Objective Vitamin E provides cardiovascular protection to individuals with Diabetes and the haptoglobin 2-2 genotype but appears to increase cardiovascular risk in individuals with Diabetes and the haptoglobin 2-1 genotype. We have previously demonstrated that the haptoglobin protein is associated with HDL and that HDL function and its oxidative modification are haptoglobin genotype dependent. We set out to test the hypothesis that the pharmacogenetic interaction between the haptoglobin genotype on cardiovascular risk might be secondary to a parallel interaction between the haptoglobin genotype and vitamin E on HDL function. Research design and methods Fifty-nine individuals with Diabetes and the haptoglobin 2-1 or 2-2 genotypes were studied in a double-blind placebo controlled crossover design. Participants were treated with either vitamin E (400 IU) or placebo for 3 months and crossed over for an equivalent duration. Serum was collected at baseline and after the completion of each treatment. HDL functionality as well as HDL associated markers of oxidation and inflammation were measured after each interval in HDL purified from the cohort. Results Compared to placebo, vitamin E significantly increased HDL function in haptoglobin 2-2 but significantly decreased HDL function in haptoglobin 2-1. This pharmacogenetic interaction was paralleled by similar non-significant trends in HDL associated lipid peroxides, glutathione peroxidase, and inflammatory cargo. Conclusion There exists a pharmacogenetic interaction between the haptoglobin genotype and vitamin E on HDL function. (clinicaltrials.gov NCT01113671).

No abstract

Technology has brought about considerable changes in our private, social and professional lives, as well as in our culture and values. Therefore, educational frameworks should make an effort to become more relevant for young students and prepare them for the future in all aspects of career and life, with a focus on Science, Technology, Engineering and Math (STEM). This chapter will discuss the opportunities and challenges of integrating technology into preschool classrooms (3-6 years of age). It attempts to determine the essence of judicious, proportionate, and beneficial integration of technology in preschool, with a particular focus on science and inquiry. Consideration is given to maintaining the children's creativity, their joy of play, their concrete and sensory exploration, their unmediated observation of their environment, their social interactions, and their safety. Examples of actual practices from preschool classrooms are presented followed by recommendations for successful technology integration in preschool curriculum.

Technology has brought about considerable changes in our private, social and professional lives, as well as in our culture and values. Therefore, educational frameworks should make an effort to become more relevant for young students and prepare them for the future in all aspects of career and life, with a focus on Science, Technology, Engineering and Math (STEM). This chapter will discuss the opportunities and challenges of integrating technology into preschool classrooms (3-6 years of age). It attempts to determine the essence of judicious, proportionate, and beneficial integration of technology in preschool, with a particular focus on science and inquiry. Consideration is given to maintaining the children's creativity, their joy of play, their concrete and sensory exploration, their unmediated observation of their environment, their social interactions, and their safety. Examples of actual practices from preschool classrooms are presented followed by recommendations for successful technology integration in preschool curriculum.