Is the Concept of Quality of Life Relevant for Multiple Sclerosis Patients with Cognitive Impairment? Preliminary Results of a Cross-Sectional Study

Background: Cognitive impairment occurs in about 50 % of multiple sclerosis (MS) patients, and the use of self-reported outcomes for evaluating treatment and managing care among subjects with cognitive dysfunction has been questioned. The aim of this study was to provide new evidence about the suitability of self-reported outcomes for use in this specific population by exploring the internal structure, reliability and external validity of a specific quality of life (QoL) instrument, the Multiple Sclerosis International Quality of Life questionnaire (MusiQoL). Methods: Design: cross-sectional study. Inclusion criteria: MS patients of any disease subtype. Data collection: sociodemographic (age, gender, marital status, education level, and occupational activity) and clinical data (MS subtype, Expanded Disability Status Scale, disease duration); QoL (MusiQoL and SF36); and neuropsychological performance (Stroop color-word test). Statistical analysis: confirmatory factor analysis, item-dimension correlations, Cronbach’s alpha coefficients, Rasch statistics, relationships between MusiQoL dimensions and other parameters. Principal Findings: One hundred and twenty-four consecutive patients were enrolled. QoL scores did not differ between the 69 cognitively non-impaired patients and the 55 cognitively impaired patients, except for the symptoms dimension. The confirmatory factor analysis performed among the impaired subjects showed that the structure of the questionnaire matched with the initial structure of the MusiQoL. The unidimensionality of the MusiQoL dimensions was preserved, and th

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

Presentation given at the Curriculum Studies Summer Collaborative Conference. In this interactive curriculum dialogue symposium, a group of multiethnic practitioner researchers explore diverse forms of curriculum inquiry (e.g., oral history, fiction, graphic novels, documentary novels, memoire, poetry, comics, etc.) to dive into the life of schools, neighborhoods, and communities in the U. S. South. We particularly focus on the power of counternarratives to contest metanarratives that often portray the South as backward, deficient, and inferior. We explore how critical theory, Black feminist thought, womanism, Black protest thought, Black liberation theology, critical race theory, critical race currere, multiracial or mixed race theory, and indigenous or decolonizing theories empower us to tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and to examine the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South. The major purpose of this presentation is to share experience of developing diverse forms of curriculum inquiry and to recognize the importance of, and ways of engaging in such a wide array of forms to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. This is a continuation of dialogue on curriculum in the South

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

In this interactive curriculum dialogue symposium, a group of multiethnic practitioner researchers explore diverse forms of curriculum inquiry (e.g., oral history, fiction, graphic novels, documentary novels, memoire, poetry, comics, etc.) to dive into the life of schools, neighborhoods, and communities in the U. S. South. We particularly focus on the power of counternarratives to contest metanarratives that often portray the South as backward, deficient, and inferior. We explore how critical theory, Black feminist thought, womanism, Black protest thought, Black liberation theology, critical race theory, critical race currere, multiracial or mixed race theory, and indigenous or decolonizing theories empower us to tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and to examine the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South. The major purpose of this presentation is to share experience of developing diverse forms of curriculum inquiry and to recognize the importance of, and ways of engaging in such a wide array of forms to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. This is a continuation of dialogue on curriculum in the South

Treatment with the Dipeptidyl Peptidase-4 Inhibitor Vildagliptin Improves Fasting Islet-Cell Function in Subjects with Type 2 Diabetes

Context: Dipeptidyl peptidase 4 (DPP-4) inhibitors are proposed to lower blood glucose in type 2 diabetes mellitus (T2DM) by prolonging the activity of the circulating incretins, glucose-dependent insulinotropic polypeptide (GIP) and glucagon-like peptide 1 (GLP-1). Consistent with this mechanism of action, DPP-4 inhibitors improve glucose tolerance after meals by increasing insulin and reducing glucagon levels in the plasma. However, DPP-4 inhibitors also reduce fasting blood glucose, an unexpected effect because circulating levels of active GIP and GLP-1 are low in the postabsorptive state