Other affiliations: University of California, Berkeley, University of Michigan, Columbia University ...read more
Bio: David Cohen is an academic researcher from Pierre-and-Marie-Curie University. The author has contributed to research in topic(s): Autism & Percutaneous coronary intervention. The author has an hindex of 83, co-authored 635 publication(s) receiving 37722 citation(s). Previous affiliations of David Cohen include University of California, Berkeley & University of Michigan.
Papers published on a yearly basis
Stephan Ripke1, Stephan Ripke2, Benjamin M. Neale1, Benjamin M. Neale2 +351 more•Institutions (102)
TL;DR: Associations at DRD2 and several genes involved in glutamatergic neurotransmission highlight molecules of known and potential therapeutic relevance to schizophrenia, and are consistent with leading pathophysiological hypotheses.
Abstract: Schizophrenia is a highly heritable disorder. Genetic risk is conferred by a large number of alleles, including common alleles of small effect that might be detected by genome-wide association studies. Here we report a multi-stage schizophrenia genome-wide association study of up to 36,989 cases and 113,075 controls. We identify 128 independent associations spanning 108 conservatively defined loci that meet genome-wide significance, 83 of which have not been previously reported. Associations were enriched among genes expressed in brain, providing biological plausibility for the findings. Many findings have the potential to provide entirely new insights into aetiology, but associations at DRD2 and several genes involved in glutamatergic neurotransmission highlight molecules of known and potential therapeutic relevance to schizophrenia, and are consistent with leading pathophysiological hypotheses. Independent of genes expressed in brain, associations were enriched among genes expressed in tissues that have important roles in immunity, providing support for the speculated link between the immune system and schizophrenia.
TL;DR: This VARC-2 document has provided further standardization of endpoint definitions for studies evaluating the use of TAVI, which will lead to improved comparability and interpretability of the study results, supplying an increasingly growing body of evidence with respect to TAVi and/or surgical aortic valve replacement.
Abstract: A. Pieter Kappetein,* Stuart J. Head, Philippe Genereux, Nicolo Piazza, Nicolas M. van Mieghem, Eugene H. Blackstone, Thomas G. Brott, David J. Cohen, Donald E. Cutlip, Gerrit-Anne van Es, Rebecca T. Hahn, Ajay J. Kirtane, Mitchell W. Krucoff, Susheel Kodali, Michael J. Mack, Roxana Mehran, Josep Rodes-Cabau, Pascal Vranckx, John G. Webb, Stephan Windecker, Patrick W. Serruys, Martin B. Leon Rotterdam, the Netherlands
01 Dec 1996-Educational Researcher
TL;DR: In the United States, curriculum materials dominate teaching practice as mentioned in this paper and are the stuff of lessons and units, of what teachers and students do, and that centrality affords curriculum materials a uniquely intimate connection to teaching.
Abstract: Commercially published curriculum materials dominate teaching practice in the United States (Goodlad, 1984).' Unlike frameworks, objectives, assessments, and other mechanisms that seek to guide curriculum, instructional materials are concrete and daily. They are the stuff of lessons and units, of what teachers and students do. That centrality affords curricular materials a uniquely intimate connection to teaching. Not only are curriculum materials well-positioned to influence individual teachers' work but, unlike many other innovations, textbooks are already \"scaled up\" and part of the routine of schools. They have \"reach\" in the system. At the local level, text adoptions are the primary routine in most districts for updating the curriculum every five to seven years (Carus, 1990). In our fragmented school system, textbooks are also one way that educators strive for a common curriculum across diverse settings. Despite their central role in the instructional system, however, curriculum materials have played an uneven role in practice.
Verneri Anttila1, Verneri Anttila2, Brendan Bulik-Sullivan2, Brendan Bulik-Sullivan1 +717 more•Institutions (270)
TL;DR: It is demonstrated that, in the general population, the personality trait neuroticism is significantly correlated with almost every psychiatric disorder and migraine, and it is shown that both psychiatric and neurological disorders have robust correlations with cognitive and personality measures.
Abstract: Disorders of the brain can exhibit considerable epidemiological comorbidity and often share symptoms, provoking debate about their etiologic overlap. We quantified the genetic sharing of 25 brain disorders from genome-wide association studies of 265,218 patients and 784,643 control participants and assessed their relationship to 17 phenotypes from 1,191,588 individuals. Psychiatric disorders share common variant risk, whereas neurological disorders appear more distinct from one another and from the psychiatric disorders. We also identified significant sharing between disorders and a number of brain phenotypes, including cognitive measures. Further, we conducted simulations to explore how statistical power, diagnostic misclassification, and phenotypic heterogeneity affect genetic correlations. These results highlight the importance of common genetic variation as a risk factor for brain disorders and the value of heritability-based methods in understanding their etiology.
