noda Tony Ortiz Francisco Porras Joe Romero Essam Salem Edna Santizo Joe Schwer Larry Sernyk Thank You Carnegie Mellon University Anaheim Local Arrangements Committee Phoenix Local Arrangements Committee Carnegie Science Center the Pittsburgh Conference on Analytical Chemistry & Applied Spectroscopy Pittsburgh Public Schools/Allderdice High School University of Pittsburgh World Affairs Council of Pittsburgh Intel International Science and Engineering Fair 2018 43 ociet or cience t e lic t e ociet a non ro t mem ers i organi ation ase in Washington, D. Society for Science & the Public and Intel are proud to announce that the International Science and Engineering Fair will be held in Phoenix, Arizona, May 12 17, 2019. Multiple Planetary Systems: Insights from Analysis of Exoplanetary Data ntara aaghavi hattacharya, 1, reshman. Syracuse University is made for students who want a quintessential college experience. Verification of Lens Equations for Anomalous Images and Application of the Simple Eye of an Insect orika arimatsu, 17, Senior, yaka osai, 17, Senior, kiho Takata, 17, Senior, umamoto Prefectural Uto High School, Uto-City, Kumamoto-Pref. Plant High School, Tampa, Florida, T: Lindsay Tait Combating Hepatocellular Carcinoma in the Developing World: A Novel Discovery of the Fungicidal Potential of Bicarbonate Solutions Against Aspergillus flavus van Thomas Collins, 1, Senior, idgeview igh School, range ark, lorida, T: Bethany Derousie Developing a Biologically Based Artificial Leaf to Filter and Transform Carbon Dioxide Emissions into Oxygen via Photosynthesis ithulan Suthakaran, 17, unior, lorida tlantic University igh School, oca aton, lorida, T: Robin Barkes Developing a 3D Printer Capable of Producing Hybrid Hydrogel Based Artificial Cartilage nna C. A Comparison of Materials Used to Reduce Nitrate Levels in Sand Creek nna o rchal, 17, unior, ulianne ankow, 17, unior, ew rague igh School, New Prague, Minnesota, T: Jodi Prchal St. Miller Great Neck North High School, Great Neck, ew York, T lan Schorn Paper-Based Microbial Fuel Cells for Self-Powered Sustainable Disease Diagnostics endra hang, 17, Senior, ericho igh School, ericho, ew York, T Serena cCalla Subchondral Bone Engineering: Regeneration of Cartilage-Bone Interface to Replace Knee Prosthetics Irene ntony, 17, Senior, alf ollow ills igh School est, i ills, ew York, T: Michael Lake Solar Powered Nanotech Water Filtration Device with Personal Robotic Transport System Smiti Shah, 17, Senior, Bethpage High School, Bethpage, New York, T: Chris Pollatos Engineering an Atomic Force Microscopy Based Nano-Stethoscope red Chu, 1, Senior, anhasset igh School, anhasset, ew York, T lison uenger the Frequency and Distribution of Consecutive Quadratic Residues Modulo p Merrick H. Cramer igh School, elmont, orth Carolina, T: Phoebe Lawing Designing a Novel Self-Sustained Solar Powered Desalination Apparatus to Produce Thermoelectricity, Using a Fresnel Lens and Thermoelectric Generators Ibrahim Mateen Moghul, 15, Sophomore, Maryam Mateen Moghul, 16, Junior, Triangle Math and Science cademy, Cary, orth Carolina, T Thomas Ten yck Degradation of Polyethylene and Poly (Ethyl Cyanoacrylate) via Photothermal Heating Tamar Ruth McMahon, 18, Senior, Matthew Ray Mims, 17, Senior, North Carolina School of Science and Mathematics, Durham, North Carolina, T: Jonathan Bennett Antimicrobial Efficacy of Bacterially Secreted Peptide Microcins Compared to Antibiotic Nitrofurantoin Billy M. Ty elson, 1, reshman, athaniel ames iehn, 1, reshman, ivian Clair ellegrino, 1, Freshman, Paul M. Science News for Students-our free website with news stories, features and ideas for hands-on activities that connect the latest in scientific research to in- and outof-classroom learning. Science News in High School-our award-winning magazine delivered to your classroom together with an online educator guide. Advocate Grants-stipends and support for mentors who help under-represented students successfully enter their science or engineering research projects in scientific competitions. The scale changes as you move outward so that the distances depicted toward the edge of the circle are enormous. The Society for Science & the Public delivers the content you have been waiting for as a part of the Science News in High Schools program. Participating High Schools Receive: · Ten print copies of each biweekly issue of Science News magazine during the academic year, which deliver the most comprehensive source of science journalism on the latest scientific discoveries. Digital Educator Guides full of interdisciplinary content for each issue, which provide ready-to-use material with questions, activities and experiments for all high school levels and curricula. An online Science News educator community, which allows teachers to share ideas and best practices for using Science News in High Schools in the classroom. If you are interested in receiving sponsorship for this program during the 2018 2019 school year, please fill out this form. Founded in 1921, we are a nonprofit 501(c)(3) membership organization focused on promoting the understanding and appreciation of science and the vital role it plays in human advancement. Intel gets directly involved in developing and helping to change policy, training teachers, offering free curricula, providing kids with a place to explore technology, and encouraging young innovators. Intel believes that students at all levels everywhere deserve to have the skills they need to become part of the next generation of innovators. In the last decade, Intel has invested more than $1 billion, and Intel