Notes

The actual Fontan Pathway: Alternation in Dimensions as well as Catheter-Based Treatment with time.
Drawing on 10 years of followership instruction, this chapter explores the authors' methodology for immersing federal employees and graduate students in discussions about followership and the follower role as a means of enhancing workplace engagement and furthering mission objectives. Our practice has found that when participants explore the tenets of followership from an engagement perspective, perceptions of followers being in subservient obedience to leader authority transition into conceptualizations of a mission-focused partnership with the leader.This chapter is based on the author's personal journey to attempt to bring an understanding of followership to Indonesia. Followership has been understudied and underappreciated in both academic literature and practice in Indonesia, possibly because of a specific interpretation of a famous Islamic leadership hadith. As such, it presents a powerful example of a cultural analysis that could be useful in other contexts. It also includes challenges that may be encountered teaching followership in Indonesia, and specific teaching strategies that can be used.Many universities offer one or more courses on leadership that include followership as a topic. A few have offered a complete course on followership. However, there is little information on postsecondary followership training. This chapter explores the unique issues of introducing followership to students, many of whom have been told their entire lives that leadership is everything. This chapter highlights followership courses and programs at institutions that offer them, and explores the delivery of current practices, with suggestions for increasing efficacy.Lord Nelson was a master of leading fleets into battle. He was also a master of leading people, instinctively understanding the value of both leadership and followership. This chapter explores the leadership behaviors Nelson used to create a powerful leader/follower synergy between him and his captains, and introduces a model based on these behaviors. While the situations presented in this chapter are military, the focus is on behavioral lessons that can be taught to students and applied in a broad range of organizational settings.This chapter focuses on notions of identity and followership, and presents a process for follower identity development. As areas separately seeing growth in academic popularity over the years, the author is keen to bring them together in the hope of further enabling students to connect with their own followership identities, much in the way that they are supported to become aware of and to develop their leadership identities.Followership is associated with many negative characteristics such as being passive, having a lower status, possessing less intelligence, receiving lower pay, order-taking, providing less value, or avoiding risk. And yet, leadership, followership, and context combine to form a coherent whole. We need to start by understanding followers in the same depth as our understanding of leaders. This chapter addresses why we should care about followers and followership and how it can be explained to others.The United States Air Force and the Army's Command and General Staff School use case studies to educate students about their responsibilities to exercise moral courage and effective followership in their military units. This chapter examines followership training and education at different levels within the US Army, both in professional military education schools, as well as in doctrine. We contrast the hierarchical relationships of military organizations and cultures with the need to empower and trust followers. We conclude with instructions on applying the methods the military uses to develop effective followers and provide recommendations for further improvement.Followership is more than just a topic to be tacked on to the body of a leadership program; it fundamentally alters the way students engage with leadership theory and practice. In this chapter, the authors draw on 15 years of experience supporting, modifying, and delivering followership training within leadership programs to provide the unique planning and design elements required to include followership into leadership programs, along with samples of course design and practical classroom activities.This chapter examines the craft of storytelling for the purpose of developing followers and exploring leader-follower transitions, while offering storytelling methods, classroom activities, and critical components of crafting a story. Through stories about the American Civil Rights icon, Mrs. Rosa Parks, and an unfamiliar Civil Rights activist, Sister Madeline Dorsey, a humble leader turned effective follower, it is possible to more easily appreciate the reflexive transition of follower to leader and leader to follower.Alterations in the gut microbiota may influence gastrointestinal (GI) dysbiosis frequently reported in individuals with autism spectrum disorder (ASD). In this study, we sequenced the bacterial 16S rRNA gene to evaluate changes in fecal microbiota between 48 children with ASD and 48 healthy children in China. At the phylum level, the number of Firmicutes, Proteobacteria, and Verrucomicrobia decreased in children with ASD, while the Bacteroidetes/Firmicutes was significantly higher in autistic children due to enrichment of Bacteroidetes. At the genus level, the amount of Bacteroides, Prevotella, Lachnospiracea_incertae_sedis, and Megamonas increased, while Clostridium XlVa, Eisenbergiella, Clostridium IV, Flavonifractor, Escherichia/Shigella, Haemophilus, Akkermansia, and Dialister decreased in children with ASD relative to the controls. selleck kinase inhibitor Significant increase was observed in the number of species synthesizing branched-chain amino acids (BCAAs), like Bacteroides vulgatus and Prevotella copri, while the numbers ociated therapeutic intervention may provide a novel strategy for treating GI symptoms frequently seen in individuals with ASD. Autism Res 2020, 13 1614-1625. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.Stable and sustainable stem cell sources for stem cell-based therapies are scarce and a key bottleneck for clinical applications. The regenerative potential of stem cells is usually attributed to several allogeneic or even autologous donor-related factors. Genetic background and epigenetic variations in different individuals may significantly affect the functional heterogeneity of stem cells. Particularly, single-nucleotide polymorphisms (SNPs) have been implicated in diseases with monogenetic or multifactorial and complex genetic etiologies. However, the possible effects of individual SNPs on donor stem cells remain far from fully elucidated. In this Perspective, we will discuss the roles played by donor genetic traits in the functional heterogeneity of induced pluripotent stem cells, mesenchymal stem cells, and hematopoietic stem cells and their implications for regenerative medicine and therapy.
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