Merck’s Immunology and Cardiovascular Franchise in 1Q17 – Market Realist

A Close Look at Merck & Co.s Valuation after 1Q17 Earnings PART 7 OF 8

Merck & Co.s (MRK) immunology franchise includes the drugs Remicade and Simponi. Remicade is a drug for the treatment of inflammatory disorders. Merck markets Remicade in Europe, Russia, and Turkey. Johnson & Johnson (JNJ) has the marketing rights for Remicade in a few countries outside Europe.

Remicade revenues fell ~34.0% to $229.0 million in 1Q17 compared to $349.0 million for 1Q16. That was mainly due to the entrance of generic competitors and biosimilars following the loss of exclusivity in European markets. The drug lost its exclusivity in European markets in February 2015. Remicade revenues have fallen consistently since the loss of exclusivity, and Merck expects Remicade revenues to fall further as new patients prefer biosimilars over Remicade.

Simponi is a once-monthly drug for the treatment of certain inflammatory diseases. Merck markets Simponi in Europe, Turkey, and Russia. The revenues for Simponi fell ~2.0% to $184.0 million in 1Q17 compared to $188.0 million in 1Q16.

Mercks cardiovascular franchise includes the drugs Zetia, Vytorin, Liptruzet, and Adempas. The blockbuster drugs Zetia and Vytorin are used to lower the LDL (low-density lipoprotein) cholesterol levels in the blood.The combined revenues for these drugs fell 35.0% to $575.0 million in 1Q17 compared to $889.0 million in 1Q16.

Liptruzet reported growth in revenues to $49.0 million in 1Q17 compared to $23.0 million in 1Q16. Adempas reported revenues of $84.0 million in 1Q17 compared to $33.0 million in 1Q16.

To divest the risk, you can consider the SPDR S&P Pharmaceuticals ETF (XPH), which holds ~4.6% of its total assets in Merck & Co. XPH also holds 5.1% of its total assets in Eli Lilly (LLY), 4.6% in Johnson & Johnson (JNJ), and 4.5% in Pfizer (PFE).

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Merck's Immunology and Cardiovascular Franchise in 1Q17 - Market Realist

A Stanford scientist on the biology of human evil – Vox

What drives human behavior? Why do we do what we do? Is free will an illusion? Has civilization made us better? Can we escape our tribal past?

These questions (and many, many others) are the subject of a new book called Behave: The Biology of Humans at Our Best and Worst. The author is Robert Sapolsky, a biology professor at Stanford and a research associate with the Institute of Primate Research at the National Museums of Kenya.

In a brisk 800 pages, Sapolsky covers nearly every facet of the human condition, engaging moral philosophy, evolutionary biology, social science, and genetics along the way.

The key question of the book why are we the way we are? is explored from a multitude of angles, and the narrative structure helps guide the reader. For instance, Sapolsky begins by examining a persons behavior in the moment (why we recoil or rejoice or respond aggressively to immediate stimuli) and then zooms backward in time, following the chain of antecedent causes back to our evolutionary roots.

For every action, Sapolsky shows, there are several layers of causal significance: Theres a neurobiological cause and a hormonal cause and a chemical cause and a genetic cause, and, of course, there are always environmental and historical factors. He synthesizes the research across these disciplines into a coherent, readable whole.

In this interview, I talk with Sapolsky about the paradoxes of human nature, why were capable of both good and evil, whether free will exists, and why symbols have become so central to human life.

This conversation has been edited for length and clarity.

You start the book with a paradox of sorts: Humans are both exceptionally violent and exceptionally kind. Were capable on the one hand of mass genocide, and on the other hand of heroic self-sacrifice. How do we make sense of this dichotomy?

In an evolutionary sense, we're this incredibly confused species, in between all sorts of extremes of behavior and patterns of selection compared to other primates who are far more consistently X or Y, and we're so often floating in between. In a more proximal sense, I think what that tells you over and over again is just how important context is.

