Serum Concentrations of Symmetric Dimethylarginine and Creatinine in Dogs with Naturally Occurring Chronic Kidney Disease

Citation: Hall, J. A., Yerramilli, M., Obare, E., Yerramilli, M., Almes, K., & Jewell, D. E. (2016). Serum Concentrations of Symmetric Dimethylarginine and Creatinine in Dogs with Naturally Occurring Chronic Kidney Disease. Journal of Veterinary Internal Medicine, 30(3), 794-802. doi:10.1111/jvim.13942Background: Serum concentrations of symmetric dimethylarginine (SDMA) detected chronic kidney disease (CKD) in cats an average of 17.0 months before serum creatinine (Cr) concentrations increased above the reference interval. Objectives: To report on the utility of measuring serum SDMA concentrations in dogs for detection of CKD before diagnosis by measurement of serum Cr. Animals: CKD dogs (n = 19) included those persistently azotemic for ?3 months (n = 5), dogs that were azotemic at the time of death (n = 4), and nonazotemic dogs (n = 10). CKD dogs were compared with healthy control dogs (n = 20). Methods: Retrospective study, whereby serum Cr concentrations were determined by enzymatic colorimetry and serum SDMA concentrations were determined by liquid chromatography-mass spectrometry in dogs with necropsy confirmed CKD. Results: Serum SDMA increased before serum Cr in 17 of 19 dogs (mean, 9.8 months; range, 2.2-27.0 months). Duration of elevations in serum SDMA concentrations before the dog developed azotemia (N = 1) or before the dog died (N = 1) was not determined. Serum SDMA and Cr concentrations were linearly related (r = 0.84; P < .001). Serum SDMA (r = -0.80) and serum Cr (r = -0.89) concentrations were significantly related to glomerular filtration rate (both P < .001). Conclusion and Clinical Importance: Using serum SDMA as a biomarker for CKD allows earlier detection of kidney dysfunction in dogs than does measurement of serum Cr. Earlier detection might be desirable for initiating renoprotective interventions that slow progression of kidney disease. © 2016 American College of Veterinary Internal Medicine

Pepperdine Bible Lectures: The Rushford Years, 1983-2012

Celebrating 30 Years of Spiritual Feasts. Written and edited by Bill Henegar. The Pepperdine Bible Lectures is an annual event hosted by Pepperdine University featuring a wide variety of lectures and classes on topics and themes in the Bible and Christianity.https://digitalcommons.pepperdine.edu/churches/1000/thumbnail.jp

Program: Featured Lecture, Lest the Rocks Cry Out.

Program for the Fortieth Annual William M. Green Distinguished Christian Lecture Program with featured lecturer Dr. Amy Bost Henegar, Minister for Family Life and Spiritual Formation at the Manhattan Church of Christ, New York City, New York

Determination of Minimum Lethal Level of Toxaphene As A Piscicide in Lakes of North Dakota

Toxaphene as a piscicide for localized field application has not been widely used because minimum lethal concentrations have not been in the field. There is, however, considerable information gained from laboratory bio-assay studies (Surber, 1498; Duedoreff, et al. 1953; Hooper and Grzenda, 1955, et al. 1959). Concentrations indicated by such studies are not necessarily correct for field use. Prevost (1960) pointed out that results from controlled laboratory experiments do not always yield dosages exhibiting similar results in the field where a number of variables, both known and unknown, exist over which the field worker has little or no control. Gebhards (1960) in a review of toxaphene as a fish toxicant lists 14 western states and 6 Canadian provinces that have used toxaphene in fish control programs. Toxaphene was used in various formulations at concentrations ranging from a low of 0.003 parts per million (p.p.m) to a high of 0.61 p.p.m. Complete kills were variable in their occurrence within this range. Inconsistencies were emphasized in the review by the wide variations in results. An Average concentration of 0.135 p.p.m. from 15 reports failed to kill all fishes in treated areas but an average concentration of 0.139 p.p.m. from 23 reports induced complete mortalities. Stringer and NoHynn (1953), however, reported complete kills at from 0.010 p.p.m. to 0.036 p.p.m. In North Dakota complete fish population mortality occurred when toxaphene was applied at a concentration of 0.070 p.p.m. (Henegar, 1958) which was not considered as the minimum lethal level. It was to determine the desirable minimum concentration for management use in North Dakota that this study was initiated. Sixteen lakes were chosen for treatment during 1959 and 1960. All lakes were test netted to determine existing populations of fishes both before and after treatment. Physical and chemical characteristics were studied to establish criteria. Application of the toxaphene followed procedures commonly used by the North Dakota Game and Fish Department. In lakes displaying similar physical and chemical characteristics to those in the Great Plains area, recommended concentrations range from 0.025 to 0.030 p.p.m. as indicated in Table 1. Concentrations used on the project areas ranged from 0.005 to 0.035 p.p.m

