№ lp_2_2_07080
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Scholarly review article analyzing clinical evidence from 2014–2025 on low-protein and very-low-protein dietary interventions in chronic kidney disease and dialysis populations, examining their impact on renal outcomes, nutritional status, safety, and cost-effectiveness.
Type of document: Review article
Subject: Nutritional management of chronic kidney disease and dialysis
Time period covered: 2014–2025
Number of studies reviewed: 60 peer-reviewed studies
Population: Patients with chronic kidney disease stages 3–5 and dialysis patients
Dietary interventions: Low-protein diet (0.6 g/kg/day), very-low-protein diet (0.3–0.4 g/kg/day) with ketoanalogue or amino acid supplementation
Outcomes assessed: Renal progression, dialysis initiation, nutritional status, metabolic markers, cost-effectiveness
Databases consulted: PubMed, MEDLINE, EMBASE, Google Scholar, Cochrane
Keywords: Low Protein Diet, Nutritional Management, Dialysis
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Skilled: Education and Skills Outcomes in New South Wales, 2014–2025
Region: New South Wales, Australia
Theme: Education and Skills
Type of document: Government policy and statistical report section
Institutions: NSW Government; Australian Government; NSW Department of Education; TAFE NSW; Australian Bureau of Statistics; Report on Government Services
Period covered: 2014–2025
Date of agreement: March 2025
Financial data period: 2025–26 Budget
Key topics: Early Childhood Education and Care; School Education; Vocational Education and Training; Workforce Development
Target groups: Children; School Students; Aboriginal and Torres Strait Islander Children; VET Students; Apprentices
Statistical indicators: Year 12 or Certificate III attainment; Preschool enrolment; School attendance rates; Teacher vacancies; Alternative supervision arrangements; Post-training employment outcomes
Shelby County Schools Social Studies Curriculum Framework aligned to Destination 2025 and TN State Standards (2014–2025)
Year Adopted: 2014
Target Year: 2025
Region: Shelby County, Tennessee
Subject Area: Social Studies
Type of Document: Curriculum Framework / Instructional Guidance
Issuing Body: Shelby County Schools Board of Education
Related Strategic Plan: Destination 2025
Associated Standards: Tennessee State Standards; Common Core State Standards
Related Initiative: Comprehensive Literacy Improvement Plan (CLIP)
Intended Audience: Teachers, instructional coaches, school leaders
Scope: Grades aligned to Tennessee State Social Studies Standards
Key Components: Pacing Guide; Anchor Texts; Vocabulary Guidance; Big Ideas and Guiding Questions; Document-Based Questions (DBQs); Text Dependent Questions (TDQs)
Literacy Focus: Integration of reading, writing, speaking, and analysis of complex texts across content areas
Assessment Alignment: Teacher Effectiveness Measure (TEM)
Chris Vanjonack – Curriculum Vitae and Selected Publications 2014–2025
Year: 2014–2025
Region / City: United States, primarily Illinois and Colorado
Field: Creative Writing and Education
Document Type: Curriculum Vitae / Professional Record
Institution: University of Illinois Urbana-Champaign, Ohio State University, Poudre School District, Denver School of the Arts
Author: Chris Vanjonack
Education: MFA in Fiction (University of Illinois Urbana-Champaign, 2022), BA in English Education (Colorado State University, 2015)
Literary Representation: Ian Bonaparte, Janklow & Nesbit Associates; Creative Artists Agency
Teaching Experience: Undergraduate and graduate creative writing courses, high school workshops
Publications: Fiction and Creative Nonfiction in journals such as Shenandoah, Blue Earth Review, Electric Literature
Awards: AWP Intro Journals Award (2020), Hobart L. and Mary Kay Peer Fiction Prize (2021), Pushcart Prize nominations (2020, 2021)
Editorial Experience: Editor and assistant editor roles at The Journal / OSU Press, Electric Literature, Quarterly West, Ninth Letter
Community Engagement: Thesis committee reader, admissions committee member, event organizer, club sponsor, poetry slam co-host
Topics: Low-Protein Very-Low-Protein 2014–2025