The purpose of this study to compare the long-term clinical outcome of early versus delayed rasagiline treatment in early Parkinson's disease (PD). Subjects (N = 404) were randomly assigned to initial treatment with rasagiline (early-start group) or placebo for 6 months followed by rasagiline (delayed-start group) in the TEMPO study. Subjects who chose to participate in an open-label extension (N = 306) continued to receive rasagiline as well as other PD medications as needed. Average (+/-SD) duration in the study was 3.6 +/- 2.1 years; 177 subjects received rasagiline for > or =5.0 years. Over the entire 6.5-year follow-up period, the adjusted mean difference in change from baseline in total UPDRS scores was 2.5 units (SE 1.1; P = 0.021) or 16% (SE 5.7; P = 0.006) in favor of the early-start versus delayed-start rasagiline group. Although the interaction between treatment and time was significant, values for the early-start group were better than the delayed-start group across all time points. Significantly less worsening (percent change) in total UPDRS scores was observed in the early-start group at the time points 0.5, 1.5, 2.0, 3.0, 4.5, 5.0, and 5.5 years (P < 0.05). Compared to delayed start, early initiation of rasagiline provided long-term clinical benefit, even in the face of treatment with other dopaminergic agents. This might reflect enduring benefits due to neuroprotection or effects on compensatory mechanisms in early PD.

In this study, breast density was the only risk factor significantly associated with a diagnosis of interval cancer versus screen-detected cancer. Quantitative VBD captures the potential masking risk of breast density more precisely than does the widely used visual BI-RADS density classification system.

INTRODUCTION Sharing digital research data is increasingly common, propelled by funding requirements, journal publishers, local campus policies, or community-driven expectations of more collaborative and interdisciplinary research environments. However, it is not well understood how researchers are addressing these expectations and whether they are transitioning from individualized practices to more thoughtful and potentially public approaches to data sharing that will enable reuse of their data. METHODS The University of Minnesota Libraries conducted a local opt-in study of data management plans (DMPs) included in funded National Science Foundation (NSF) grant proposals from January 2011 through June 2014. In order to understand the current data management and sharing practices of campus researchers, we solicited, coded, and analyzed 182 DMPs, accounting for 41% of the total number of plans available. RESULTS DMPs from seven colleges and academic units were included. The College of Science of Engineering accounted for 70% of the plans in our review. While 96% of DMPs mentioned data sharing, we found a variety of approaches for how PIs shared their data, where data was shared, the intended audiences for sharing, and practices for ensuring long-term reuse. CONCLUSION DMPs are useful tools to investigate researchers' current plans and philosophies for how research outputs might be shared. Plans and strategies for data sharing are inconsistent across this sample, and researchers need to better understand what kind of sharing constitutes public access. More intervention is needed to ensure that researchers implement the sharing provisions in their plans to the fullest extent possible. These findings will help academic libraries develop practical, targeted data services for researchers that aim to increase the impact of institutional research.

This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist or information literacy librarian, and a faculty member representing a disciplinary group of students. Interviews with the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs addressing identified needs will be delivered in the fall of 2012 and spring of 2013. Our findings from the project interviews are analyzed here, with a preview of the training approaches that will be taken by the five teams.

A previsit questionnaire facilitates individualized proactive planning before the visit. However, further assessment of self-care practices and emotional needs is required. Interventions should evaluate outcomes, such as accurate risk perception, lifestyle changes, screening follow-through, and decision quality. Advanced practice nurses require specialized skills, including evidence-based risk communication, behavior modification, and decision support.

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FOREWORDThis book is the second in the Purdue Information Literacy Handbooks series. The book fulfills the purpose of the series, which is to promote evidence-based practice in teaching information literacy competencies through the lens of different academic disciplines. Information literacy implies the ability to find, manage, and use information in any format, and editors Carlson and Johnston apply it to the format of raw data. They coined the term data information literacy as an application of information literacy in the context of research. Since much data is accessible on the Web now and federal agencies are encouraging reuse of data, rather than re-creating data sets, librarians have embraced the opportunity to apply the organization and management principles of library and information science to data.Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers is a timely work based on research funded by the Institute of Museum and Library Services. Carlson and Johnston included librarians who worked with different scientific disciplines in the Data Information Literacy (DIL) project to write for this publication. Through interviews, the voices of faculty and graduate students revealed the need for a more effective way to learn DIL competencies and integrate them into their practice. The DIL project revealed specific skill gaps that graduate students in the sciences and engineering have related to managing, publishing, and preserving data sets for research. Librarians developed and assessed tailored educational strategies for addressing these gaps in five settings.Carlson and Johnston make a strong case for the role of librarians in teaching graduate students to manage, publish, and preserve data. They and the chapter authors give advice based on their experience for academic librarians to establish DIL programs at their institutions. This handbook will have value for librarians and library administrators in colleges and universities in which students participate in faculty research projects. With it, they can develop and implement plans to address an important, unmet educational need. Although vIII FOREWORD this book focuses on some of the science and engineering disciplines, those in the humanities and social sciences may be able to apply the methods used for identifying and addressing educational issues in their areas. This book will support library administrators who want their libraries to participate in the educational and research mission of their institutions. It will give practitioners guidance for developing such an effort. Sharon Weiner, EdD, MLS Series EditorProfessor and W. Wayne Booker Chair in Information Literacy, Purdue University Libraries Vice President, National Forum on Information Literacy August 2014 Ix PREFACEWe did not set out to write a book on the subject of data information literacy. Our initial intent was to explore the educational needs of graduate students in working with data and to report our findings to the research library community. ...

Factors affecting the Multiplate® assay's analytical precision have not been well defined. We investigated the effect of methodological factors on the measurement of ADP-induced platelet aggregation using the Multiplate® assay. ADP-induced platelet aggregation was analysed in whole blood using the Multiplate® assay. We tested the reproducibility of measurement, the effect of different anticoagulants (hirudin, citrate and heparin) and the effect of time delay (15, 30, 45, 60, 120 and 180 minutes) between sampling and analysis in patients. The use of a manual calibrated pipette with the Multiplate® analyser was also tested. The mean coefficient of variation (CV) using the manufacturers recommended methods was 10.8 ± 8.7% (n = 30). When compared to hirudin (359.5 ± 309 AU*min) the use of heparin (521.0 ± 316 AU*min, p = 0.0015) increased platelet aggregation, while the use of sodium citrate (245.0 ± 209 AU*min, p = 0.003) decreased the platelet aggregation (n = 20). The addition of CaCl2 to the citrate-anticoagulated blood resulted in platelet aggregation levels similar to hirudin. Platelet aggregation varied with time delay (n = 20). When compared to platelet aggregation at 30 minutes (391.1 ± 283 AU*min), platelet aggregation was reduced at 60 minutes (335.2 ± 251.6 AU*min, p < 0.05), 120 minutes (198.8 ± 122.9 AU*min, p < 0.001) and 180 minutes (160.7 ± 92 AU*min, p < 0.001). The use of a manual calibrated pipette did not significantly reduce the mean CV in the assay (n = 20). Methodological factors such as the anticoagulant used and the time delay should be standardised where possible to reduce variability, and allow thresholds derived from one study to be comparable across multiple studies.