Effect of atorvastatin on serum periostin and blood eosinophils in asthma – a placebo-controlled randomized clinical trial

Objective To investigate the effect of atorvastatin on serum periostin level and blood eosinophil count in patients with asthma. Methods Patients diagnosed with asthma were enrolled and randomised into an intervention or placebo group, to receive 40 mg atorvastatin or similar placebo, daily, for 8 weeks. Spirometry was performed at baseline, and at the end of weeks 4 and 8; patients also provided blood samples and completed an asthma control test (ACT) at baseline and at the end of week 8. Primary study outcomes were blood eosinophil count and serum periostin levels. Results Eighty patients completed the study (40 per group). Mean ACT scores were similar between the intervention and placebo groups at baseline (17.95 ± 3.75 versus 17.98 ± 3.77, respectively), and improved in the intervention group (19.88 ± 3.28), but remained unchanged in the placebo group (18.6 ± 3.26) during the treatment period. No statistically significant differences in spirometric changes, blood eosinophil count or serum periostin levels were observed between the groups during the treatment period. Conclusion Spirometric parameters and inflammatory markers did not change significantly in response to atorvastatin treatment, and did not differ between the placebo and intervention groups.

Contrasting 4 Year Outcomes Associated With Introduction to Management Courses

Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students’ transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs.

Effect of long-term low dose glucocorticoid on children with bronchial asthma

Objectives: To investigate the clinical efficacy of long-term of low-dose inhaled glucocorticoid (ICS) in the treatment on children with bronchial asthma, and to evaluate its effects on the height, weight and expression of serum insulin-like growth factor of children with bronchial asthma. Methods: 91 children with bronchial asthma treated in our hospital from January 2017 to December 2017 were chosen, and 31 healthy children without asthma history in our hospital were selected as the control group (Group C); For the different treatment methods comparison, 91 children with bronchial asthma were divided into treatment group A (48 children) and treatment group B (43 children) randomly. In treatment group A, children were treated with low-dose ICS for more than 1 year; in treatment group B, children were treated with low-dose ICS for less than 1 year or received low-dose ICS for less than 2 months/year. For treatment evaluation, the asthma control test (C-ACT) were scored at 0 months, 12 months and 24 months in three groups, and the height and weight of children, the levels of insulin-like growth factor-1 (IGF-1) and insulin-like growth factor binding protein-3 (IGFBP-3) in serum in each group were also measured. Results: In the control group, the C-ACT scores were increased with time (P<0.01); the C-ACT scores of treatment group A at 12 months and at 24 months was significantly higher than that of treatment group B (P<0.05); there was no significant difference in height and weight between the treatment group and the control group at 0 months, 12 months and 24 months after treatment (P>0.05); there was no significant difference in the expression levels of IGF-1 and IGFBP-3 in serum between treatment group and control group (P>0.05). Compared with the C-ACT scores in treatment group A and treatment group B at 0 month, the C-ACT scores were significantly higher at 12 months and at 24 months , and there was a statistical difference among 0 month, 12 months and at 24 months in treatment group A and treatment group B (P<0.01); The C-ACT score of treatment group A at the 12 month was significantly higher than that in treatment group B at the 12 months(P<0.05), and the C-ACT score in treatment group A at the 24 months was significantly higher than that of treatment group B (P<0.001). Conclusions: Treatment for children with bronchial asthma by long-term use of low-dose ICS is safe and effective, it does not affect health and development of children with bronchial asthma; children with bronchial asthma were treated with low-dose ICS for more than 1 year had a better effective than children were treated with low-dose ICS for less than 1 year or received low-dose ICS for less than 2 months/year.

Creating equitable access and opportunity: predictors of success for college freshmen who participate in a Living Learning Community

This study examines the relationship between student success measures on student achievement to inform our approach to mediating against potential barriers on persistence and retention for first generation and traditionally marginalized populations for students enrolled in a new Living Learning Community. Success measures examine those beyond the control of the university, including, but not limited to, High School GPA and ACT scores to determine where we should intervene and where we should build upon the strengths of our students. The theme of the PH LLC is Leadership Development and Career Exploration, a program that seeks to empower students by harnessing their individual strengths and capitalizing on them to be successful in college and beyond. The design of this program and its future prospects are also discussed.

