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The activated forms of the environmental pollutant benzo[a]pyrene (B[a]P), such as benzo[a]pyrene diol epoxide (BPDE), are known to cause damage to genomic DNA and proteins. However, the impact of BPDE on ribonucleic acid (RNA) remains unclear. To understand the full spectrum of potential BPDE-RNA adducts formed, we reacted ribonucleoside standards with BPDE and characterized the reaction products using liquid chromatography coupled with tandem mass spectrometry (LC-MS/MS). To understand the potential types of adducts that could form with biological RNAs, eukaryotic transfer RNAs (tRNAs) were also reacted with BPDE. The isolation and analysis of the modified and adducted ribonucleosides using LC-MS/MS revealed several BPDE derivatives of post-transcriptional modifications. The approach outlined in this work enables the identification of RNA adducts from BPDE, which can pave the way for understanding the potential impacts of such adducts on the higher-order structure and function of modified RNAs.

This article examines part of the complex relationship between linguistic and cultural diversity and the digital technologies that shape our social worlds. In particular, the author explores how digital media cultivate ideas about language practice in multicultural communities and simultaneously serve as a pedagogical tool for discussing controversial issues in a classroom setting. The author first discusses digital media as powerful storytellers about culture and language issues. The author then addresses the theoretical dimensions of media effects on audiences. Finally, she presents ways in which we can challenge all students to problematize their cultural and linguistic identities by using digital media in our classrooms.

Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this article, I introduce critical media analysis (CMA) as a tool that cultivates discussion of language-learners' identities as they are shaped by popular media. I present CMA in the context of critical language studies and communication theories that situate language in social and political landscapes. I describe a hybrid (quantitative/qualitative) approach to CMA as I apply it to a non-native speaker of English (NNSE) character from an internationally successful Hollywood film. I describe representations that "symbolically colonize" (Molina-Guzman, 2010) the NNSE as lower class, lower status, and comfortably positioned as subordinate to his native-speaker counterparts. I then share examples of how students use CMA to further explore media cultivation of social attitudes toward language-learning, language policies, and NNSE identity. Overall, this article offers second-language teacher educators a theoretically informed model of analysis that engages TESL professionals as active participants in their media-saturated environments.

Much has changed for today's language learners. The people, artifacts, and popular culture of a target language are often highly accessible to language learners and teachers, despite geographical barriers. This accessibility, of course, is possible through mass media and electronic forms of communication. This is phenomenal. But with this unprecedented accessibility comes serious questions about the media educators have at their disposal and about the role of media education in the TESOL profession. Not only do they need to pay attention to images of cultures as they are packaged by mass media, but educators need to understand how media enters into their profession and consider how they want to respond to it. In this article, the author proposes media education as one way to develop this informed outlook and initiate conversations among language educators and students. The author begins with an introduction of media education as a way to create a public sphere for discussion within the classroom. She then shares some examples of how media analysis engages students with language issues, and finally the author highlights several media-related arenas that merit further conversation, debate, and research in TESOL. (Contains 1 footnote.)

This essay explores some of the areas in which language teaching and intercultural education overlap. We position language teaching as embedded within sociocultural practices and shaped by attitudes toward bilingualism and native vs. nonnative speaker status. Specifically, we question language practices that exclude or downplay the benefits of developing students' heritage languages while learning additional languages, and we offer and challenge narrow perceptions of language ownership and native speaker identity. We urge teachers of languages and culture to conceptualize their work as deeply connected to social, economic, cultural, and political activities. (Contains 1 note.)

Diversity and intercultural awareness initiatives are increasingly common at institutions of higher education in the USA. Although students recognize and appreciate the diversity of their surroundings, studies show that intercultural interactions at the social level are lacking. This study focuses on how English language learners, multilingual students, and monolingual students of English perceive themselves as able to adapt their communication styles to unfamiliar social encounters. Results of a survey on communicative adaptability (N = 1128) reveal both differences and similarities in communication styles among these three groups. Implications for intercultural education as well as language learning and teaching are discussed. (Contains 2 tables.)

