The Security Bureau today said that the last Hong Kong resident who had contracted COVID-19 while aboard the Diamond Princess cruise ship and was hospitalised in Japan has returned to Hong Kong.

Immigration Department staff that assisted Hong Kong residents in Japan have completed their mission and returned to Hong Kong as well.

In early February, a cluster of COVID-19 infection cases occurred on the Diamond Princess cruise docked in Yokohama.

Of some 3,700 passengers and crew, about 370 were from Hong Kong. The 712 confirmed COVID-19 cases associated with the cruise included 76 Hong Kong residents who were hospitalised in Japan for isolation and treatment.

While three Hong Kong residents passed away, the remaining 73 patients returned to Hong Kong or their places of residence after being discharged from the hospital.

As for other Hong Kong residents on the cruise, the bureau noted that the Hong Kong Special Administrative Region Government arranged three flights, between February 19 and 23, to escort 193 of them back to the city.

Upon arrival, they were transferred to the quarantine centre at Chun Yeung Estate to undergo 14 days of quarantine.

Another 144 Hong Kong residents returned on their own via other flights, including 25 close contacts of the patients who had completed quarantine in Japan.

For those who returned to Hong Kong on their own and did not complete 14 days of quarantine in Japan, they were required to complete the remaining quarantine period at a quarantine centre.

Of the 231 cruise passengers admitted to the quarantine centre at Chun Yeung Estate, nine tested positive for COVID-19 and were sent to hospitals for isolation and treatment.

The Hong Kong SAR Government expressed profound condolences on the passing of the Hong Kong patients and its deepest sympathies to their families.

The SAR Government emphasised that the incident could not have been resolved smoothly without the staunch support of the Office of the Commissioner of the Ministry of Foreign Affairs of the People's Republic of China in the Hong Kong Special Administrative Region, the Embassy of the People’s Republic of China in Japan and Japanese authorities.

The SAR Government also thanked Cathay Pacific Airways and the Airport Authority for their assistance, the bureau added.

Caryl Ann O'Reilly
Jul 1, 2005; 18:162-166
Articles

Students in a math class at Columbine High School in Colorado used geometry to work with Habitat for Humanity to build homes for those in need. See the video segment at "Students Build Houses For Families In Need...In Math Class," by Shaun Boyd, CBS4 Denver TV, December 23, 2019.

(Rutgers University) Rutgers' RUCDR Infinite Biologics received an amended emergency use authorization from the FDA late Thursday for the first SARS-CoV-2 coronavirus test that will allow people to collect their own saliva at home and send to a lab for results. The decision follows the FDA's recent emergency approval to RUCDR Infinite Biologics for the first saliva-based test, which involves health care workers collecting saliva from individuals at testing sites.

As part of the College's move to remote learning, 143 first-year students are taking a series of virtual field courses to investigate biodiversity.

(University of Portsmouth) The first major UK study into victims of computer misuse crime has exposed the serious harm some victim's experience, as well as barriers to reporting such offences, receiving support, achieving justice and the precarious resources dedicated by the police to cybercrime.

Karen B. Hirschman
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From Research to Practice

"It felt like prison." Those are the exact words of Jermaine who returned to the island yesterday after he was stranded on a cruise ship for 56 days in South Hampton, United Kingdom. "Bwoy we are out of prison ... it was rough mentally. They...

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See acast.com/privacy for privacy and opt-out information.

Cellular membranes are not homogenous mixtures of proteins; rather, they are segregated into microdomains on the basis of preferential association between specific lipids and proteins. These microdomains, called lipid rafts, are well known for their role in receptor signaling on the plasma membrane (PM) and are essential to such cellular functions as signal transduction and spatial organization of the PM. A number of disease states, including atherosclerosis and other cardiovascular disorders, may be caused by dysfunctional maintenance of lipid rafts. Lipid rafts do not occur only in the PM but also have been found in intracellular membranes and extracellular vesicles (EVs). Here, we focus on discussing newly discovered functions of lipid rafts and microdomains in intracellular membranes, including lipid and protein trafficking from the ER, Golgi bodies, and endosomes to the PM, and we examine lipid raft involvement in the production and composition of EVs. Because lipid rafts are small and transient, visualization remains challenging. Future work with advanced techniques will continue to expand our knowledge about the roles of lipid rafts in cellular functioning.