Effects of Endoscopic Sinus Surgery for Eosinophilic Chronic Rhinosinusitis on Respiratory Functions and FeNO Production in the Lower Respiratory Tract

Objective: To confirm the relevance of upper and lower airway inflammation in eosinophilic chronic rhinosinusitis (ECRS), the effects of endoscopic sinus surgery (ESS) on lower airway functions and inflammation need to be examined in ECRS patients. Methods: Chronic rhinosinusitis patients with nasal polyps (25 non-ECRS, 28 ECRS) were enrolled. The 12 patients in the ECRS group had comorbid asthma, in contrast to none in the non-ECRS group. We divided ECRS patients into 2 groups of ECRS with and without asthma. Clinical markers, including fraction of exhaled nitric oxide (FeNO), respiratory functions, and the Asthma Control Test (ACT) questionnaire, were investigated before and after ESS. Results: The FeNO levels in the ECRS with asthma group decreased after ESS. The mean FeNO levels in this group were 56.3 ppb before ESS and 24.9, 25.1, 25.0, and 15.5 ppb 1, 2, 3, and 4 months, respectively, after ESS. The mean forced expiratory rates in 1 second before and after ESS were 67.6% and 73.0%, respectively. The mean maximal expiratory flow rates at 50% of the vital capacity before and after ESS were 45.8% and 58.0%, respectively. Significant differences were observed in respiratory functions before and after ESS. The mean ACT scores in the ECRS with asthma group before and after ESS were 17.5 and 23.5, respectively. The ACT scores were significantly higher after than before ESS. Conclusions: The present results indicate that ECRS and bronchial asthma are common eosinophilic airway inflammatory diseases, and ESS for eosinophilic sinusitis may improve lower airway function.

The Effect of Aspirin on Moderate to Severe Asthmatic Patients with Aspirin Hypersensitivity, Chronic Rhinosinusitis, and Nasal Polyposis.

Asthmatic patients may have aspirin-exacerbated respiratory disease and experience acute dyspnea and nasal symptoms within 3 hours after the ingestion of aspirin. This study aimed to evaluate the effect and outcome of daily low-dose aspirin in the treatment of moderate to severe asthma in patients with concomitant aspirin hypersensitivity and chronic rhinosinusitis with nasal polyposis (CRSwNP). This clinical trial was conducted from February 2014 to February 2015 on 46 adult patients with moderate to severe asthma accompanied by CRSwNP. Patients with a positive aspirin challenge were blindly randomized in three groups receiving placebo/day (A); aspirin 100 mg/day (B); and aspirin 325mg/day (C), respectively. Clinical findings, FEV1 and ACT scores were recorded and compared before, during, and after treatment for 6 months (IRCT2015061521970N2). Of 46 participants at baseline, 30 patients completed this 6-month trial study. The level of asthma control was significant; based on Asthma Control Test (ACT) when comparing the results in groups A and C and also groups B and C, but it was not significant when comparing ACT scores between groups A and B. FEV1 before and after treatment was significant when comparing groups A and B, groups A and C, and groups B and C. To conclude, aspirin desensitization with a daily dose of 325 mg aspirin resulted in the improvement of long-term control of asthma. A daily aspirin dose of 100 mg was not associated with such an increase in ACT score.

The Impact of Student Choice to Engage in Cooperative Learning on the Final Exam While Controlling for Early Exam Performance and ACT in Introduction to Psychology

Background: Researchers suggest benefits for cooperative learning, but often fail to control for choosing to engage cooperatively, ACT scores or early course performance. Objective: To observe the effects of choosing cooperative work on exam performance in an Introduction to Psychology Course, while controlling for early exam performance and ACT. Method: Data from 261 students assessed the interaction between choice to work cooperatively, alone or being required to work alone while controlling for ACT Score and performance on early tests, respectively. Results: We observed an interaction between Group and ACT on final exam scores, indicating students who worked cooperatively showed the greatest exam benefits at lower ACT scores. Additionally, a trend toward a significant interaction was found between group and early exam performance, indicating a possible benefit for choosing to work cooperatively for low performers. Conclusion: Choosing to engage in cooperative learning may decrease ACT-indicated skill differences and early exam success on final exam performance. Teaching Implications: To decrease the impact of ACT-influenced effects on exam scores, choice to complete cooperative learning activities should be offered in Introduction to Psychology courses.

Career and Technical Education: Academic Achievement as Measured by National Testing

Career and Technical Education (CTE) programs at secondary and post-secondary levels are gaining more and more attention from students, parents, and communities. Evaluating the merit of educational programs is a necessary practice. This study examined the academic achievement of CTE completer high school graduates and non-CTE graduates as measured by nationwide testing. Results indicate (ρ < .01), CTE completers had statistically significantly higher ACT scores on the ACT composite, reading, writing, math, science, and English assessments than those of general academic student graduates who took one or no CTE courses. Empirical studies have found CTE attracts a diverse audience of students including those who are economically disadvantaged and historically perform at lower academic levels. The difference found in this study of CTE graduates accomplishing ACT composite scores 4% higher than non-CTE graduates deserves special attention given additional external challenges many CTE students experience.

What factors impact student performance in introductory physics?

In a previous study, we found that students' incoming preparation in physics—crudely measured by concept inventory prescores and math SAT or ACT scores—explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students’ successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students’ use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students’ interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.