Respiratory syncytial virus infects CD4+ and CD8+ T cells and compromises T-cell function. The frequency of circulating CD4+ RSV+ T cells might represent a novel marker of severe infection.
We review our approach to the generation of nanoporous materials, both semiconducting and metallic, which leads to the existence of nanopores within the bulk structure. This method, which we have named as the expanding lattice method, is a novel transferable approach which consists first of constructing crystalline supercells with a large number of atoms and a density close to the real value and then lowering the density by increasing the volume. The resulting supercells are subjected to either ab initio or parameterized—Tersoff-based—molecular dynamics processes at various temperatures, all below the corresponding bulk melting points, followed by geometry relaxations. The resulting samples are essentially amorphous and display pores along some of the “crystallographic” directions without the need of incorporating ad hoc semiconducting atomic structural elements such as graphene-like sheets and/or chain-like patterns (reconstructive simulations) or of reproducing the experimental processes (mimetic simulations). We report radial (pair) distribution functions, nanoporous structures of C and Si, and some computational predictions for their vibrational density of states. We present numerical estimates and discuss possible applications of semiconducting materials for hydrogen storage in potential fuel tanks. Nanopore structures for metallic elements like Al and Au also obtained through the expanding lattice method are reported.
In this article we measure the evolution of inequalities in basic school attendance and educational attainment of Mexican children from 1960 to 2000. During this time, the Mexican government made great efforts to extend education to the most disadvantaged sectors of society, particularly rural communities. Nevertheless, differences in educational attainment persist. We focus on three types of inequality in education: urban/rural, gender, and ethnic inequality as indicated by speaking an indigenous language. The structure and economic resources of families also mediate the amount of education that children receive. To this end, we examine the determinants of primary completion and secondary school enrollment in rural communities in ten of the poorest states in Mexico, paying particular attention to differences between boys and girls and indigenous language and Spanish-language speakers.
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