Relationship Between BP (Baculovirus penaei) Energy Reserves in Larval and Postlarval Pacific White Shrimp Penaeus vannamei

The relationship between energy reserves of the penaeid shrimp Penaeus vannamei and Baculovirus penaei, or BP, were investigated in a series of experiments using mysis stage or early postlarval shrimp. Pre-exposure and post-exposure levels of protein and triacylgycerol (TAG) were determined. The effect of pre-exposure protein and TAG levels on susceptibility to BP infections was also investigated by starving a group of shrimp immediately prior to BP exposure. There was no consistent relationship between either pre-exposure or post-exposure protein levels and the percent of shrimp developing patent BP infections. There was, however, a significant positive correlation between TAG levels immediately prior to viral exposure and prevalence of infection 72 h later. Experimental reduction of TAG reserves prior to BP exposure delayed the development of a patent infection. In some, but not all, experiments there was a significant reduction in TAG levels of infected compared with uninfected shrimp 72 h post-exposure. The effect of patent BP infections on host TAG levels was subordinate to fluctuations in TAG content associated with the ontogeny of the hepatopancreas. Results of this study support histological observations that shrimp lipid levels can be altered by baculovirus infections. Furthermore, high levels of energy reserves in the form of TAG are associated with increased susceptibility to BP infection in larval and postlarval shrimp.

THE INFLUENCE OF CHILDHOOD ABUSE ON LONGITUDINAL COURSE OF RECOVERY IN PSYCHIATRIC REHABILITATION

Background: Empirical outcome studies have identified specific symptomatic, cognitive, emotional and functional sequelae of childhood abuse in people with severe mental illness (SMI). These findings illuminate the need for an integrated understanding of biological, psychological, environmental, and developmental aspects of SMI. Purpose: The purpose of the present study includes the following: 1) to examine reliability and validity of the comprehensive child abuse rating system in a sample of individuals with SMI, 2) to examine the influence of childhood abuse severity on recovery of psychotic symptoms, neurocognition and social-cognition, and social functioning in people with SMI during 12 months of inpatient psychiatric rehabilitation, and 3) to examine moderating effects of social cognition on the relationship between severity of different types of child abuse history and social functioning. Results: In Study I (N=171), the child abuse rating system produced reliable ratings and some subtypes of child abuse history were related to poorer premorbid functioning and cognition, higher overall psychiatric symptoms, and lower social functioning. In Study II (N=161), the longitudinal factor pattern invariance of the measures of social functioning, externality, and psychiatric symptoms were confirmed across 3 time points (e.g., at admission, at 6 months, and at 12 months). In addition, significant but varied linear relationships between subtypes of child abuse and each level of assessment of functioning were identified. In Study III (N=143), the results showed that higher baseline social inference, independent of history of child physical abuse (CPA), played a protective role in improvements in social functioning. High externality appeared to be counter-therapeutic for individuals with no history of CPA but protective for individuals with a more severe history of CPA. Conclusion: The child abuse rating system appears to provide reliable and valid assessment of subtypes of child abuse history of individuals with SMI. Considering the extreme heterogeneity in both SMI and child maltreatment, the current finding sheds light on providing individualized treatment and assessment planning for individuals with SMI and a history of childhood abuse.

African American and Teaching in Higher Education IS a Course on Race and Culture

Using theoretical applications, the authors present an overview of theories that highlight approaches for teaching culturally sensitive content, personal experiences as educator and colleague in a predominantly white college campus and strategies for addressing culturally insensitive experiences in and outside the classroom. Presenters focus on the recruitment and retention of people of color and stress the need for today's predominantly white institutions to become more knowledgeable, tolerant and sensitive about their environments in an effort to make them more accepting.