Novel susceptibility gene for late-onset NIDDM is localized to human chromosome 12q

NIDDM has a substantial genetic component, but the nature of the genetic susceptibility is largely unknown, Maturity-onset diabetes of the young (MODY) is a genetically heterogeneous monogenic form of NIDDM characterized by an early age of onset and autosomal dominant inheritance, and linkage studies have identified genes that are mutated in different MODY pedigrees on chromosome 20 (MODY1 locus, hepatocyte nuclear factor-4 alpha [HNF-4 alpha] gene), chromosome 7 (MODY2 locus, glucokinase gene), and chromosome 12 (MODY3 locus, HNF-1 alpha gene). We studied an extended pedigree in which multiple members are affected by late-onset NIDDM associated with insulin resistance and performed linkage analysis with four microsatellite markers in the MODY3 region of chromosome 12q. We found significant evidence for linkage between NIDDM and the MODY3 locus (logarithm of odds score 3.65 at theta = 0.008 telomeric to marker D12S321), but sequencing of the 10 exons and promoter of HNF-1 alpha did not identify any causative mutation in this gene. Our results indicate that the region of chromosome 12q close to MODY3 harbors a novel susceptibility gene or genes for NIDDM

Looking for love in the student experience

This chapter represents an early attempt to engage and think with the ethos that underpins the Manifesto for a Post-Critical Pedagogy (Hodgson et al. 2017), specifically from a sociology of education perspective. The Manifesto is an exhortation to move beyond the critical by also celebrating what we may love and therefore wish to preserve in education. With this in mind, the author undertakes a re-examination of the literature on the university student experience in the UK. They argue that, outside pedagogical research on students, there are three overlapping but somewhat distinct literatures, each of which focuses primarily on social inequalities, aspects of marketization, or geographies, in relation to higher education. It appears that there are gaps in each of these bodies of scholarship, with some dimensions of identity underrepresented in the first, surprisingly little empirical work in the second, while the third has attracted minimal attention to date. Furthermore, it seems that there is little to love in our current understanding of the student experience as the overwhelming focus is on dysfunctions in and around UK higher education. Applying the tenets of a Post-Critical Pedagogy does suggest that widening our scope would allow for an extension of the literature and a more positive appreciation of the UK student experience. At the same time, though, there may be some aspects of the Manifesto that require minor revisions