Academic literature on the topic 'Single parents Victoria'

Cochliobolus victoria, the causal agent of Victoria blight, is pathogenic due to its production of a toxin called victorin. Victorin sensitivity in oats, barley, Brachypodium spp., and Arabidopsis has been associated with nucleotide-binding site leucine-rich repeat (NLR) genes, a class of genes known for conferring disease resistance. In this work, we investigated the sensitivity of Phaseolus vulgaris to victorin. We found that victorin sensivity in Phaseolus vulgaris is a developmentally regulated, quantitative trait. A single quantitative trait locus (QTL) accounted for 34% of the phenotypic variability in victorin sensitivity among Stampede × Red Hawk (S×R) recombinant inbred lines. We cloned two NLR-encoding genes within this QTL and showed one, Phvul05G031200 (PvLOV), confers victorin-dependent cell death when overexpressed in Nicotiana benthamiana. Protein sequences of PvLOV from victorin-sensitive and the victorin-resistant bean parents differ by two amino acids in the leucine-rich repeat region, but both proteins confer victorin-dependent cell death when overexpressed in N. benthamiana.

Dengue fever is the most quickly spreading and transmitted mosquito bite disease, with an annual incidence of around 50 million people. Plasma leakage during dengue fever results in the development of serious consequences. Objective: To determine the ultrasonography findings used for diagnosing plasma leakage in patients managed with diagnosis of dengue fever Study Design: Cross sectional descriptive study Setting: Department of Radiologist, Bahawal victoria hospital Bahawalpur. Duration of Study: 4 months (August to November, 2021) Methodlogy: All the patients of dengue fever admitted in the dengue isolation ward of the hospital, diagnosed using anti-dengue serology were enrolled to be included in the study after a written informed consent from the parents or attendants. All these patients were sent to a consultant radiologist for ultrasound abdomen to look for ascites, pleural effusion, gall bladder thickness, liver size, hepatomegaly, spleen size and splenomegaly. Results: Dengue fever is one of the most frequent diseases in our region of the globe. It manifests itself in a variety of ways, but early detection and treatment can help to reduce case fatality rates. This demonstrates the ultrasonography results that might be observed in Dengue Fever patients showing capillary leakage are seen in around thirty percent of the patients. Further studies should be done to correlate ultrasonography findings with the severity of dengue. Conclusion: Dengue fever is one of the most frequent diseases in our region of the globe. It manifests itself in a variety of ways, but early detection and treatment can help to reduce case fatality rates. This demonstrates the ultrasonography results that might be observed in Dengue Fever patients showing capillary leakage are seen in around thirty percent of the patients. Further studies should be done to correlate ultrasonography findings with the severity of dengue. Keywords: Dengue, splenomegaly, Ultrasonography, Ascites, Pleural effusion, Gall bladder thickness

AbstractMany children are reported by parents to exhibit problems of conduct at home, and similarly many children are reported by teachers to exhibit conduct problems at school. Surprisingly, very little research has examined the extent to which children exhibit behavioural problems in the clinical range at both home and school. The current study examined the co-occurrence of problems at home and school in a sample of 189 children in schools in Victoria. The total sample consisted of (a) 124 children whose parents responded to invitations to participate distributed through schools, and (b) 65 children who had been referred to various agencies because of conduct problems. The occurrence of problems at home was assessed using the Child Behaviour Checklist (Achenbach & Edelbrock, 1983), and problems at school were assessed using the Teacher Report Form (Achenbach & Edelbrock, 1986). For the school sample, 7 children (5.6%) exhibited conduct problems in both settings (scores in the borderline/ clinical range), with 27 children (21.7%) exhibiting them in one setting only. For the clinic sample, 39 children (60.0%) exhibited problems in both settings, with 21 children (32.3%) exhibiting them in one setting only. The results of this study indicate the need for interventions that can be used consistently across home and school settings, as well as independently in single settings when warranted.

