Reframing the Narrative: An Exploratory Study of the Concerns, Expectations and Experiences of Parents Who Bring Their Child to an Emergency Department with Non-Urgent Illness.

Parenthood inevitably includes caring for a child suffering from mild-moderate illness requiring access to health care. Most childhood illnesses can be managed in the community, and parents are encouraged to attend the most suitable primary care service for their needs. Yet the number of children visiting emergency departments with non-urgent illness continues to rise annually, with child attendance representing over 25% of the total workload.

Clinical psychologists' views of intensive interaction as an intervention in learning disability services.

Unlabelled: Intensive Interaction was initially developed in the 1980s as an educational approach for developing social communication and engagement with people with severe or profound intellectual disabilities and/or autism. Intensive Interaction has subsequently been adopted by a range of practitioners and professionals working in learning disability services and has a broad multi-disciplinary acceptance, being recommended in a number of UK governmental guidance documents. Despite this, there has been limited work on developing a deeper psychological understanding of the approach.

Uropathogenic Escherichia coli induces chronic pelvic pain.

Chronic prostatitis/chronic pelvic pain syndrome (CP/CPPS) is a debilitating syndrome of unknown etiology often postulated, but not proven, to be associated with microbial infection of the prostate gland. We hypothesized that infection of the prostate by clinically relevant uropathogenic Escherichia coli (UPEC) can initiate and establish chronic pain. We utilized an E.

Urothelial cultures support intracellular bacterial community formation by uropathogenic Escherichia coli.

Uropathogenic Escherichia coli (UPEC) causes most community-acquired and nosocomial urinary tract infections (UTI). In a mouse model of UTI, UPEC invades superficial bladder cells and proliferates rapidly, forming biofilm-like structures called intracellular bacterial communities (IBCs). Using a gentamicin protection assay and fluorescence microscopy, we developed an in vitro model for studying UPEC proliferation within immortalized human urothelial cells.

Bacteria-induced uroplakin signaling mediates bladder response to infection.

Urinary tract infections are the second most common infectious disease in humans and are predominantly caused by uropathogenic E. coli (UPEC). A majority of UPEC isolates express the type 1 pilus adhesin, FimH, and cell culture and murine studies demonstrate that FimH is involved in invasion and apoptosis of urothelial cells.

Differentiation-induced uroplakin III expression promotes urothelial cell death in response to uropathogenic E. coli.

Uropathogenic E. coli (UPEC) expressing type 1 pili underlie most urinary tract infections (UTIs). UPEC adherence to the bladder urothelium induces a rapid apoptosis and exfoliation of terminally differentiated urothelial cells, a critical event in pathogenesis.

Mast cell-derived histamine mediates cystitis pain.

Background: Mast cells trigger inflammation that is associated with local pain, but the mechanisms mediating pain are unclear. Interstitial cystitis (IC) is a bladder disease that causes debilitating pelvic pain of unknown origin and without consistent inflammation, but IC symptoms correlate with elevated bladder lamina propria mast cell counts. We hypothesized that mast cells mediate pelvic pain directly and examined pain behavior using a murine model that recapitulates key aspects of IC.

Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.

Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability.