Acceptance of the Clark P. Read Mentor Award: The Teague Self Lessons

The transcript of John J. Janovy Jr.'s speech upon acceptance of the American Society of Parasitologists' Clark P. Read Mentor Award, 2003.

Comparison of Gross Pathology, Histopathology, and Mycobacterial Culture for the Diagnosis of Tuberculosis in Elk (Cervus elaphus)

Using the isolation of Mycobacterium bovis as the reference standard, this study evaluated the sensitivity, specificity and kappa statistic of gross pathology (abattoir postmortem inspection), histopathology, and parallel or series combinations of the two for the diagnosis of tuberculosis in 430 elk and red deer. Two histopathology interpretations were evaluated: histopathology I, where the presence of lesions compatible with tuberculosis was considered positive, and histopathology II, where lesions compatible with tuberculosis or a select group of additional possible diagnoses were considered positive. In the 73 animals from which M. bovis was isolated, gross lesions of tuberculosis were most often in the lung (48), the retropharyngeal lymph nodes (36), the mesenteric lymph nodes (35), and the mediastinal lymph nodes (16). Other mycobacterial isolates included: 11 M. paratuberculosis, 11 M. avium, and 28 rapidly growing species or M. terrae complex. The sensitivity estimates of gross pathology and histopathology I were 93% (95% confidence limits [CL] 84,97%) and 88% [CL 77,94%], respectively, and the specificity of both was 89% [CL 85,92%]). The sensitivity and specificity of histopathology II were 89% (CL 79,95%) and 77% (CL 72,81%), respectively. The highest sensitivity estimates (93- 95% [CL 84,98%]) were obtained by interpreting gross pathology and histopathology in parallel (where an animal had to be positive on at least one of the two, to be classified as combination positive). The highest specificity estimates (94-95% [CL 91-97%]) were generated when the two tests were interpreted in series (an animal had to be positive on both tests to be classified as combination positive). The presence of gross or microscopic lesions showed moderate to good agreement with the isolation of M. bovis (Kappa = 65-69%). The results show that post-mortem inspection, histopathology and culture do not necessarily recognize the same infected animals and that the spectra of animals identified by the tests overlaps.

Development of an interview version of the Native American Cultural Involvement and Detachment Anxiety Questionnaire

The present study sought to develop and validate an interview version of the Native American Cultural Involvement and Detachment Anxiety Questionnaire (CIDAQ; McNeil, Porter, Zvolensky, Chaney, & Kee, 2000) in an effort to construct a more culturally appropriate means of obtaining anxiety-related information from a tribally homogenous sample of Native Americans. Five pilot subjects (60% women; M age = 35.8 years) and 50 Native American participants (46% women; M age = 40.32 years) residing on a Northern Plains reservation were administered the CIDAQ - Interview, designed specifically for this study, the Worry Domains Questionnaire (WDQ; Tallis, Eysenck, & Mathews, 1992), a measure of non-pathological worry, the CIDAQ (McNeil et al., 2000), a self-report measure of culturally-related anxiety, and a demographics form. Using a mixed design method of analysis, interviews were audio taped and data was both qualitatively and quantitatively compared for convergence and discrepancies across measures. As hypothesized, CIDAQ-Interview subscales corresponded with subscales from the CIDAQ self-report and included worries and anxiety in three content areas: (1) social involvement with Native Americans and cultural knowledge, (2) economic issues, and (3) social involvement with the majority culture. Results further revealed similarities between CIDAQ-Interview items and those on the CIDAQ self-report, indicating reliability for the Interview. Findings also confirmed the Interview's validity (r 's range = .349-.754), as well as a high level of internal consistency for the CIDAQ self-report (Cronbach alpha = .931). Data suggest the CIDAQ-Interview is a more culturally appropriate method of assessment and may be capable of assessing anxiety at a higher level of specificity then the self-report version. Results of the study are discussed in relation to the assessment of anxiety for homogenous reservation Native Americans, study limitations and directions for future research with the CIDAQ-Interview are also discussed.

A Culture of Relationships: Early Care for Italian and American Children

A culture of childhood is a shared vision – an agreed upon vision – of the needs and rights of children, including ideas about how the people of the community can collectively nurture them and at the same time be renewed by them. In other words, it is a set of values, beliefs, and practices that people have created to guide their way of nurturing young children and their families. The vision is about investing in young children and investing in the supports and relationships that children need to learn and grow, both for the reason that children carry our future and because they carry our hopes and dreams for the future. These hopes and dreams begin with birth. Sensitive, emotionally available parents create the framework for interaction with their children by responding to the baby’s cues, engaging the baby in mutual gazes, and imitating the baby. The baby, born with a primary ability to share emotions with other human beings eagerly joins the relationship dance. The intimate family circle soon widens. Providers, teachers, and directors of early childhood programs become significant figures in children’s lives—implicit or explicit partners in a "relationship dance" (Edwards & Raikes, 2002). These close relationships are believed to be critical to healthy intellectual, emotional, social, and physical development in childhood and adolescence as well. These conclusions have been documented by diverse fields of science, ranging from cognitive science to communication studies and social and personality psychology. Close relationships contribute to security and trust, promote skill development and understanding, nurture healthy physical growth, infuse developing self-understanding and self-confidence, enable self-control and emotion regulation, and strengthen emotional connections with others that contribute to prosocial motivation (Dunn, 1993; Fogel, 1993; Thompson, 1996). Furthermore, many studies showing how relationship dysfunction is linked to child abuse and neglect, aggression, criminality, and other problems involving the lack of significant human connections (Shankoff & Meisels, 2000). In extending the dance of primary relationships to new relationships, a childcare teacher can play a primary role. The teacher makes the space ready--creating a beautiful place that causes everyone to feel like dancing. Gradually, as the dance between them becomes smooth and familiar, the teacher encourages the baby to try out more complex steps and learn how to dance to new compositions, beats, and tempos. As the baby alternates dancing sometimes with one or two partners, sometimes with many, the dance itself becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.