When you run SAS Deployment Wizard to install or update SAS 9.4 software, the file system is examined. If any files that the wizard needs to delete are found to be locked, they are reported as unwritable f

Swi-independent 3a and 3b (Sin3a and Sin3b) are paralogous transcriptional coregulators that direct cellular differentiation, survival, and function. Here, we report that mouse Sin3a and Sin3b are co-produced in most pancreatic cells during embryogenesis but become much more enriched in endocrine cells in adults, implying continued essential roles in mature endocrine-cell function. Mice with loss of Sin3a in endocrine progenitors were normal during early postnatal stages but gradually developed diabetes before weaning. These physiological defects were preceded by the compromised survival, insulin-vesicle packaging, insulin secretion, and nutrient-induced Ca²⁺ influx of Sin3a-deficient β-cells. RNA-seq coupled with candidate chromatin-immunoprecipitation assays revealed several genes that could be directly regulated by Sin3a in β-cells, which modulate Ca²⁺/ion transport, cell survival, vesicle/membrane trafficking, glucose metabolism, and stress responses. Lastly, mice with loss of both Sin3a and Sin3b in multipotent embryonic pancreatic progenitors had significantly reduced islet-cell mass at birth, caused by decreased endocrine-progenitor production and increased β-cell death. These findings highlight the stage-specific requirements for the presumed "general" coregulators Sin3a and Sin3b in islet β-cells, with Sin3a being dispensable for differentiation but required for postnatal function and survival.

Diabetic retinopathy is a potentially blinding eye disease that threatens the vision of a ninth of diabetic patients. Progression of the disease has long been attributed to an initial dropout of pericytes that enwrap the retinal microvasculature. Revealed through retinal vascular digests, a subsequent increase in basement membrane bridges is observed. Using cell-specific markers, we demonstrate that pericytes rather than endothelial cells colocalize with these bridges. We show that the density of bridges transiently increases with elevation of Ang-2, PDGF-BB, and blood sugar, is rapidly reversed on a time scale of days, and often associated with a pericyte cell body located off-vessel. Cell-specific knockout of KLF4 in pericytes fully replicates this phenotype. In vivo imaging of limbal vessels demonstrates pericyte migration off-vessel, with rapid pericyte filopodial-like process formation between adjacent vessels. Accounting for off-vessel and on-vessel pericytes, we observe no pericyte loss relative to non-diabetic control retina. These findings reveal the possibility that pericyte perturbations in location and process formation may play a role in the development of pathological vascular remodeling in diabetic retinopathy.

Sodium glucose co-transporter-2 inhibitors (SGLT2i) have favorable cardiovascular outcomes in diabetic patients. However, whether SGLT2i can improve obesity-related cardiac dysfunction is unknown. Sestrin2 is a novel stress-inducible protein that regulates AMPK-mTOR and suppresses oxidative damage. The aim of this study was to determine whether empagliflozin (EMPA) improves obesity-related cardiac dysfunction via regulating Sestrin2-mediated pathways in diet-induced obesity. C57BL/6J mice and Sestrin2 knockout mice were fed a high-fat diet (HFD) for 12 weeks and then treated with or without EMPA (10 mg/kg) for 8 weeks. Treating HFD-fed C57BL/6J mice with EMPA reduced body weight, whole-body fat, and improved metabolic disorders. Furthermore, EMPA improved myocardial hypertrophy/fibrosis and cardiac function, and reduced cardiac fat accumulation and mitochondria injury. Additionally, EMPA significantly augmented Sestrin2 levels, increased AMPK and eNOS phosphorylation, but inhibited Akt and mTOR phosphorylation. These beneficial effects were partially attenuated in HFD-fed Sestrin2 knockout mice. Intriguingly, EMPA treatment enhanced the Nrf2/HO-1-mediated oxidative stress response, suggesting antioxidant and anti-inflammatory activity. Thus, EMPA improved obesity-related cardiac dysfunction via regulating Sestrin2-mediated AMPK-mTOR signaling and maintaining redox homeostasis. These findings provide a novel mechanism for the cardiovascular protection of SGLT2i in obesity.

