21 research outputs found

    Prenatal Treatment of X-Linked Hypohidrotic Ectodermal Dysplasia using Recombinant Ectodysplasin in a Canine Model.

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    X-linked hypohidrotic ectodermal dysplasia (XLHED) is caused by defects in the EDA gene that inactivate the function of ectodysplasin A1 (EDA1). This leads to abnormal development of eccrine glands, hair follicles, and teeth, and to frequent respiratory infections. Previous studies in the naturally occurring dog model demonstrated partial prevention of the XLHED phenotype by postnatal administration of recombinant EDA1. The results suggested that a single or two temporally spaced injections of EDI200 prenatally might improve the clinical outcome in the dog model. Fetuses received ultrasound-guided EDI200 intra-amniotically at gestational days 32 and 45, or 45 or 55 alone (of a 65-day pregnancy). Growth rates, lacrimation, hair growth, meibomian glands, sweating, dentition, and mucociliary clearance were compared in treated and untreated XLHED-affected dogs, and in heterozygous and wild-type control dogs. Improved phenotypic outcomes were noted in the earlier and more frequently treated animals. All animals treated prenatally showed positive responses compared with untreated dogs with XLHED, most notably in the transfer of moisture through paw pads, suggesting improved onset of sweating ability and restored meibomian gland development. These results exemplify the feasibility of ultrasound-guided intra-amniotic injections for the treatment of developmental disorders, with improved formation of specific EDA1-dependent structures in dogs with XLHED

    Administrative Issues

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    “If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success

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    This study investigated various aspects of parents’ memorable messages about college as they relate to indicators of college student success. Findings revealed that parents’ memorable messages about college focused on working (and playing) hard, the necessity of attending college, providing encouragement and support, and general advice based on parents’ own experiences. Although these message themes were not uniquely predictive of college student success, the students’ perceptions of message and sender characteristics emerged as significant predictors of cognitive learning indicators, learner empowerment, college motivation, and satisfaction with college. Theoretical and practical implications for findings are discussed
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