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Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers’ practice in classrooms that feature broad distributions of participation. Purpose: The purpose of this study was to examine teachers’ instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. Participants: Participants included two teachers and 45 students from two third-grade classrooms. Teachers had participated in ongoing professional development focused on leveraging children’s mathematical thinking in instruction. Research Design: We drew from qualitative methods for analyzing video to investigate classroom interactions from 12 mathematics lessons. Data sources included video recordings, transcripts, and student work. We used Studiocode software to parse each lesson into phases and episodes. Drawing from previous studies, we identified a subset of episodes in which teachers explicitly positioned a student’s contribution as competent. An iterative process of coding and discussion was used to analyze patterns with respect to student participation, teacher support, and the unfolding of rights and obligations related to participating in mathematical activity. Findings: Analyses revealed different kinds of situations in which students participated in mathematically substantive ways (in terms of providing detailed explanations of their ideas or engaging with the details of a peer’s idea) and teachers positioned their contributions as competent. These situations included highlighting, clarifying, and amplifying contributions; supporting the specificity of student contributions; recognizing emergent ideas; and validating unprompted attention to mathematical details. Assignments of competence emerged in ways that were integrated into teachers’ ongoing efforts to surface and make explicit the details of their mathematical ideas, while also broadening the kinds of contributions students could make to joint mathematical work. Conclusions: Helping students to know what it could look and sound like to participate in the moment while recognizing a wide range of contributions as competent created openings for students who in many classrooms might be excluded or relegated to the periphery of conversations. Making competence explicit was a contingent, relational practice that required teachers to find specific ways of leveraging student strengths to support their participation. Recommendations for advancing mathematics teaching must attend to the nuances with which particular practices unfold to open or constrain individual students’ opportunities to learn.

OBJECTIVE Non–small cell lung cancer (NSCLC) is the most common primary tumor to develop brain metastasis. Prognostic markers are needed to better determine survival after neurosurgical resection of intracranial disease. Given the importance of mutation subtyping in determining systemic therapy and overall prognosis of NSCLC, the authors examined the prognostic value of mutation status for postresection survival of patients with NSCLC brain metastasis. METHODS The authors retrospectively analyzed all cases of NSCLC brain metastasis with available molecular testing data that were resected by a single surgeon at a single academic center from January 2009 to February 2019. Mutation status, demographic characteristics, clinical factors, and treatments were analyzed. Association between predictive variables and overall survival after neurosurgery was determined with Cox regression. RESULTS Of the included patients (n = 84), 40% were male, 76% were smokers, the mean ± SD Karnofsky Performance Status was 85 ± 14, and the mean ± SD age at surgery was 63 ± 11 years. In total, 23%, 26%, and 4% of patients had EGFR, KRAS, and ALK/ROS1 alterations, respectively. On multivariate analysis, survival of patients with EGFR (HR 0.495, p = 0.0672) and KRAS (HR 1.380, p = 0.3617) mutations were not significantly different from survival of patients with wild-type (WT) tumor. However, the subgroup of patients with EGFR mutation who also received tyrosine kinase inhibitor (TKI) therapy had significantly prolonged survival (HR 0.421, p = 0.0471). In addition, postoperative stereotactic radiosurgery (HR 0.409, p = 0.0177) and resected tumor diameter < 3 cm (HR 0.431, p = 0.0146) were also significantly associated with prolonged survival, but Graded Prognostic Assessment score ≤ 1.0 (HR 2.269, p = 0.0364) was significantly associated with shortened survival. CONCLUSIONS Patients with EGFR mutation who receive TKI therapy may have better survival after resection of brain metastasis than patients with WT tumor. These results may inform counseling and decision-making regarding the appropriateness of resection of NSCLC brain metastasis.

Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one’s own thinking and engaging with others’ ideas, can ...

