Bonnet monkeys develop an enhanced disease after immunization with the formalin-inactivated (FI) respiratory syncytial virus (RSV) vaccine that is characterized by increased viral replication in perivascular sites of the lung. These sites contain many mononuclear cells, which are known to be permissive for RSV replication. To test the hypothesis that FI-RSV vaccine stimulates the production of enhancing antibodies that serve to increase the replication of RSV in macrophages, in vitro studies were done. Antibody-dependent enhancement was observed in animals immunized with FI-RSV but not in control animals with primary and tertiary infections or those immunized with FI-Vero cell culture. In the presence of serum samples from animals immunized with FI-RSV, an increased number of U937 cells was infected. The enhancement index correlated positively with the pathologic scores of the FI-RSV-vaccinated monkeys.
Background Electronic medical records ( EMR s) allow identification of disease‐specific patient populations, but varying electronic cohort definitions could result in different populations. We compared the characteristics of an electronic medical record –derived atrial fibrillation ( AF ) patient population using 5 different electronic cohort definitions. Methods and Results Adult patients with at least 1 AF billing code from January 1, 2010, to December 31, 2017, were included. Based on different electronic cohort definitions, we trained 5 different logistic regression models using a labeled training data set (n=786). Each model yielded a predicted probability; patients were classified as having AF if the probability was higher than a specified cut point. Test characteristics were calculated for each model. These models were then applied to the full cohort and resulting characteristics were compared. In the training set, the comprehensive model (including demographics, billing codes, and natural language processing results) performed best, with an area under the curve of 0.89, sensitivity of 0.90, and specificity of 0.87. Among a candidate population (n=22 000), the proportion of patients identified as having AF varied from 61% in the model using diagnosis or procedure International Classification of Diseases ( ICD ) billing codes to 83% in the model using natural language processing of clinical notes. Among identified AF patients, the proportion of patients with a CHA 2 DS 2 ‐ VAS c score ≥2 varied from 69% to 85%; oral anticoagulant treatment rates varied from 50% to 66% depending on the model. Conclusions Different electronic cohort definitions result in substantially different AF study samples. This difference threatens the quality and reproducibility of electronic medical record–based research and quality initiatives.
With the election and re-election of Barack Obama as the first Black President of the United States came the vexing yet perhaps expected conclusion that issues of race and ethnicity were no longer grave concerns. Somehow Obama’s presence suggests the transcendence of race. While a nod to the political progress made in terms of social race relations may be in order, Obama’s election does not translate into a “color-blind,” “post race” American nation. This essay explores how current and ongoing conversations about a post race nation shape student perceptions of race and how they directly affect the teaching instruction of professors, like myself, who are invested in multicultural and inclusive pedagogy. As an instructor invested in inclusive learning, my former struggle of getting students to understand the importance of acknowledging the validity of cultural differences has resurfaced as students who buy into the rhetoric of a “post race” nation no longer think it necessary to examine closely racially charged inequities. Rather than adhere to the problematic ideology of Obama as the embodiment of a “post race” nation, I propose an exploration of his identity and politics as those that encourage fluidity and cultural plurality without denying rightful acknowledgement of race as a viable political reality.
2018Without question, existing scholarship and individual practitioner reports all point to the value of highimpact practices (HIPs). HIPs have been encouraged and advocated as effective strategies for promoting engaged learning while simultaneously increasing rates of retention. HIPs such as research, internships, service learning, and collaborative projects are correlated with higher levels of college persistence/completion and with higher levels of learning on twenty-first-century skills. The message regarding the effectiveness of HIPs has been sent and the charge to increase the creation of and student participation in HIPs has been well received by university constituents. Institutional leaders, policymakers, and administrators are advocating for and supporting HIPs. Those who champion the work are reporting successful student outcomes by way of improvements in retention, GPA, deep learning, personal development, practical competence, and gains in broad general educational skills (Brownell and Swaner 2010). More opportunities are being created to afford students participation in multiple highimpact projects that prepare them to integrate and apply their learning to complex questions and problems (Kuh 2015). We know what HIPs are and why they matter. We know that they are valuable. So, what's next? What's trending? We have moved beyond the value of HIPs; we ask what tools/mechanisms are in place to assess the quality of HIPs? To what extent are HIPs available to all students? Are underserved
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