AbstractIntroductionThe Australian prehospital profession has not yet facilitated a comprehensive discussion regarding paramedic role and responsibility during disasters. Whether paramedics have a duty to treat under extreme conditions and what acceptable limitations may be placed on such a duty require urgent consideration. The purpose of this research is to encourage discussion within the paramedic profession and broader community on this important ethical and legal issue.MethodsThe authors employed qualitative methods to gather paramedic and community member perspectives in Victoria, Australia.ResultsThese findings suggested that both paramedic and community member participants agree that acceptable limitations on paramedic duty to treat during disaster are required. These limitations should be based on consideration of the following factors: personal health circumstances (eg, pregnancy for female paramedics); pre-existing mental health conditions (eg, posttraumatic stress disorder/PTSD); competing personal obligations (eg, paramedics who are single parents); and unacceptable levels of personal risk (eg, risk of exposure and infection during a pandemic).ConclusionIt is only with the engagement of a more broadly representative segment of the prehospital profession and greater Australian community that appropriate guidance on limiting standards of care under extreme conditions can be developed and integrated within prehospital care in Australia.SmithE, BurkleFM Jr., GebbieK, FordD, BensimonC. Acceptable limitations on paramedic duty to treat during disaster: a qualitative exploration. Prehosp Disaster Med. 2018;33(5):466–470.

SUMMARYThree influenza A (H3N2) reassortant whole virus vaccine strains with differing antibody-inducing capacities in hamsters were investigated morphologically and antigenically. Although initial measurements of virion circumference, from electron micrographs of vaccine preparations, suggested a relationship of small virion size with low immunogenicity, subsequent immunization with, and morphological investigation of, vaccine virions separated on sucrose gradients, failed to obtain populations whose antibody-inducing capacity clearly correlated with constituent virion density, size, morphology or integrity.However, antigenic investigation using single radial haemolysis (SRH) and monoclonal antibodies revealed significant differences in antigenic specificity between the strains. Furthermore, a series of H3N2 isolates, derived using standard reassortment procedures, also showed differences in antigenic specificity in their haemagglutination-inhibition (HI) reactions with monoclonal antibodies after five passages in allantois-on-shell cultures. Variation between these isolates and their A/Victoria parent virus could be detected using SRH and hamster sera raised against each isolate.These results demonstrate variation between candidate influenza A virus vaccine strains, all possessing the same surface (H3N2) glycoproteins, expressed as a consequence of the reassortant system used for their production.

The Technical Classification is a system for encoding soil attributes according to parent rock; texture profile; depth to and type of impeding layer; texture, condition, and weathering of surface horizons; and nature and colour of the subsoil. The encoded data may then be used as a basis for soil-based silvicultural management decisions, such as prediction of wood yield, fertilizer prescription, thinning schedules, trafficking for off-road equipment, and placement of roads. The objective of this paper is to examine the suitability of the classification as a basis from which to estimate the yield of wood from Pinus radiata plantations. Data were collected from trees and soil profiles on 181 sites in New South Wales, South Australia, Victoria and Tasmania. All but one of the attributes (texture profile) of the Technical Classification were significantly related to wood volume as single factors at the 5% level of significance. The combined effect of soil attributes in explaining the variation in wood volume across the sites was analysed by backward stepwise elimination of variables from a multiple analysis of variance model. When summed, the parameter estimates for each soil attribute gave an estimate of wood volume produced at age 11 years. The model included the attributes: parent rock, soil depth, impeding layer, texture of surface soil, surface condition, and an interaction between texture profile and weathering of surface soil horizons. The attributes subsoil texture and subsoil colour were not significant in explaining the variation in wood volume in the data set under test. The model accounted for 75% of the variation in wood volume. The addition of rainfall did not improve the variation accounted for by the model. By comparison, the Great Soil Group classification accounted for 32% of variation in wood volume. The Factual Key classification at the level of principal profile form accounted for 53% of the variation in wood volume. We conclude that the Technical Classification is suitable as a basis from which to estimate the yield of wood from Pinus radiata plantations.

PurposeSoon after its establishment in 1863, the Board of Education – “the body responsible for administering public education in Victoria – determined that a system of universal mixed (coeducational) schooling would be adopted in the colony. Existing single-sex departments were “encouraged”, or compelled, to amalgamate, and no new separate schools were established. Although administrators and officials endorsed coeducation, primarily on the grounds of efficiency and economy, opposition from some teachers and parents persisted for many decades. Those opposed to the mixing of children within the schools expressed particular concern about the moral well-being of female pupils, and wished to protect them from what they perceived as corrupting influences. Nevertheless, once decided upon, the policy of universal coeducation prevailed, and when Victoria's first state secondary schools were established in the early 20th century, they too were coeducational.Design/methodology/approachDocumentary evidence, primarily the records of the various boards responsible for the administration of the public schools, evidence provided to several royal commissions, and various contemporary sources, have been examined to discover how the policy of universal coeducation was developed and implemented, and to examine what arguments were offered in favour of and against such a system.FindingsThe colony of Victoria implemented a system of universal coeducation within the public education sector well in advance of its adoption by other Australian colonies, and before it was generally accepted by similar societies elsewhere. The purpose of this paper is to examine why, how and by whom the policy of coeducation was formulated and implemented, and what opposition it faced.Originality/valueAlthough reference is often made to coeducational schooling in histories of education in the 19th century, the information provided is usually of a general nature, without providing specific information about the process by which separate schooling was superseded by coeducation – how and when one type of educational provision came to be replaced by another.

