Succeeding with AS in the Teens Melbourne Info Registration form

Int. J. Med. Sci. 2010, 7 http://www.medsci.org 72IInntteerrnnaattiioonnaall JJoouurrnnaall ooff MMeeddiiccaall SScciieenncceess 2010; 7(2):72-81 © Ivyspring International Publisher. All rights reserved Research Paper WT1 PEPTIDE VACCINATION IN COMBINATION WITH IMATINIB THERAPY FOR A PATIENT WITH CML IN THE CHRONIC PHASE Miwako Narita1 , Masayoshi Masuko2, Tohri Kurasaki3, Toshiki Kitajima3, Shoko Takenouchi3, Anri Sai-toh1, Norihiro Watanabe1, Tatsuo Furukawa2, Ken Toba3, Ichiro Fuse4, Yoshifusa Aizawa3, Manabu Kawa-kami5, Yoshihiro Oka6, Haruo Sugiyama6 and Masuhiro Takahashi1 1. Laboratory of Hematology and Oncology, Graduate School of Health Sciences, Niigata University, Niigata, Japan 2. Division of Stem Cell Transplantation, Niigata University Medical and Dental General Hospital, Niigata, Japan 3. Division of Hematology, Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan 4. Division of Bioscience Medical Research Center, Niigata University Medical and Dental General Hospital, Niigata, Japan 5. Department of Medicine, National Hospital Organization, Osaka Minami Medical Center, Osaka, Japan 6. Department of Functional Diagnostic Science, Osaka University Graduate School of Medicine, Osaka, Japan  Corresponding author: Miwako Narita M.D., Laboratory of Hematology and Oncology, Graduate School of Health Sciences, Niigata University, 2-746, Asahimachi-dori, Chuo-ku, Niigata, 951-8518 Japan. (Telephone/fax) 81-25227-0836, (email) naritami@clg.niigata-u.ac.jp Received: 2009.11.07; Accepted: 2010.04.09; Published: 2010.04.20 Abstract Although tyrosine kinase inhibitors is effective for dramatically reducing CML cells, it might be difficult to eradicate completely the CML stem cells. We aimed to clarify the safety and effects of WT1 peptide vaccination in combination with imatinib therapy for a CML patient. A 51 year-old male with CML in CP, who showed a resistance against imatinib therapy for 2.5 years, began to be treated with 9mer modified-type WT1 peptides in combination with standard dose of imatinib. Although every 2-week-administration of WT1 peptides for 22 weeks did not show definite effects on the quantification of bcr-abl transcripts, by changing the admin-istration from every 2 weeks to 4 weeks bcr-abl transcripts decreased remarkably. After 11 months of every 4-week-administration of the peptides and 12 months post cessation of the peptides bcr-abl transcripts achieved to the level below detection by RQ/RT-PCR (complete molecular response). WT1/MHC tetramer+CD8+ CTLs, which appeared after the second administration of WT1 peptides and remained more than 15 in number among 106 CD8+ T cells throughout the administration of WT1 peptides, are still present in the blood on 14th month post cessation of the peptides. An in vitro study as to the cytotoxicity of lymphocytes induced by mixed lymphocyte peptide culture demonstrated that cultured lymphocytes possessed cytotoxicity against WT1 expressing leukemia cells and the cytotoxicity was WT1-specific and MHC class I restricted. The present study showed that WT1 peptide vaccination in combination with TKI is feasible and effective in the therapy for imati-nib-resistant CML. Key words: WT1 peptide vaccination, CML, imatinib, bcr-abl transcripts, WT1 tetramer, cytotoxic-ity INTRODUCTION While tyrosine kinase inhibitors (TKIs) such as imatinib are currently regarded as M I N D S & H E A R T S: Working with the Mind through the Heart Succeeding with Asperger’s Syndrome in the Teens Melbourne, VIC, Australia Saturday 16th March 2013, 9.30am – 4.00pm Prof Tony Attwood & Dr Michelle Garnett Professor Tony Attwood is a world expert and leading authority on Asperger’s Syndrome (AS) and autism Tony is a clinical psychologist who has specialised in autism spectrum conditions since he qualified as a clinical psychologist in England in 1975 His book “Asperger's Syndrome – A Guide for Parents and Professionals” has sold over 350,000 copies and has been translated into over twenty languages He has worked with over 6,000 individuals of all ages with Asperger's syndrome or an Autism Spectrum Condition His latest book “The Complete Guide to Asperger's Syndrome” was published in October 2006 Dr Michelle Garnett is the Founder of Minds & Hearts, a specialist clinic in Brisbane for children and adults who have an autism spectrum condition (ASC) Both are internationally known presenters, having presented together around Australia, New Zealand and Europe for numerous Universities, Societies, Colleges, Schools and Support Networks Tony and Michelle are clinical psychologists who together have over 50 years of experience in helping people with autism spectrum conditions They are warm, inspiring engaging