This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status and relationship issues as challenges to collaboration, this course focused on relational dynamics such as respect, trust, reciprocity, and approachability as central to the successful implementation of collaborative practice. CL activities were integrated into the program to encourage ESL teachers to explore their own values and expectations for learning as well as their own communication styles which might facilitate or hinder collegiality. The research question asks how CL contributes to teachers' understanding of themselves as communicators, collaborators, and agents of change. From a qualitative analysis of observer notes, journal entries, classroom discussions, group activities, and autobiographies, this paper highlights how dimensions of CL can be used not only as methodology in second-language teacher education but also as a model for developing collaborative relationships between ESL and content-area teachers. (Contains 1 table.)

Objectives: The goal of the Intercultural Partnership Project is to introduce students to issues surrounding language and cultural identity, with the ultimate goal of helping students see themselves as engaged participants, rather than observers, in a multicultural community. For students in the intercultural communication class, this goal echoes the overall purpose of the course. For students in the ESL class, this goal seeks to improve their communication skills through interaction with members of the target language community. Courses: An upper division intercultural communication course and an English as a second language (ESL) class that focuses on academic skill development, with an emphasis on written communication. (Contains 1 table.)

The cultural heritage of library collections and individual items is of importance and interest outside the profession of librarianship. This paper gives an introduction to the concept of "movable heritage" from the heritage professional's perspective and provides suggestions as to how this concept can be applied to libraries. Identifying what is of cultural heritage significance and how a collection/item is significant is the key to making management decisions which balance the conservation of a library's heritage items with the other pressures in library management.

This paper describes a project designed for college students unlikely to participate in international exchange programs but who, nonetheless, can learn much about intercultural communication through available resources in their own communities. The project involved a mentoring program between third and fourth year university students and first and second year ESL students at the same institution. The project was conducted over a 15-week semester-long course, and learning outcomes were documented through journal entries, written reflective statements, class discussions, oral presentations and instructor observations. A qualitative analysis of these data sources, framed through transformative learning theory, revealed outcomes leading to increased intercultural awareness. While engaging in face-to-face conversations, students transformed their prior knowledge about "others" into a deeper understanding of themselves, their culture and their intercultural relationships.

Stresses the importance of developing media literacy in the English-as-a-Second/Foreign-Language classroom, not only as a way to incorporate mass media as a source of linguistic input, but also as a tool for learning to interpret multiple layers of messages and to separate mediated images of people, places, things, ideas, and values from those of the real world. (Author/VWL)

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This article presents an update on a report by the U.S. Centers for Disease Control focusing on an outbreak of mumps, initiated in Iowa in 2005. This outbreak had spread to ten additional states by May, 2006. A summary of the preliminary data from the original article is presented concerning the progression of the outbreak across state lines, and updated recommendations for the control of the virus during the outbreak are also provided. The author suggests employing multiple doses of vaccines during an outbreak, especially for individuals born before 1957, with no previous history of vaccination.

This report examined the roles of native and non-native speakers of English as participants in a multicultural community and the expectations that members of these groups hold toward each other and toward intercultural interactions. A qualitative analysis of interview data from college students (N=35) indicated associations between low impressions of competency and native language status. The comments from the interviews also provided little evidence of students' willingness to engage in intercultural interactions despite expressions of support for multiculturalism and diversity. The implications of reward value and communicator status in a multicultural community are discussed. [ABSTRACT FROM AUTHOR]

Background: The United States is experiencing mumps outbreaks in settings with high 2-dose measles-mumps-rubella (MMR) vaccine coverage, mainly universities. The economic impact of mumps outbreaks on public health systems is largely unknown. During a 2015-2016 mumps outbreak at the University of Iowa, we estimated the cost of public health response that included a third dose of MMR vaccine., Methods: Data on activities performed, personnel hours spent, MMR vaccine doses administered, miles traveled, hourly earnings, and unitary costs were collected using a customized data tool. These data were then used to calculate associated costs., Results: Approximately 6300 hours of personnel time were required from state and local public health institutions and the university, including for vaccination and laboratory work. Among activities demanding time were case/contact investigation (36%), response planning/coordination (20%), and specimen testing and report preparation (13% each). A total of 4736 MMR doses were administered and 1920 miles traveled. The total cost was >$649 000, roughly equally distributed between standard outbreak control activities and third-dose MMR vaccination (55% and 45%, respectively)., Conclusions: Public health response to the mumps outbreak at the University of Iowa required important amounts of personnel time and other resources. Associated costs were sizable enough to affect other public health activities.

