Exposure to environmental microorganisms and childhood asthma

Children who grow up in environments that afford them a wide range of microbial exposures, such as traditional farms, are protected from childhood asthma and atopy. In previous studies, markers of microbial exposure have been inversely related to these conditions.

HLA-A*3101 and carbamazepine-induced hypersensitivity reactions in Europeans

Carbamazepine causes various forms of hypersensitivity reactions, ranging from maculopapular exanthema to severe blistering reactions. The HLA-B*1502 allele has been shown to be strongly correlated with carbamazepine-induced Stevens-Johnson syndrome and toxic epidermal necrolysis (SJS-TEN) in the Han Chinese and other Asian populations but not in European populations.

TFAP2E-DKK4 and chemoresistance in colorectal cancer

Chemotherapy for advanced colorectal cancer leads to improved survival; however, predictors of response to systemic treatment are not available. Genomic and epigenetic alterations of the gene encoding transcription factor AP-2 epsilon (TFAP2E) are common in human cancers. The gene encoding dickkopf homolog 4 protein (DKK4) is a potential downstream target of TFAP2E and has been implicated in chemotherapy resistance. We aimed to further evaluate the role of TFAP2E and DKK4 as predictors of the response of colorectal cancer to chemotherapy.

Fractional flow reserve-guided PCI versus medical therapy in stable coronary disease

The preferred initial treatment for patients with stable coronary artery disease is the best available medical therapy. We hypothesized that in patients with functionally significant stenoses, as determined by measurement of fractional flow reserve (FFR), percutaneous coronary intervention (PCI) plus the best available medical therapy would be superior to the best available medical therapy alone.

Fracture risk and zoledronic acid therapy in men with osteoporosis

Fractures in men are a major health issue, and data on the antifracture efficacy of therapies for osteoporosis in men are limited. We studied the effect of zoledronic acid on fracture risk among men with osteoporosis.

Cardiorenal End Points in a Trial of Aliskiren for Type 2 Diabetes

BACKGROUND: This study was undertaken to determine whether use of the direct renin inhibitor aliskiren would reduce cardiovascular and renal events in patients with type 2 diabetes and chronic kidney disease, cardiovascular disease, or both. METHODS: In a double-blind fashion, we randomly assigned 8561 patients to aliskiren (300 mg daily) or placebo as an adjunct to an angiotensin-converting-enzyme inhibitor or an angiotensin-receptor blocker. The primary end point was a composite of the time to cardiovascular death or a first occurrence of cardiac arrest with resuscitation; nonfatal myocardial infarction; nonfatal stroke; unplanned hospitalization for heart failure; end-stage renal disease, death attributable to kidney failure, or the need for renal-replacement therapy with no dialysis or transplantation available or initiated; or doubling of the baseline serum creatinine level. RESULTS: The trial was stopped prematurely after the second interim efficacy analysis. After a median follow-up of 32.9 months, the primary end point had occurred in 783 patients (18.3%) assigned to aliskiren as compared with 732 (17.1%) assigned to placebo (hazard ratio, 1.08; 95% confidence interval [CI], 0.98 to 1.20; P=0.12). Effects on secondary renal end points were similar. Systolic and diastolic blood pressures were lower with aliskiren (between-group differences, 1.3 and 0.6 mm Hg, respectively) and the mean reduction in the urinary albumin-to-creatinine ratio was greater (between-group difference, 14 percentage points; 95% CI, 11 to 17). The proportion of patients with hyperkalemia (serum potassium level, ≥6 mmol per liter) was significantly higher in the aliskiren group than in the placebo group (11.2% vs. 7.2%), as was the proportion with reported hypotension (12.1% vs. 8.3%) (P<0.001 for both comparisons). CONCLUSIONS: The addition of aliskiren to standard therapy with renin-angiotensin system blockade in patients with type 2 diabetes who are at high risk for cardiovascular and renal events is not supported by these data and may even be harmful. (Funded by Novartis; ALTITUDE ClinicalTrials.gov number, NCT00549757.).

Educating...for what?: Effective Practice

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 09/27/2011 event featuring John Makransky and Alan Lightman titled "Effective Priactice" Event Description: At Clark, we have chosen to focus on the concept of effective practice as we rethink our curriculum. What is the nature of practice? What makes something a practice? Does practice serve our intentions, or open unexpected pathways? What does it mean if we also ask it to be effective? And what forms of practice do the humanities cultivate? Our guests for a conversation about practice are John Makransky, Professor of Buddhism and comparative theology at Boston College and a teacher in the Dzogchen tradition of Tibetan Buddhism, and Alan Lightman, physicist, writer and activist, and adjunct faculty member at MIT. They both have lives profoundly rooted in questions of practice.

Educating...for what?: Meaning and Purpose

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/5/2011 event featuring Diana Chapman Walsh and Arthur Zajonc titled "Meaning and Purpose" Event Description: As Kronman tells us, questions of meaning and purpose are often suspect in colleges and universities. If an understanding that to be educated relies on the integration of all of our higher faculties (mind, heart and spirit ) once existed, it was eclipsed long ago by a focus on the rational mind as the locus of reliable behavior. This reduced scope of teaching and learning within the academy has deprived both faculty and students of more substantive and meaningful experiences. How might we re-orient the academy to these deeper purposes—to the heart of higher education? Our guests for a conversation on questions of meaning and purpose are Diana Chapman Walsh, former President of Wellesley College, and Arthur Zajonc, professor of physics at Amherst College. In their work and their writing, they both inspire and ignite conversations around the issue of integrative education.

Educating...for what?: Livelihood and Vocation

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/18/2011 event featuring Lynn Pasquerella and David Angel titled "Livlihood and Vocation" Event Description: Some of the most vocal challenges to higher education imply that a liberal education does not have direct vocational application. What good is it? the critics ask. Bill Gates and Mark Zuckerberg didn’t finish college. What is the responsibility of a college or university in ensuring that students have membership in an economy? And what actually best prepares them to do so? How do we define economy? Is the best preparation for a career the same or different than preparation for a discerning and meaningful life? In what ways do the humanities contribute to all these kinds of development? How can we better assist our students in joining their work with their ideals? Our guests for a conversation on livelihood are Lynn Pasquerella, President of Mount Holyoke College, and David Angel, President of Clark University.

From Dartboards to Dashboards: The Imperative of using Data to Improve Student Achievement

Mosakowski Institute for Public Enterprise: Video Recording from 11/3/2011 event featuring Aimee Guidera, "From Dartboards to Dashboards: The Imperative of using Data to Improve Student Achievement"

Educating...for what?: Engagement and Citizenry

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 11/3/2011 event featuring Tom Hayden and Bob Ross "Engagement and Citizenry" Event Description: During their undergraduate years, students participate in a community that is a microcosm of society, and have the opportunity to learn about what it means to be a member of a society—a citizen—while they live it. How do we as educators (and humanists) best support and model this process? Where in our pedagogy can we enhance and develop the qualities of skillful empathy, effective analysis and motivated responsibility that good citizenship demands? Our guest for a conversation on engagement and citizenry is long-time activist Tom Hayden, who was the primary author of the Port Huron Statement of Students for a Democratic Society, which became known for its advocacy of “participatory democracy”. He is joined in conversation by Professor Bob Ross of Clark University, who participated with Hayden in the founding of SDS.