Research Event

Secretary Jeh Johnson, Partner, Paul, Weiss; US Secretary of Homeland Security, 2013 - 17
Chair: Amy Pope, Partner, Schillings; Associate Fellow, US and Americas Programme, Chatham House

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Indonesia, which has a long history as a major origin for migrant labor in the Asia-Pacific and beyond, more recently has reluctantly found itself a transit and destination country, including for asylum seekers. Still, policymakers remain focused on protection of its nationals abroad rather than on assuring the status of Chinese and other foreigners in the country. This country profile explores Indonesia's rich migration history. 

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Lalantha Leelarathna
Jul 1, 2014; 37:1931-1937
Emerging Technologies and Therapeutics

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The U.S. Department of Homeland Security issued an alert April 8 warning that cybercriminals are increasingly exploiting the COVID-19 pandemic to target individuals, small and medium businesses and large organizations.

By Guest Blogger, Penny Williams of {a mom’s view of ADHD}

ADHD children do better with routine. It’s a proven fact. In a brain characteristically in chaos, the order routine provides is soothing. They need to know what to expect in advance and have time to make the mental transition as well.

Everything goes more smoothly for my son when he knows what’s coming and when, and everything falls apart when our schedule changes unexpectedly. As parents of neurologically different children, we make their world more comfortable by publicizing the family schedule and sticking to a routine as much as a family can. We have a routine for getting up and ready for school in the morning. We have a bedtime routine. We even have an {unpopular} dinnertime routine. Why should homework time be any different?

It has taken me two years to establish a fairly comfortable homework routine for Luke, my 8-year-old, third grade son who has ADHD and sensory integration issues. Two years of a lot of trial and error. And we aren’t set yet, nor do I predict we will be for many years. As the full extent of Luke’s written expression disorder has been revealed this year, the homework routine has changed quite a bit, but for the better.

Like Clockwork

I’ve experimented quite a bit with the time of day that we do homework. It was quickly apparent that waiting until after dinner (and after medications had worn off) was not going to work for Luke (or for me). We then tried right after school and at 4 pm, which is about 30 minutes after we arrive home from school. I liked the idea of some free time for Luke to unwind and a break from schoolwork that the 4 pm schedule offered. However, it hasn’t always worked out. In 30 minutes time he can get engrossed in something fun and then it’s a battle to get him to stop and do homework. I feel a little like a schoolmarm making him do homework the minute we get home, but he does his best work at that time.

Now sure we don’t always come straight home from school. Sometimes I’m working and grandma picks him up. Sometimes we have afterschool activities or just need to run to the grocery store. But Luke knows that we do homework when we return home from school, whatever time that may read on the clock. He has come to expect it.

Even Homework Needs a Home

Give homework papers and supplies a home and keep them in the same spot. When I say, “time to do homework,” Luke immediately goes to his homework spot. Well, not immediately. Even the best laid plan will not cure the typical resistance to homework. We keep Luke’s homework folder, pencils, etc. on his end of the snack bar. Up until a month or so ago, he sat there or just behind at the dining table to do his homework. We kept all needs there so he wouldn’t have the distraction of getting up to fetch something.

____________________________________________

Consider a Homework Toolkit: The toolkit will be some sort of box or desktop organizer, even an actual toolbox, with every single item necessary to complete homework, prepped and ready to go:

• pencils (sharpened -- sharpening pencils is a favorite procrastination technique of children),

• pencil sharpener (in case it breaks),

• pencil grips (if used),

• markers,

• colored pencils (sharpened),

• appropriate scissors,

• notebook paper,

• construction paper or blank copy paper,

• calculator,

• ruler,

• dictionary,

• index cards,

• highlighter,

• tape,

• glue stick,

• post-it notes,

• clip board (if not working at a table or desktop),

• anything else your child may use for homework

____________________________________________

Now that Luke has some technological accommodations for his written expression disability, he does his spelling homework on the computer. When I announce “homework time,” he gets his folder off the snack bar and brings it to my desk to work on my computer. (I am looking for a good place in my office to create a new homework spot now that things have changed.) He’s great with technology, and typing is so much easier for him than hand writing assignments was, so this change has actually allowed me to stop standing over him, constantly nagging, during homework for the first time since he started school. It’s wonderful!