and knowledgeable presenters The purpose of this workshop is to equip participants with specific skills and strategies to make the teenage years a success Important gender differences in the presentation of Asperger’s Syndrome will be clarified, with specific consideration of these differences for assisting the teenager with AS in the best possible ways The presenters will focus on a range of areas known to be important to both boys and girls with Asperger’s Syndrome including the transition into high school, the learning profile of the person with AS/ASC and specific strategies to encourage learning success, the management of anxiety, stress, anger and depression, friendships, relationships and sexuality, what to about bullying, and transition into a career VENUE: Rydges on Swanston, 701 Swanston Street, Carlton, VIC REGISTER ONLINE: www.mindsandhearts.net or TELEPHONE: (07) 3844 9466 or Complete the Registration Form below Most of the books and resources described in our seminars are available from Resources at Hand book store www.resourcesathand.com.au REGISTRATION FORM – SUCCEEDING WITH ASPERGER’S SYNDROME IN THE TEENS – MELBOURNE Saturday 16th March 2013 TAX INVOICE ABN: 51 128 736 103 Please complete form and send to Minds & Hearts, P O Box 5675, West End QLD, 4101, OR Fax (07) 3844 9533 Payment can be made via Credit Card (except Diners Club or Amex), Cheque or Money Order Please make cheques or money orders payable to Minds & Hearts Name(s): _ Address: _ Phone: Mobile: _ Email: _ th Saturday, 16 March 2013 – 9.30am to 4.00pm Rydges on Swanston, 701 Swanston Street, Carlton, VIC th Early Bird - Paid prior to 15 February 2013 Number of Tickets th Standard - Paid after 15 February 2013 Price (Includes GST) $150pp Total Payable $180pp Registration includes welcome tea and coffee, morning tea and a light lunch For cancellations: Up to 14 days notice payment will be refunded, minus a $20 administrative fee At less than days notice there will be a refund of 50% of the fee PAYMENT METHOD (Please circle): CHEQUE MONEY ORDER AMOUNT: $ _ CREDIT CARD CREDIT CARD DETAILS: Name on Card: MASTERCARD VISA BANKCARD Credit Card Number: _ _ Expiry Date: / _ Signature: Receipts will be posted or emailed out and attendance certificates will be mailed on request Minds & Hearts P O Box 5675 West End QLD 4101 Ph.: (07) 3844 9466 Fax: (07) 3844 9533 Email: info@mindsandhearts.net Web: www.mindsandhearts.net Doing Things with Sentences in the ESL Classroom Simon Mumford We can have fun with sentences, mixing up words, taking them apart and putting them back together, in similar ways to word games. What we do with letters in word games we can do with words in sentences games. However, because grammar is different from spelling, the demands on the students are different, and I feel there are more possibilities for 'sentence games' than word games because of the complexity of grammar. This complexity means there are limited choices of which word could fill which space, which in turn means students need to draw on their knowledge of grammar to play the game, guess the missing word and put the words in order, as they consider the possibilities. Here are some ideas. Hunt the Main Verb Think of a sentence of about eight words, and draw a numbered blank for each on the board. Now challenge the students to find the main verb in four guesses. Ask one student to call out a number, and fill this blank with the appropriate word. Assuming that the main verb has not been found, ask for the next guess. Using the words that have been revealed as a guide to the structure of the sentence, they should have a better idea of where the main verb is likely to be. Tell the class that if they find it in four guesses, they have won. If not, the teacher is the winner. Swapping Words Around This uses a mixed-up sentence which students have to put in the correct order. However there is a rule! Students are only allowed to swap the places of two words each move. Write the words, in any order in a straight line on the board. Give them a limited number of moves, say six for a nine word sentence. In other words, they have to sort out a nine word mixed-up sentence by moving two words each turn, in six turns. In each turn, the chosen words must be put in the place of the other. Make it easier by showing them the original sentence first, if you feel this is too difficult. All Those in Favour Write the jumbled sentence on the board, and a numbered blank for each word. Ask individual students to nominate words for blanks. After each suggestion, take a vote. If more than half the class agrees, write the word in. In subsequent turns students can move words already placed on the board with the consent of the class. Continue like this, so that the final correct