bluuebunny/crossref_metadata_2025 huggingface dataset:
Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self
Authors: VanTassel-Baska Joyce , Feng Annie Xuemei , Swanson Julie Dingle , Quek Chwee , Chandler Kimberley
Published: August 2011

This study examined the academic and affective profiles of gifted students who were classified under the five prototypes of low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. All groups interviewed appeared to think that the gifted program had been good for the students in the study, providing challenge at the cognitive level and self-confidence at the affective level. Differences that emerged through the analysis of stakeholder perspectives suggested that students were the least aware of learning problems, but more aware than their parents or teachers of the affective and social issues affecting them. Parents seemed most attuned to their child's heightened self-esteem as a result of identification and program participation. Teachers seemed very aware of learning problems displayed by the child, typically related to perceived motivation, organization, and social skills.
Student Engagement in an Independent Research Project: The Influence of Cohort Culture
Authors: Conner Jerusha O.
Published: August 2011

Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. Graduation projects and senior projects have been endorsed by practitioners and researchers for their rigor, content-area depth, and promise to engage students in advanced academic work. This study explores whether or not International Baccalaureate's extended essay realizes this promise and whether its effectiveness as a vehicle for engaging students is influenced by school or programmatic factors. A phenomenon called “cohort culture” helps to explain differences in students’ engagement levels. Cohort culture refers to the attitudes, values, and practices that students in a particular group negotiate through interaction with one another and in reaction to the requirements and expectations placed on them by their institutional context. For the students in this study, it was not only the characteristics of the task, the expectations of their teachers, and the features of the program and school that promoted or impeded engagement; it was also their peers’ reactions and responses to the assignment. Teachers and administrators who are interested in promoting engagement should consider the ways in which they either reinforce or challenge a cohort's culture: examining the assumptions they make about certain cohorts or classes, how they communicate and convey these understandings to their students, and how these messages may in turn influence student attitudes and behaviors.
Early Entrance to College and Self-Concept: Comparisons Across the First Semester of Enrollment
Authors: Shepard Samuel J. , Nicpon Megan Foley , Doobay Alissa F.
Published: August 2011

This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. The measures included a general demographic questionnaire and the Piers-Harris Self-Concept Scale, 2nd edition (PH-2). Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. Overall, mean group scores on the PH-2 total and subtest self-esteem measures were in the average range, both before and after the participants’ first semester of college. This is a positive finding that points to this group of students’ generally positive impressions of their behavior, intelligence, physical appearance, popularity, feelings of anxiety, and overall happiness. These findings offer additional support that academic acceleration among gifted students is not related to decreases in self-concept.
A Template Analysis of Teacher Agency at an Academically Successful Dual Language School
Authors: Ray Juliet M.
Published: August 2011

Mainstream models of bilingual education view English language learners (ELLs) from a deficiency perspective and engage in the practice of subtractive schooling, which strips the learner of cultural capital that could benefit him or her in terms of educational achievement. Conversely, the dual-language (DL) model is additive in nature, seeking to add English to the student's body of knowledge while at the same time maintaining the first language. Evidence suggests that DL programs have the potential to foster both significant academic achievement and increased cultural awareness in the students they serve. Moreover, researchers have found a pervasive “culture of intellectualism” present in schools with effective DL programs. This culture is characterized by active engagement in learning, including the free exchange of ideas and the promotion of higher order thinking skills. As such, DL programs offer both language-majority and language-minority learners the opportunity to reach advanced levels of academic achievement. As with any educational program, teachers play a crucial role in the success or failure of these programs. Thus, successful DL teachers must draw from a variety of sources to make decisions about instruction in their classrooms. By building on Bandura's theory of human agency and applying it specifically to DL teachers, these findings can be used to inform the successful implementation and maintenance of new DL programs.
Associations of Students’ Beliefs With Self-Regulated Problem Solving in College Algebra
Authors: Cifarelli Victor , Goodson-Espy Tracy , Chae Jeong-Lim
Published: August 2011

We examined the associations between the expressed mathematical beliefs of students and their self-regulated actions in solving mathematics problems. We conducted surveys and interviews that focused on students’ self-regulated problem solving and identified students’ self-reported beliefs about mathematics. Our findings suggest that even though students may possess rigid instrumental views about mathematics, they may still be able to achieve success by incorporating some general heuristics into their problem solving if they have first broadened their definition of mathematics to legitimize such activity. Instructional activities that allow students opportunities to share and defend their ideas for solving particular problems prior to actually solving them help students develop self-advocacy and contribute to a proactive sense of agency. Students need support to develop as self-regulated problem solvers. This can be achieved through coaching and one-on-one tutoring; however, it is difficult to achieve in classroom practice. For students to broaden their view of mathematics and what their role as a mathematical problem solver can be, they must be provided with ample problem-solving opportunities. Encouraging students to reflect on their problem solving helps promote the monitoring and assessment necessary for self-regulated learning to occur.
Relationship Between Grade Span Configuration and Academic Achievement
Authors: Dove Mary Jane , Pearson L. Carolyn , Hooper Herbert
Published: August 2011