employees have donated more than four million hours, toward improving education in more than 75 countries, regions and territories. Individual projects of Intel Education Programs are funded by the Intel Foundation and Intel Corporation. It was written in response to a need for a comprehensive and current working manual for epidemiologists, clinicians, and laboratory workers. Eddie, "Fifty Years of Botulism in the United States,"1 is the source of all statistical information for 1899-1949. Suggested citation Centers for Disease Control and Prevention: Botulism in the United States, 1899-1996. Hatheway devoted his professional life to the study of botulism; his depth of knowledge and scientific integrity were known worldwide. He was a true humanitarian and served as mentor and friend to countless epidemiologists, research scientists, students, and laboratory workers. Wound botulism Child or adult botulism from intestinal colonization Clinical syndrome Diagnosis Treatment Public health response Laboratory confirmation A. Prompt diagnosis and early treatment of botulism are essential to minimize the otherwise great risk of death. Prompt epidemiologic investigation is critical to prevent further cases from occurring if a hazardous food is still available for consumption. Health care providers who suspect they have a patient with botulism should contact their state health department epidemiology offices. Names of manufacturers and trade names are provided for identification only, and inclusion does not imply endorsement by the U. Introduction Botulism is a neuroparalytic illness resulting from the action of a potent toxin produced by the organism Clostridium botulinum. Foodborne botulism is rare but it may kill rapidly, and contaminated products may expose many persons. Foodborne botulism therefore, represents a medical and a public health emergency that places a premium on rapid, effective communication between clinicians and public health officials. When botulism was first recognized in Europe, many cases were caused by home-fermented sausages. This derivation, although historically important, has lost much of its significance, since plant rather than animal products are more common vehicles. Four distinct forms of botulism can occur, depending on the mode of acquisition of the toxin. Wound botulism is caused by organisms that multiply and produce toxin in a contaminated wound. Infant botulism is due to the endogenous production of toxin by germinating spores of C. Child or adult botulism from intestinal colonization is represented by those cases in which no food vehicle can be identified, there is no evidence of wound botulism, and there is the possibility of intestinal colonization in a person older than 1 year of age. Type G, identified in 1970, has not yet been confirmed as a cause of illness in humans or animals. Important epidemiologic features and some clinical characteristics distinguish the types of botulism that cause human illness. Rare cases of infant and adult botulism have been confirmed to be the result of intestinal colonization by non botulinum Clostridium species that produced botulinum neurotoxin. The structure and mechanism of action of each of the seven neurotoxins are similar. Each toxigenic Clostridia produces a polypeptide of 150 kDa which is activated by proteases following bacterial lysis. The active toxin consists of a heavy chain (H, 100 kDa) and a light chain (L, 50 kDa). The exact mechanism for neurotransmitter release is not known but most likely involves a fusion pore or a complete membrane fusion. As a result, most control methods focus on the inhibition of growth and toxin production. All of these factors are interrelated and so changing one factor influences the effect of other factors. The interaction of factors may have a positive or negative effect on the inhibition of C. In general, proteolytic strains grow optimally at 40°C; the lower limit is 10°C, upper limit is 45-50°C.
Critical in the implementation of a child-centred pedagogy is the presence of a child-affirming acute treatment buy 50 mg cyclophosphamide visa, inclusive and protective classroom and whole-school learning environment symptoms toxic shock syndrome cheap cyclophosphamide 50mg on line. A child-friendly school is one that avoids excluding symptoms uterine cancer order 50 mg cyclophosphamide with amex, discriminating or stereotyping on the basis of difference medications available in mexico buy cyclophosphamide 50 mg cheap, respects and celebrates diversity, and provides free, compulsory education. In concrete terms, the principle speaks to healthy, hygienic and safe learning environments, psychosocial support, life skills learning, and defence of children from abuse and harm, including on their way to and from school. More recently, that picture has begun to change in the light of new United Nations priorities. What is noteworthy is the significantly more detailed curricular elaboration offered by the module and guidance. The embrace of quality education has been paralleled by the extension of what was initially a programme focused on formal primary education to other levels and kinds of education, including early childhood, secondary and non-formal education (Shaeffer 2013). A key argument behind the call for child-friendly secondary education is that it will smooth the uncomfortable transition involved in children moving from a child-friendly primary experience to a "formal, rigid, hierarchical, teacher-centred, and often harsher environment" with "teachers facing students who are more independent, creative, outspoken and