David W. Johnson

Bio: David W. Johnson is an academic researcher from University of Queensland. The author has contributed to research in topics: Peritoneal dialysis & Kidney disease. The author has an hindex of 160, co-authored 2714 publications receiving 140778 citations. Previous affiliations of David W. Johnson include Minnesota Department of Transportation & Open University.

3-O-desacyl monophosphoryl lipid A derivatives : Synthesis and immunostimulant activities

Abstract: The synthesis of a series of novel analogues of lipid A, the active principle of lipopolysaccharide, is reported. In these compounds, the 1-O-phosphono and (R)-3-hydroxytetradecanoyl moieties of native Salmonella minnesota R595 lipid A have been replaced with hydrogen and the length of the normal fatty acyl residues has been systematically varied. Normal fatty acid chain length in the 3-O-desacyl monophosphoryl lipid A (MLA) series is shown to be a critical determinant of iNOS gene expression in activated mouse macrophages and the induction of proinflammatory cytokines in human peripheral monocytes. Examination of pyrogenicity in rabbits and lethal toxicity in D-galactosamine-treated mice shows that toxic effects in the MLA series can be ameliorated by modifying fatty acid chain length. When used as an adjuvant for tetanus toxoid vaccines, certain MLA derivatives enhance the production of tetanus toxoid-specific antibodies in mice.

Integrating handicapped students into the mainstream.

Abstract: • The Education for All Handicapped Children Act, Public Law 94-142, may be the most important civil rights legislation in recent history. As schools comply with its provisions, regular classroom teachers are expected to integrate handicapped students into the mainstream of nonhandicapped peer friendship networks and classroom life. Placing handicapped students into the regular classroomis the beginning of an opportunity. But it carries the risk of making things worse as well as the possibility of making things better. If the desegregation goes badly, handicapped students will be more severely and directly stigmatized, stereotyped, and rejected. Even worse, they may be ignored or treated with the paternalistic care one reserves for pets. If the desegregation goes well, however, true friendships and constructive relationships may develop between nonhandicapped and handicapped children, adolescents. and young adults. The purposes of this article are to (a) establish the importance of constructive interaction between handicapped and nonhandicapped students as the primary objective of mainstreaming; (b) discuss a theoretical model and supporting validating evidence concerning how handicapped students may be successfully integrated into constructive peer relationships with nonhandicapped peers within the regular classroom; and (c) outline a set of practical strategies for teachers directly based on the theoretical model and supporting evidence.