Background: In response to a mumps outbreak at the University of Iowa and surrounding community, university, state, and local health officials implemented a vaccination campaign targeting students <25 years of age with an additional dose of measles-mumps-rubella (MMR) vaccine. More than 4700 vaccine campaign doses were administered; 97% were documented third doses. We describe the epidemiology of the outbreak before and after the campaign, focusing on cases in university students., Methods: Mumps cases were identified from reportable disease databases and university health system records. Detailed information on student cases was obtained from interviews, medical chart abstractions, university and state vaccination records, and state public health laboratory results. Pre- and postcampaign incidence among students, university faculty/staff, and community members <25 vs ≥25 years old were compared using Fisher exact test. Multivariable regression modeling was performed to identify variables associated with a positive mumps polymerase chain reaction test., Results: Of 453 cases in the county, 301 (66%) occurred in university students. Student cases were primarily undergraduates (90%) and highly vaccinated (86% had 2 MMR doses, and 12% had 3 MMR doses). Fewer cases occurred in students after the campaign (75 [25%]) than before (226 [75%]). Cases in the target group (students <25 years of age) declined 9% postcampaign (P=.01). A positive mumps polymerase chain reaction test was associated with the presence of parotitis and early sample collection, and inversely associated with recent receipt of MMR vaccine., Conclusions: Following a large additional dose MMR vaccination campaign, fewer mumps cases occurred overall and in the target population., (Published by Oxford University Press for the Infectious Diseases Society of America 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.)

Background: The effect of a third dose of the measles-mumps-rubella (MMR) vaccine in stemming a mumps outbreak is unknown. During an outbreak among vaccinated students at the University of Iowa, health officials implemented a widespread MMR vaccine campaign. We evaluated the effectiveness of a third dose for outbreak control and assessed for waning immunity., Methods: Of 20,496 university students who were enrolled during the 2015-2016 academic year, mumps was diagnosed in 259 students. We used Fisher's exact test to compare unadjusted attack rates according to dose status and years since receipt of the second MMR vaccine dose. We used multivariable time-dependent Cox regression models to evaluate vaccine effectiveness, according to dose status (three vs. two doses and two vs. no doses) after adjustment for the number of years since the second dose., Results: Before the outbreak, 98.1% of the students had received at least two doses of MMR vaccine. During the outbreak, 4783 received a third dose. The attack rate was lower among the students who had received three doses than among those who had received two doses (6.7 vs. 14.5 cases per 1000 population, P<0.001). Students had more than nine times the risk of mumps if they had received the second MMR dose 13 years or more before the outbreak. At 28 days after vaccination, receipt of the third vaccine dose was associated with a 78.1% lower risk of mumps than receipt of a second dose (adjusted hazard ratio, 0.22; 95% confidence interval, 0.12 to 0.39). The vaccine effectiveness of two doses versus no doses was lower among students with more distant receipt of the second vaccine dose., Conclusions: Students who had received a third dose of MMR vaccine had a lower risk of mumps than did those who had received two doses, after adjustment for the number of years since the second dose. Students who had received a second dose of MMR vaccine 13 years or more before the outbreak had an increased risk of mumps. These findings suggest that the campaign to administer a third dose of MMR vaccine improved mumps outbreak control and that waning immunity probably contributed to propagation of the outbreak. (Funded by the Centers for Disease Control and Prevention.).

