Notes

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The porcine circovirus type 2 (PCV2) capsid (Cap) protein and porcine parvovirus (PPV) VP2 protein have been studied in vaccines to control postweaning multisystemic wasting syndrome (PMWS). Virus-like particle (VLP) vaccines are nonreplicative vectors that deliver epitopes and induce immune responses. However, most VLP vaccines are recombinant proteins expressed in eukaryotic systems and are expensive and complex. In this study, the full-length PCV2-Cap and PPV-VP2 proteins were expressed in Escherichia coli, which self-assembled into VLPs. The highly soluble proteins were purified using Ni-chelating affinity chromatography. The proteins self-assembled into VLPs of ∼20 nm (Cap VLP) and 25 nm (VP2 VLP) in diameter. The immunogenicities of Cap VLP and VP2 VLP were determined in piglets coinfected with PPV and PCV2 postimmunization. The results suggested that Cap VLP and VP2 VLP did not antagonize each other. The combined vaccine induced stronger humoral and cellular immune responses and provided the best protection against PPV and PCV2 coinfection. On a farm containing PMWS-infected pigs, the combined Cap VLP and VP2 VLP vaccine significantly improved piglet growth indices; the average daily weight gains were significantly higher than those of the Cap VLP vaccine and nonimmunized groups. Thus, Cap and VP2 protein expression in E. coli is feasible for large-scale VLP vaccine production. The combined vaccine may be a promising candidate vaccine for better preventing PMWS-associated diseases coinfected with PCV2 and PPV.This study assessed the validity of linear, hyperbolic and double-hyperbolic models to fit measured force-velocity (F-V) data in multi-joint exercises and the influence of muscle excitation on the F-V relationship. The force-joint angle and F-V relationships were assessed in 10 cross-training athletes and 14 recreationally resistance-trained subjects in the unilateral leg press (LP) and bilateral bench press (BP) exercises, respectively. selleck kinase inhibitor A force plate and a linear encoder were installed to register external force and velocity, respectively. Muscle excitation was assessed by surface EMG recording of the quadriceps femoris, biceps femoris and gluteus maximus muscles during the unilateral LP. Linear, Hill's (hyperbolic) and Edman's (double-hyperbolic) equations were fitted to the measured F-V data and compared. Measured F-V data were best fitted by double-hyperbolic models in both exercises (p0.05). Large associations between variables obtained from linear and double-hyperbolic models were noted for F0, maximum muscle power, and velocity between 25-100% of F0 (r=0.70-0.99; all p less then 0.05). The F-V relationship in multi-joint exercises was double-hyperbolic, which was unrelated with lower muscle excitation levels. However, linear models may be valid to assess F0, maximal muscle power and velocity between 25-100% of F0.Purpose As is the case with children who rely on spoken language, speech-language pathologists must support and track the expressive language development of children with complex communication needs who use graphic symbols to communicate. This research note presents a framework of the progression of expressive English sentence development using graphic symbols and introduces possible approaches for measuring and analyzing graphic symbol use. Method Current issues in measuring graphic symbol utterances are explored, and a range of measures designed to analyze individual graphic symbol utterances as well as larger samples of utterances are presented. Results Both the Graphic Symbol Utterance and Sentence Development Framework and suggested measures are based on years of graphic symbol intervention research, including two large ongoing research studies of preschoolers with severe speech impairments. Our framework adapts the work of Hadley (2014) to depict expressive language progression from early symbol combinations to childlike and adultlike sentences and highlights developmental patterns unique to graphic symbol productions. Adaptations of existing measures (such as mean length of utterance) as well as measures unique to graphic symbol analyses are presented and discussed. Conclusion To accurately track changes in early graphic symbol utterance growth and complexity, a multidimensional approach, which includes analyses such as symbol relevance, word class diversity, and lexical diversity, is recommended.Purpose The purpose of this study was to identify which morphological markers have the best diagnostic accuracy to identify developmental language disorders (DLD) in monolingual Spanish-speaking children. Method The participants in this study included 50 Spanish-speaking monolingual children with (n = 25) and without (n = 25) DLD. Data collection took place in Mexico. Children were administered a comprehensive elicitation task that set up felicitous contexts to produce morphological structures previously identified as problematic for Spanish-speaking children with DLD articles, direct object pronouns, adjectives, plurals, verb conjugations, and the subjunctive in Spanish. Results Statistically significant group differences between children with and without DLD were found for all morphological structures examined but plurals. Logistic regression analyses suggested that a model that included clitic and verbs was the best model to uniquely predict group membership. This model showed sensitivity of 96% and specificity of 80%. Conclusion Clitics and verbs should be considered morphological markers of DLD in monolingual Spanish-speaking children.Purpose Elementary school students are expected to participate in science learning settings that place high demands on skill with certain types of grammatical structures, including complex sentences. This research note aims to clarify the types of complex sentences that are evident in a general education science curriculum across the elementary school years in order to assist clinicians and others in better understanding the specific language demands of science learning in the classroom. Method I analyzed all sentences within children's texts and suggested teacher scripting from the first-, third-, and fifth-grade science units of a commonly used general education curriculum aligned to the Next Generation Science Standards. We determined the frequency and type of complex sentences that were present for each type of material (text, teacher scripts) and grade level. Results Complex sentences are evident in both children's texts and suggested scripting provided to teachers at all grade levels. The rate of complex sentences in children's readings is higher in third- and fifth-grade texts than in first-grade texts.
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