How to Manage Cisplatin-Based Chemotherapy-Related Cardiovascular Disease in Patients With Testicular Cancer

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Integrating Engineering, Modeling, And Computation Into The Biology Classroom: Development Of Multidisciplinary High School Neuroscience Curricula

The YESS program is a three-week summer residential course that brings together extraordinarily talented high school students from underrepresented minority groups to study at the California Institute of Technology. The YESS program is intended for students who exhibit an interest in engineering and science, and wish to engage in collaborative learning. During the three-week program, students take science courses and are exposed to laboratory tours, faculty lectures, and college admissions workshops. The neuroscience course for the 2008 YESS program was an intensive survey of many different fields, and used lectures, demonstrations and laboratory activities to teach topics such as brain anatomy, Drosophila melanogaster pain perception, electrophysiology, recombinant DNA technology, neuronal modeling, the molecular basis of learning and systems neuroscience. Neuroscience is a branch of biology, yet neuroscientists are typically highly diversified scientists and engineers. Neuroscience spans a wide array of disciplines that include engineering, mathematics, computer science, biophysics and medicine. The diversity found in the neurosciences evolved naturally because of the fields’ need for creative problem solving concerning the technical difficulties that plague experimentation with the brain. The California Institute of Technology’s neuroscience researchers have synergistic relationships between engineers and scientists of various disciplines, and together, they advance our knowledge in this field. In line with the efforts of our institution, we created a neuroscience curriculum that shows the interplay between engineering and biology, taking care to keep the material accessible for a gifted high school audience. The creation and implementation of a multi-disciplinary neuroscience curriculum for the YESS program is the focus of this paper. Specifically, we will address how we integrated engineering, mathematical modeling and computation into the curriculum as a tool for communicating intellectually rigorous ideas concerning the neurosciences. We assessed our curriculum using a system of pre- and post-examinations. By combining the results of these assessments with student surveys and feedback, we conclude that the integration of engineering, modeling and computation was an effective way to teach neuroscience. The modules we describe here, can be adapted by other educators in K-12 advanced science courses as a vehicle for introducing engineering concepts or in an engineering course as demonstratives of engineering applications in the life sciences

Integrating Engineering, Modeling, And Computation Into The Biology Classroom: Development Of Multidisciplinary High School Neuroscience Curricula

The YESS program is a three-week summer residential course that brings together extraordinarily talented high school students from underrepresented minority groups to study at the California Institute of Technology. The YESS program is intended for students who exhibit an interest in engineering and science, and wish to engage in collaborative learning. During the three-week program, students take science courses and are exposed to laboratory tours, faculty lectures, and college admissions workshops. The neuroscience course for the 2008 YESS program was an intensive survey of many different fields, and used lectures, demonstrations and laboratory activities to teach topics such as brain anatomy, Drosophila melanogaster pain perception, electrophysiology, recombinant DNA technology, neuronal modeling, the molecular basis of learning and systems neuroscience. Neuroscience is a branch of biology, yet neuroscientists are typically highly diversified scientists and engineers. Neuroscience spans a wide array of disciplines that include engineering, mathematics, computer science, biophysics and medicine. The diversity found in the neurosciences evolved naturally because of the fields’ need for creative problem solving concerning the technical difficulties that plague experimentation with the brain. The California Institute of Technology’s neuroscience researchers have synergistic relationships between engineers and scientists of various disciplines, and together, they advance our knowledge in this field. In line with the efforts of our institution, we created a neuroscience curriculum that shows the interplay between engineering and biology, taking care to keep the material accessible for a gifted high school audience. The creation and implementation of a multi-disciplinary neuroscience curriculum for the YESS program is the focus of this paper. Specifically, we will address how we integrated engineering, mathematical modeling and computation into the curriculum as a tool for communicating intellectually rigorous ideas concerning the neurosciences. We assessed our curriculum using a system of pre- and post-examinations. By combining the results of these assessments with student surveys and feedback, we conclude that the integration of engineering, modeling and computation was an effective way to teach neuroscience. The modules we describe here, can be adapted by other educators in K-12 advanced science courses as a vehicle for introducing engineering concepts or in an engineering course as demonstratives of engineering applications in the life sciences

Pharmacological chaperoning of nicotinic receptors begins in the endoplasmic reticulum: Compartments and stoichiometries

[Poster abstract

Pharmacological chaperoning of nicotinic receptors begins in the endoplasmic reticulum: High-resolution imaging

[No abstract

Quantitative trait loci affecting phenotypic variation in the vacuolated lens mouse mutant, a multigenic mouse model of neural tube defects

