Lessons learned from longitudinal studies to identify high exposure groups using OP pesticide urinary biomarkers

2006 ◽  
Vol 164 ◽  
pp. S161 ◽  
Author(s):  
Elaine M. Faustman ◽  
William C. Griffith ◽  
Eric Vigoren
Keyword(s):  
Longitudinal Studies ◽  
Lessons Learned ◽  
Urinary Biomarkers ◽  
High Exposure

scholarly journals Recruitment and Retention Strategies for Community-Based Longitudinal Studies in Urban, Minority Neighborhoods: Lessons Learned from the PARCS Study (Preprint)

2020 ◽  
Author(s):  
Emily B Ferris ◽  
Katarzyna Wyka ◽  
Kelly R. Evenson ◽  
Joan M Dorn ◽  
Lorna Thorpe ◽  
...  
Keyword(s):  
Longitudinal Studies ◽  
Low Income ◽  
Lessons Learned ◽  
Natural Experiments ◽  
Retention Strategies ◽  
Recruitment And Retention ◽  
Four Dimensions ◽  
Evaluation Approach ◽  
Measurement And Evaluation ◽  
The Impact

UNSTRUCTURED Longitudinal, natural experiments provide an ideal evaluation approach to better understand the impact of built environment interventions on community health outcomes, particularly heath disparities. As there are many recruitment and retention challenges inherent to the design of longitudinal, natural experiments, adaptive and iterative recruitment and retention strategies are critical to the success of a study. This paper documents lessons learned from the Physical Activity and Redesigned Community Spaces (PARCS) Study. The PARCS Study, while ongoing, has developed several approaches to improve the recruitment and retention protocols by prioritizing the following four dimensions: 1) building trust with communities; 2) adapting the study protocol to meet participants’ needs and to reflect their capacity for participation; 3) operational flexibility; and 4) measurement and evaluation systems. These strategies may help researchers more successfully recruit and retain participants, particularly in low-income, minority neighborhoods, into longitudinal studies.

scholarly journals Prodromal Markers in Parkinson’s Disease: Limitations in Longitudinal Studies and Lessons Learned

2016 ◽  
Vol 8 ◽  
Author(s):  
Sebastian Heinzel ◽  
Benjamin Roeben ◽  
Yoav Ben-Shlomo ◽  
Stefanie Lerche ◽  
Guido Alves ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Longitudinal Studies ◽  
Lessons Learned

Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies

2003 ◽  
Vol 8 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Mary F. Sinclair ◽  
Sandra L. Christenson ◽  
Camilla A. Lehr ◽  
Amy Reschly Anderson
Keyword(s):  
Student Engagement ◽  
Longitudinal Studies ◽  
Lessons Learned

scholarly journals Prospective Longitudinal Studies of Infant Siblings of Children With Autism: Lessons Learned and Future Directions

2016 ◽  
Vol 55 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Peter Szatmari ◽  
Katarzyna Chawarska ◽  
Geraldine Dawson ◽  
Stelios Georgiades ◽  
Rebecca Landa ◽  
...  
Keyword(s):  
Longitudinal Studies ◽  
Children With Autism ◽  
Lessons Learned ◽  
Infant Siblings ◽  
Future Directions ◽  
Prospective Longitudinal

High resolution mapping of nucleic acid containing complexes in vitro and in situ

1996 ◽  
Vol 54 ◽  
pp. 48-49
Author(s):  
D. P. Bazett-Jones ◽  
M. J. Hendzel
Keyword(s):  
Nucleic Acid ◽  
High Resolution ◽  
Transcription Initiation ◽  
Molecular Mechanisms ◽  
Heavy Atom ◽  
Regulation Of Transcription ◽  
High Exposure ◽  
Resolution Mapping ◽  
Tata Sequence

Structural analysis of combinations of nucleosomes and transcription factors on promoter and enhancer elements is necessary in order to understand the molecular mechanisms responsible for the regulation of transcription initiation. Such complexes are often not amenable to study by high resolution crystallographic techniques. We have been applying electron spectroscopic imaging (ESI) to specific problems in molecular biology related to transcription regulation. There are several advantages that this technique offers in studies of nucleoprotein complexes. First, an intermediate level of spatial resolution can be achieved because heavy atom contrast agents are not necessary. Second, mass and stoichiometric relationships of protein and nucleic acid can be estimated by phosphorus detection, an element in much higher proportions in nucleic acid than protein. Third, wrapping or bending of the DNA by the protein constituents can be observed by phosphorus mapping of the complexes. Even when ESI is used with high exposure of electrons to the specimen, important macromolecular information may be provided. For example, an image of the TATA binding protein (TBP) bound to DNA is shown in the Figure (top panel). It can be seen that the protein distorts the DNA away from itself and much of its mass sits off the DNA helix axis. Moreover, phosphorus and mass estimates demonstrate whether one or two TBP molecules interact with this particular promoter TATA sequence.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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