In vertebrates, the innate and adaptive immune systems have evolved seamlessly to protect the host by rapidly responding to danger signals, eliminating pathogens and creating immunological memory as well as immunological tolerance to self. The innate immune system harnesses receptors that recognize conserved pathogen patterns and alongside the more specific recognition systems and memory of adaptive immunity, their interplay is evidenced by respective roles during generation and regulation of immune responses. The hallmark of adaptive immunity which requires engagement of innate immunity is an ability to discriminate between self and non-self (and eventually between pathogen and symbiont) as well as peripheral control mechanisms maintaining immunological health and appropriate responses. Loss of control mechanisms and/or regulation of either the adaptive or the innate immune system lead to autoimmunity and autoinflammation respectively. Although autoimmune pathways have been largely studied to date in the context of development of non-infectious intraocular inflammation, the recruitment and activation of innate immunity is required for full expression of the varied phenotypes of non-infectious uveitis. Since autoimmunity and autoinflammation implicate different molecular pathways, even though some convergence occurs, increasing our understanding of their respective roles in the development of uveitis will highlight treatment targets and influence our understanding of immune mechanisms operative in other retinal diseases. Herein, we extrapolate from the basic mechanisms of activation and control of innate and adaptive immunity to how autoinflammatory and autoimmune pathways contribute to disease development in non-infectious uveitis patients.
Early entrance from secondary school to university, based on the principle of optimal match, is a rare but highly effective educational strategy for many gifted students. The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young Scholars for students after Grade 10. This study assessed the elements of optimal match that are best suited to different age groups. Four cohorts of Early Entrance Program and UW Academy students were surveyed on various themes, including their assessment of the transition and support services available to them, their satisfaction with the degree to which they had accelerated their education, their experience with family and friends, and their assessment of their own talents and abilities. Results suggested that similarities and differences in accelerative components exist for students of different ages. All early entrants need a period of intellectual preparation in a supportive and rigorous environment; a peer group; a home-base; communication with parents; a faculty and staff who enjoy teaching, advising, and mentoring gifted young scholars; and a welcoming university or college environment. However, programs for younger students need to provide more intensive academic transitioning during the first year, and programs for older students must balance students' competing needs for independence and guidance. Adequate preparation of parents and the institutional environment also are important to the success of early entrants, regardless of age.
This study surveyed 181 parents of students enrolled in one of two early entrance programs at the University of Washington: the Early Entrance Program for students who entered before age 15 and the University of Washington Academy for Young Scholars for students who matriculated after Grade 10. The purpose was to understand parents' perspectives on the early entrance experience, including reasons for choosing early entrance, satisfaction with their children's program, perceived advantages and disadvantages of early entrance, and the effect of early entrance on family relationships. Ninety-five parents participated, with the majority reporting great satisfaction with multiple aspects of their and their children's experience. Early Entrance Program parents expressed a slightly higher degree of satisfaction than did Academy parents. This study suggests that early university entrance is an attractive option for parents willing to follow the lead of their talented and ambitious adolescents.Putting the Research to Use: Early entrance programs are attractive options for parents of academically advanced students who have outpaced available secondary programs. These programs are not inevitably initially successful; however, as our study demonstrates, they benefit greatly from ongoing program evaluation and analysis. Key components of effective early entrance programs include intensive advising, community building, thoughtful selection of students, active engagement by students and faculty, and a welcoming college or university environment. Careful attention to the informational needs of parents is also important, particularly about the social and emotional transitions that they and their children are likely to experience. The University of Washington has demonstrated with two programs that early university entrance is prized by students, parents, university officials, and state education agencies. These and similar programs might well be replicated in other areas around the country given active partnerships among all concerned parties.
Transition School is a Special School like no other—seventh- or eighth-grade students prepare not only for their 1st year of college in one classroom for one academic year but they also transform themselves from middle schoolers to scholars. This article will detail their curriculum, support structures, and exceptional ways in which their social and emotional well-being is addressed and monitored throughout their rapid acceleration experience. The article concludes with an overview of the research that supports this unusual and rather unique educational experience.
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