In an effort to address the NCLB-mandated testing process, one of the issues to be considered is how best to configure student populations to maximize all aspects of the educational setting while simultaneously maximizing student achievement; one aspect is grade span configuration. We examined the relationship between the grade span configuration of all schools in Arkansas attended by sixth-grade students and the academic achievement of the combined population of students as measured by the Arkansas Benchmark Examination. We found no relationship between grade span configuration and academic achievement as measured by the Arkansas Benchmark Examination for sixth-grade students. However, the nonsignificant findings do not negate the importance of the study. The results imply that there are other factors that are affecting scores in the middles grades. The results of the study also revealed that over the time span examined, mathematics Benchmark achievement rose but the results for literacy were stagnant. These results suggest that newly implemented practices or other factors may have improved mathematics achievement, but not achievement in literacy. Grade span configuration alone does not account for sixth-grade students’ academic achievement as measured by the Arkansas Benchmark Examination. Decisions about campus configurations include other factors such as projected enrollments, transportation costs, size of schools, school goals, fiscal constraints, political tensions, geographic realities, and financial accountability. As student populations shift, educational leaders can look for grade span configurations that best fit their community culture and current facilities, focusing financial resources on other means of improving academic achievement.
The “Stepping Stone Phenomenon”: Exploring the Role of Positive Attrition at an Early College Entrance Program
Authors: Heilbronner Nancy N. , Connell Elizabeth E. , Dobyns Sally M. , Reis Sally M.
Published: August 2011

This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive attrition. Programs and their host institutions need to acknowledge and consider whether positive attrition is acceptable and then structure their screening policies accordingly. Programs would also do well to ensure that screening takes into account students' talents and interests, for by ensuring an appropriate match, or “fit,” between the candidate, the program, and the host college or university, administrators and staff may help to improve retention and the overall quality of the experience for the early college accelerant. Appropriate screening is the key to improving academic fit, and the first step in improving screening may be for an institution to determine whether positive attrition is desirable or not. It is important during the screening process to match students' interests and talents with academic courses and opportunities offered by the college or university. Level of challenge is also a consideration, and part of the screening process should consider whether courses offered at the college are sufficiently challenging for the candidate. Administrators of these programs may wish to consider expanding current course offerings to include more majors and courses or recruiting the strongest students into the most challenging courses and majors that they currently offer. Participants enter early entrance programs at a very young age and may not be academically ready to select a major or a career in their teens, so more career counseling may be required than is normally provided at many colleges.
Developing Talents Among High-Potential Students From Low-Income Families in an Out-of-School Enrichment Program
Authors: Miller Rachelle , Gentry Marcia
Published: August 2011

Enrichment programs can provide various social and academic benefits for high-potential learners. However, students from low-income families receive fewer opportunities for academic enrichment than students from higher income backgrounds. This qualitative study examined the experiences and perceptions of high-potential students from low-income families who received financial support in order to attend an out-of-school enrichment program. Interviews and observations revealed four major benefits: positive experiences; new, above-grade-level concepts; interactive learning; and social support. In addition, descriptive results from student evaluations comparing students from low-income families to the rest of the participants indicated that both groups had similar perceptions of their classroom activities, concepts, and teachers. Findings suggested when they are provided with opportunities to participate in classes that interest them, high-potential students from low-income families can successfully perform in an out-of-school enrichment program and experience the same social and academic benefits as other gifted students.
Beyond the Classroom Walls: Teachers' and Students' Perspectives on How Online Learning Can Meet the Needs of Gifted Students
Authors: Thomson Dana L.
Published: August 2011