Despite careful donor screening, unexpected donor-derived infections continue to occur in organ transplant recipients (OTRs). Lymphocytic choriomeningitis virus (LCMV) is one such transplant-transmitted infection that in previous reports has resulted in a high mortality among the affected OTRs. We report a LCMV case cluster that occurred 3 weeks post-transplant in three OTRs who received allografts from a common organ donor in March 2013. Following confirmation of LCMV infection at Centers for Disease Control and Prevention, immunosuppression was promptly reduced and ribavirin and/or intravenous immunoglobulin therapy were initiated in OTRs. The liver recipient died, but right kidney recipients survived without significant sequelae and left kidney recipient survived acute LCMV infection with residual mental status deficit. Our series highlights how early recognition led to prompt therapeutic intervention, which may have contributed to more favorable outcome in the kidney transplant recipients., (© 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

In June 2013, a male newborn aged 9 days (delivered after a full-term pregnancy) was brought to a hospital emergency department with a 2-day history of constipation, fussiness, and poor feeding. The mother reported her son's symptoms as excessive crying, reluctance to suck, and difficulty in swallowing milk. Within hours of arrival, the infant became less responsive and "floppy," and was intubated for respiratory failure. Infant botulism was suspected and Botulism Immune Globulin Intravenous (Human) (BIG-IV), licensed for the treatment of infant botulism types A and B, was administered on hospital day 2. Results of preliminary stool studies were reported positive for botulinum toxin type F on hospital day 3. Clostridium baratii type F was subsequently isolated in stool culture.

BACKGROUND. During August 2011-April 2012, 13 human infections with influenza A(H3N2) variant (H3N2v) virus were identified in the United States; 8 occurred in the prior 2 years. This virus differs from previous variant influenza viruses in that it contains the matrix (M) gene from the Influenza A(H1N1)pdm09 pandemic influenza virus. METHODS. A case was defined as a person with laboratory-confirmed H3N2v virus infection. Cases and contacts were interviewed to determine exposure to swine and other animals and to assess potential person-to-person transmission. RESULTS. Median age of cases was 4 years, and 12 of 13 (92%) were children. Pig exposure was identified in 7 (54%) cases. Six of 7 cases with swine exposure (86%) touched pigs, and 1 (14%) was close to pigs without known direct contact. Six cases had no swine exposure, including 2 clusters of suspected person-to-person transmission. All cases had fever; 12 (92%) had respiratory symptoms, and 3 (23%) were hospitalized for influenza. All 13 cases recovered. CONCLUSIONS. H3N2v virus infections were identified at a high rate from August 2011 to April 2012, and cases without swine exposure were identified in influenza-like illness outbreaks, indicating that limited person-to-person transmission likely occurred. Variant influenza viruses rarely result in sustained person-to-person transmission; however, the potential for this H3N2v virus to transmit efficiently is of concern. With minimal preexisting immunity in children and the limited cross-protective effect from seasonal influenza vaccine, the majority of children are susceptible to infection with this novel influenza virus.

Objective: In 2006 a voluntary, provider-based project was initiated to improve influenza vaccination rates among healthcare workers (HCWs) employed by acute care hospitals in Iowa. The statewide vaccination target was 95% by 2010. Data from the first four influenza seasons (2006-2007, 2007-2008, 2008-2009 and 2009-2010) are presented., Methods: A website was used to submit and circulate hospital-specific influenza vaccination rates. Rates were fed back to participating hospitals from the outset and hospital-specific rates made publicly available for the last two influenza seasons., Results: Hospital participation rates ranged from 86% in season 1 to 100% in the subsequent three seasons. Statewide median hospital employee vaccination rates trended upward from 73% in season 1 to 93% in season 4. By season 4, 35% of participating hospitals had reached or exceeded a 95% vaccination rate. In season 4 the mean employee vaccination rate of 19 hospitals reporting use of a mandatory vaccination policy was 96% vs. 87% in the 64 hospitals not using such policies., Conclusion: Over a 4 year period, while participating in a provider-based, voluntary project, acute care hospitals in Iowa reported significantly improved seasonal influenza vaccination rates among their employees., (Copyright © 2011 Elsevier Ltd. All rights reserved.)

