We examined the extent to which CXCR3 mediates resistance to dengue infection. Following intracerebral infection with dengue virus, CXCR3-deficient (CXCR3−/−) mice showed significantly higher mortality rates than wild-type (WT) mice; moreover, surviving CXCR3−/− mice, but not WT mice, often developed severe hind-limb paralysis. The brains of CXCR3−/− mice showed higher viral loads than those of WT mice, and quantitative analysis using real-time PCR, flow cytometry, and immunohistochemistry revealed fewer T cells, CD8+ T cells in particular, in the brains of CXCR3−/− mice. This suggests that recruitment of effector T cells to sites of dengue infection was diminished in CXCR3−/− mice, which impaired elimination of the virus from the brain and thus increased the likelihood of paralysis and/or death. These results indicate that CXCR3 plays a protective rather than an immunopathological role in dengue virus infection. In studies to identify critical CXCR3 ligands, CXCL10/IFN-inducible protein 10-deficient (CXCL10/IP-10−/−) mice infected with dengue virus showed a higher mortality rate than that of the CXCR3−/− mice. Although CXCL10/IP-10, CXCL9/monokine induced by IFN-γ, and CXCL11/IFN-inducible T cell α chemoattractant share a single receptor and all three of these chemokines are induced by dengue virus infection, the latter two could not compensate for the absence of CXCL10/IP-10 in this in vivo model. Our results suggest that both CXCR3 and CXCL10/IP-10 contribute to resistance against primary dengue virus infection and that chemokines that are indistinguishable in in vitro assays differ in their activities in vivo.

This study aims to examine the implementation and application of the revised guidelines for developmentally appropriate practice in the care and education of young children in Taiwan. Child-centered philosophy was introduced to Taiwan 30 years ago, but numerous research studies report that Taiwanese early childhood teachers often encounter tensions between unstructured teaching styles and traditional culture values, such as the hierarchical social structure and emphasis on academic achievement. In order to examine the complexity of teaching practices, four Taiwanese early childhood education teachers from different backgrounds were interviewed, and their teaching practices were systematically described and sorted according to the guidelines for developmentally appropriate and inappropriate practices. The results showed that teaching practices were more of a continuous than a dichotomous process. Some of the classroom practices of Taiwanese early childhood education teachers contained both developmentally appropriate and inappropriate practices, whereas other teachers' performances, which are not described in the developmentally appropriate practice guidelines but can be commonly seen in Taiwanese classrooms, were not easy to identify as either developmentally appropriate or inappropriate. The author proposes a need to explore the essences of culturally appropriate practices for Taiwanese children.

Highly functionalized hydrocarbazoles and 3-arylindoles are prepared from commercially available 2-methoxyphenols and indoles.

No abstract

This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.