Conlin, Christy A. Dead Time. / Lee, Jen S. Shelter. Single Voice Series. Toronto: Annick Press, 2011. Print. It is difficult to say which of these brief cold showers will leave you feeling happier to leap back into the warmth of the everyday. Presented back-to-back in a single volume, both novellas share an unhappy preoccupation: picking apart the threads of the past in order to untangle – or at least understand – the enmeshments the present. The narrator of Dead Time is Isabella, a teen awaiting trial for a crime which, she repeatedly insists, she did not commit. It was her boyfriend who murdered the interloping Lulu; as soon as he confesses his guilt, Isabella will be released from the grim “youth center” where she awaits trial. Author Christy Ann Conlin deploys the first-person voice masterfully— Isabella’s rage beats palpably from the page, and we are righteously indignant on her behalf. Yet the further she beckons us into her memory, recounting the events antecedent to Lulu’s murder, the uglier and less justifiable her anger becomes. So gradually is the reader’s sympathy eroded that the story’s final twist – though dimly visible all along – still manages to come as a surprise. Though more straightforward than its companion novel, Jen Sookfong Lee’s Shelter is no less dispiriting in its outcome. We begin at the unhappy end: our narrator, Abby, weeps alone on a park bench. Even before her latest catastrophe, it would seem she has plenty to cry about: maimed by debt, her parents abide in private misery, leaving Abby to run a singularly thankless household. Her only solace is a volunteer job at the local animal shelter, where she meets a beguiling young man named Sean. We know Abby’s infatuation with Sean will end badly, but the form and flavour of this badness is not revealed until Abby fully unspools her dismal yarn. Though hampered by some awkward turns of phrase- “… it feels like he’s always been part of me, like an elbow” - the story succeeds as a meditation on the blurred line between the security of a shelter – be it a house, a family, or a lover — and the confinement of a trap. Pitched at mature but not necessarily avid readers, Annick Press’s Single Voice Series entices with the promise of gritty, fast-moving narratives packaged in a clever two-for-one reversible format. Both Dead Time and Shelter are certainly gritty and, at less than 100 pages a pop, fast enough to read in one go. It is unclear, however, what the effect on their intended audience might be. Comfortless in their brevity, joyless in their details, these novels do little to stir the imagination or assuage the loneliness of the young reader. At best, they offer a frisson of discomfort, a chilling affirmation of vague adolescent unease: the world is indeed out to get you.Recommended: 3 out of 4 stars Reviewer: Sarah Mead-Willis Sarah is the Rare Book Cataloguer at the University of Alberta's Bruce Peel Special Collections Library. She holds a BA and an MLIS from the University of Alberta and an MA in English Literature from the University of Victoria.

This study examined the difference in the satisfaction level of 4Ps beneficiaries in Barangay VI, Victorias City, Negros Occidental, Philippines between the year 2015 and year 2020. The design of the study used a descriptive comparative method of research. The participants were 216 from 2015, 250 from 2020, and were official 4Ps beneficiaries of Barangay VI, Victorias City, Negros Occidental in the specified years. Results were analyzed with frequency, percentage, mean, and T-test. The findings revealed that the majority of them were above 30 years old with 349 (74.89%), female with 425 (91.20%), married with 359 (77.04%), laborers with 268 (57.51%), with 1-3 number of children with 261 (56%), and high school level of educational attainment with 284 (60.95%). Further, it indicated that there was an increasing trend in the 4Ps parent-beneficiaries in 2020 with the following: above 30 years old (41.2%) widow (7.1%), single parent (9.9%), no work (17.4%), laborers (8.8%), college level (4.8%) and college graduates (0.1%). It revealed the decreasing trend in the year 2020 with the following 4Ps parent beneficiaries: 30 years old and above (46.8%) and married (13.5%). The satisfaction level of 4Ps beneficiaries to CCT has significantly increased to a high level of satisfaction by 2020. There was a significant difference in the satisfaction level of 4Ps parent- beneficiaries to the CCT program which revealed that the satisfaction level survey was higher in 2020 than in 2015 especially in terms of health grants and education grants. Lastly, it was recommended to provide sustainable programs that would enhance the living conditions and nutrition grants of locals.