Can you clarify what you mean by context here?

Sure. What counts as our worst and best behaviors are so much in the eye of the beholder. So often it really is the one man's freedom fighter versus the other's terrorist. But even separate of that, just the fact that in some settings our biology is such that we are extraordinarily prosocial creatures, and in other settings extraordinarily antisocial creatures, shows how important it is to really understand the biology of our response to context and environment.

You argue that biological factors don't so much cause behavior as modulate it can you explain what you mean?

Ultimately, there is no debate. Insofar as using "genes" as a surrogate for "nature," it only makes sense to ask what a gene does in a particular environment, and to ask what the behavioral effects of an environment are given someone's genetic makeup. They're inseparable in a way that is most meaningful when it comes to humans.

Given how variable human behavior is, do you believe in a fixed human nature? There is a lot of debate about this in the world of philosophy. I wonder how you think about it as a scientist.

Human nature is extraordinarily malleable, and I think that's the most defining thing about our nature.

Okay, but in the book you come awfully close to concluding something very different. Specifically, in your discussion of free will, you reluctantly embrace a deterministic account of human behavior. You argue that free will is, in fact, an illusion, and if thats true, Im not sure how malleable we can be.

If it seemed tentative, it was just because I was trying to be polite to the reader or to a certain subset of readers. If there is free will, its free will about all sorts of uninteresting stuff, and it's getting cramped into tighter and increasingly boring places. It seems impossible to view the full range of influences on our behavior and conclude that there is anything like free will.

Thats a bold claim...

Youre right. On the one hand, it seems obvious to me and to most scientists thinking about behavior that there is no free will. And yet its staggeringly difficult to try to begin to even imagine what a world is supposed to look like in which everybody recognizes this and accepts this.

The most obvious place to start is to approach this differently in terms of how we judge behavior. Even an extremely trivial decision like the shirt you choose to wear today, if dissected close enough, doesnt really involve agency in the way we assume. There are millions of antecedent causes that led you to choose that shirt, and you had no control over them. So if I was to compliment you and say, Hey, nice shirt, that doesnt really make any sense in that you arent really responsible for wearing it, at least not in the way that question implies.

Now, this is a very trivial thing and doesnt appear to matter much, but this logic is also true for serious and consequential behaviors, and thats where things get complicated.

If we're just marionettes on a string and we don't have the kind of agency that we think we have, then what sense does it make to reward or punish behavior? Doesnt that imply some degree of freedom of action?

Organisms on the average tend to increase the frequency of behaviors for which theyve been rewarded and to do the opposite for punishment or absence of reward. That's fine and instrumentally is going to be helpful in all sorts of circumstances. The notion of there being something virtuous about punishing a bad behavior, that's the idea thats got to go out the window.

I always come back to the example of epilepsy. Five hundred years ago, an epileptic seizure was a sign that you were hanging out with Satan, and the appropriate treatment for that was obvious: burning someone at the stake. This went on for hundreds of years. Now, of course, we know that such a person has got screwy potassium channels in their neurons. It's not them; it's a disease. It's not a moral failing; it's a biological phenomenon.

Now we dont punish epileptics for their epilepsy, but if they suffer bouts frequently, we might not let them drive a car because its not safe. Its not that they dont deserve to drive a car; its that its not safe. Its a biological thing that has to be constrained because it represents a danger.

Its taken us 500 years or so to get to this revelation, so I dont know how long it will take us to reach this mindset for all other sorts of behaviors, but we absolutely must get there.

So what is true for the epileptic is true for all of us all of the time? We are our brains and we had no role in the shaping of our biology or our neurology or our chemistry, and yet these are the forces that determine our behavior.

Thats true, but its still difficult to fully grasp this. Look, I believe there is no free will whatsoever, but I can't function that way. I get pissed off at our dog if he pees on the floor in the kitchen, even though I can easily come up with a mechanistic explanation for that.