Phosphorus magnetic resonance spectroscopic imaging (31P MRSI) is of particular interest for investigations of patients with brain tumors as it enables to non-invasively assess altered energy and phospholipid metabolism in vivo. However, the limited sensitivity of 31P MRSI hampers its broader application at clinical field strengths. This study aimed to identify the additional value of 31P MRSI in patients with glioma at ultra-high B0 = 7T, where the increase in signal-to-noise ratio may foster its applicability for clinical research. High-quality, 3D 31P MRSI datasets with an effective voxel size of 5.7 ml were acquired from the brains of seven patients with newly diagnosed glioma. An optimized quantification model was implemented to reliably extract an extended metabolic profile, including low-concentrated metabolites such as extracellular inorganic phosphate, nicotinamide adenine dinucleotide [NAD(H)], and uridine diphosphoglucose (UDPG), which may act as novel tumor markers; a background signal was extracted as well, which affected measures of phosphomonoesters beneficially. Application of this model to the MRSI datasets yielded high-resolution maps of 12 different 31P metabolites, showing clear metabolic differences between white matter (WM) and gray matter, and between healthy and tumor tissues. Moreover, differences between tumor compartments in patients with high-grade glioma (HGG), i.e., gadolinium contrast-enhancing/necrotic regions (C+N) and peritumoral edema, could also be suggested from these maps. In the group of patients with HGG, the most significant changes in metabolite intensities were observed in C+N compared to WM, i.e., for phosphocholine +340%, UDPG +54%, glycerophosphoethanolamine −45%, and adenosine-5′-triphosphate −29%. Furthermore, a prominent signal from mobile phospholipids appeared in C+N. In the group of patients with low-grade glioma, only the NAD(H) intensity changed significantly by −28% in the tumor compared to WM. Besides the potential of 31P MRSI at 7T to provide novel insights into the biochemistry of gliomas in vivo, the attainable spatial resolutions improve the interpretability of 31P metabolite intensities obtained from malignant tissues, particularly when only subtle differences compared to healthy tissues are expected. In conclusion, this pilot study demonstrates that 31P MRSI at 7T has potential value for the clinical research of glioma.

In principle, non-invasive mapping of the intracellular pH (pHCompensation of the concomitant effects was achieved by a ratiometric approach (i.e. the ratio of one CEST signal at different BIn porcine brain lysates, measurement of pH was feasible over a broad range of physiologically relevant pH values of 6.2 to 8.0, while being independent of changes in concentration. A median pHThe presented method enables non-invasive mapping of absolute pH

Capturing the breadth and variety of children’s understanding is critical if studies of children’s mathematical thinking are to inform policy and practice in early childhood education. This...

This paper traces the development of a program of work that seeks to understand the teacher practices that promote productive dialogue and learning in mathematics classrooms. This work originated in cooperative/collaborative learning research, with a focus on understanding group dynamics effective for student learning. Over time, it layered on increasing attention to the teacher’s role, and branched out to consider the multiple participation structures in the classroom (whole-class discussion, small-group collaborative work, private student-student conversations). Each phase of this work brought in a heightened focus on the details of classroom interaction around mathematics—both in the thinking that students share and in the practices teachers use to support student participation—to better understand the development of students’ mathematics learning.

Triple negative breast cancer (TNBC) is a group of cancers whose heterogeneity and shortage of effective drug therapies has prompted efforts to divide these cancers into molecular subtypes. Our computational platform, entitled GenEx-TNBC, applies concepts in systems biology and polypharmacology to prioritize thousands of approved and experimental drugs for therapeutic potential against each molecular subtype of TNBC. Using patient-based and cell line-based gene expression data, we constructed networks to describe the biological perturbation associated with each TNBC subtype at multiple levels of biological action. These networks were analyzed for statistical coincidence with drug action networks stemming from known drug-protein targets, while accounting for the direction of disease modulation for coinciding entities. GenEx-TNBC successfully designated drugs, and drug classes, that were previously shown to be broadly effective or subtype-specific against TNBC, as well as novel agents. We further performed biological validation of the platform by testing the relative sensitivities of three cell lines, representing three distinct TNBC subtypes, to several small molecules according to the degree of predicted biological coincidence with each subtype. GenEx-TNBC is the first computational platform to associate drugs to diseases based on inverse relationships with multi-scale disease mechanisms mapped from global gene expression of a disease. This method may be useful for directing current efforts in preclinical drug development surrounding TNBC, and may offer insights into the targetable mechanisms of each TNBC subtype.

This vivid illustration of an instructional activity highlights the range of opportunities available for a teacher to leverage students' thinking and support rich mathematical discourse.