demanding" (Shaeffer 2013, 61). The spread of child-friendly education across age levels led to the "realization that the education system as a whole, and the major actors in the system, had to be reoriented towards childfriendliness" (Shaeffer 2013, 15). Child-friendly Schooling for Peacebuilding 5 Section 3 Peacebuilding and education 3. A situation in which such violence is absent is regarded as a state of `negative peace. It emphasizes peacebuilding as a multidimensional range of interventions and as a system-wide undertaking. Tapping into the unrealized potential for full and equal participation by women in peacebuilding processes while ending sexual and gender-based violence has become an urgent priority for the United Nations. Integrating gender perspectives in the design and delivery of social services by addressing the distinct needs and capacities of women, men, girls and boys reaps increased peace dividends. One gender mainstreaming strategy is to employ female service providers both at top management and frontline service levels. Such work needs to be implemented "within a broader gender equality framework that analyzes the distinct needs and capacities of females and males of all ages, and that mobilizes not just women and girls, but also men and boys around a common goal of a more just and equitable post-conflict society" (98). Conflict analysis also provides the opportunity to engage with multiple stakeholders and help develop shared contextual understanding to inform educational activities. It is important to build upon existing community capacities and mobilize community resources. Support for the most vulnerable and marginalized children needs to be prioritized. Girls and women are not only victims of conflict but critical agents in and for change. In building positive peace, an optimal education for peacebuilding encompasses such characteristics as child protection, psychosocial support, reintegration of the excluded and marginalized, economic recovery, self-reliance and sociopolitical reform. In addition to the formal education system, community-based education for reconciliation, bringing together divided groups, is considered vital (Salm and Shubert 2012). The transformative orientation of peacebuilding education calls for socio-emotional nurturance of children and a fostering of qualities and traits that bring positive energy to processes of renewal, Child-friendly Schooling for Peacebuilding 9 reconciliation and reconstruction. A pro-social citizen more likely manifests responsible, responsive and proactive citizenship competencies if she or he: · Grows up in a socio-emotionally enabling context in which basic human needs are constructively satisfied, including security, effectiveness and control, positive sense of identity, positive sense of belonging, independence and autonomy (Staub 2003) (seefigure2). Basic emotional needs and the pro-social dispositional outcomes (Staub 2003) Emotional Need Security Relevance for Socio-Emotional Well-being Experiences that foster the development of a sense of physical and psychological security, such that one considers oneself secure and protected against physical or psychological threats. In the name of the good of the wider national community they learn that, sooner or later, occasionally or often, that they will need to speak out in opposition, holding and standing by a "separate enough perspective to question the problematic policies and practices of their own group" (36, 56). Transforming young citizens into active bystanders and constructive patriots is a complex matter involving: · Developing critical thinking skills, lateral and creative thinking skills, dialogic, listening and other communication skills. In its forward programing for resilience, the organization thus gives implicit, if not explicit, recognition to the overlapping nature of social resilience (the ability of societies to cope with risk, stress and disturbance) and ecological resilience (the ability of ecosystems to recover from disturbance and duress). From this interlinkage, a four-pronged programmatic approach to resilience building has emerged, comprising four interrelated strands, as shown in figure 3: climate change adaptation, social protection, disaster risk reduction and peacebuilding (Volkmann 2013). Socioecological model Immediate Natural Environment Neighborhood Play area Local Natural Environment Social Support Network Mass Media Local Governance & Institutions National, Sub-national & International Governance & Institutions National, Sub-national &International Networks Child-friendly Schooling for Peacebuilding 13 As the model indicates, from the socioecological perspective, change that is triggered at one level can have ripple effects out to all other layers, as well as potential rebounding effects with the potential to skew original intentions. For peacebuilding practitioners, programme designers and curriculum developers interested in taking forward initiatives informed by socioecological-sensitive insights, some of the key implementation questions to ask themselves are: · How can peacebuilding education efforts be strategized at the micro-system (classroom and school) level to support and propel forward broader peacebuilding goals (political, security, economic and social transformation) across conflict-affected contexts and vice versa? It is doing this by requiring work plans and actions that embrace and create synergies between policy, institutional and individual capacity development and social service and research interventions. Initiatives in their combined impact aim to