Online learning programs have the potential to provide gifted students expanded access to advanced courses, but little research has been conducted on how well or in what ways the online environment is a good match for gifted students. The study presented here is an in-depth qualitative and quantitative investigation of the perceptions and experiences of academically talented students and their teachers about courses offered through an online program designed specifically for gifted students. Participants in this study included 28 instructors currently teaching at least one online course and 65 students in grades 3-12 currently enrolled in at least one online course offered by a supplemental school offering both online and face-to-face programming for gifted students. According to the gifted students and teachers interviewed and surveyed in this study, the online format is conducive to a more individualized and differentiated learning experience than is often possible in a regular classroom. Students are able to work at a pace consistent with their rate of learning, have more time to reflect, to feel more in control of the learning process, and to engage in more self-directed and independent learning. These benefits and others indicate the online programming can be an effective means of meeting the needs of many gifted students.
Mentoring for Talent Development, Creativity, Social Skills, and Insider Knowledge: The APA Catalyst Program
Authors: Subotnik Rena F. , Edmiston Ashley M. , Cook Lucas , Ross Michael D.
Published: August 2011

The mentoring component of the American Psychological Association Catalyst Program, and the Pinnacle Model upon which it was built, was derived from Bloom's (1985) model of talent development. According to Bloom and his associates, optimal instruction for talent development takes place in three stages. During the first stage, young people are guided to fall in love with a topic, idea, or discipline. The second stage involves instruction in the skills, knowledge, and values of the domain. In the third and final stage, the talented young person learns to apply his or her passion and technical mastery to create a unique style and message, and to explore original problems. The Catalyst Program is a yearlong program designed to support the transition from the second to the third stage of Bloom's talent development model though instruction by renowned masters in science and the arts and places a premium on the mentor/scholar relationship in guiding participating adolescents in their scientific interests and career aspirations. For the Catalyst Scholars, connecting to their team Master was the thread through which the Scholars integrated their experience with chemistry, creativity, and insider knowledge. Catalyst participants came to the program having already “used up” any resources they had available to them in their school or in other out-of-school programs, and sought more intense involvement with a career path they had tentatively committed themselves to. In the course of the experience, they refined their goals, learned what it takes to be successful, and made powerful and lasting friendships and contacts that should prepare them optimally to be future innovators.
Describing Learning in an Advanced Online Case-Based Course in Environmental Science
Authors: Missett Tracy C. , Reed Christine B. , Scot Tammy P. , Callahan Carolyn M. , Slade Mary
Published: August 2011

Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular applicability to students attending poor or rural schools where access to advanced course options and gifted programs are limited, to students who cannot fit additional advanced courses into their school schedules, or to homeschooled or homebound learners. However, little research exists on the use of online alternatives to traditional AP programs for students who lack access to advanced course options. This qualitative study investigated the learning outcomes for 138 students enrolled in an advanced online case-based course in environmental sciences. The course utilized problem-based and case-based learning methods and was developed using the guidelines provided by best practices for advanced learners and science pedagogy. Analyses of student online discussion boards, case resolutions, student grades, student and parent surveys obtained at the end of the course, e-mails, and AP examination results showed that many students enrolled in the course demonstrated learning, engagement, and challenge. Findings further support the conclusion that the course provided a viable learning alternative to traditional AP environmental science courses for many, but not all, students.
Developing Self-Regulation Skills: The Important Role of Homework
Authors: Ramdass Darshanand , Zimmerman Barry J.
Published: August 2011

The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-reflection, managing time, and setting a place for homework completion are more effective than only measuring the amount of time spent on homework. During homework completion, students engage in self-regulation by motivating themselves, inhibiting distractions, using strategies to complete homework, managing time, setting goals, self-reflecting on their performance, and delaying gratification. As a result, self-regulation and homework are related and the findings show that from elementary grades to college, skilled learners engaged in the above self-regulatory behaviors during homework activities. Self-regulatory behaviors develop gradually over time with repeated practice. Evidence from experimental studies shows that students can be trained to develop self-regulation skills during homework activities. It is important to continue with training studies at all grade levels so that students can become aware of the relationship between homework activities and these self-regulation processes such as goals, self-efficacy, self-reflection, time management, and delay of gratification. Evidence from correlational studies showed that students' self-regulation skills and motivational beliefs correlate positively with homework activities. Homework assignments that are adequately challenging and interesting help struggling and at-risk students develop motivation and self-regulation skills and achieve success. Teachers can help students develop these behaviors by using homework logs. Data from the logs can help teachers show students their strengths and help them overcome their weaknesses.
The Homework Experience: Perceptions of Low-Income Youth
Authors: Bempechat Janine , Li Jin , Neier Shelby M. , Gillis Caroline A. , Holloway Susan D.
Published: August 2011

