Angiotensin I-Converting Enzyme Mutation (Trp1197Stop) Causes a Dramatic Increase in Blood ACE

BACKGROUND:Angiotensin-converting enzyme (ACE) metabolizes many peptides and plays a key role in blood pressure regulation and vascular remodeling. Elevated ACE levels may be associated with an increased risk for different cardiovascular or respiratory diseases, including asthma. Previously, a molecular mechanism underlying a 5-fold familial increase of blood ACE was discovered: Pro1199Leu substitution enhanced the cleavage-secretion process. Carriers of this mutation were Caucasians from Europe (mostly Dutch) or had European roots. METHODOLOGY/PRINCIPAL FINDINGS:We have found a family of African-American descent whose affected members' blood ACE level was increased 13-fold over normal. In affected family members, codon TGG coding for Trp1197 was substituted in one allele by TGA (stop codon). As a result, half of ACE expressed in these individuals had a length of 1196 amino acids and lacked a transmembrane anchor. This ACE mutant is not trafficked to the cell membrane and is directly secreted out of cells; this mechanism apparently accounts for the high serum ACE level seen in affected individuals. A haplotype of the mutant ACE allele was determined based on 12 polymorphisms, which may help to identify other carriers of this mutation. Some but not all carriers of this mutation demonstrated airflow obstruction, and some but not all have hypertension. CONCLUSIONS/SIGNIFICANCE:We have identified a novel Trp1197Stop mutation that results in dramatic elevation of serum ACE. Since blood ACE elevation is often taken as a marker of disease activity (sarcoidosis and Gaucher diseases), it is important for clinicians and medical scientists to be aware of alternative genetic causes of elevated blood ACE that are not apparently linked to disease

Reframing Kurtz’s Painting: Colonial Legacies and Minority Rights in Ethnically Divided Societies

Minority rights constitute some of the most normatively and economically important human rights. Although the political science and legal literatures have proffered a number of constitutional and institutional design solutions to address the protection of minority rights, these solutions are characterized by a noticeable neglect of, and lack of sensitivity to, historical processes. This Article addresses that gap in the literature by developing a causal argument that explains diverging practices of minority rights protections as functions of colonial governments’ variegated institutional practices with respect to particular ethnic groups. Specifically, this Article argues that in instances where colonial governments politicize and institutionalize ethnic hegemony in the pre-independence period, an institutional legacy is created that leads to lower levels of minority rights protections. Conversely, a uniform treatment and depoliticization of ethnicity prior to independence ultimately minimizes ethnic cleavages post-independence and consequently causes higher levels of minority rights protections. Through a highly structured comparative historical analysis of Botswana and Ghana, this Article builds on a new and exciting research agenda that focuses on the role of long-term historio-structural and institutional influences on human rights performance and makes important empirical contributions by eschewing traditional methodologies that focus on single case studies that are largely descriptive in their analyses. Ultimately, this Article highlights both the strength of a historical approach to understanding current variations in minority rights protections and the varied institutional responses within a specific colonial government

The Production and Application of Hydrogels for Wound Management: A Review

Wound treatment has increased in importance in the wound care sector due to the pervasiveness of chronic wounds in the high-risk population including, but not limited to, geriatric population, immunocompromised and obese patients. Furthermore, the number of people diagnosed with diabetes is rapidly growing. According to the World Health Organization (WHO), the global diabetic occurrence has increased from 4.7 in 1980 to 8.5 in 2014. As diabetes becomes a common medical condition, it has also become one of the major causes of chronic wounds which require specialised care to address patients’ unique needs. Wound dressings play a vital role in the wound healing process as they protect the wound site from the external environment. They are also capable of interacting with the wound bed in order to facilitate and accelerate the healing process. Advanced dressings such as hydrogels are designed to maintain a moist environment at the site of application and due to high water content are ideal candidates for wound management. Hydrogels can be used for both exudating or dry necrotic wounds. Additionally, hydrogels also demonstrate other unique features such as softness, malleability and biocompatibility. Nowadays, advanced wound care products make up around 7.1 billion of the global market and their production is growing at an annual rate of 8.3 with the market projected to be worth 12.5 billion by 2022. The presented review focuses on novel hydrogel wound dressings, their main characteristics and their wound management applications. It also describes recent methodologies used for their production and the future potential developments

Preparedness of the CTSA's Structural and Scientific Assets to Support the Mission of the National Center for Advancing Translational Sciences (NCATS)

The formation of the National Center for Advancing Translational Sciences (NCATS) brings new promise for moving basic and discoveries to clinical practice, ultimately improving the health of the nation. The CTSA sites, now housed with NCATS, are organized and prepared to support in this endeavor. The CTSAs provide a foundation for capitalizing on such promise through provision of a disease-agnostic infrastructure devoted to C&T science, maintenance of training programs designed for C&T investigators of the future, by incentivizing institutional reorganization and by cultivating institutional support

Geography, generalisability, and susceptibility in clinical trials

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic

Teaching down or learning up

Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing