Guidance in the diversity: a glance from Latin America

Guidance and Diversity, for the majority of the European countries and North America , are related to the attention to children and young people with special necessities, that are attend in an educative institution and for those who are elaborated educative programs directed to obtain one better adaptation to the prevailing social system. In most of the cases is considered that the problematic of the special necessities is imputable to genetic or personal factors that only respond to internal factors to the individuals that display them avoiding the external factors that in some cases can be more decisive determinants at the time of the conductual manifestation. In this work is pleaded because the professionals of the Guidance, as much private or public scenes of the European countries, make more specific considerations at the time of taking care of children, young people and adults, as immigrants, coming of Latin America . In an ample sense one sets out to make Guidance in the Diversity more than Guidance for the Diversity under the conception of a Guidance for All which implies the elimination of the expression "special necessities", whose connotation in our countries is not most appropriate, and than it includes the idea of an Ethnic Guidance. Perhaps the best way of boarding of these conceptions is promoting a process of Guidance from the School and not only in the School.

Guidance in the diversity: a glance from Latin America

Guidance and Diversity, for the majority of the European countries and North America , are related to the attention to children and young people with special necessities, that are attend in an educative institution and for those who are elaborated educative programs directed to obtain one better adaptation to the prevailing social system. In most of the cases is considered that the problematic of the special necessities is imputable to genetic or personal factors that only respond to internal factors to the individuals that display them avoiding the external factors that in some cases can be more decisive determinants at the time of the conductual manifestation. In this work is pleaded because the professionals of the Guidance, as much private or public scenes of the European countries, make more specific considerations at the time of taking care of children, young people and adults, as immigrants, coming of Latin America . In an ample sense one sets out to make Guidance in the Diversity more than Guidance for the Diversity under the conception of a Guidance for All which implies the elimination of the expression "special necessities", whose connotation in our countries is not most appropriate, and than it includes the idea of an Ethnic Guidance. Perhaps the best way of boarding of these conceptions is promoting a process of Guidance from the School and not only in the School.

Guidance in the diversity: a glance from Latin America

Guidance and Diversity, for the majority of the European countries and North America , are related to the attention to children and young people with special necessities, that are attend in an educative institution and for those who are elaborated educative programs directed to obtain one better adaptation to the prevailing social system. In most of the cases is considered that the problematic of the special necessities is imputable to genetic or personal factors that only respond to internal factors to the individuals that display them avoiding the external factors that in some cases can be more decisive determinants at the time of the conductual manifestation. In this work is pleaded because the professionals of the Guidance, as much private or public scenes of the European countries, make more specific considerations at the time of taking care of children, young people and adults, as immigrants, coming of Latin America . In an ample sense one sets out to make Guidance in the Diversity more than Guidance for the Diversity under the conception of a Guidance for All which implies the elimination of the expression "special necessities", whose connotation in our countries is not most appropriate, and than it includes the idea of an Ethnic Guidance. Perhaps the best way of boarding of these conceptions is promoting a process of Guidance from the School and not only in the School.

Trust-Level Risk Evaluation and Risk Control Guidance in the NHS East of England

In recent years, the healthcare sector has adopted the use of operational risk assessment tools to help understand the systems issues that lead to patient safety incidents. But although these problem-focused tools have improved the ability of healthcare organizations to identify hazards, they have not translated into measurable improvements in patient safety. One possible reason for this is a lack of support for the solution-focused process of risk control. This article describes a content analysis of the risk management strategies, policies, and procedures at all acute (i.e., hospital), mental health, and ambulance trusts (health service organizations) in the East of England area of the British National Health Service. The primary goal was to determine what organizational-level guidance exists to support risk control practice. A secondary goal was to examine the risk evaluation guidance provided by these trusts. With regard to risk control, we found an almost complete lack of useful guidance to promote good practice. With regard to risk evaluation, the trusts relied exclusively on risk matrices. A number of weaknesses were found in the use of this tool, especially related to the guidance for scoring an event's likelihood. We make a number of recommendations to address these concerns. The guidance assessed provides insufficient support for risk control and risk evaluation. This may present a significant barrier to the success of risk management approaches in improving patient safety. © 2013 Society for Risk Analysis.

The role of prophage-like elements in the diversity of Salmonella enterica serovars

The Salmonella enterica serovar Typhi CT18 (S. Typhi) chromosome harbours seven distinct prophage-like elements, some of which may encode functional bacteriophages. In silico analyses were used to investigate these regions in S. Typhi CT18, and ultimately compare these integrated bacteriophages against 40 other Salmonella isolates using DNA microarray technology. S. Typhi CT18 contains prophages that show similarity to the lambda, Mu, P2 and P4 bacteriophage families. When compared to other S. Typhi isolates, these elements were generally conserved, supporting a clonal origin of this serovar. However, distinct variation was detected within a broad range of Salmonella serovars; many of the prophage regions are predicted to be specific to S. Typhi. Some of the P2 family prophage analysed have the potential to carry non-essential "cargo" genes within the hyper-variable tail region, an observation that suggests that these bacteriophage may confer a level of specialisation on their host. Lysogenic bacteriophages therefore play a crucial role in the generation of genetic diversity within S. enterica. (C) 2004 Elsevier Ltd. All rights reserved.

Style manual for guidance in the preparation of papers for journals /

Cover title.

Mechanisms of axon guidance in the developing nervous system

The human brain assembles an incredible network of over a billion neurons. Understanding how these connections form during development in order for the brain to function properly is a fundamental question in biology. Much of this wiring takes place during embryonic development. Neurons are generated in the ventricular zone, migrate out, and begin to differentiate. However, neurons are often born in locations some distance from the target cells with which they will ultimately form connections. To form connections, neurons project long axons tipped with a specialized sensing device called a growth cone. The growing axons interact directly with molecules within the environment through which they grow. In order to find their targets, axonal growth cones use guidance molecules that can either attract or repel them. Understanding what these guidance cues are, where they are expressed, and how the growth cone is able to transduce their signal in a directionally specific manner is essential to understanding how the functional brain is constructed. In this chapter, we review what is known about the mechanisms involved in axonal guidance. We discuss how the growth cone is able to sense and respond to its environment and how it is guided by pioneering cells and axons. As examples, we discuss current models for the development of the spinal cord, the cerebral cortex, and the visual and olfactory systems. (c) 2005, Elsevier Inc.

Expression and role of complex carbohydrates in axon guidance in the olfactory system

Primary sensory neurons in the vertebrate olfactory systems are characterised by the differential expression of distinct cell surface carbohydrates. We show here that the histo-blood groups Sda (or CT1 antigen) and H are expressed by primary sensory neurons in the olfactory system, while the blood group A carbohydrate is expressed by a subset of vomeronasal neurons only in the developing accessory olfactory system. We have used both loss-of-function and gain-of-function approaches to manipulate expression of these carbohydrates in the olfactory system. In null mutant mice lacking the alpha(1,2)fucosyltransferase FUT1, the blood group H and A carbohydrates were not expressed in the olfactory systems which caused delayed development of the nerve fibre and glomerular layers in the main olfactory bulb. In contrast, ubiquitous expression of blood group A on olfactory axons in gain-of-function transgenic mice perturbed the ability of vomeronasal axons to terminate in the accessory olfactory bulb and affected the selective targeting of axons in the main olfactory bulb. During regeneration following bulbectomy, vomeronasal axons were unable to effectively sort out from the main olfactory axons when blood group A was misexpressed. These results provide in vivo evidence for a role of specific cell surface carbohydrates during development and regeneration of the olfactory nerve pathways.