Homework is a cornerstone of students' academic lives. Using a social cognitive view of achievement beliefs as a theoretical framework, we conducted a qualitative study to examine perceptions of homework among a diverse group of low socioeconomic status (SES) ninth graders who attended low-quality schools. Students participated in individual interviews and their average 9th- and 10th-grade GPAs were collected from school records. Their comments reflected complexity and nuance with respect to their achievement goals. Although higher and lower achievers shared some common views about what constituted enjoyable and disagreeable homework, differences emerged in how they expressed their commitment to their work and their engagement in their learning. Students overall did not have much assigned homework, and reported little or no consequences if they did not complete their assigned tasks. In the face of these low teacher expectations, higher achievers maintained a commitment to learning, and lower achievers were indifferent. Higher achievers were engaged in their assigned tasks and expressed a desire to learn, whereas their lower achieving peers were detached and avoidant. Despite very different beliefs about and approaches to homework, both higher and lower achievers signaled their need for support in their learning. Students need to believe that homework is meaningful and that teachers value it enough to design high-quality assignments and monitor their completion. Lower achieving students need ongoing attention and guidance from their teachers in order to find relevance in and see the value of homework tasks. Teachers can meet this challenge in part by enlisting and supporting family members and peers in the homework process.
Discrepancies Between Students' and Teachers' Perceptions of Homework
Authors: Hong Eunsook , Wan Min , Peng Yun
Published: August 2011

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language, teachers' and students' understandings regarding the types of problems that students experience during homework may differ. Discrepancies between students' and teachers' ratings of students' homework behaviors were examined in two subject domains—mathematics and English. Moderating effects of gender on student-teacher ratings were also examined. Participants were 268 tenth graders from a school in China and their math and English teachers. Overall, students' self-ratings of homework behaviors were more negative than teachers' ratings. Male students self-rated or were rated by teachers more unfavorably than their female peers on most measures of homework problems. Discrepancies between students and teachers and across gender were more evident in English than math homework. Although teachers viewed female students as having fewer homework problems than males, when only male students were examined, teachers' and male students' ratings were similar on some measures. The importance of understanding students' homework behaviors was underscored before teachers provided homework interventions. To lessen discrepancies and improve awareness of students' homework behaviors, teachers need to grade and provide feedback on students' homework.
Strengthening the Bridge to Higher Education for Academically Promising Underrepresented Students
Authors: Contreras Frances
Published: August 2011

Several approaches to raising the academic success of minority high achievers exist in the form of school, community, nonprofit, and university programmatic efforts. This article represents a review of K-12 intervention programs in multiple organizational contexts that serve to strengthen the bridge to higher education for academically promising underrepresented students. The article begins with a framework and context for promoting academic success and college readiness through the educational pipeline, as well as an overview of access issues that impede high-achieving underrepresented students from realizing their full potential, followed by a discussion of specific intervention programs that are designed to remedy this situation.
Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents
Authors: Young Adena E. , Worrell Frank C. , Gabelko Nina H.
Published: August 2011

In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program ( N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted achievement in accelerated courses, and age, ethnicity, and GPA significantly predicted achievement in enrichment courses. These findings may be useful in determining which students are more likely to do well in accelerated and enrichment mathematics courses at a summer program.
Stories of Success
Authors: Reddick Richard J. , Welton Anjalé D. , Alsandor Danielle J. , Denyszyn Jodi L. , Platt C. Spencer
Published: August 2011

Worrisome trends in achievement have been identified for students of color in high minority, high poverty (HMHP) high schools, as they are less likely to attend college and encounter greater challenges in accessing higher education than peers in wealthier schools. To address this inequity, this article presents descriptions of how these school environments affected the motivation and attitudes of students of color in an urban Texas context considering postsecondary education, and examines how this population utilized and leveraged forms of capital to achieve their postsecondary goals. Findings from the qualitative study revealed that students found support for their higher education goals through invested teachers, counselors, community members, and peers, though they encountered unsupportive examples from these populations as well. Additionally, participants negotiated stereotypes about their schools and communities, while holding positive attitudes about their communities. Given the fact that Texas, like many other states, is an emerging majority-minority state and residential segregation is increasing across much of the nation, this article contributes to our knowledge of how an often-neglected population successfully realizes their college aspirations. At a time when more complex issues of desegregating schools and communities continue to be discussed in the public policy arena, the authors provide recommendations to researchers, educators, and parents invested in ensuring that students in HMHP high schools access college.
Changes in the dynamics of the excess mortality rate in chronic phase-chronic myeloid leukemia over 1990-2007: a population study
Authors: Corm Selim , Roche Laurent , Micol Jean-Baptiste , Coiteux Valérie , Bossard Nadine , Nicolini Franck-Emmanuel , Iwaz Jean , Preudhomme Claude , Roche-Lestienne Catherine , Facon Thierry , Remontet Laurent
Published: August 2011

