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  • 2001  (4)
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  • 2001  (4)
  • 1
    In: Infection and Immunity, 2001, Vol. 69(4), p.2549
    Description: In a previous study, Haemophilus ducreyi was found in the pustule and dermis of samples obtained at the clinical end point in the human model of infection. To understand the kinetics of localization, we examined infected sites at 0, 24, and 48 h after inoculation and at the clinical end point. Immediately after inoculation, bacteria were found predominantly in the dermis but also in the epidermis. Few bacteria were detectable at 24 h; however, by 48 h, bacteria were readily seen in the pustule and dermis. H. ducreyi was associated with polymorphonuclear leukocytes and macrophages in the pustule and at its base, but was not associated with T cells, Langerhans' cells, or fibroblasts. H. ducreyi colocalized with collagen and fibrin but not laminin or fibronectin. Association with phagocytes, collagen, and fibrin was seen as early as 48 h and persisted at the pustular stage of disease. Optical sectioning by confocal microscopy and transmission electron microscopy both failed to demonstrate intracellular H. ducreyi. These data identify collagen and fibrin as potentially important targets of adherence in vivo and strongly suggest that H. ducreyi remains extracellular throughout infection and survives by resisting phagocytic killing in vivo.
    Keywords: Bacterial Adhesion ; Collagen -- Physiology ; Fibrin -- Physiology ; Haemophilus Ducreyi -- Physiology ; Phagocytes -- Microbiology;
    ISSN: 0019-9567
    ISSN: 00199567
    E-ISSN: 10985522
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  • 2
    In: The Mississippi Quarterly, Winter, 2001, Vol.55(1), p.117(15)
    Keywords: Women -- Portrayals ; Literature
    ISSN: 0026-637X
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  • 3
    Language: English
    In: Bulletin of the Council for Research in Music Education, 1 October 2001, Issue, pp.53-66
    Description: The purpose of this study was to examine the influence of selected factors on instrumental music teachers' planning for instruction, implementation of learning activities, and assessment of student learning. Randomly selected instrumental music teachers (N=120) from three states completed a questionnaire, rating the degree of consideration they gave to 17 variables when engaged in these three aspects of the teaching process. The mean scores of the variables were calculated and used to determine a rank order for each teaching aspect. Top influences when planning and implementing instruction were the subjects' own experience, available facilities and/or equipment, and their college ensemble conductor. When assessing students, top influences were the subject's own experience, colleagues, and professional development activities. In addition, separate repeated measure ANOVAs were computed among the means of the 17 variables in each category to determine if any of the variables had a significantly greater influence on one aspect of teaching when compared to other aspects. Significant main effect differences were found for eight of the variables.
    Keywords: Arts -- Arts participation -- Art education ; Economics -- Economic disciplines -- Labor economics ; Arts -- High culture -- Art music ; Behavioral sciences -- Psychology -- Applied psychology ; Education -- Formal education -- Pedagogy ; Education -- Formal education -- Pedagogy ; Behavioral sciences -- Psychology -- Cognitive psychology ; Philosophy -- Applied philosophy -- Philosophy of music ; Applied sciences -- Research methods -- Survey research ; Education -- Academic communities -- Students
    ISSN: 00109894
    Source: Archival Journals (JSTOR)
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  • 4
    Language: English
    In: Bulletin of the Council for Research in Music Education, 1 October 2001, Issue, pp.53-66
    Description: The purpose of this study was to examine the influence of selected factors on instrumental music teachers' planning for instruction, implementation of learning activities, and assessment of student learning. Randomly selected instrumental music teachers (N=120) from three states completed a questionnaire, rating the degree of consideration they gave to 17 variables when engaged in these three aspects of the teaching process. The mean scores of the variables were calculated and used to determine a rank order for each teaching aspect. Top influences when planning and implementing instruction were the subjects' own experience, available facilities and/or equipment, and their college ensemble conductor. When assessing students, top influences were the subject's own experience, colleagues, and professional development activities. In addition, separate repeated measure ANOVAs were computed among the means of the 17 variables in each category to determine if any of the variables had a significantly greater influence on one aspect of teaching when compared to other aspects. Significant main effect differences were found for eight of the variables.
    Keywords: Arts -- Arts participation -- Art education ; Economics -- Economic disciplines -- Labor economics ; Arts -- High culture -- Art music ; Behavioral sciences -- Psychology -- Applied psychology ; Education -- Formal education -- Pedagogy ; Education -- Formal education -- Pedagogy ; Behavioral sciences -- Psychology -- Cognitive psychology ; Philosophy -- Applied philosophy -- Philosophy of music ; Applied sciences -- Research methods -- Survey research ; Education -- Academic communities -- Students
    ISSN: 00109894
    Source: Archival Journals (JSTOR)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
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