Our entire notion of moral and legal responsibility is thrown into doubt the minute we fully embrace this truth, so Im not sure we can really afford to own up to the implications of free will being an illusion.

I think thats mostly right. As individuals and a society, Im not sure were ready to face this fact. But we could perhaps do it bits and pieces at a time.

You write that our species has problems with violence. Can you explain this complicated relationship?

The easiest answer is that we're really violent. The much more important one, the much more challenging one, is that we don't hate violence as such we hate the wrong kind of violence, and when it's the right kind of violence, we absolutely do cartwheels to reinforce it and reward it and hand out medals and mate with such people because of it. And thats part of the reason why the worst kinds of violence are so viscerally awful to experience, to bear witness to. But the right kinds of violence are just as visceral, only in the opposite direction.

The truth is that this is the hardest realm of human behavior to understand, but its also the most important one to try to.

What is the wrong kind of violence? What is the right kind of violence?

Of course that tends to be in the eye of the beholder. Far too often, the right kind is one that fosters the fortunes of people just like us in group favoritism, and the worst kinds are the ones that do the opposite.

Violence is a fact of nature all species engage in it one way or other. Are humans the only species that ritualizes it, that makes a sport of it?

That does seem pretty much the case. Certainly you see the hints of it in chimps, for example, where you see order patrols by male chimps in one group, where if they encounter a male from another group, they will kill him. They have now been shown in a number of circumstances to have systematically killed all the males in the neighboring group, which certainly fits a rough definition of genocide, which is to say killing an individual not because of what they did but simply because of what group they belong to.

What's striking with the chimps is that you can tell beforehand that this is where they are heading. They do something vaguely ritualistic, which is they do a whole bunch of emotional contagion stuff. One male gets very agitated, very aroused, manages to get others like that, and then off they go to look for somebody to attack. So in that regard, there is a ritualistic feel to it, but that's easily framed along the conventional lines of nonhuman animal violence. By that, I mean when male chimps do this, when they eradicate all of the other males in a neighboring territory, they expand their own; it increases their reproductive success.

I believe it is really only humans that do violence for purely ritualistic purposes.

Is our tribal past the most important thing to understand about human behavior?

I think it's an incredibly important one, and what's most important about it is to understand the implications of the fact that all of us have multiple tribal affiliations that we carry in our heads and to understand the circumstances that bring one of those affiliations to the forefront over another. The mere fact that you can switch people's categorization of others from race to religion to what sports team they follow speaks to how incredibly complicated and central tribal affiliation is to humans and to human life.

You spend a lot of time talking about the role of symbols and ideas in human life. We kill and we die for our symbols, and we often confuse the symbols themselves for the things they symbolize. Do you think symbols and ideas amplify our tribal nature, or do they help us transcend it?

Well, its important to understand that not only are we willing to kill people because they look, dress, eat things, smell, speak, sing, pray differently from us, but also because they have incredibly different ideas as to very abstract notions. I think the thing that fuels that capacity is how primitively our brains do symbolism.

I think the fact that our brains so readily intermix the abstractions and symbols with their visceral, metaphorical analogues gives those abstractions and symbols enormous power. That fact that were willing to kill and die for abstract symbols is itself crazy, but nonetheless true.

Has civilization made us better?

Absolutely. The big question is which of the following two scenarios are more correct: a) Civilization has made us the most peaceful, cooperative, emphatic we've ever been as a species, versus b) civilization is finally inching us back to the level of all those good things that characterized most of hominin hunter-gatherer history, preceding the invention of agriculture. Amid mostly being an academic outsider to the huge debates over this one, I find the latter view much more convincing.

You say you incline to pessimism but that this book gave you reasons to be optimistic. Why?

Because there's very little about our behaviors that are inevitable, including our worst behaviors. And were learning more and more about the biological underpinnings of our behavior, and that can help us produce better outcomes. As long as you have a ridiculously long view of things, things are getting better.

