Health research improves healthcare: now we have the evidence and the chance to help the WHO spread such benefits globally

There has been a dramatic increase in the body of evidence demonstrating the benefits that come from health research. In 2014, the funding bodies for higher education in the UK conducted an assessment of research using an approach termed the Research Excellence Framework (REF). As one element of the REF, universities and medical schools in the UK submitted 1,621 case studies claiming to show the impact of their health and other life sciences research conducted over the last 20 years. The recently published results show many case studies were judged positively as providing examples of the wide range and extensive nature of the benefits from such research, including the development of new treatments and screening programmes that resulted in considerable reductions in mortality and morbidity. Analysis of specific case studies yet again illustrates the international dimension of progress in health research; however, as has also long been argued, not all populations fully share the benefits. In recognition of this, in May 2013 the World Health Assembly requested the World Health Organization (WHO) to establish a Global Observatory on Health Research and Development (R&D) as part of a strategic work-plan to promote innovation, build capacity, improve access, and mobilise resources to address diseases that disproportionately affect the world’s poorest countries. As editors of Health Research Policy and Systems (HARPS), we are delighted that our journal has been invited to help inform the establishment of the WHO Global Observatory through a Call for Papers covering a range of topics relevant to the Observatory, including topics on which HARPS has published articles over the last few months, such as approaches to assessing research results, measuring expenditure data with a focus on R&D, and landscape analyses of platforms for implementing R&D. Topics related to research capacity building may also be considered. The task of establishing a Global Observatory on Health R&D to achieve the specified objectives will not be easy; nevertheless, this Call for Papers is well timed – it comes just at the point where the evidence of the benefits from health research has been considerably strengthened

GAD2 on chromosome 10p12 is a candidate gene for human obesity

The gene GAD2 encoding the glutamic acid decarboxylase enzyme (GAD65) is a positional candidate gene for obesity on Chromosome 10p11&ndash;12, a susceptibility locus for morbid obesity in four independent ethnic populations. GAD65 catalyzes the formation of &gamma;-aminobutyric acid (GABA), which interacts with neuropeptide Y in the paraventricular nucleus to contribute to stimulate food intake. A case-control study (575 morbidly obese and 646 control subjects) analyzing GAD2 variants identified both a protective haplotype, including the most frequent alleles of single nucleotide polymorphisms (SNPs) +61450 C&gt;A and +83897 T&gt;A (OR = 0.81, 95% CI [0.681&ndash;0.972], p = 0.0049) and an at-risk SNP (&minus;243 A&gt;G) for morbid obesity (OR = 1.3, 95% CI [1.053&ndash;1.585], p = 0.014). Furthermore, familial-based analyses confirmed the association with the obesity of SNP +61450 C&gt;A and +83897 T&gt;A haplotype (&chi;2 = 7.637, p = 0.02). In the murine insulinoma cell line &beta;TC3, the G at-risk allele of SNP &minus;243 A&gt;G increased six times GAD2 promoter activity (p &lt; 0.0001) and induced a 6-fold higher affinity for nuclear extracts. The &minus;243 A&gt;G SNP was associated with higher hunger scores (p = 0.007) and disinhibition scores (p = 0.028), as assessed by the Stunkard Three-Factor Eating Questionnaire. As GAD2 is highly expressed in pancreatic &beta; cells, we analyzed GAD65 antibody level as a marker of &beta;-cell activity and of insulin secretion. In the control group, &minus;243 A&gt;G, +61450 C&gt;A, and +83897 T&gt;A SNPs were associated with lower GAD65 autoantibody levels (p values of 0.003, 0.047, and 0.006, respectively). SNP +83897 T&gt;A was associated with lower fasting insulin and insulin secretion, as assessed by the HOMA-B% homeostasis model of &beta;-cell function (p = 0.009 and 0.01, respectively). These data support the hypothesis of the orexigenic effect of GABA in humans and of a contribution of genes involved in GABA metabolism in the modulation of food intake and in the development of morbid obesity.<br /

Redefining Student Affairs Through Digital Technology: A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators

The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology. This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years. Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education. Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution

Building Your Whuffie: Fostering an Online Learning Community through Social Media

Based on the book, The Whuffie Factor by Tara Hunt, participants in this session will learn how to foster online learning communities through effective use of social media. We will focus our discussions on best practices of Facebook Fan, Twitter, and LinkedIn pages. All play important roles in engaged student learning, both in and out of the classroom. Related Link: The Whuffie Factor by Tara Hunt – Book Traile

Carolyn Banner

Carolyn had a Bachelor of Science in Education degree from Langston University and a Master of Science degree in Early Childhood Development from the University of Minnesota. In 1959 Carolyn came to Lincoln as acting principal of the laboratory Elementary School and Supervisor of Elementary Student Teaching. She nurtured and taught hundreds of Lincoln’s students to be the finest, most qualified teachers in the country. Once retired she was able to enjoy the many awards that she received through out her years. The awards she received were citations, and honors: AAUW Woman of Achievement Award, and the MUATE Outstanding Teacher Educator Award. She was elected the first Black President of AAUW in 1965. She was appointed to the Mayor’s Census and Redistricting Committee in 1981. On June 21st, 1985 Mayor George Hartsfield declared that day as “Carolyn Banner Day” in Jefferson City. Carolyn Banner retired from Lincoln University in July 1985.https://bluetigercommons.lincolnu.edu/women_of_change/1002/thumbnail.jp

Faye Tull Carter

Faye Tull Carter obtained a Bachelor’s of Science Degree in Home Economics from Lincoln University in 1938. She also received a graduate degree from Teacher’s College, Columbia University in New York. After graduation, Carter accepted the position as Library Assistant at Lincoln University Laboratory School. Upon receiving a Master’s degree in Library Science (MLS) from Case Western Reserve University in Cleveland, Ohio, Carter was appointed the Librarian at Lincoln University Laboratory High School. She was later transferred to the University library, Inman E. Page Library, where she remained until her retirement in 1989. During her years of service, Carter was promoted to the level of Assistant Professor. She taught courses in Library Science and Children’s Literature. Carter’s duties at Inman E. Page Library included creating displays, arranging picture collections and organizing the research material for teachers and students in the Education Department. She also established the Children and Young Adult Literature Collection.https://bluetigercommons.lincolnu.edu/women_of_change/1004/thumbnail.jp