Background: Triple-reassortant swine influenza A (H1) viruses--containing genes from avian, human, and swine influenza viruses--emerged and became enzootic among pig herds in North America during the late 1990s., Methods: We report the clinical features of the first 11 sporadic cases of infection of humans with triple-reassortant swine influenza A (H1) viruses reported to the Centers for Disease Control and Prevention, occurring from December 2005 through February 2009, until just before the current epidemic of swine-origin influenza A (H1N1) among humans. These data were obtained from routine national influenza surveillance reports and from joint case investigations by public and animal health agencies., Results: The median age of the 11 patients was 10 years (range, 16 months to 48 years), and 4 had underlying health conditions. Nine of the patients had had exposure to pigs, five through direct contact and four through visits to a location where pigs were present but without contact. In another patient, human-to-human transmission was suspected. The range of the incubation period, from the last known exposure to the onset of symptoms, was 3 to 9 days. Among the 10 patients with known clinical symptoms, symptoms included fever (in 90%), cough (in 100%), headache (in 60%), and diarrhea (in 30%). Complete blood counts were available for four patients, revealing leukopenia in two, lymphopenia in one, and thrombocytopenia in another. Four patients were hospitalized, two of whom underwent invasive mechanical ventilation. Four patients received oseltamivir, and all 11 recovered from their illness., Conclusions: From December 2005 until just before the current human epidemic of swine-origin influenza viruses, there was sporadic infection with triple-reassortant swine influenza A (H1) viruses in persons with exposure to pigs in the United States. Although all the patients recovered, severe illness of the lower respiratory tract and unusual influenza signs such as diarrhea were observed in some patients, including those who had been previously healthy., (2009 Massachusetts Medical Society)

Following implementation of a routine childhood two-dose measles-mumps-rubella vaccination strategy, mumps disease levels dropped dramatically in the US and an elimination goal was set for 2010. However, a 2006 epidemic involved >5700 cases nationwide, with many reported among fully vaccinated college students. In an outbreak in two Iowa colleges, we investigated: (1) vaccination coverage using electronic records verified by provider records and (2) vaccine effectiveness assessed by comparison of dose-specific attack rates. Mumps was classified as typical (parotitis/orchitis) or atypical (parotid tenderness or submandibular/sublingual adenitis). Two-dose mumps vaccination coverage was 90% both for the student population (2128/2363) and case-students (97/108). Two-dose vaccine effectiveness was 76-88% with no significant difference for attack rates between one and two doses. Among two-dose vaccine recipients, 74% of the population (1482/2009) and 79% of the case-students (75/95) had received the second dose >10 years before. A large mumps outbreak occurred despite high two-dose vaccination coverage in a population most of whom had received the second dose >10 years before. Two-dose vaccine effectiveness was similar to previous one-dose estimates. Further studies are needed to examine the persistence of two-dose mumps vaccine-induced immunity and to determine whether US mumps elimination can be achieved with the current vaccination strategy.

An outbreak of severe pneumococcal pneumonia among children occurred in Iowa from November 1995 through January 1996. An associated outbreak of influenza disease was predominantly caused by influenza A (H1N1) for the first time since 1989. We conducted a case-control study to determine whether preceding influenza infection was directly associated with pneumococcal illness. We identified 13 children with severe pneumococcal pneumonia. Patients were more likely than control subjects to report experiencing an influenza-like illness in the 7-28 days preceding admission (matched odds ratio [OR], 12.4; 95% confidence interval [CI], 1.7-306). Likewise, family members of patients were more likely than those of control subjects to report experiencing an influenza-like illness in the 28 days preceding their admission date (OR, 2.6; 95% CI, 1.0-6. 3). Patients were more likely than control subjects to have a positive influenza A (H1N1) convalescent serology (matched OR, 3.7; 95% CI, 1.0-18.1). This study provides direct and indirect evidence that influenza infection led to severe pneumococcal pneumonia among these children. Prevention of pneumococcal disease should be included among the potential benefits of influenza vaccination.