sentence is reached by consensus. Minefield This is a jumbled sentence game for groups of four. One student is the referee and has a piece of paper with the sentence in the correct order, with one extra space included, representing the 'mine'. The other players play with a piece of paper with numbered blanks and the words mixed up. They take it in turns to nominate words for each blank. Each word correctly placed scores a point for that player and all players write that word in the blank. However, if one player chooses the blank designated as the 'mine', he is immediately blown out of the game! Words That Go Together Think of a sentence suitable for the level of class you are teaching, e.g. for intermediate level: 'If it rains tomorrow, we will definitely stay at home.' Write Part Number: X08-87887 Course Number: 2663A Released: 06/2002 Delivery Guide Programming with XML in the Microsoft® .NET Framework Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, place or event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. ©2002 Microsoft Corporation. All rights reserved. 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Programming with XML in the Microsoft® .NET Framework iii Contents Introduction Course Materials 2 Prerequisites 3 Course Outline 4 Setup 6 Microsoft Official Curriculum 7 Microsoft Certified Professional Program 8 Facilities 11 Module 1: Introduction to XML in the .NET Framework Overview 1 Course at a Glance 2 Lesson: Common Business Problems 3 Lesson: XML in the .NET Framework 7 Review 14 Module 2: Parsing XML Overview 1 Lesson: Overview of XML Parsing 2 Lesson: Parsing XML Using XmlTextReader 14 Lesson: Creating a Custom Reader 31 Review 37 Lab 2.1: Parsing XML 39 Module 3: Validating XML Overview 1 Lesson: Examining Schemas 2 Lesson: Validating XML While Parsing 7 Lesson: Advanced Validation 23 Review 32 Lab 3.1: Validating XML 34 Module 4: Writing XML Overview 1 Lesson: Overview of Generating XML Documents 2 Lesson: Writing XML 6 Lesson: Generating XML with Namespaces 25 Lesson: Controlling XML Format and Converting XML 32 Review 41 Lab 4.1: Writing XML 43 Module 5: Querying XML Overview 1 Lesson: Introduction to Querying XML Using XPath 2 Lesson: Creating and Navigating a Document Cache 9 Lesson: Executing Your Query 17 Review 33 Lab 5.1: Querying XML Documents Using XPath 35 iv Programming with XML in the Microsoft® .NET Framework Module 6: Manipulating Cached XML Overview 1 Lesson: Introduction to the XML Document Object Model 2 Lesson: Navigating XML Using the DOM 14 Lab 6.1: Manipulating Cached XmlDocument Objects (Optional) 37 Lesson: Creating New Nodes 43 Lesson: Modifying and Deleting Nodes 58 Review 72 Lab 6.1: Manipulating Cached XmlDocument Objects 74 Course Evaluation 88 Module 7: BioMed Central Page 1 of 9 (page number not for citation purposes) Human Resources for Health Open Access Research Training health care workers to promote HIV services for patients with tuberculosis in the Democratic Republic of Congo Koen Vanden Driessche 1 , Mulangu Sabue 2 , Wendy Dufour 1 , Frieda Behets 1 and Annelies Van Rie* 1 Address: 1 School of Public Health, University of North Carolina, Chapel Hill, NC 27599-7435, USA and 2 Ecole de Santé Publique, Kinshasa, DR Congo Email: Koen Vanden Driessche - Koen@art-rose.be; Mulangu Sabue - Sabuem@mail.nih.gov; Wendy Dufour - Dufour6@emji.net; Frieda Behets - Behetsf@email.unc.edu; Annelies Van Rie* - Vanrie@email.unc.edu * Corresponding author Abstract Background: HIV counseling and testing, HIV prevention and provision of HIV care and support are essential activities to reduce the burden of HIV among patients with TB, and should be integrated into routine TB care. Methods: The development of training materials to promote HIV services for TB patients involved the definition of target health care workers (HCWs); identification of required tasks, skills and knowledge; review of international guidelines; and adaptation of existing training materials for voluntary counseling and testing, prevention of mother-to-child transmission of HIV, and management of opportunistic infections (OIs). Training effectiveness was assessed by means of questionnaires administered pre- and post-training, by correlating post-training results of HCWs with the centre's HIV testing acceptance rates, and through participatory observations at the time of on-site supervisory visits and monthly meetings. Results: Pre-training assessment identified gaps in basic knowledge of HIV epidemiology, the link between TB and HIV, interpretation of CD4 counts, prevention and management of OIs, and occupational post-exposure prophylaxis (PEP). Opinions on patients' rights and confidentiality varied. Mean test results increased from 72% pre-training to 87% post-training (p < 