Safety and Efficacy of FIT039 for Verruca Vulgaris: A Placebo-Controlled, Phase I/II Randomized Controlled Trial

TRIAL DESIGN: Human papillomavirus infection causes verruca vulgaris. CDK9 inhibitor FIT039 inhibits DNA virus proliferation in animal models. We conducted a multicenter, single-blind, placebo-controlled, randomized phase I/II clinical trial evaluating the safety and efficacy of FIT039 against verruca vulgaris. METHODS: Target lesions were treated with liquid nitrogen once, and a FIT039 patch or placebo patch was applied for 14 days. The primary endpoint was lesion disappearance. The secondary endpoints were safety and changes in dimension, cross-sectional area, and the number of petechial lesions. RESULTS: A total of 24 participants were randomly allocated to the FIT039 (n = 13, median age, 54 years) and placebo (n = 11, median age, 62 years) groups. Verruca vulgaris did not disappear. FIT039 decreased the dimension to 76% of the initial value on day 29, followed by an increase to 98% on day 57. Placebo showed a monotonic increase to 107% on day 57. Changes in the cross-sectional area and petechiae number were comparable between the groups. CONCLUSIONS: No drug-related adverse reactions occurred. FIT039 efficacy was not determined in this study

Formation of dense partonic matter in relativistic nucleus-nucleus collisions at RHIC: Experimental evaluation by the PHENIX collaboration

Extensive experimental data from high-energy nucleus-nucleus collisions were recorded using the PHENIX detector at the Relativistic Heavy Ion Collider (RHIC). The comprehensive set of measurements from the first three years of RHIC operation includes charged particle multiplicities, transverse energy, yield ratios and spectra of identified hadrons in a wide range of transverse momenta (p_T), elliptic flow, two-particle correlations, non-statistical fluctuations, and suppression of particle production at high p_T. The results are examined with an emphasis on implications for the formation of a new state of dense matter. We find that the state of matter created at RHIC cannot be described in terms of ordinary color neutral hadrons.Comment: 510 authors, 127 pages text, 56 figures, 1 tables, LaTeX. Submitted to Nuclear Physics A as a regular article; v3 has minor changes in response to referee comments. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.htm

Polymorphous adenocarcinoma of the salivary glands : reappraisal and update

Although relatively rare, polymorphous adenocarcinoma (PAC) is likely the second most common malignancy of the minor salivary glands (MiSG). The diagnosis is mainly based on an incisional biopsy. The optimal treatment comprises wide surgical excision, often with adjuvant radiotherapy. In general, PAC has a good prognosis. Previously, PAC was referred to as polymorphous low-grade adenocarcinoma (PLGA), but the new WHO classification of salivary gland tumours has also included under the PAC subheading, the so-called cribriform adenocarcinoma of minor salivary glands (CAMSG). This approach raised controversy, predominantly because of possible differences in clinical behaviour. For example, PLGA (PAC, classical variant) only rarely metastasizes, whereas CAMSG often shows metastases to the neck lymph nodes. Given the controversy, this review reappraises the definition, epidemiology, clinical presentation, diagnostic work-up, genetics, treatment modalities, and prognosis of PAC of the salivary glands with a particular focus on contrasting differences with CAMSG.Peer reviewe

Transformation in Reverse: Naive Assumptions of An Urban Educator

The complexity of urban contexts is often subsumed into generalizations and deficit assumptions of urban communities and its members by those unfamiliar with urban culture. This is especially true for teachers seeking work in urban schools. This article addresses the complex interpretations of urban through the lens of a White male graduate student teacher, Nathan, as he contemplates his experiences in urban school settings. The trajectory of his understanding of the complex nature of urban realities that influence the work of urban teachers and the lives of their students is discussed. The article concludes with implications for urban teacher education programs and teacher educators

Culture, Food, and Language: Perspectives from Immigrant Mothers in School Science

The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as \u27insiders\u27 in a science classroom

Activism, Agency and Expanding Third Spaces

In this rejoinder we take up the question: How are parents\u27 identities and agency intertwined with teachers and the power hierarchies of schooling? We expand upon our thesis regarding parents\u27 diasporic experiences from our primary manuscript to argue that the third spaces that parents co-create are generative and always unfinished. This stance helps us to see how the co-creation of third spaces among immigrant parents\u27 in school settings demands changes in normative practices of schooling, even though this process may be incremental

Reflections On Urban Science Teacher-Student Self-Efficacy Dynamics

This forum article consists of commentaries-authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos-on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers\u27 and students\u27 self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy

from Global Sustainability to Inclusive Education: Understanding Urban Children\u27s Ideas About the Food System

The purpose of this paper is to report our findings from a qualitative study intended to develop our understandings of: what high-poverty urban children understand and believe about food and food systems; and how such children transform and use that knowledge in their everyday lives (i.e. how do they express their scientific literacies including content understandings, process understandings, habits of mind in these content areas). This qualitative study is part of a larger study focused on understanding and developing science and nutritional literacies among high-poverty urban fourth-grade through sixth-grade students and their teachers and caregivers