Menschen mit einer Intelligenzminderung (IM) haben eine geringere Lebenserwartung und hohere Mortalitatsrate. Ein wichtiger Risikofaktor fur eine Vielzahl korperlicher Krankheiten ist ein erhohtes Korpergewicht. Neben korperlichen Erkrankungen ist auch die Pravalenz psychischer Storungen bei Menschen mit IM erhoht (WHO: drei- bis vierfach). Ziel dieser Studie ist, das Korpergewicht und damit assoziierte Faktoren bei Menschen mit IM und psychischen Erkrankungen zu ermitteln. Auf Grundlage des Body-Mass-Index (BMI) wurde die Pravalenz von Untergewicht, Normalgewicht und Ubergewicht bei 633 Patienten einer psychiatrischen Institutsambulanz fur Menschen mit geistiger Behinderung festgestellt. Mittels multipler logistischer Regressionsanalysen wurden verschiedene fur das Korpergewicht relevante Patientenmerkmale ermittelt. Etwa jeder zweite Mann und ca. zwei von drei Frauen mit psychischer Storung und IM waren ubergewichtig. Mit Ubergewicht assoziierte Faktoren waren das weibliche Geschlecht, leichte und mittelgradige IM, zunehmendes Lebensalter, Down-Syndrom, schwere Verhaltensstorungen sowie teilbetreute Wohnformen. Demgegenuber waren Demenz und Autismusspektrumstorungen seltener mit Adipositas assoziiert. Besonders Frauen mit IM waren schon im jungen Erwachsenenalter haufig ubergewichtig. Ds Wissen uber damit assoziierte Faktoren kann dazu beitragen, geeignete Praventivmasnahmen zur Vermeidung von Ubergewicht und damit verbundenen Folgeerkrankungen zu entwickeln.

Injurious pecking, including feather pecking (FP), is one of the most prevalent causes of mortality for commercial laying hens. The underlying biological mechanisms of FP are not yet fully understood, but they could be related to alterations in the serotonin (5-HT) and/or dopamine (DA) circuits within the brain. In the past, the central synthesis of 5-HT and DA was found to be influenced by the availability of their precursors, aromatic amino acids (AAA) such as tryptophan (TRP), phenylalanine (PHE), and tyrosine (TYR), in blood plasma, which are transported across the blood-brain-barrier into the brain. Because knowledge about plasma levels of AAA in laying hens is very limited, the present study compared the AAA profiles of a large sample of laying hens from two genetic lines: one selected for low mortality (LM) due to injurious pecking (n=129 birds) and one high production line (HP) selected for high egg-production only (n=132 birds). Head, comb, and feather covering were scored at the end of the experiment. Blood samples were collected at weeks 24 and 29 of age and were analysed for AAA using high performance liquid chromatography. Neither FP nor feather damage was observed in the present study, but aggressive pecking directed at the head/neck area occurred in several groups with an onset of this aberrant behavior between weeks 22 and 29. Eight HP pens and seven LM pens were affected by severe head/comb injuries inflicted via aggressive pecking. Therefore, our exploratory data analysis focused upon the possible interplay between the variability of our outcome measures (absolute levels of AAA in plasma as well as the ratios PHE/TYR and TRP/(PHE+TYR)) and the aggressive head/comb pecking as an expression of social stress within the pens. We found significantly lower TRP availability relative to PHE and TYR (TRP/(PHE+TYR) ratio) and higher TYR concentrations at week 24 in pens with an early onset of injurious aggressive behavior at weeks 22–23. This was most pronounced in the LM line, but at week 29, TRP availability normalized in both lines. It was furthermore evident that in LM birds, higher aggressive pecking activity per pen was associated with higher TYR levels (n=78 birds, r=0.643, p