He finishes his spelling assignment and then takes his book to the sofa and I set the timer for reading. If you don’t have a timer or don’t use one with your ADHD child, I super-strongly recommend its implementation. My favorite is the Time Timer, but any household timer will work. When the timer sounds at the end of his 15 minutes, he jumps up, completes his homework log, and then puts the homework folder back in its home on the snack back (with a little prodding and a lot of reminders).

Don’t Make Them Bite Off More Than They can Chew

Homework is designed to prove to a teacher that a child has mastered the subject matter and is sometimes an exercise in repetition for knowledge retention. Every child in the class is given the same homework, regardless of their differences, unless there’s already an IEP or 504 Plan to the contrary. It’s your duty as your child’s advocate and #1 cheerleader to be sure the homework is appropriate for your child. Yes, this is negotiable, either through teamwork with the teacher or through a formal IEP or 504 Plan.

Scaling the amount of homework to your child’s differences and needs is a crucial element in the success of the homework routine. For example, Luke reads for 15 minutes each day while the original 3^rd grade homework structure called for 20 minutes. There was a lot of resistance and inability to finish 20 minutes of reading but 15 minutes is just the right amount for Luke. While he is above grade level in reading, he is allowed to have me read aloud to him if that’s what it takes to get the assignment finished. I have found that he often asks me to read to him just to have time together. I agree, but on the condition that we take turns reading aloud by alternating paragraphs. He usually ends up reading most of it himself anyway, just with me alongside him.

Spelling is also a regular homework task. He has 15 words each week and his teacher suggests a list of activities from which to complete three. We alter these activities to accommodate his handwriting issues. He types all activities which means there are some that don’t apply to him (like writing each word in cursive three times). Sometimes there aren’t three on the list that can be typed so I let him pick from activities he’s done previous weeks.

Also, get creative and tailor homework to the way your child learns. Luke is a visual and tactile learner so we make homework visual and hands-on as much as we can – it was easier to do so in the younger grades. Use dried macaroni for math or even spelling. Does your child love to paint? Let them paint their spelling words or their illustration for their writing assignments. Painting letters is actually a common therapy tool for children that struggle with handwriting. What about play dough? I purchased a box of cookie cutters with all the letters and numbers for play dough play. You could do spelling and math with these. It will take longer but make homework more interesting and fun.

Luke’s teacher is perfectly content with our customization of the homework plan. Since they don’t get a grade on homework in third grade, it’s easy to make this change. Similar alterations can be made for middle school and high school homework too though. For instance, a student should be allowed to complete a percentage of the problems on a math worksheet to show they have mastered the content when the entire assignment will take too long or is overwhelming. Shortening the assignments will reduce their anxiety too, making it easier to work and study in the first place.

Don’t Forget Good Study Habits

Good study habits are even more crucial for children with ADHD and learning disabilities. There are some general ground rules that should always be followed:

1. TV and other distractions must be turned off. However, music in the background actually helps some children focus. It is a distraction for me, but Luke and his sister both do homework better with music on, especially when listening with headphones. Experiment with this and see what is best for your child.

2. Praise and reward often (typically more often than feels natural).

3. Take breaks as needed. Who says you have to finish homework in one sitting? Allow your child to get up and stretch, get a snack, jump on the trampoline, etc. Just don’t allow them any screen time during breaks because you won’t likely get back to the homework amicably.

There is so much more than the few ideas I've covered here, especially for older children. Take a look at these other resources on the subject of homework with ADHD children:

• Family Education, full of amazing homework tips, tricks, helps, templates, checklists, and how to's. Here's the Family Education homework section. They even have a section on ADHD.

• Homework Help! A system that works for ADHD children, AdditudeMag.com article

• ADHD and Homework Time from 4ADHD.com

• Help a child with ADHD do homework

• How to Help Children with ADHD End Homework Hassles

Penny Williams is the creator and editor of {a mom's view of ADHD}, where she writes candidly about the everyday experiences of parenting her young ADHD son. In her immersion in all things ADHD since her son's diagnosis, Penny has published, My ADHD Story: Love Notes, Blah, Blah, Blah!, and Teachers We Love: Learning for All in ADDitude Magazine, the #1 national publication dedicated to ADHD. She has been quoted in Parenting.com's Family Health Guide on ADHD and The High Desert Pulse, Summer/Fall 2010, When Ritalin Works.

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