The relationship of ethnic identity development to cognitive development in preschool children

Current research seeks to determine when children first become aware of salient ethnic differences. It has been therorized that children\u27s ethnic identity development follows the same sequence as that of cognitive development. The focus of this thesis is on children\u27s ethnic identity development and the relationship of ethnic identity development to cognitive development. This thesis is based on literature on Piaget\u27s theory on children\u27s cognitive development and recent research on ethnic and identity development. It is done in accord with the current study, Cognitive Development and The Perception of Skin Color in Young Children, by Dr. Shi-Ruei Sherry Fang, Human and Family Resources, Northern Illinois University. This study examines children\u27s perception of the origin of skin color in relation to the concepts of causality and conservation. It also measures children\u27s understanding of social identity and racial attitudes. It should be noted, here, that this study is still in process, and that all information and conclusions are based on observations of the data collection process, and not on final data analysis itself. Ethnic identity research flows over into many areas including research, policy making, social services, counseling, and health care, but more important is in the area of education. Approaches to promote positive ethnic identities and cross-group appreciation and respect were discussed. By understanding how children perceive and process information about ethnic differences, adults who work with children can create an environment and experiences that will maximize a child\u27s positive ethnic identity and reduce negative attitudes toward others (Ramsey, 1987, p. 72)

The Relationship of Ethnic Identity Development to Cognitive Development in Preschool Children

With increasing racial tensions, visible in the Rodney King incident and the L.A. Riots, and with an increasing demand for cultural sensitivity and cultural diversity, the need for research on ethnic identity development is greater than ever before. Until recent years, these efforts were focused upon school-aged children, but recent research suggests that children have a greater sense of their ethnic identity than previously thought (Phinney, 1987, p. 265). Many researchers have found that racial attitudes are acquired at a much earlier age, and, once formed, these attitudes may form a strong intractable foundation for racism (Phinney and Rotheram, 1987,20; Katz, 1987, 99). This has led to an increase in research in the development of racial attitudes and in the development of racial identity. Poston (1990) states: Racial identity development is important for several reasons: (1) it helps shape individuals\u27 attitudes about themselves, attitudes about other individuals in their racial/ethnic group, attitudes about individuals from other racial/ethnic minority groups, and attitudes about individuals from the majority and (2) it dispels the cultural conformity myth, that is, that all individuals from a particular minority group are the same, with the same attitudes and preferences. Both of these issues lead to the idea that there are different levels of development and specific attitudes associated with these various levels (p. 152). It has been theorized that the development of racial attitudes and biases are directly related to one\u27s identity development, and it is suggested that children\u27s ethnic identity development follows the same sequence as that of cognitive development (Vaughn, 1987, p. 75). The focus of this study is on preschool children\u27s ethnic identity development and the relationship of ethnic identity development to cognitive development. For this study, literature on Piaget\u27s theory on children\u27s cognitive development will be reviewed, as well as recent literature on ethnic and racial identity development. The ultimate goal is to relate the two, to develop a better understanding of the developmental sequence of children\u27s ethnic identity development and the ways children develop different racial attitudes. This study will also concentrate further on Black children\u27s ethnic identity development versus White children\u27s ethnic identity development, and how ethnic identity development differs for a minority child from that of a majority child (or how they are similar). Possible implications for this research include effective multicultural education, designed to be implemented at the preschool level, to promote cultural sensitivity and interracial harmony