0.001). Important issues regarding HIV epidemiology and PEP remained poorly understood post-training. Mean post-training scores of clinic's HCWs were significantly correlated with the centre's HIV testing acceptance rates (p = 0.01). On-site supervisory visits and monthly meetings promoted staff motivation, participatory problem solving and continuing education. Training was also used as an opportunity to improve patient-centred care and HCWs' communication skills. Conclusion: Many HCWs did not possess the knowledge or skills necessary to integrate HIV activities into routine care for patients with TB. A participatory approach resulted in training materials that fulfilled local needs. Published: 17 March 2009 Human Resources for Health 2009, 7:23 doi:10.1186/1478-4491-7-23 Received: 6 February 2008 Accepted: 17 March 2009 This article is available from: http://www.human-resources-health.com/content/7/1/23 © 2009 Driessche et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Human Resources for Hindawi Publishing Corporation EURASIP Journal on Wireless Communications and Networking Volume 2008, Article ID 218740, 9 pages doi:10.1155/2008/218740 Research Article Reverse Link Outage Probabilities of Multicarrier CDMA Systems with Beamforming in the Presence of Carrier Frequency Offset Xiaoyu Hu and Yu-Dong Yao Wireless Information System Engineering Laboratory (WISELAB), Department of Electrical and Computer Enginee ring, Stevens Institute of Technology, Hoboken, NJ 07030, USA Correspondence should be addressed to Yu-Dong Yao, yu-dong.yao@stevens.edu Received 30 April 2007; Revised 28 August 2007; Accepted 25 September 2007 Recommended by Hikmet Sari The outage probability of reverse link multicarrier (MC) code-division multiple access (CDMA) systems with beamforming in the presence of carrier frequency offset (CFO) is studied. A conventional uniform linear array (ULA) beamformer is utilized. An independent Nakagami fading channel is assumed for each subcarrier of all users. The outage probability is first investigated under a scenario where perfect beamforming is assumed. A closed form expression of the outage probability is derived. The impact of different types of beamforming impairments on the outage probability is then evaluated, including direction-of-arrival (DOA) estimation errors, angle spreads, and mutual couplings. Numerical results show that the outage probability improves significantly as the number of antenna elements increases. The effect of CFO on the outage probability is reduced significantly when the beam- forming technique is employed. Also, it is seen that small beamforming impairments (DOA estimation errors and angle spreads) only affect the outage probability very slightly, and the mutual coupling between adjacent antenna elements does not affect the outage probability noticeably. Copyright © 2008 X. Hu and Y D. Yao. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 1. INTRODUCTION Future wireless communication systems demand high-data- rate multimedia transmissions in diverse mobile environ- ments. The underlying wideband nature makes the overall system vulnerable to the hostile frequency-selective multi- path fading. Code-division multiple access (CDMA) has re- ceived tremendous attentions because it offers various attrac- tive features such as high spectrum efficiency, narrow-band interference rejection, and soft capacity [1, 2]. Recently, the multicarrier (MC) CDMA system, which is a combination of orthogonal frequency division multiplexing (OFDM) and CDMA, has gained significant interests as a powerful can- didate for future wireless broadband communications [3]. Multicarrier CDMA inherits distinct advantages from both OFDM and CDMA. By dividing the full available bandwidth into a large number of small orthogonal narrow bands or subcarriers each having bandwidth much less than the chan- nel coherent bandwidth, the transmission over each subcar- rier will experience frequency nonselective fading. Also, it can be interpreted as CDMA with spreading taking place in the frequency domain rather than temporal domain, achiev- ing enhanced frequency diversity. MC-CDMA is basically a multicarrier transmission scheme and .. .REGISTRATION FORM – SUCCEEDING WITH ASPERGER’S SYNDROME IN THE TEENS – MELBOURNE Saturday 16th March 2013 TAX INVOICE ABN: 51 128 736 103 Please complete form and send to Minds & Hearts,... Price (Includes GST) $150pp Total Payable $180pp Registration includes welcome tea and coffee, morning tea and a light lunch For cancellations: Up to 14 days notice payment will be refunded, minus... certificates will be mailed on request Minds & Hearts P O Box 5675 West End QLD 4101 Ph.: (07) 3844 9466 Fax: (07) 3844 9533 Email: info@ mindsandhearts.net Web: www.mindsandhearts.net