Improving blood pressure control in patients with diabetes mellitus and high cardiovascular risk

Patients with diabetes mellitus and symptomatic coronary artery disease are also likely to be hypertensive and, overall, are at very high cardiovascular (CV) risk. This paper reports the findings of a posthoc analysis of the 1113 patients with diabetes mellitus in the ACTION trial: ACTION itself showed that outcomes in patients with stable angina and hypertension were significantly improved when a long-acting calcium channel blocking drug (nifedipine GITS) was added to their treatment regimens. This further analysis of the ACTION database in those patients with diabetes has identified a number of practical therapeutic issues which are still relevant because of potential outcome benefits, particularly in relation to BP control. For example, despite background CV treatment and, specifically, despite the widespread use of ACE Inhibitor drugs, the addition of nifedipine GITS was associated with significant benefits: improvement in BP control by an average of 6/3 mmHg and significant improvements in outcome. In summary, this retrospective analysis has identified that the addition of nifedipine GITS resulted in improved BP control and significant outcome benefits in patients with diabetes who were at high CV risk. There is evidence to suggest that these findings are of direct relevance to current therapeutic practice

Developing And Evaluating A Machine‐Scorable, Constrained Constructed‐Response Item

The use of constructed response items in large scale standardized testing has been hampered by the costs and difficulties associated with obtaining reliable scores. The advent of expert systems may signal the eventual removal of this impediment. This study investigated the accuracy with which expert systems could score a new, non‐multiple choice item type. The item type presents a faulty solution to a computer programming problem and asks the student to correct the solution. This item type was administered to a sample of high school seniors enrolled in an Advanced Placement course in Computer Science who also took the Advanced Placement Computer Science (APCS) Test. Results indicated that the expert systems were able to produce scores for between 82% and 97% of the solutions encountered and to display high agreement with a human reader on which solutions were and were not correct. Diagnoses of the specific errors produced by students were less accurate. Correlations with scores on the objective and free‐response sections of the APCS examination were moderate. Implications for additional research and for testing practice are offered.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108589/1/ets200144.pd

Isolation of Lactoferrin and its Concentration in Sows’ Colostrum and Milk During a 21-Day Lactation

Levels of lactoferrin, an Fe-binding protein with bacteriostatic properties, were determined in the colostrum and milk of Yorkshire sows during a 21-d lactation. Lactoferrin levels averaged 1,100 to 1,300 μg/ml near the time of farrowing, then declined sharply during the first week of lactation. Concentration of lactoferrin showed considerable variation among sows, but not among teat positions (anterior to posterior). A method for isolating high purity swine lactoferrin is described

The Black-White achievement gap: Do state policies matter?

A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over the period 1992 to 2000, and examine the achievement gap at three levels of aggregation: the state as a whole, groups of schools (strata) within a state defined by the SES level of the student population, and within schools within a stratum within a state. From 1992 to 2000, at every level of aggregation, mean achievement rose for both Black students and White students. However, for most states the achievement gaps were large and changed very little at every level of aggregation. The gaps are pervasive, profound and persistent. There is substantial heterogeneity among states in the types of policies they pursued, as well as the coherence and consistency of those policies during the period 1988-1998. We find that states' overall policy rankings (based on our review of the data) correlate moderately with their record in improving Black student achievement but are somewhat less useful in predicting their record with respect to reducing the achievement gaps. States' rankings on commitment to teacher quality correlate almost as well as did the overall policy ranking. Thus, state reform efforts are a blunt tool, but a tool nonetheless. Our findings are consistent with the following recommendations: states' reform efforts should be built on broad-based support and buffered as much as possible from changes in budgets and politics; states should employ the full set of policy levers at their disposal; and policies should directly support local reform efforts with proven effectiveness in addressing the experiences of students of different races attending the same schools