01 Jan 2000-Teachers College Record
TL;DR: In this paper, the influence of assessment, curriculum, and professional development on teacher practice and student achievement was examined using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores.
Abstract: Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers’ practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves instructional in nature: because teachers figure as a key connection between policy and practice, their opportunities to learn about and from policy are a crucial influence both on their practice and, at least indirectly, on student achievement. Using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores, we examine the influence of assessment, curriculum, and professional development on teacher practice and student achievement. Our results bear out the usefulness of the model: under circumstances that we identify, policy can affect practice, and both can affect student performance.
01 Jan 1999
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.
01 Jan 2016
TL;DR: The using multivariate statistics is universally compatible with any devices to read, allowing you to get the most less latency time to download any of the authors' books like this one.
Abstract: Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.
01 Oct 2012-European Heart Journal
TL;DR: The once-in-a-lifetime treatment with Abciximab Intracoronary for acute coronary syndrome and a second dose intravenously for atrial fibrillation is recommended for adults with high blood pressure.
Abstract: ACE : angiotensin-converting enzyme ACS : acute coronary syndrome ADP : adenosine diphosphate AF : atrial fibrillation AMI : acute myocardial infarction AV : atrioventricular AIDA-4 : Abciximab Intracoronary vs. intravenously Drug Application APACHE II : Acute Physiology Aand Chronic
07 Mar 2017-Circulation
TL;DR: WRITING GROUP MEMBERS Emelia J. Benjamin, MD, SCM, FAHA Michael J. Reeves, PhD Matthew Ritchey, PT, DPT, OCS, MPH Carlos J. Jiménez, ScD, SM Lori Chaffin Jordan,MD, PhD Suzanne E. Judd, PhD
Abstract: WRITING GROUP MEMBERS Emelia J. Benjamin, MD, SCM, FAHA Michael J. Blaha, MD, MPH Stephanie E. Chiuve, ScD Mary Cushman, MD, MSc, FAHA Sandeep R. Das, MD, MPH, FAHA Rajat Deo, MD, MTR Sarah D. de Ferranti, MD, MPH James Floyd, MD, MS Myriam Fornage, PhD, FAHA Cathleen Gillespie, MS Carmen R. Isasi, MD, PhD, FAHA Monik C. Jiménez, ScD, SM Lori Chaffin Jordan, MD, PhD Suzanne E. Judd, PhD Daniel Lackland, DrPH, FAHA Judith H. Lichtman, PhD, MPH, FAHA Lynda Lisabeth, PhD, MPH, FAHA Simin Liu, MD, ScD, FAHA Chris T. Longenecker, MD Rachel H. Mackey, PhD, MPH, FAHA Kunihiro Matsushita, MD, PhD, FAHA Dariush Mozaffarian, MD, DrPH, FAHA Michael E. Mussolino, PhD, FAHA Khurram Nasir, MD, MPH, FAHA Robert W. Neumar, MD, PhD, FAHA Latha Palaniappan, MD, MS, FAHA Dilip K. Pandey, MBBS, MS, PhD, FAHA Ravi R. Thiagarajan, MD, MPH Mathew J. Reeves, PhD Matthew Ritchey, PT, DPT, OCS, MPH Carlos J. Rodriguez, MD, MPH, FAHA Gregory A. Roth, MD, MPH Wayne D. Rosamond, PhD, FAHA Comilla Sasson, MD, PhD, FAHA Amytis Towfighi, MD Connie W. Tsao, MD, MPH Melanie B. Turner, MPH Salim S. Virani, MD, PhD, FAHA Jenifer H. Voeks, PhD Joshua Z. Willey, MD, MS John T. Wilkins, MD Jason HY. Wu, MSc, PhD, FAHA Heather M. Alger, PhD Sally S. Wong, PhD, RD, CDN, FAHA Paul Muntner, PhD, MHSc On behalf of the American Heart Association Statistics Committee and Stroke Statistics Subcommittee Heart Disease and Stroke Statistics—2017 Update
01 Jan 1998
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index