07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.07–403Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–404Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.07–406Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–407Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–408Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–27707–410Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–411Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–412Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–413Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.07–416Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–418Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.07–420Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.07–424Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.07–425Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–426Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–427Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.07–429Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

Magdalen Vanstone and her sister Norah learn the true meaning of social stigma in Victorian England only after the traumatic discovery that their dearly loved parents, whose sudden deaths have left them orphans, were not married at the time of their birth. Disinherited by law and brutally ousted from Combe-Raven, the idyllic country estate which has been their peaceful home since childhood, the two young women are left to fend for themselves. While the submissive Norah follows a path of duty and hardship as a governess, her high-spirited and rebellious younger sister has made other decisions. Determined to regain her rightful inheritance at any cost, Magdalen uses her unconventional beauty and dramatic talent in recklessly pursuing her revenge. Aided by the audacious swindler Captain Wragge, she braves a series of trials leading up to the climactic test: can she trade herself in marriage to the man she loathes? Written in the early 1860s, between The Woman in White and The Moonstone, No Name was rejected as immoral by critics of its time, but is today regarded as a novel of outstanding social insight, showing Collins at the height of his powers.

I am María Victoria, a young woman at the age of 31, and I am writing about my twenties living in Paraná, the place where I was born and brought up.In order to understand properly my narration, there are some historical features that would be important to underline about my country pursuant to my experience. Since my childhood I have usually heard from my aunts, parents, and grandparents an open distrust of politicians and memories of a period of instability, censorship, and state terrorism where many civilians “disappeared” and people in general were being observed everywhere. Everyone could be seen as a spy, and varied and countless violations of human rights happened. In the return of democracy, there was a visible refreshment of social well-being, but it was difficult to leave a culture of fear and adopt self-expression freely as a way of living or to participate in politics. Self-expression was related to “show” instead of freedom or critical thinking. That is the context I grew up in. Devaluation, public sector corruption, unemployment or low-paying jobs, and working in the black economy are frequently heard concepts in this society. In each of the subsequent governments, many cases of corruption in the public sector were demonstrated. So I understand it is very difficult here to keep values such as honesty, equity, fraternity, and liberty and succeed in politics. And I have found a better place to do my best in my work, personal relationships, educational instances, and social or communitarian projects....

Alively, Towheaded, Eight-Year-Old Boy shivered with dread and excitement on a cool morning in September 1900 in Ottertail County, Minnesota, as he headed for his first day of school. His older brother, Mads, and his older sister, Esther, had already attempted this venture, and neither had liked it at all. For many, not only the first day of school but latter days as well were a harrowing experience. Subsequently his six younger brothers and sisters would make the same journey, and most of them would not like it either. His father offered one piece of advice in Danish, the only language spoken in the family, “When the teacher looks at you, stand up and say, ‘My name is Victor Lincoln Albjerg.’” That was his preparation for schooling in America. His parents’ concession to his need for Americanization was his middle name; they offered few others. Victor Lincoln Albjerg was my father. Little Victor followed his father’s advice precisely, and when the teacher turned to him, he rose and replied as his father had instructed. Derisive laughter from his fellow students and a frown from the teacher greeted him. Confused and embarrassed, he sat immediately, and understood why Mads and Esther had sought to avoid school. Obviously the teacher had asked him something other than his name, but, since she spoke English and he spoke only Danish, he had no idea what she had said. The teacher, on the other hand, recognized that her preeminent task was to teach her pupils English, and to do so she forbade them from speaking their family language to each other in the school or schoolyard. The sharp rap of the birch rod met such infractions. Despite his inauspicious beginning, Victor prospered in the school, more than his father wished. Victor’s father believed in schooling only within “thrifty limits,” by which he meant a modicum of English and arithmetic and perhaps a bit else but not enough to give students an appetite for further book learning that might take them away from their local environment. As his father feared, Victor, unlike his brothers, did not want to return to the family farm. As he expressed it, “I wanted to be somebody—a rural schoolteacher.”