Dietary interventions for adults with chronic kidney disease

Abstract: Background Dietary changes are routinely recommended in people with chronic kidney disease (CKD) on the basis of randomised evidence in the general population and non-randomised studies in CKD that suggest certain healthy eating patterns may prevent cardiovascular events and lower mortality. People who have kidney disease have prioritised dietary modifications as an important treatment uncertainty. Objectives This review evaluated the benefits and harms of dietary interventions among adults with CKD including people with end-stage kidney disease (ESKD) treated with dialysis or kidney transplantation. Search methods We searched the Cochrane Kidney and Transplant Specialised Register (up to 31 January 2017) through contact with the Information Specialist using search terms relevant to this review. Studies contained in the Specialised Register are identified through search strategies specifically designed for CENTRAL, MEDLINE, and EMBASE; handsearching conference proceedings; and searching the International Clinical Trials Register (ICTRP) Search Portal and ClinicalTrials.gov. Selection criteria Randomised controlled trials (RCTs) or quasi-randomised RCTs of dietary interventions versus other dietary interventions, lifestyle advice, or standard care assessing mortality, cardiovascular events, health-related quality of life, and biochemical, anthropomorphic, and nutritional outcomes among people with CKD. Data collection and analysis Two authors independently screened studies for inclusion and extracted data. Results were summarised as risk ratios (RR) for dichotomous outcomes or mean differences (MD) or standardised MD (SMD) for continuous outcomes, with 95% confidence intervals (CI) or in descriptive format when meta-analysis was not possible. Confidence in the evidence was assessed using GRADE. Main results We included 17 studies involving 1639 people with CKD. Three studies enrolled 341 people treated with dialysis, four studies enrolled 168 kidney transplant recipients, and 10 studies enrolled 1130 people with CKD stages 1 to 5. Eleven studies (900 people) evaluated dietary counselling with or without lifestyle advice and six evaluated dietary patterns (739 people), including one study (191 people) of a carbohydrate-restricted low-iron, polyphenol enriched diet, two studies (181 people) of increased fruit and vegetable intake, two studies (355 people) of a Mediterranean diet and one study (12 people) of a high protein/low carbohydrate diet. Risks of bias in the included studies were generally high or unclear, lowering confidence in the results. Participants were followed up for a median of 12 months (range 1 to 46.8 months). Studies were not designed to examine all-cause mortality or cardiovascular events. In very-low quality evidence, dietary interventions had uncertain effects on all-cause mortality or ESKD. In absolute terms, dietary interventions may prevent one person in every 3000 treated for one year avoiding ESKD, although the certainty in this effect was very low. Across all 17 studies, outcome data for cardiovascular events were sparse. Dietary interventions in low quality evidence were associated with a higher health-related quality of life (2 studies, 119 people: MD in SF-36 score 11.46, 95% CI 7.73 to 15.18; I2 = 0%). Adverse events were generally not reported. Dietary interventions lowered systolic blood pressure (3 studies, 167 people: MD -9.26 mm Hg, 95% CI -13.48 to -5.04; I2 = 80%) and diastolic blood pressure (2 studies, 95 people: MD -8.95, 95% CI -10.69 to -7.21; I2 = 0%) compared to a control diet. Dietary interventions were associated with a higher estimated glomerular filtration rate (eGFR) (5 studies, 219 people: SMD 1.08; 95% CI 0.26 to 1.97; I2 = 88%) and serum albumin levels (6 studies, 541 people: MD 0.16 g/dL, 95% CI 0.07 to 0.24; I2 = 26%). A Mediterranean diet lowered serum LDL cholesterol levels (1 study, 40 people: MD -1.00 mmol/L, 95% CI -1.56 to -0.44). Authors' conclusions Dietary interventions have uncertain effects on mortality, cardiovascular events and ESKD among people with CKD as these outcomes were rarely measured or reported. Dietary interventions may increase health-related quality of life, eGFR, and serum albumin, and lower blood pressure and serum cholesterol levels. Based on stakeholder prioritisation of dietary research in the setting of CKD and preliminary evidence of beneficial effects on risks factors for clinical outcomes, large-scale pragmatic RCTs to test the effects of dietary interventions on patient outcomes are required.