The vacuolated lens (vl) mouse mutant arose spontaneously on the C3H/HeSn background and exhibits neural tube defects (NTDs), congenital cataract, and occasionally a white belly spot. We previously reported that 1) the vl phenotypes are due to a mutation in an orphan G protein-coupled receptor (GPCR), Gpr161; 2) the penetrance of the vl NTD and cataract phenotypes are affected by genetic background, allowing three unlinked quantitative trait loci (QTL) to be mapped (modifiers of vacuolated lens, Modvl1-3); and 3) phenotype-based bioinformatics followed by genetic and molecular analysis identified a lens-specific transcription factor that contributes to the cataract-modifying effect of Modvl3. We now extend this analysis in three ways. First, using the Gpr161 mutation to unequivocally identify mutant adults and embryos, we determined that approximately 50% of vl/vl NTD-affected embryos die during development. Second, the MOLF/Ei genetic background suppresses this embryonic lethality but increases the incidence of the adult belly spot phenotype. Additional QTL analysis was performed, and two novel modifiers were mapped [Modvl4, logarithm of odds ratio (LOD) 4.4; Modvl5, LOD 5.0]. Third, phenotype-based bioinformatics identified candidate genes for these modifiers including two GPCRs that cause NTD or skin/pigmentation defects (Modvl4: Frizzled homolog 6; Modvl5: Melanocortin 5 receptor). Because GPCRs form oligomeric complexes, these genes were resequenced and nonsynonymous coding variants were identified. Bioinformatics and protein modeling suggest that these variants may be functional. Our studies further establish vl as a multigenic mouse model for NTDs and identify additional QTL that interact with Gpr161 to regulate neurulation

Caregiver-Oncologist Prognostic Concordance, Caregiver Mastery, and Caregiver Psychological Health and Quality of Life.

BACKGROUND: Caregivers of adults with cancer often report a different understanding of the patient\u27s prognosis than the oncologist. We examine the associations of caregiver-oncologist prognostic concordance with caregiver depressive symptoms, distress, and quality of life (QoL). We also explore whether these relationships differed by caregiver environment mastery, an individual\u27s sense of control, and effectiveness in managing life situations. MATERIALS AND METHODS: We used data from a national geriatric assessment cluster-randomized trial (URCC 13070) that recruited patients aged 70 years and older with incurable cancer considering any line of cancer treatment at community oncology practices, their caregivers, and their oncologists. At enrollment, caregivers and oncologists estimated the patient\u27s prognosis (0-6 months, 7-12 months, 1-2 years, 2-5 years, and \u3e5 years; identical responses were concordant). Caregivers completed the Ryff\u27s environmental mastery at enrollment. At 4-6 weeks, caregivers completed the Patient Health Questionnaire-2 (depressive symptoms), distress thermometer, and 12-Item Short-Form Health Survey (quality of life [QoL]). We used generalized estimating equations in models adjusted for covariates. We then assessed the moderation effect of caregiver mastery. RESULTS: Of 411 caregiver-oncologist dyads (mean age = 66.5 years), 369 provided responses and 28% were concordant. Prognostic concordance was associated with greater caregiver depressive symptoms (β = 0.30; p = .04) but not distress or QoL. A significant moderation effect for caregiver depressive symptoms was found between concordance and mastery (p = .01). Specifically, among caregivers with low mastery (below median), concordance was associated with greater depressive symptoms (β = 0.68; p = .003). CONCLUSIONS: Caregiver-oncologist prognostic concordance was associated with caregiver depressive symptoms. We found a novel moderating effect of caregiver mastery on the relationship between concordance and caregiver depressive symptoms. IMPLICATIONS FOR PRACTICE: Caregiver-oncologist prognostic concordance is associated with greater caregiver depressive symptoms, particularly in those with low caregiver mastery. When discussing prognosis with caregivers, physicians should be aware that prognostic understanding may affect caregiver psychological health and should assess their depressive symptoms. In addition, while promoting accurate prognostic understanding, physicians should also identify strengths and build resilience among caregivers

The Relationship Between Frailty and Emotional Health in Older Patients with Advanced Cancer

BackgroundAging‐related deficits that eventually manifest as frailty may be associated with poor emotional health in older patients with advanced cancer. This study aimed to examine the relationship between frailty and emotional health in this population.MethodsThis was a secondary analysis of baseline data from a nationwide cluster randomized trial. Patients were aged ≥70 years with incurable stage III/IV solid tumors or lymphomas, had ≥1 geriatric assessment (GA) domain impairment, and had completed the Geriatric Depression Scale, Generalized Anxiety Disorder‐7, and Distress Thermometer. Frailty was assessed using a Deficit Accumulation Index (DAI; range 0–1) based on GA, which did not include emotional health variables (depression and anxiety), and participants were stratified into robust, prefrail, and frail categories. Multivariate logistic regression models examined the association of frailty with emotional health outcomes. Adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were reported.ResultsFive hundred forty‐one patients were included (mean age: 77 years; 70–96). DAI ranged from 0.04 to 0.94; 27% of patients were classified as robust, 42% prefrail, and 31% frail. Compared with robust patients, frail patients had an increased risk of screening positive for depression (aOR = 12.8; 95% CI = 6.1–27.0), anxiety (aOR = 6.6; 95% CI = 2.2–19.7), and emotional distress (aOR = 4.62; 95% CI = 2.9–8.3). Prefrail compared with robust patients also had an increased risk of screening positive for depression (aOR = 2.22; 95% CI = 1.0–4.8) and distress (aOR = 1.71; 95% CI = 1.0–2.8).ConclusionIn older patients with advanced cancer, frailty is associated with poorer emotional health, which indicates a need for an integrated care approach to treating these patients.Implications for PracticeA relationship exists between frailty and poor emotional health in older adults with advanced cancer. Identifying areas of frailty can prompt screening for emotional health and guide delivery of appropriate interventions. Alternatively, attention to emotional health may also improve frailty.Frailty is an aging‐related syndrome. This article examines the relationship between frailty and emotional health in older patients with advanced cancer.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/171237/1/onco13975.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/171237/2/onco13975_am.pd