systematically address conflict drivers, with developments in any one sphere or at any one level reinforcing, consolidating and helping to render sustainable developments across all other spheres and levels. In the full case study boxes throughout the main text of this document, initiatives are scrutinized through a socioecological lens. Second, we point out child-friendly elements and approaches that are undeveloped or non-manifest in peacebuilding terms. Filling each gap, we maintain, would also consolidate and render more complete childfriendly school provision. The progress indicators addressing different features of the child-friendly school as laid out in appendix 2 are framed within the same spectrum. Table 1 summarizes the practical steps that can be taken by way of transforming the child-friendly school into a peacebuilding school as described in section 4 and section 5. At the micro-system and exo-system levels, activities are identified, student learning benefits and emotional benefits enumerated, and costs involved are indicated. At the macro-systemic level, where the information moves away from the student in school, less detailed information is offered. Both sections of the table direct the reader to relevant case material in this report. To make a difference to the thinking, psyche and behaviour of children, reinforcement and repetition is sine qua non. Learning to participate in processes for building social cohesion Critical thinking skills; listening/ communication skills; learning to reconcile and rebuild community Research skills and methods (enquiry, surveys, analysis and reporting) L Nepal case study (box 1) Text discussion: Haiti and Sudan (4. In conflict-affected situations, a safe, secure and strong physical school building is an important contributory factor in the physical protection of children, offering a shield against violent and exploitative forces. Creating synergies between tangible environmental aspects and intangible elements is vital. A maintained community presence at school can be seen as a "protecting witness" in that it can serve as a "deterrent for individuals and parties wanting to harm children" (Nicolai and Triplehorn 2003, 21). Community negotiation with armed groups led to all-party agreement on criteria for school protection from violence (see box 1). Involving children in activities such as school maintenance and chores helps them establish a sense of control over and identification with their own learning environment, which in turn positively contributes to developing their coping and resilience capacities (Alexander, Boothby and Wessells 2010). From a peacebuilding perspective, child protection gained through school infrastructural development needs to be purposefully expanded to open up child involvement opportunities engaging the learner in critical thinking, collaboration and practise of communication skills while fostering mutual trust and respect. The same approach can be applied to conflict-affected and fragile contexts (Sinclair 2010). For instance, children in groups might identify conflict-related risk and vulnerabilities at school, reflect on their findings, and communicate in creative ways with the wider school community. Nepal: Schools as Zones of Peace Background and activities Between 1996 and 2006, the Nepalese Communist Party (Maoists) conducted a violent rebellion against the state with consequent loss of some 14,000 lives as well as severe damage to state infrastructure. Maoist and state forces used schools as military camps, schools were used as campaigning arenas by political groups, schools were often closed because of outbreaks of violence, strikes and protests, children were recruited into armed groups and witnessed violence on school premises, and teachers were abducted, terrorized or killed. A comprehensive peace accord, signed in November 2006, greatly diminished but did not altogether eradicate violence and the fragile political environment was marked by wave after wave of antigovernment strikes. It did this by working to reduce school closures caused by strikes and political activity, reducing any armed presence in and around schools, addressing the misuse of school grounds and buildings, strengthening school governance, and improving conflict resolution and increasing inclusiveness in schools. Communities negotiated with armed groups and achieved agreement on criteria for school protection from violence and political interference. Sometimes the decision is taken to have separate codes for students, teachers and parents. The "process of bringing together disparate groups to formulate a CoC [code of conduct] is often as important as the signed CoC. Enjoying a prominence that a paper version could not achieve, they serve as a visible, up-front moral prompt to stakeholders to live up to what has been agreed. They have worked with 22 Child-friendly Schooling for Peacebuilding students to reduce bullying, to respond to complaints and concerns of younger children and to improve discipline. Employing the same approaches within a peacebuilding frame offers practical entry points for building community cohesion and inclusion through child-centred, school-based action optimally involving teams crossing ethnic divides and thereby channelling pent-up emotion and resentment into creative action. Suggested strategies include providing training for teachers, parents and community members in alternative forms of discipline, and setting up school complaint mechanisms through which abuses and rights violations can be reported.
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