Recovering Context After Interruption Jerry L. Franke (jfranke@atl.lmco.com) Jody J. Daniels (jdaniels@atl.lmco.com) Daniel C. McFarlane (dmcfarla@atl.lmco.com) Lockheed Martin Advanced Technology Laboratories 1 Federal Street, AE Adams and Pew, 1990; Adams et al., 1995). The literature is rich with descriptions of the cog- nitive limitations people have relative to resuming tasks after being interrupted. Miyata and Norman (1986) give a general overview of the topic, dis- cussing foregrounded and backgrounded activities and how interruptions are the standard way people switch between tasks in multitasking. Liu and Wick- ens (1988) discuss task interference and the e↵ect of task type in human multitasking. McFarlane (2002) provides an in-depth review of the published rele- vant theory and proposes both a definition of human interruption and a taxonomy for classifying human interruptions. Other studies investigate the causes of the disrup- tive nature of interruptions. McLeod and Mierop (1979) examine the e↵ect of task similarity for man- ual tasks. Zijlstra and Roe (1999) found that the frequency of interruptions in an office environment a↵ects the length of delay for people resuming the main task. Latorella (1998) found a modality in- teraction e↵ect between how interruptions are pre- sented (aurally or graphically) and the type of task that cockpit crew members perform (aural or graph- ical); di↵erent combinations of interface solution and task type resulted in di↵erent kinds of adverse e↵ects on crew behavior. Linde and Goguen (1987) found that di↵erences in how cockpit crews interact with each other a↵ect their ability to successfully handle interruptions. The objective of human alerting technology is to cancel the negative e↵ects of human interrup- tion and allow users to exploit the benefits of greater information volume for making better de- cisions. Human alerting mechanisms are being in- tegrated within a broad range of commercial and military applications. These include announcement mechanisms for relatively less important systems like email, telephone, voicemail, internet instant messaging, chat rooms, automated help systems (like Microsoft’s “Clippy”), computer-based tutor

Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.

Learn how teachers can use assessment data coupled with observing students' mathematical reasoning to inform instructional decisions.

People with intellectual disabilities (ID) have a shorter life expectancy and higher mortality rate and more often suffer from various physical and mental disorders (WHO: 3-4 times more often than the general population). Obesity is an important risk factor for various disorders. This cross-sectional study examined the body weight and its risk factors in a clinical population of adults with ID.The prevalence of underweight, normal weight, and overweight was determined using the body mass index (BMI) for 633 patients of an outpatient clinic for people with ID and mental disorders. A multiple logistic regression analysis was used to assess factors for alterations in body weight.Approximately one out of two men and two out of three women with ID and mental disorders were overweight. Adults with mild and moderate ID, female gender, increasing age, Down's syndrome, behavioral disorders, and a less supported living situation were associated with a higher rate of obesity. People with dementia and autism spectrum disorders showed a lower rate of obesity.Young women with ID and mental disorders were particularly at risk for obesity. The respective factors may support the development of specific prevention programs to reduce the risk of overweight and thereby lead to better mental and physical health in people with ID.

Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others’ ideas, can promote students’ mathematics understanding. How teachers can promote students’ high-level engagement with others’ ideas, and the challenges teachers face when trying to do so, have not often been studied, however. Using coding of videotaped whole-class and small-group discussions in 12 elementary school classrooms, we analyzed the level at which students engaged with each other’s mathematical ideas and the moves teachers used—both moves to invite student engagement and follow-up moves to encourage deeper engagement—to support student engagement. Teachers used a wide variety of invitation and follow-up moves to encourage student engagement and combined them in multiple ways in the moment to address the challenges students faced when trying to engage with others’ ideas. We show the limitations of teachers’ initial moves to stimulate en...

Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may encourage beneficial student participation relate to student achievement in elementary school mathematics classrooms. Using videotaped recordings, we examined the extent to which students explained their own ideas and engaged with others’ ideas and how teachers supported these kinds of student participation. Linking teacher practices, student participation, and achievement all at the individual student level, we found that student achievement was best predicted by the combination of teacher practices and student participation. The results show that taking into account student participation is necessary for understanding how teaching practices relate to student mathematics learning.

OBJECTIVE Hypothalamic-pituitary-adrenal system dysfunction, serotonergic system alterations, and enhanced platelet activity may contribute to the increased cardiac risk in depression. This exploratory study examined associations between cortisol parameters, platelet serotonin (5-HT) content, and platelet activity markers in patients with newly diagnosed major depression (MD) and/or Type 2 diabetes (T2DM) compared with healthy controls. METHODS We compared cortisol awakening response (CAR), diurnal decrease in salivary cortisol concentrations (slope), platelet 5-HT, and platelet markers (CD40, CD40 ligand [CD40L], soluble CD40L, CD62P, β-thromboglobulin, and platelet factor-4) in 22 T2DM patients, 20 MD patients, 18 T2DM patients with MD, and 24 healthy controls. RESULTS Platelet markers were elevated in MD (F(6,60) = 11.14, p < .001) and T2DM (F(6,60) = 13.07, p < .001). Subgroups did not differ in 5-HT or cortisol slope, whereas T2DM patients without depression had significantly lower CAR than did healthy controls (F(1,61) = 7.46, p = .008). In healthy controls, cortisol slope correlated with platelet activity for CD40 (r = -0.43, p = .048) and 5-HT was correlated with CD40L (r = 0.53, p = .007). In patients with both T2DM and MD, 5-HT and CD62P were correlated (r = 0.52, p = .033). CONCLUSIONS Increased platelet activity in T2DM and MD may play a role in the association between diabetes, depression, and coronary artery disease. The present data suggest that group differences in cortisol or 5-HT as well as group-specific associations of cortisol or 5-HT with platelet markers might be of limited importance in the shared pathways of T2DM and depression in the pathophysiology of coronary artery disease.

