Objective To identify the possible association between C（-106）T polymorphism of the aldose reductase （ALR） gene and diabetic retinopathy （DR） in a cohort of Chinese patients with type 2 diabetes mellitus （T2DM...Objective To identify the possible association between C（-106）T polymorphism of the aldose reductase （ALR） gene and diabetic retinopathy （DR） in a cohort of Chinese patients with type 2 diabetes mellitus （T2DM）. Methods From November 2009 to September 2010, patients with T2DM were recruited and assigned to DR group or diabetic without retinopathy （DWR） group according to the duration of diabetes and the grading of 7-field fundus color photographs of both eyes. Genotypes of the C（-106）T polymorphism （rs759853） in ALR gene were analyzed using the MassARRAY genotyping system and an association study was performed. Results A total of 268 T2DM patients （129 in the DR group and 139 in the DWR group） were included in this study. No statistically significant differences were observed between the 2 groups in the age of diabetes onset （P=0.10） and gender （P=0.78）. The success rate of genotyping for the study subjects was 99.6% （267/268）, with one case of failure in the DR group. The frequencies of the T allele in the C（-106）T polymorphism were 16.0% （41/256） in the DR group and 19.4% （54/278） in the DWR group （P=0.36）. There was no signit^cant difference in the C（-106）T genotypes between the 2 groups （P=0.40）. Compared with the wild-type genotype, odds ratio （OR） for the risk of DR was 0.7 （95% CI, 0.38-1.3） for the heterozygous CT genotype and 0.76 （95% CI, 0.18-3.25） for the homozygous TT genotype. The risk of DR was positively associated with microalbuminuria （OR=4.61; 95% CI, 2.34-9.05） and insulin therapy （OR=3.43; 95% CI, 1.94-6.09）. Conclusions Microalbuminuria and insulin therapy are associated with the risk of DR in Chinese patients with T2DM. C（-106）T polymorphism of the ALR gene may not be significantly associated with DR in Chinese patients with T2DM.展开更多
Learning challenges are more common in the 21 st century than many people believe; however, there are more efficient and better methods to develop academic learning skills for students. Identifying learning problems c...Learning challenges are more common in the 21 st century than many people believe; however, there are more efficient and better methods to develop academic learning skills for students. Identifying learning problems can help both students and lecturers to apply specific learning techniques and work together to be more productive in the process of teaching and learning. This study investigates the collaboration of science foundation lecturers in addressing the students＇ academic performance and challenges in their foundation modules at the University of Venda. The study is also aimed at finding out whether students can be able to apply their information technology （IT） skills in other modules and they make use of group work in projects into different foundation modules to enhance performance and develop academic learning skills. In this study, students were given projects in their respective modules （Foundation Biology and Foundation IT） and it was required to them to make use of their IT skills during the research report and also during the presentation of their project. These projects were done in groups wherein students undertook some mini researches. Their findings were then reported in writing and presentations were held. The Foundation English lecturer helped in assessing the use of the academic language used in writing and during oral presentations. The findings from these projects were that students＇ academic performance and skills improved and their specific knowledge in those modules also improved radically. It was found that group work plays a very imperative role in enhancing the students＇ performance and collaboration in various foundation modules.展开更多
基金Supported by the National Basic Research Program of China(973 Program,2007CB512201)the Beijing Municipal Health Bureau Grant(2009208)the Beijing Natural Science Foundation(7131007)
文摘Objective To identify the possible association between C（-106）T polymorphism of the aldose reductase （ALR） gene and diabetic retinopathy （DR） in a cohort of Chinese patients with type 2 diabetes mellitus （T2DM）. Methods From November 2009 to September 2010, patients with T2DM were recruited and assigned to DR group or diabetic without retinopathy （DWR） group according to the duration of diabetes and the grading of 7-field fundus color photographs of both eyes. Genotypes of the C（-106）T polymorphism （rs759853） in ALR gene were analyzed using the MassARRAY genotyping system and an association study was performed. Results A total of 268 T2DM patients （129 in the DR group and 139 in the DWR group） were included in this study. No statistically significant differences were observed between the 2 groups in the age of diabetes onset （P=0.10） and gender （P=0.78）. The success rate of genotyping for the study subjects was 99.6% （267/268）, with one case of failure in the DR group. The frequencies of the T allele in the C（-106）T polymorphism were 16.0% （41/256） in the DR group and 19.4% （54/278） in the DWR group （P=0.36）. There was no signit^cant difference in the C（-106）T genotypes between the 2 groups （P=0.40）. Compared with the wild-type genotype, odds ratio （OR） for the risk of DR was 0.7 （95% CI, 0.38-1.3） for the heterozygous CT genotype and 0.76 （95% CI, 0.18-3.25） for the homozygous TT genotype. The risk of DR was positively associated with microalbuminuria （OR=4.61; 95% CI, 2.34-9.05） and insulin therapy （OR=3.43; 95% CI, 1.94-6.09）. Conclusions Microalbuminuria and insulin therapy are associated with the risk of DR in Chinese patients with T2DM. C（-106）T polymorphism of the ALR gene may not be significantly associated with DR in Chinese patients with T2DM.
文摘Learning challenges are more common in the 21 st century than many people believe; however, there are more efficient and better methods to develop academic learning skills for students. Identifying learning problems can help both students and lecturers to apply specific learning techniques and work together to be more productive in the process of teaching and learning. This study investigates the collaboration of science foundation lecturers in addressing the students＇ academic performance and challenges in their foundation modules at the University of Venda. The study is also aimed at finding out whether students can be able to apply their information technology （IT） skills in other modules and they make use of group work in projects into different foundation modules to enhance performance and develop academic learning skills. In this study, students were given projects in their respective modules （Foundation Biology and Foundation IT） and it was required to them to make use of their IT skills during the research report and also during the presentation of their project. These projects were done in groups wherein students undertook some mini researches. Their findings were then reported in writing and presentations were held. The Foundation English lecturer helped in assessing the use of the academic language used in writing and during oral presentations. The findings from these projects were that students＇ academic performance and skills improved and their specific knowledge in those modules also improved radically. It was found that group work plays a very imperative role in enhancing the students＇ performance and collaboration in various foundation modules.
