Background
Autosomal dominant polycystic kidney disease (ADPKD) is the most common monogenic cause of renal failure. For several decades, ADPKD was regarded as an adult-onset disease. In the past decade, it has become more widely appreciated that the disease course begins in childhood. However, evidence-based guidelines on how to manage and approach children diagnosed with or at risk of ADPKD are lacking. Also, scoring systems to stratify patients into risk categories have been established only for adults. Overall, there are insufficient data on the clinical course during childhood. We therefore initiated the global ADPedKD project to establish a large international pediatric ADPKD cohort for deep characterization.
Methods
Global ADPedKD is an international multicenter observational study focusing on childhood-diagnosed ADPKD. This collaborative project is based on interoperable Web-based databases, comprising 7 regional and independent but uniformly organized chapters, namely Africa, Asia, Australia, Europe, North America, South America, and the United Kingdom. In the database, a detailed basic data questionnaire, including genetics, is used in combination with data entry from follow-up visits, to provide both retrospective and prospective longitudinal data on clinical, radiologic, and laboratory findings, as well as therapeutic interventions.
Discussion
The global ADPedKD initiative aims to characterize in detail the most extensive international pediatric ADPKD cohort reported to date, providing evidence for the development of unified diagnostic, follow-up, and treatment recommendations regarding modifiable disease factors. Moreover, this registry will serve as a platform for the development of clinical and/or biochemical markers predicting the risk of early and progressive disease.
Considerable attention has recently been directed towards the analysis of pluralism in social science, not least in economics. Plurality is often taken as a mark of pluralism. But it is not the same thing, and often indicates little more than a disconnected fragmentation of contributions to a topic. We believe, in fact, that such fragmentation is rife in modern social theorising, and identify numerous causes. We subsequently examine the possibility of using an ontologically reflexive form of pluralism to achieve a greater degree of theoretical integration between various strands of thought than has hitherto been the case. We conclude by stressing the need to be aware of ontological presuppositions in social theorising. Our motivation is a concern with advancing a 'the pluralist project' in which, where feasible, an integration of ideas takes centre stage.
The current financial crisis has prompted a widespread critique of existing conventional economics and deep dissatisfaction with varying aspects regarding the economics profession including teaching techniques. Of course, these criticisms are not new (see Colander and Klamer, 1987; Krueger et al., 1991; Colander, 1998). A reform of teaching practices within economics needs to be pre-requisited on intellectual diversity and a curriculum that is characterised by both plurality and reflexive, critical skills. As an orientation, pluralism is essential for becoming a critical and reflexive thinker. This paper argues that although plurality can be perceived as a first step in achieving pluralism in economics, economists-both mainstream and heterodox-need to go beyond a plurality of perspectives in order to concentrate on developing critical and reflexive skills amongst their students.
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