This chapter argues that general principles outlining how to design professional development, although potentially helpful, are not sufficient for meeting the needs of teachers. It highlights the complexity of professional development and the necessity of understanding the details around engaging teachers in learning opportunities that lead to generative growth. The chapter provides the opportunity to think carefully about the role of the mathematical content in the design and implementation of professional development. It discusses how the algebraic thinking professional development work would differ from our earlier whole number professional development. The chapter details some of the critical issues and how chapter addresses them. It characterizes our whole number professional development and contrasts it with our algebraic thinking work. The chapter articulates in what particular ways content may make a difference in the design of learning opportunities for elementary school teachers. It recognizes that professional development for teachers requires constant attention to and explicit articulation of the mathematical content.

This paper explores the relationships between student participation in classroom conversations, teacher practices, and student learning in elementary school mathematics classrooms. Six teachers and 111 children aged 8–10 participated in the study. Students and teachers were videotaped as they discussed how to solve mathematical problems during whole-class and small-group discussions. The results show that the level of student engagement with each other's ideas and the incidence of students providing detailed explanations of their problem-solving strategies were positively related to student achievement. While teachers used a variety of instructional practices to encourage students to attend to and engage with each other's thinking, how teachers followed up on their initial moves was important for whether students engaged with others’ ideas at a high level.

Introduction In the past, the suppression of the pineal hormone melatonin by light has been investigated in several studies, frequently using small samples and only male subjects. Whereas the nocturnal melatonin production is thought to decrease with age, our knowledge about the extent of the light-induced melatonin suppression depending on sex and age is only limited. Our study addressed this issue in more details. Methods Subjects for this study were pre-screened for the onset of melatonin production in the evening hours. In total, 94 healthy subjects between 18 and 73 years were enrolled (42 men/52 women). All of them had a regular sleep-wake schedule and were morning or intermediate types according to the Ostberg-Horne-Ostberg morningness-eveningness questionnaire (scores: 41–73). They completed 4 evening laboratory sessions (19:00–23:00 h) predominantly in a weekly interval. The light protocol for each session consisted of a 2-h dim light ( Results After 2 h of dim-light condition all enrolled study participants showed an increase in melatonin production versus baseline of different magnitude. One hour of warm-white light at 500 lx (0.264 W/m2) caused very variable suppression of melatonin which did not exceed about 64% in both sexes. The average melatonin suppression over all subjects was 30.2% with sex related differences in the frequency of strong suppression, being higher in men. The inter-individual variability in melatonin suppression by warm-weight light was not related to the age of study participants. We also proved the impact of physical activity. Men with low physical activity showed relatively small plasma melatonin concentrations after 2 h dim-light condition, but a high sensitivity to the warm-white light applicated. Conclusions The obvious individual variability in the sensitivity of melatonin production for artificial light in the evening with possible sex but not clear and simple age related differences could be a critical factor in our understanding of light effects. Levels of physical activity in the leisure time could be a masking factor which should be adequately controlled in similar studies.

Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do this. This article helps to fill this gap. Rather than a research paper, it conceptually details one perspective on integrating mathematics and equity within professional development for urban elementary teachers. The focus is to support teachers in gathering counter evidence to challenge dominant deficit narratives about students of color. This builds a teacher community that tells different stories as they develop their mathematics teaching. The authors use three vignettes from this work to illustrate the professional development perspective in action.

We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novices for the complex, interactive work of teaching? and (b) Where, in what they do, are there opportunities for NTs to learn to enact the principles, practices, and knowledge entailed in ambitious teaching? We detail what happens in rehearsals using quantitative and qualitative methods. We begin with the results of our quantitative analyses to characterize how typical rehearsals were structured and what was worked on. We then show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.