Imatinib has transformed the prognosis and the management of chronic myeloid leukemia (CML) and has probably changed the patterns of mortality rates. We explored this change at each disease severity level (Sokal score) through a flexible statistical modeling of the effect of the year of diagnosis on the excess mortality rate. The study included 691 chronic-phase patients from Nord-Pas-de-Calais French CML registry diagnosed from 1990 to 2007. Imatinib was given to 93% of the patients diagnosed after 2000. Comparing the 1990-1994, 1995-1999, and 2000-2007 periods of diagnosis, the 5-year relative survival improved from 64% to 66% and 88%. The year of diagnosis was associated with a significant reduction of the excess mortality, but only in patients with intermediate to high Sokal scores. In high-risk patients diagnosed in the early 1990s, a peak of excess mortality was observed during the second year of follow-up. That peak decreased progressively over the years of diagnosis until disappearing in patients diagnosed after 2000. This study showed different effects according to Sokal scores of the use of imatinib on mortality in patients with chronic-phase CML and showed that since 2000 the pattern of mortality of high-risk patients became similar to that of intermediate-risk ones.
Endoplasmic reticulum stress causes EBV lytic replication
Authors: Taylor Gwen Marie , Raghuwanshi Sandeep K. , Rowe David T. , Wadowsky Robert M. , Rosendorff Adam
Published: August 2011

Endoplasmic reticulum (ER) stress triggers a homeostatic cellular response in mammalian cells to ensure efficient folding, sorting, and processing of client proteins. In lytic-permissive lymphoblastoid cell lines (LCLs), pulse exposure to the chemical ER-stress inducer thapsigargin (TG) followed by recovery resulted in the activation of the EBV immediate-early (BRLF1, BZLF1), early (BMRF1), and late (gp350) genes, gp350 surface expression, and virus release. The protein phosphatase 1 a (PP1a)–specific phosphatase inhibitor Salubrinal (SAL) synergized with TG to induce EBV lytic genes; however, TG treatment alone was sufficient to activate EBV lytic replication. SAL showed ER-stress–dependent and –independent antiviral effects, preventing virus release in human LCLs and abrogating gp350 expression in 12-O-tetradecanoylphorbol-13-acetate (TPA)–treated B95-8 cells. TG resulted in sustained BCL6 but not BLIMP1 or CD138 expression, which is consistent with maintenance of a germinal center B-cell, rather than plasma-cell, phenotype. Microarray analysis identified candidate genes governing lytic replication in LCLs undergoing ER stress.
Increased risk of venous thrombosis in persons with clinically diagnosed superficial vein thrombosis: results from the MEGA study
Authors: van Langevelde Kirsten , Lijfering Willem M. , Rosendaal Frits R. , Cannegieter Suzanne C.
Published: August 2011

Superficial vein thrombosis (SVT) is regarded a self-limiting disorder, although the authors of recent studies showed that ultrasonographically diagnosed SVT is a precursor for venous thrombosis. We aimed to determine whether the same holds true for clinically diagnosed SVT and to what extent it is associated with thrombophilia in a population-based case-control study (ie, Multiple Environmental and Genetic Assessment of risk factors for venous thrombosis). We found that a history of clinical SVT was associated with a 6.3-fold (95% confidence interval [CI] 5.0-8.0) increased risk of deep-vein thrombosis and a 3.9-fold (95% CI 3.0-5.1) increased risk of pulmonary embolism. Blood group non-O and factor V Leiden showed a small increase in SVT risk in controls, with odds ratios of 1.3 (95% CI 0.9-2.0) and 1.5 (95% CI 0.7-3.3), respectively. In conclusion, clinically diagnosed SVT was a risk factor for venous thrombosis. Given that thrombophilia was only weakly associated with SVT, it is likely that other factors (varicosis, obesity, stasis) also play a role in its etiology.
Activated protein C inhibits high mobility group box 1 signaling in endothelial cells
Authors: Bae Jong-Sup , Rezaie Alireza R.
Published: August 2011

