The rate of PCO was significantly higher with the hydrophilic IOL. However, the results cannot be attributed to the IOL material alone as they show the importance of both IOL material and design.

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UES is not caused by reduced scleral hydraulic conductivity, which tends to be higher than expected. Reduced macromolecular diffusion may impede the normal transscleral egress of albumin with subsequent osmotic fluid retention in some, but not all eyes.

The ageing of Bruch's membrane was associated with progressive sequestration of MMPs reducing the free concentration and potential for activation. These changes may underlie the reduction in degradation that leads to the age-related increase in the thickness of the membrane.

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Founded in 1956, the Administrative Staff College of India (ASCI) was established with the objective of professionalizing management in post-colonial India through training, research, and consultancy. It was modeled on the Administrative Staff College at Henley-on-Thames (Henley), in the United Kingdom. Like Henley, ASCI used syndicates for its management training programs. Between 1958 and 1973, ASCI received more than $1.26 million from the Ford Foundation, part of which was used to finance the development and use of the case method in ASCI’s training programs, and later more widely in its research and consultancy. This article traces the ways by which the Ford Foundation––as adominating institution––stigmatized Henley and ASCI, their institutional practices, and the wider Indian society; and legitimized the case method pioneered at the Harvard Business School. Imbricated in the Cold War’s geo-politics, Ford Foundation’s interventions in Hyderabad should be understood as part of the emergence of the United States as the dominant neo-colonial power, which required the displacement of Britain, its institutions, and their practices as the template for India’s post-colonial management institutions.

Scholarship on US philanthropic foundations and the Americanization of management education has hitherto focussed on specific nations or regions or on particular historical moments. We build on this scholarly corpus to present, for the first time, a meta-history of the 20 th century role of US philanthropy in shaping management education around the world. Having outlined the meaning and purpose of "periodization," we propose three periods. First, within the USA from the 1920s post-Progressive Era up to the 1960s, where philanthropic foundations used management education to address internal US social problems, and establish its economic pre-eminence worldwide. Second, Europe post-WWII to the 1980s, where management education was intended to enable western European reconstruction and fight communism; and later to integrate then Soviet Bloc into the west. Third, the Third World from the post-1945 development era up until the onset of neoliberal globalization, where US foundations' management education interventions sought the technocratic modernization of former subject nations. In each of these, we conclude, the US foundations' programs for management education worked to preserve US international interests, and promote US "soft power," in ways unique to each time/place as well as in ways common across them.

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