In rats exposed daily for four hours at simulated altitudes of 25,000 feet, growth was slow, delayed puberty and life span was reduced by 50%. 25,000 feet daily, exposures produce severe testicle injury, which does not improve with acclimatization. The reproduction was completely inhibited in both sexes. At 18,000 feet playback occurs with low efficiency. The reduced litter size was associated with a decreased number of successful implantations and fetal resorption. Daily exposure of adult rats to 25,000 feet produced marked testicular damage after twelve exposures. Marked lesion was produced with few exhibitions (4) when done at weekly intervals. The time must be considered in the development of testicular injury after exposure to high altitudes. After the severe testicular damage occurred in rats was only possible to complete recovery of normal structure when all exposures ended. Expos...

Purpose Docetaxel and cyclophosphamide (TC) was superior to doxorubicin and cyclophosphamide (AC) in a trial in early breast cancer. However, activity of TC relative to AC regimens with a taxane (TaxAC) is unknown. Methods In a series of three adjuvant trials, women were randomly assigned to TC for six cycles (TC6) or to a standard TaxAC regimen. US Oncology Research (USOR) 06-090 compared TC6 with docetaxel, doxorubicin, and cyclophosphamide (TAC6). National Surgical Adjuvant Breast and Bowel Project (NSABP) B-46-I/USOR 07132 compared TC6, TAC6, or TC6 plus bevacizumab. NSABP B-49 compared TC6 with several standard AC and taxane combination regimens. Before any analysis of individual trials, a joint efficacy analysis of TC versus the TaxAC regimens was planned, with invasive disease-free survival (IDFS) as the primary end point. Patients who received TC6 plus bevacizumab on NSABP B-46-I...

This paper presents insights from the work of the Canadian Community of Practice in Ecosystem Approaches to Health (CoPEH-Canada) and 15 years (2008–2022) of land-based, transdisciplinary, learner-centred, transformative learning and training. We have oriented our learning approaches to Head, Hands, and Heart, which symbolise cognitive, psychomotor, and affective learning, respectively. Psychomotor and affective learning are necessary to grapple with and enact far-reaching structural changes (eg, decolonisation) needed to rekindle healthier, reciprocal relationships with nature and each other. We acknowledge that these approaches have been long understood by Indigenous colleagues and communities. We have developed a suite of teaching techniques and resources through an iterative and evolving pedagogy based on participatory approaches and operating reciprocal, research-pedagogical cycle...