Normal values for pancreatic stone protein in different age groups.

BACKGROUND Pancreatic stone protein (PSP) has been identified as a promising sepsis marker in adults, children and neonates. However, data on population-based reference values are lacking. This study aimed to establish age-specific reference values for PSP. METHODS PSP was determined using a specific ELISA. PSP serum concentrations were determined in 372 healthy subjects including 217 neonates, 94 infants and children up to 16 years, and 61 adults. The adjacent categories method was used to determine which age categories had significantly different PSP concentrations. RESULTS PSP circulating levels were not gender-dependent and ranged from 1.0 to 99.4 ng/ml with a median of 9.2 ng/ml. PSP increased significantly between the age categories, from a median of 2.6 ng/ml in very preterm newborns, to 6.3 ng/ml in term newborns, to 16.1 ng/ml in older children (p < 0.001). PSP levels were higher on postnatal day three compared to levels measured immediately post delivery (p < 0.001). Paired umbilical artery and umbilical vein samples were strongly correlated (p < 0.001). Simultaneously obtained capillary heel-prick versus venous samples showed a good level of agreement for PSP (Rho 0.89, bias 19 %). CONCLUSIONS This study provides age-specific normal values that may be used to define cut-offs for future trials on PSP. We demonstrate an age-dependent increase of PSP from birth to childhood.

Subject headings for the aeronautical index /

Mimeographed.

Library of Congress subject headings /

Commonly referred to as: The red book.

Human factors in IVHS: age, driving stress and health.

Arizona Department of Transportation, Phoenix

Driver visibility quality: comparison of visibility quality meter data with human visual performance. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Subject headings used in the catalogs of the United States Atomic Energy Commission.

Mode of access: Internet.

Catholic subject headings: a list designed for use with Library of Congress subject headings or the Sears List of subject headings for small libraries. First supplement.

Mode of access: Internet.

Free teaching aids, in 14 subjects; over 250 addresses from which may be obtained free charts and maps, publications and pictures, useful to teachers of all age groups.

Mode of access: Internet.

List of subject headings for small libraries,

Mode of access: Internet.

How bright is your child? A book of simple tests for age groups 2 to 14.

Mode of access: Internet.

Who are they? : a profile of unemployed older workers in selected age groups by occupation, and in terms of sex, education and handicap status /

WI docs. no.: EMP 2.2:O 5

Determining the age of adult wild dogs (Canis lupus dingo, C-l. domesticus and their hybrids). I. Pulp cavity: tooth width ratios

In order to determine the age of adult wild dogs, we compared two methods ( that of Thomson and Rose (TR method) and that of Knowlton and Whittemore (KW method)) of measuring and calculating pulp cavity : tooth width ratios on upper and lower canine teeth from 68 mixed-sex, known-age wild dogs of 9 months to 13 years of age reared at two localities. Although significant relationships ( P = 0.0001) were found between age and pulp cavity ratios by both methods, the TR ratio calculation and measurement showed heteroscedasity in error variance whereas the KW ratios had a more stable error variance and were normally distributed. The KW method also found significant differences between pulp cavity ratios between teeth of the upper and lower jaws ( P < 0.0001) and sex ( P = 0.01) but not geographic origin ( P = 0.1). Regressions and formulae for fitted curves are presented separately for male and female wild dogs. Males show greater variability in pulp cavity decrements with age than do females, suggesting a physiological difference between the sexes. We conclude that the KW method of using pulp cavity as a proportion of tooth width, measured 15 mm from the root tip and averaged over both upper canines, is the more accurate method of estimating the age of adult wild dogs.

Peer interaction in mixed age groups: a study in the computer area of an early childhood education center in Portugal

The study was developed as a teacher-research project during initial teacher education – Masters Degree of Early Childhood and Primary Education, in Portugal. It analysed the interactions between children of 3 to 6 years old, during the use of the computer as a free choice activity, confronting situations between peers of the same age and situations between peers of different ages. The focus of the analysis was the collaborative interactions. This was a qualitative study. Children could choose the computer, amongst other interest areas, and work for around an hour in pairs. In the computer, children used mainly educational games. During four weeks, the interactions between the pairs were audio recorded. Field notes and informal interviews to the children were also used to collect data. Eleven children were involved in the study with ages ranging from 3 to 6 years old. Baseline data on children’s basic computer proficiency was collected using the Individualized Computer Proficiency Checklist (ICPC) by Hyun. The recorded interactions were analysed using the types of talk offered by Scrimshaw and Perkins and Wegerif and Scrimshaw: cumulative talk, exploratory talk, disputational talk, and tutorial talk. This framework was already used in a study in an early childhood education context in Portugal by Amante. The results reveal differences in computer use and characterize the observed interactions. Seven different pairs of children's interactions were analysed. More than a third of the interactions were cumulative talk, followed by exploratory talk, tutorial talk and disputational talk. Comparing same and mixed age pairs, we observed that cumulative talk is the more present interaction, but in same age pairs this is followed by exploratory talk whereas in the mixed age pairs it is tutorial talk that has the second largest percentage. The pairs formed by the children were very asymmetrical in terms of age and computer proficiency. This lead to the more tutorial interactions, where one children showed the other or directed him/her on how to play. The results show that collaboration is present during the use of a computer area in early childhood education. The free choice of the children means the adults can only suggest pairing suited to specific interactions between the children. Another way to support children in more exploratory talk interactions could be by discussing the way the older children can help the younger ones beyond directing or correcting their work.

Audio-Visual Information Processing across different age groups

People possess different sensory modalities to detect, interpret, and efficiently act upon various events in a complex and dynamic environment (Fetsch, DeAngelis, & Angelaki, 2013). Much empirical work has been done to understand the interplay of modalities (e.g. audio-visual interactions, see Calvert, Spence, & Stein, 2004). On the one hand, integration of multimodal input as a functional principle of the brain enables the versatile and coherent perception of the environment (Lewkowicz & Ghazanfar, 2009). On the other hand, sensory integration does not necessarily mean that input from modalities is always weighted equally (Ernst, 2008). Rather, when two or more modalities are stimulated concurrently, one often finds one modality dominating over another. Study 1 and 2 of the dissertation addressed the developmental trajectory of sensory dominance. In both studies, 6-year-olds, 9-year-olds, and adults were tested in order to examine sensory (audio-visual) dominance across different age groups. In Study 3, sensory dominance was put into an applied context by examining verbal and visual overshadowing effects among 4- to 6-year olds performing a face recognition task. The results of Study 1 and Study 2 support default auditory dominance in young children as proposed by Napolitano and Sloutsky (2004) that persists up to 6 years of age. For 9-year-olds, results on privileged modality processing were inconsistent. Whereas visual dominance was revealed in Study 1, privileged auditory processing was revealed in Study 2. Among adults, a visual dominance was observed in Study 1, which has also been demonstrated in preceding studies (see Spence, Parise, & Chen, 2012). No sensory dominance was revealed in Study 2 for adults. Potential explanations are discussed. Study 3 referred to verbal and visual overshadowing effects in 4- to 6-year-olds. The aim was to examine whether verbalization (i.e., verbally describing a previously seen face), or visualization (i.e., drawing the seen face) might affect later face recognition. No effect of visualization on recognition accuracy was revealed. As opposed to a verbal overshadowing effect, a verbal facilitation effect occurred. Moreover, verbal intelligence was a significant predictor for recognition accuracy in the verbalization group but not in the control group. This suggests that strengthening verbal intelligence in children can pay off in non-verbal domains as well, which might have educational implications.