University of Rochester

About: University of Rochester is a education organization based out in Rochester, New York, United States. It is known for research contribution in the topics: Population & Laser. The organization has 63915 authors who have published 112762 publications receiving 5484122 citations. The organization is also known as: Rochester University.

Core outcome domains for chronic pain clinical trials: IMMPACT recommendations.

Abstract: Objective. To provide recommendations for the core outcome domains that should be considered by investigators conducting clinical trials of the efficacy and effectiveness of treatments for chronic pain. Development of a core set of outcome domains would facilitate comparison and pooling of d

Osteoblastic cells regulate the haematopoietic stem cell niche

Abstract: Stem cell fate is influenced by specialized microenvironments that remain poorly defined in mammals. To explore the possibility that haematopoietic stem cells derive regulatory information from bone, accounting for the localization of haematopoiesis in bone marrow, we assessed mice that were genetically altered to produce osteoblast-specific, activated PTH/PTHrP receptors (PPRs). Here we show that PPR-stimulated osteoblastic cells that are increased in number produce high levels of the Notch ligand jagged 1 and support an increase in the number of haematopoietic stem cells with evidence of Notch1 activation in vivo. Furthermore, ligand-dependent activation of PPR with parathyroid hormone (PTH) increased the number of osteoblasts in stromal cultures, and augmented ex vivo primitive haematopoietic cell growth that was abrogated by gamma-secretase inhibition of Notch activation. An increase in the number of stem cells was observed in wild-type animals after PTH injection, and survival after bone marrow transplantation was markedly improved. Therefore, osteoblastic cells are a regulatory component of the haematopoietic stem cell niche in vivo that influences stem cell function through Notch activation. Niche constituent cells or signalling pathways provide pharmacological targets with therapeutic potential for stem-cell-based therapies.

A hierarchical model of approach and avoidance achievement motivation

Abstract: A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in ach.ievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performanceavoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. Achievement motivation is a ubiquitous feature of daily life. In the classroom, at the workplace, and on the ballfield individuals strive to be competent in their effortful activities. In the past decade, many theorists have utilized a social-cognitive, achievement goal approach in accounting for individuals' competence-relevant strivings. "Achievement goal" is commonly defined as the purpose of task engagement (Maehr, 1989), and the specific type of goal adopted is posited to create a framework for how individuals interpret, experience, and act in their achievement pursuits (Dweck, 1986; Nicholls, 1989). Achievement goal theorists commonly identify two distinct orientations toward competence: a performance goal focused on the demonstration of competence relevant to others, and a mastery goal focused on the development of competence and task mastery (Ames & Archer, 1987; for similar conceptualizations with different nomenclature see Dweck, 1986; NichoUs, 1984). The adoption of a performance goal is hypothesized to produce susceptibility to a "helpless" pattern of responses in achievement settings (e.g., a preference for easy or difficult tasks, withdrawal of effort in the face of failure, and decreased task enjoyment), whereas the adoption of a mastery goal is presumed to lead to a "mastery" motivational pattern (e.g., a preference for moderately challenging tasks, persistence in the face of failure, and enhanced task enjoyment; Ames, 1992; Dweck & Leggett, 1988; Nicholls, 1989). Most achievement goal theorists conceptualize both perfor