Explore the vast range of titles available.

In preclinical studies, davunetide promoted microtubule stability and reduced tau phosphorylation. Because progressive supranuclear palsy (PSP) is linked to tau pathology, davunetide could be a treatment for PSP. We assessed the safety and efficacy of davunetide in patients with PSP. In a double-blind, parallel group, phase 2/3 trial, participants were randomly assigned with permuted blocks in a 1:1 ratio to davunetide (30 mg twice daily, intranasally) or placebo for 52 weeks at 48 centres in Australia, Canada, France, Germany, the UK, and the USA. Participants met the modified Neuroprotection and Natural History in Parkinson Plus Syndrome study criteria for PSP. Primary endpoints were the change from baseline in PSP Rating Scale (PSPRS) and Schwab and England Activities of Daily Living (SEADL) scale at up to 52 weeks. All participants and study personnel were masked to treatment assignment. Analysis was by intention to treat. The trial is registered with Clinicaltrials.gov, number NCT01110720. 313 participants were randomly assigned to davunetide (n=157) or to placebo (n=156), and 241 (77%) completed the study (118 and 156 in the davunetide and placebo groups, respectively). There were no differences in the davunetide and placebo groups in the baseline PSPRS and SEADL. The davunetide and placebo groups did not differ in the change from baseline in PSPRS (median 11·8 [95% CI 10·5 to 13·0] vs 11·8 [10·5 to 13·0], respectively, p=0·41) or SEADL (−0·20 [−0·20 to −0·17] vs −0·20 [−0·22 to −0·17], respectively, p=0·92). 54 serious adverse events were reported in each of the treatment groups, including 11 deaths in the davunetide group and ten in the placebo group. The frequency of nasal adverse events was greater in the davunetide group than in the placebo group (epistaxis 18 [12%] of 156 vs 13 [8%] of 156, rhinorrhoea 15 [10%] vs eight [5%], and nasal discomfort 15 [10%] vs one [<1%]). Davunetide is not an effective treatment for PSP. Clinical trials of disease-modifying treatment are feasible in patients with PSP and should be pursued with other promising tau-directed treatments. Allon Therapeutics.

Your school is a lot more than a center of student learning—it represents a self-contained culture with traditions and expectations that reflect its unique mission and demographics. In School Culture Rewired, education experts Steve Gruenert and Todd Whitaker offer strategies and advice for defining, assessing, and transforming your school's culture into one that is positive, productive, and actively working to enrich students' lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school. In this revised and retooled second edition of their bestselling book, Gruenert and Whitaker * Explore the difference between school culture and school climate. * Show how to ensure developmentally appropriate culture change. * Contrast collaborative and toxic school cultures. * Address the symbiotic relationship between culture management and leadership. * Present a framework for pinpointing the type of culture you have, the type you want, and how to bridge the two. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, proficient or struggling, School Culture Rewired helps you make sure its culture is guided by what's best for your students.

Your school is a lot more than a center of student learning—it represents a self-contained culture with traditions and expectations that reflect its unique mission and demographics. In School Culture Rewired, education experts Steve Gruenert and Todd Whitaker offer strategies and advice for defining, assessing, and transforming your school's culture into one that is positive, productive, and actively working to enrich students' lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school. In this revised and retooled second edition of their bestselling book, Gruenert and Whitaker * Explore the difference between school culture and school climate. * Show how to ensure developmentally appropriate culture change. * Contrast collaborative and toxic school cultures. * Address the symbiotic relationship between culture management and leadership. * Present a framework for pinpointing the type of culture you have, the type you want, and how to bridge the two. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, proficient or struggling, School Culture Rewired helps you make sure its culture is guided by what's best for your students.

In their follow-up to School Culture Recharged and the best-selling School Culture Rewired, Steve Gruenert and Todd Whitaker go deep into the roots of culture change and explore how school leaders can positively shift their cultures in a sustainable way. Drawing from the authors' extensive experience and research, Committing to the Culture - Unpacks questions around the nature of culture, including the importance of vision and climate and how the tension between the past and the future can keep a culture stagnant. - Explains how toxic cultures come about, why they can be so resistant to lasting change, and how not to change those cultures. - Describes how to build a positive culture based on trust, collaboration, and commitment rather than fear, competition, and compliance. - Offers advice to help leaders ensure that positive change endures, withstanding fads, toxic mindsets, and other threats. The authors provide real-world scenarios to illustrate how their ideas and approaches work in practice. Leaders will gain profound insight into how to create meaningful change, with the goal not just to \"transform\" their school but also to get all members of the school community to commit to culture change—and make sure that change sticks.

When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant's involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers' perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support.

A 78-year-old woman heard a crack in her left mandible while eating a biscuit and reported to her dentist, who urgently referred her to the oral and maxillofacial surgery department. On examination she had a lesion in the body of her left mandible, which had eroded through the lower border and caused a pathological fracture. Her past medical history included a left mastectomy and level II axillary lymph node dissection for a 27 mm grade III invasive ductal carcinoma of the left breast 9 months prior to her mandibular fracture. A transoral incisional biopsy was performed which confirmed the mandibular lesion to be an osteolytic metastasis from the breast. The metastasis was subsequently surgically removed and the remaining mandible repaired with a reconstruction plate followed by postoperative radiotherapy. The patient regained full function of her mandible and is now eating normally. She is being closely followed-up in the oncology outpatient department.

This dissertation addressed the role of the private college president in fundraising. The study used qualitative research methods. Interviews, observations, and document mining led to the gathering of data for the study. All five cases in the study were from the state of Kentucky. The presidents in the study led colleges that were representative of the national population of private institutions of higher education in terms of governance, funding, and student enrollment. A cross-case analysis of the five cases yielded key study findings. Three key study findings emerged: (a) the presidents gained support from the faculty for their vision and fundraising plan, (b) the presidents cited a strong administrative team as key to fundraising success, and (c) the presidents counted on the generosity of the trustees to achieve fundraising success. The study also included variances to the key finding, implications for researchers and suggestions for researchers. Variances to the key study findings were the amount of time the president spent on fundraising, the fundraising cultivation activity of the president designed to secure community and business partnerships, the importance of academic excellence in the fundraising process, and the involvement of the president in soliciting alumni gifts. The implications for practitioners related to trustee duties, importance of having a background in higher education administration, and public perception regarding time spent by the president on fundraising. Suggestions for educational researchers include (a) continuing to conduct research projects focused on presidential fundraising, (b) further investigate the changing career path of the college president, (c) conduct studies that include both private and public university presidents, and (d) look to nontraditional data sources for insight into presidential fundraising.

I could have been alone when [Ty] passed away, but I wasn't. I didn't get your name, but I want you to know, I appreciate your help, concern and love for my dog, my baby, my best friend, Ty.