A pathogenic role for high-mobility group box 1 (HMGB1) protein has been postulated in severe sepsis. Activated protein C (APC) is the only drug approved by the Food and Drug Administration for severe sepsis; however, its effect on HMGB1 signaling has never been investigated. Here, we monitored the effect of APC on the lipopolysaccharide-mediated release of HMGB1 and the HMGB1-mediated modulation of proinflammatory responses in HUVECs. APC potently inhibited the release of HMGB1 and down-regulated the adhesion of the monocytic cell line, THP-1, to HMGB1-activated endothelial cells. HMGB1 up-regulated proinflammatory responses by interacting with 3 pathogen-related pattern recognition receptors: TLR2 and TLR4 and the receptor for advanced glycation end products. APC not only inhibited HMGB1 release but also down-regulated the cell surface expression of all 3 HMGB1 receptors in endothelial cells. The protective effects of APC were mediated through endothelial cell protein C receptor (EPCR) and protease-activated receptor 1 (PAR-1). Interestingly, a thrombin derivative containing the Gla-domain of APC recapitulated all protective effects of APC with a 20- to 50-fold higher efficacy. These results suggest that the EPCR- and PAR-1–dependent protective effects of APC in severe sepsis may partially be mediated through the inhibition of HMGB1 signaling and that the chimeric thrombin mutant has potential therapeutic utility for severe sepsis.
Localization of chondromodulin-I at the feto-maternal interface and its inhibitory actions on trophoblast invasion in vitro
Authors: Miura Shigenori , Shukunami Chisa , Mitsui Kaori , Kondo Jun , Hiraki Yuji
Published: August 2011

Background

Chondromodulin-I (ChM-I) is an anti-angiogenic glycoprotein that is specifically localized at the extracellular matrix of the avascular mesenchyme including cartilage and cardiac valves. In this study, we characterized the expression pattern of ChM-I during early pregnancy in mice in vivo and its effect on invasion of trophoblastic cells into Matrigel in vitro.

Results

Northern blot analysis clearly indicated that ChM-I transcripts were expressed in the pregnant mouse uterus at 6.5-9.5 days post coitum. In situ hybridization and immunohistochemistry revealed that ChM-I was localized to the mature decidua surrounding the matrix metalloproteinase-9 (MMP-9)-expressing trophoblasts. Consistent with this observation, the expression of ChM-I mRNA was induced in decidualizing endometrial stromal cells in vitro, in response to estradiol and progesterone. Recombinant human ChM-I (rhChM-I) markedly inhibited the invasion through Matrigel as well as the chemotactic migration of rat Rcho-1 trophoblast cells in a manner independent of MMP activation.

Conclusions

This study demonstrates the inhibitory action of ChM-I on trophoblast migration and invasion, implying the potential role of the ChM-I expression in decidual cells for the regulated tissue remodeling and angiogenesis at feto-maternal interface.
Genome-wide copy number variation (CNV) in patients with autoimmune Addison's disease
Authors: Brønstad Ingeborg , Wolff Anette SB , Løvås Kristian , Knappskog Per M , Husebye Eystein S
Published: August 2011

Background

Addison's disease (AD) is caused by an autoimmune destruction of the adrenal cortex. The pathogenesis is multi-factorial, involving genetic components and hitherto unknown environmental factors. The aim of the present study was to investigate if gene dosage in the form of copy number variation (CNV) could add to the repertoire of genetic susceptibility to autoimmune AD.

Methods

A genome-wide study using the Affymetrix GeneChip® Genome-Wide Human SNP Array 6.0 was conducted in 26 patients with AD. CNVs in selected genes were further investigated in a larger material of patients with autoimmune AD (n = 352) and healthy controls (n = 353) by duplex Taqman real-time polymerase chain reaction assays.

Results

We found that low copy number of UGT2B28 was significantly more frequent in AD patients compared to controls; conversely high copy number of ADAM3A was associated with AD.

Conclusions

We have identified two novel CNV associations to ADAM3A and UGT2B28 in AD. The mechanism by which this susceptibility is conferred is at present unclear, but may involve steroid inactivation (UGT2B28) and T cell maturation (ADAM3A). Characterization of these proteins may unravel novel information on the pathogenesis of autoimmunity.
A novel transferrin receptor-targeted hybrid peptide disintegrates cancer cell membrane to induce rapid killing of cancer cells
Authors: Kawamoto Megumi , Horibe Tomohisa , Kohno Masayuki , Kawakami Koji
Published: August 2011

Background

Transferrin receptor (TfR) is a cell membrane-associated glycoprotein involved in the cellular uptake of iron and the regulation of cell growth. Recent studies have shown the elevated expression levels of TfR on cancer cells compared with normal cells. The elevated expression levels of this receptor in malignancies, which is the accessible extracellular protein, can be a fascinating target for the treatment of cancer. We have recently designed novel type of immunotoxin, termed "hybrid peptide", which is chemically synthesized and is composed of target-binding peptide and lytic peptide containing cationic-rich amino acids components that disintegrates the cell membrane for the cancer cell killing. The lytic peptide is newly designed to induce rapid killing of cancer cells due to conformational change. In this study, we designed TfR binding peptide connected with this novel lytic peptide and assessed the cytotoxic activityin vitroandin vivo.

