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https://www.selleckchem.com/products/pimicotinib.html Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementary students. We also examined the quality of studies, their compliance with basic prerequisites for a successful result, and their fidelity towards the key elements of PBL intervention. For this objective, we conducted a literature search in January 2020. The inclusion criteria for the review required that studies followed a pre-post design with control group and measured quantitatively the impact of PBL on content knowledge of students. The final sample included eleven articles comprising data from 722 students. The studies yielded inconclusive results, had important methodological flaws, and reported insufficient or no information about important aspects of the materials, procedure and key requirements from students and instructors to guarantee the success of PjBL. Educational implications of these results are discussed.Despite considerable reduction of mother-to-child transmission (MTCT) of HIV through use of maternal and infant antiretroviral therapy (ART), over 150,000 infants continue to become infected with HIV annually, falling far short of the World Health Organization goal of reaching less then 20,000 annual pediatric HIV cases worldwide by 2020. Prior to the widespread use of ART in the setting of pregnancy, over half of infants born to HIV-infected mothers were protected against HIV acquisition. Yet, the role of maternal immune factors in this protection against vertical transmission is still unclear, hampering the development of synergistic strategies to further reduce MTCT. It has been established that infant transmitted/founder (T/F) viruses are often res

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