Background:There is limited evidence to support the efficacy of current pharmaceutical agents in reducing the risk of hip fracture in older postmenopausal women with established osteoporosis.Objective:To clarify the efficacy of risedronate in reducing the risk of hip fracture in elderly postmenopausal women aged ≥ 70 years with established osteoporosis, i.e., those with bone mineral density-defined osteoporosis and a prevalent vertebral fracture.Methods:Post hoc analysis of the Hip Intervention Program (HIP) study, a randomized controlled trial comparing risedronate with placebo for reducing the risk of hip fracture in elderly women. Women aged 70 to 100 years with established osteoporosis (baseline femoral neck T-score ≤ −2.5 and ≥1 prior vertebral fracture) were included. The main outcome measure was 3-year hip fracture incidence in the risedronate and placebo groups.Results:A total of 1656 women met the inclusion criteria. After 3 years, hip fracture had occurred in 3.8% of risedronate-treated patients and 7.4% of placebo-treated patients (relative risk 0.54; 95% confidence interval 0.32–0.91; P = 0.019).Conclusion:Risedronate significantly reduced the risk of hip fracture in women aged up to 100 years with established osteoporosis.

This article examines how Bashar al-Assad's authoritarian regime has used public education to legitimize itself and ground its authority. The Assad regime has always used education as propaganda. Since the start of Syria's civil war, however, the Assad regime has begun to use textbooks to attack its challengers, display its power, and deny accusations of human rights violations. Because they are compulsory readings in most of Syria's schools, and are also freely available on the website of Assad's Ministry of Education, state-sanctioned textbooks reach millions of Syrian citizens and most of the Syrian diaspora. This article investigates the claims to legitimacy in Assad's textbooks and explores how Assad uses education as part of a systematic process of maintaining control of the country, a process that also includes brute force and unforgiving military power.

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Development of an interactive e-module of integrated science with the Connected type on energy topic for Junior High School (SMP) aims to develop an interactive e-module of integrated science that includes biology, physics, and chemistry concepts an interrelate unity in energy topics. That expected to strengthen the student concept knowledge. The Research and Development (R & D) design with the Plomp model was employed. Collection data procedures used validation sheets and user responses questionnaires by the validator team, teachers, and students. Assessments involved material substance, learning design, display (visual communication), and software utilization. Data analysis results showed the validation percentage from the material and media experts are 94.99% and 96.96%, with very valid criteria. Through the teacher's responses, obtain 95.00% (very good practicality criteria). The 92.45% on the one and one test and 92.71% on the small group test, both on very interesting criteria from students. Its means, the interactive e-module has been valid and suitable for use in the learning process.