Methods

In vitro: We assessed the cytotoxicity of TfR-lytic hybrid peptide for 12 cancer and 2 normal cell lines. The specificity for TfR is demonstrated by competitive assay using TfR antibody and siRNA. In addition, we performed analysis of confocal fluorescence microscopy and apoptosis assay by Annexin-V binding, caspase activity, and JC-1 staining to assess the change in mitochondria membrane potential.In vivo: TfR-lytic was administered intravenously in an athymic mice model with MDA-MB-231 cells. After three weeks tumor sections were histologically analyzed.

Results

The TfR-lytic hybrid peptide showed cytotoxic activity in 12 cancer cell lines, with IC50values as low as 4.0-9.3 μM. Normal cells were less sensitive to this molecule, with IC50values > 50 μM. Competition assay using TfR antibody and knockdown of this receptor by siRNA confirmed the specificity of the TfR-lytic hybrid peptide. In addition, it was revealed that this molecule can disintegrate the cell membrane of T47D cancer cells just in 10 min, to effectively kill these cells and induce approximately 80% apoptotic cell death but not in normal cells. The intravenous administration of TfR-lytic peptide in the athymic mice model significantly inhibited tumor progression.

Conclusions

TfR-lytic peptide might provide a potent and selective anticancer therapy for patients.
Taping patients with clinical signs of subacromial impingement syndrome: the design of a randomized controlled trial
Authors: Kalter Joeri , Apeldoorn Adri T , Ostelo Raymond W , Henschke Nicholas , Knol Dirk L , van Tulder Maurits W
Published: August 2011

Background

Shoulder problems are a common complaint of the musculoskeletal system. Physical therapists treat these patients with different modalities such as exercise, massage, and shoulder taping. Although different techniques have been described, the effectiveness of taping has not yet been established. The aim of this study is to assess the effectiveness and cost-effectiveness of usual physical therapy care in combination with a particular tape technique for subacromial impingement syndrome of the shoulder compared to usual physical therapy care without this tape technique in a primary healthcare setting.

Methods and design

An economic evaluation alongside a randomized controlled trial will be conducted. A sample of 140 patients between 18 and 65 years of age with a diagnosis of subacromial impingement syndrome (SAIS) as assessed by physical therapists will be recruited. Eligible patients will be randomized to either the intervention group (usual care in combination with the particular tape technique) or the control group (usual care without this tape technique). In both groups, usual care will consist of individualized physical therapy care. The primary outcomes will be shoulder-specific function (the Simple Shoulder Test) and pain severity (11-point numerical rating scale). The economic evaluation will be performed using a societal perspective. All relevant costs will be registered using cost diaries. Utilities (Quality Adjusted Life Years) will be measured using the EuroQol. The data will be collected at baseline, and 4, 12, and 26 weeks follow-up.

Discussion

This pragmatic study will provide information about the effectiveness and cost-effectiveness of taping in patients presenting with clinical signs of SAIS.

Trial registration

Trial registration number: NTR2575
Test-retest of computerized health status questionnaires frequently used in the monitoring of knee osteoarthritis: a randomized crossover trial
Authors: Gudbergsen Henrik , Bartels Else M , Krusager Peter , Wæhrens Eva E , Christensen Robin , Danneskiold-Samsøe Bente , Bliddal Henning
Published: August 2011

Background

To compare data based on touch screen to data based on traditional paper versions of questionnaires frequently used to examine patient reported outcomes in knee osteoarthritis patients and to examine the impact of patient characteristics on this comparison

Methods

Participants were recruited from an ongoing trial (http://ClinicalTrials.Gov Identifier: NCT00655941). 20 female participants, mean age 67 (SD 7), completed KOOS, VAS pain, function and patient global, SF-36, Physical Activity Scale, painDETECT, and the ADL Taxonomy. Patients were randomly assigned to one of two subgroups, completing either the paper or touch screen version first. Mean, mean differences (95% CI), median, median differences and Intraclass Correlation Coefficients (ICCs) were calculated for all questionnaires.

Results

ICCs between data based on computerized and paper versions ranged from 0.86 to 0.99. Analysis revealed a statistically significant difference between versions of the ADL Taxonomy, but not for the remaining questionnaires. Age, computer experience or education-level had no significant impact on the results. The computerized questionnaires were reported to be easier to use.