Objectives Vitamin D (VitD) deficiency is a health problem prevalent not only in the elderly but also in young adults. The primary objective of our observational pilot study “MUVY” (Mood, UVR, Vitamin D in Young women) was to test both the short-term and long-term effects of a series of three suberythemal UV radiation (UVR) exposures on the VitD status and well-being of young healthy women during winter in a repeat measure design. Methods 20 healthy young women (Fitzpatrick skin types I–III, aged 21–25 years) received three full body broad band UVR exposures with an escalating erythemally weighted dose schedule during one week in winter, and completed self-report questionnaires monitoring symptoms of depression (Beck Depression Inventory, BDI) and affective state/well-being (Profile of Mood States, POMS) at baseline and three days after the last UVR exposure. 25-hydroxyvitamin D (25(OH)D) and 1,25-dihydroxyvitamin D (1,25(OH)2D) were measured in serum at baseline, and at study days 8, 36 and 50. Results Mean baseline 25(OH)D level was 54.3 nmol/L (standard deviation (s.d.) = 24.1), with seven women having VitD deficient status. Relevant symptoms of depression, as indicated by low BDI total scores (0–8), were absent. After the three UVR exposures the increment of 25(OH)D was an average of 13.9 nmol/L (95% confidence interval (CI) = 9.4–18.4) and 26.2 pmol/L (95%CI = 7.2–45.1) for 1,25(OH)2D. Δ25(OH)D, and corresponding baseline levels were significantly and inversely associated (rho = -0.493, p = 0.027). Only 25(OH)D remained significantly increased above baseline for at least six weeks after the last UVR exposure. A strong inverse correlation of the POMS subscale “Vigor/Activity” and the increment in 1,25(OH)2D was found (rho = -0.739, p

OBJECTIVE Previous studies have shown relationships between personality styles and markers of serotonergic functioning, but data on patients with anorexia nervosa (AN) are scarce. METHODS The personality styles and disorder inventory was administered to 47 acute patients with anorexia nervosa (acAN), 27 weight-recovered patients (recAN) and 72 healthy controls (HC) aged between 14 and 21 years. Platelet monoamine oxidase (MAO-B) activity was assayed with [14C]-β-phenylethylamine as substrate. RESULTS AcAN had significant elevated scores on 9 of the 14 personality style subscales when compared to HC, whereas recAN were largely normal. Platelet MAO-B activity and "ambitious/narcissistic" scores correlated negatively in acAN. In recAN we found positive correlations between MAO-B and personality subscores. CONCLUSIONS The inverse relationship between a cluster B personality style and MAO-B activity in acAN is in accordance with studies in other patient populations. In contrast, positive associations between problematic personality styles and MAO-B activity in recAN combined with the overall decreased MAO-B activity in this group adds to the existing evidence suggesting a general dysfunction of the serotonergic system as a trait marker for AN.

Background Thrombolysis with intravenous alteplase has been proven an effective treatment for patients with acute ischemic stroke in randomized clinical trials. In daily practice, the effect of thrombolysis may be less, and complications may occur more often. Aims The aim of this study was to assess effectiveness and safety of thrombolysis in an unselected observational cohort of patients. Methods During a two-year period, all patients over 18 years with acute stroke who were admitted within four-hours from onset of symptoms in 12 centers were registered. We compared outcomes in patients who were treated with alteplase with patients who were not treated with alteplase. The primary outcome was good functional outcome at three-months measured with the modified Rankin Scale ≤2). The safety end point was symptomatic intracranial hemorrhage and mortality. We used a multivariable logistic regression model to adjust for baseline imbalances and multilevel analysis to take into account within center correlations. Results Overall, 1657 patients with ischemic stroke were admitted within four-hours from onset of symptoms and 696 (42%) were treated with alteplase. Treatment with alteplase was associated with a favorable outcome (adjusted odds ratio 1·3; 95% confidence interval 1·0 to 1·7). After further adjustment for potential clustering effects, the adjusted odds ratio for good outcome was 1·4 (95% confidence interval 1·0 to 1·8). Thirty-six (5%) of the 696 patients treated with alteplase had a symptomatic intracranial bleeding complication. Conclusions Thrombolysis for ischemic stroke with intravenous alteplase is an effective treatment also in an unselected observational cohort of patients.