Why violence prevention programs don't work--and what does

Abstract: VioLit summary: OBJECTIVE: The goal of this article by Johnson and Johnson was to review research on violence prevention programs METHODOLOGY: A non-experimental literature review was conducted FINDINGS/DISCUSSION: The authors reported that the most successful school programs on conflict resolution incorporated the following six principles First, schools had to change the focus from violence prevention to conflict resolution training Webster (1993) found that violence prevention programs produced no long-term decreases in violent behavior or risks of victimization Wilson-Brewer (1991) found that data to support claims of reduced violence was lacking, and less than half of the programs made the claim of violence reduction Tolan and Guerra (in press) concluded that schools implemented programs without evidence that they would work, and some programs made non-violent students more violent In general, violence prevention programs did not work for the following reasons: 1) failure to target the violent students, 2) lack of follow-up necessary to maintain program quality, 3) use of street tactics in the schools, and 4) underestimation of the power of non-school social forces The second principle for success was the acknowledgment that all conflicts could not be eliminated Conflicts that were not managed destructively often had positive results The emphasis needed to be on the constructive management of conflicts Next, the third principle was the creation of a cooperative environment Several studies have shown that competitive environments fostered destructive means of conflict resolution The school environment needed to be transformed from one of individualistic competition to one of cooperative teamwork Then, the fourth principle stated that in-school risk factors must be reduced The three risk factors were academic failure, alienation from schoolmates, and psychological pathology Academic failure could have been reduced by cooperative learning Alienation from schoolmates could have been reduced by cooperative group learning and teachers following cohorts through several grades Again, the use of cooperative learning groups was listed as a key way to lower the risk of psychological pathology The fifth principle for success was the use of academic, or in-class, controversies as models to increase the mastering of conflict resolution skills As a daily part of learning situations, these academic conflicts were able to provide opportunities to practice debate and verbal arguments Finally, the sixth principle was to teach all students the skills of constructive conflict resolution This was accomplished either by working with students as a total student body, or by training a small number of students to be peer mediators Either method incorporated a six-step negotiation procedure: 1) definition of desired outcome, 2) description of feelings, 3) explanation of reasoning, 4) reversal of perspectives to view the conflict from both sides, 5) creation of at least 3 optional compromises, and 6) agreement on best course of action In these programs, mediation followed four steps: 1) cessation of aggressive behavior, 2) commitment of opponents to the mediation procedure, 3) facilitation of negotiations, and 4) formalization of resolution The authors reviewed their own literature on 7 studies they had conducted in 6 different schools They found that prior to training, most students had employed destructive conflict management strategies After training, the majority of students chose a problem-solving negotiation over a win-lose strategy The amount of teacher involvement in student conflicts dropped 80%, and the number of conflicts referred to a principal dropped 95% AUTHORS' RECOMMENDATIONS: The authors recommended that schools incorporate peer mediation and conflict resolution programs (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) KW - Literature Review KW - Violence Prevention KW - Prevention Program KW - Program Effectiveness KW - Program Evaluation KW - Prevention Recommendations KW - Program Recommendations KW - School Violence KW - Child Offender KW - Child Violence KW - Child Victim KW - Juvenile Offender KW - Juvenile Violence KW - Juvenile Victim KW - Student Violence KW - Student Victim KW - School Based KW - School Risk Factors KW - Violence Risk Factors KW - Violence Causes KW - Peer Mediation KW - Peer Conflict KW - Conflict Resolution

Initial sequencing and analysis of the human genome.

Abstract: The human genome holds an extraordinary trove of information about human development, physiology, medicine and evolution. Here we report the results of an international collaboration to produce and make freely available a draft sequence of the human genome. We also present an initial analysis of the data, describing some of the insights that can be gleaned from the sequence.

疟原虫var基因转换速率变化导致抗原变异[英]／Paul H, Robert P, Christodoulou Z, et al//Proc Natl Acad Sci U S A

Abstract: 抗原变异可使得多种致病微生物易于逃避宿主免疫应答。表达在感染红细胞表面的恶性疟原虫红细胞表面蛋白1（PfPMP1）与感染红细胞、内皮细胞、树突状细胞以及胎盘的单个或多个受体作用，在黏附及免疫逃避中起关键的作用。每个单倍体基因组var基因家族编码约60种成员，通过启动转录不同的var基因变异体为抗原变异提供了分子基础。

The social identity theory of intergroup behavior

Abstract: This chapter presents an outline of a theory of intergroup conflict and some preliminary data relating to the theory. Much of the work on the social psychology of intergroup relations has focused on patterns of individual prejudices and discrimination and on the motivational sequences of interpersonal interaction. The intensity of explicit intergroup conflicts of interests is closely related in human cultures to the degree of opprobrium attached to the notion of "renegade" or "traitor." The basic and highly reliable finding is that the trivial, ad hoc intergroup categorization leads to in-group favoritism and discrimination against the out-group. Many orthodox definitions of "social groups" are unduly restrictive when applied to the context of intergroup relations. The equation of social competition and intergroup conflict rests on the assumptions concerning an "ideal type" of social stratification in which the salient dimensions of intergroup differentiation are those involving scarce resources.