Conclusion

The computerized questionnaires gave comparable results to answers given on paper. Patient characteristics did not influence results and implementation was feasible.
A cohort study of short-term functional outcomes following injury: the role of pre-injury socio-demographic and health characteristics, injury and injury-related healthcare
Authors: Langley John , Derrett Sarah , Davie Gabrielle , Ameratunga Shanthi , Wyeth Emma
Published: August 2011

Background

Injury outcome studies have tended to collect limited pre-injury characteristics, focus on a narrow range of injury types, predictors and outcomes, and be restricted to high threat to life injuries. We sought to identify the role of pre-injury socio-demographic and health characteristics, injury and injury-related healthcare in determining short-term functional outcomes for a wide range of injuries.

Methods

Study participants (aged 18-64 years inclusive) were those in the Prospective Outcomes of Injury Study, a cohort of 2856 persons who were injured and registered with New Zealand's national no-fault injury insurance agency. All information used in this paper was obtained directly from the participants, primarily by telephone interviews, approximately three months after their injury. The functional outcomes of interest were the five dimensions of the EQ-5D plus a cognitive dimension. We initially examined bivariate relationships between our independent measures and the dependent measures. Our multivariate analyses included adjustment for pre-injury EQ-5D status and time between injury and when information was obtained from participants.

Results

Substantial portions of participants continued to have adverse outcomes approximately three months after their injury. Key pervasive factors predicting adverse outcomes were: being female, prior chronic illness, injuries to multiple body regions, being hospitalized for injury, self-perceived threat to life, and difficulty accessing health services.

Conclusion

Future injury outcome studies should include participants whose injuries are considered 'minor', as judged by acute health service utilization, and also consider a wider range of potential predictors of adverse outcomes.
Ghost Ileostomy with or without abdominal parietal split
Authors: Cerroni Michele , Cirocchi Roberto , Morelli Umberto , Trastulli Stefano , Desiderio Jacopo , Mezzacapo Mario , Listorti Chiara , Esperti Luigi , Milani Diego , Avenia Nicola , Gullà Nino , Noya Giuseppe , Boselli Carlo
Published: August 2011

Background

In patients who undergo low anterior rectal resection, the fashioning of a covering stoma (CS) is still controversial. In fact, a covering stoma (ileostomy or colostomy) is worsened by major complications related to the procedure, longer recovery time, necessity of a re-intervention under general anesthesia for stoma closure and poorer quality of life. The advantage of Ghost Ileostomy (GI) is that an ileostomy can be performed only when there is clinical evidence of anastomotic leakage, without performing further interventions with related complications when anastomotic leak is absent and therefore the procedure is not necessary. Moreover, in case of anastomotic dehiscence and necessity of delayed stoma opening, mortality and morbidity in patients with GI are comparable with the ones that occur in patients which had a classic covering stoma. On the other hand, is simple to think about the possible economic saving: avoiding an admission for performing the closure of the ileostomy, with all the costs connected (OR, hospitalization, post-operative period, treatment of possible complications) represents a huge saving for the hospital management and also raise the quality of life of the patients.

Methods

In this study we prospectively analyzed 20 patients who underwent anterior extra-peritoneal rectum resection for rectal carcinoma with TME and fashioning of GI realized with or without abdominal parietal split.

Results

In the group of patients that received a GI without split laparotomy mortality was absent and in one case an anastomotic leak occurred. In the group of patients in which GI with split laparotomy was fashioned, one death occurred and there were one case of infection and one respiratory complication. Clinical follow-up was 12 months.

Conclusions

The use of different techniques for fashioning a GI do not present significant differences when they are performed by expert surgeons, but further evidence is needed with more randomized trials, in order to have more data supporting the clinical observation.
Improved conversion efficiency of Ag2S quantum dot-sensitized solar cells based on TiO2 nanotubes with a ZnO recombination barrier layer
Authors: Chen Chong , Xie Yi , Ali Ghafar , Yoo Seung Hwa , Cho Sung Oh
Published: August 2011

We improve the conversion efficiency of Ag2S quantum dot (QD)-sensitized TiO2 nanotube-array electrodes by chemically depositing ZnO recombination barrier layer on plain TiO2 nanotube-array electrodes. The optical properties, structural properties, compositional analysis, and photoelectrochemistry properties of prepared electrodes have been investigated. It is found that for the prepared electrodes, with increasing the cycles of Ag2S deposition, the photocurrent density and the conversion efficiency increase. In addition, as compared to the Ag2S QD-sensitized TiO2 nanotube-array electrode without the ZnO layers, the conversion efficiency of the electrode with the ZnO layers increases significantly due to the formation of efficient recombination layer between the TiO2 nanotube array and electrolyte.