Its much nicer to be alive today than it was 100 or 200 years ago, and thats because weve progressed. But nothing is certain, and we have to continue moving forward if we want to preserve what progress weve made.

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A Stanford scientist on the biology of human evil - Vox

Automation Anywhere Launches IQ Bot, Software Bots Capable of … – EconoTimes

Automation Anywhere Launches IQ Bot, Software Bots Capable of Learning from Human Behavior to Improve Process Automation

NEW YORK, May 25, 2017 -- Automation Anywhere, the global leader in enterprise Robotic Process Automation (RPA), today announced the availability of IQ Bot, software bots capable of studying, learning and mimicking human behavior for intelligent process automation. By combining cognitive abilities with practical, rule-based RPA capabilities, organizations can quickly scale and up level their Digital Workforces to fully automate processes end-to-end and run them independently with minimal human intervention. The product was launched at Automation Anywheres Imagine, the companys premier customer experience event taking place in New York City.

IQ Bot is skilled at applying human logic to document patterns and extracting values in the same way that a human would, but with instantaneous speed, the accuracy of a machine and with a near-zero error rate. Fully integrated with the Automation Anywhere Enterprise platform, IQ Bot delivers organizations enormous gains in productivity because it is capable of processing and automating business tasks involving complex documents with unstructured data. With Automation Anywheres comprehensive Digital Workforce platform, comprised of RPA, cognitive and analytic capabilities, organizations can automate up to 80 percent of business processes, compared to the 30 percent automation capability by using RPA alone.

IQ Bot is the next evolution of cognitive capabilities that significantly extends the proficiency of RPA beyond anything weve yet experienced. It enables companies to leverage what humans do best and what machines do best, delivering the first intelligent automation platform, said Mihir Shukla, CEO and Co-founder, Automation Anywhere. We strongly believe the full potential of enterprise automation is only realized when RPA and cognitive computing work together. With the release of IQ Bot, we are delivering critical functionality, which can be truly transformational.

IQ Bot has a built-in, intuitive dashboard that makes it easy to setup and manage. IQ Bot relies on supervised learning, meaning that every human interaction makes IQ Bot smarter. In addition to English, IQ Bot can extract data in Spanish, French, Italian and German. To learn more, visit here.

Interact with Automation Anywhere

About Automation Anywhere Automation Anywhere delivers the most comprehensive enterprise-grade RPA platform with built-in cognitive solutions and analytics. Over 500 of the worlds largest brands use the platform to manage and scale their business processes faster, with near-zero error rates, while dramatically reducing operational costs. Based on the belief that people who have more time to create, think and discover build great companies, Automation Anywhere has provided the worlds best RPA and cognitive technology to leading financial services, BPO, healthcare, technology and insurance companies across more than 90 countries for over a decade. For additional information visit http://www.automationanywhere.com.

New Study Could End Insulin Dependence Of Type-1 Diabetics

Infertility in men could point to more serious health problems later in life

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Fainting and the summer heat: Warmer days can make you swoon, so be prepared

Why bad moods are good for you: the surprising benefits of sadness

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Placebos work even when patients know what they are

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Automation Anywhere Launches IQ Bot, Software Bots Capable of ... - EconoTimes

Oxytocin: Love Hormone Injections Turn Gray Seal Strangers Into Best Friends – Newsweek

Injections of the love hormone oxytocin have made wild seals friendlier towardone another, making them want to spend more time togetherand display far less aggressive behavior, which would normally surface among strangers.

The discovery shows oxytocin, which is involved in social bonding and sexual reproduction, encourages members of the same species to seek out one another and remain closea finding that could have implications for human behavior and what happens when these social bonds break down.

Researchers at the University of St. Andrews gave wild gray seals intravenous injections of either oxytocin or saline. The dose of oxytocin was designed to mimic natural concentrations of the hormone, making it one of the lowest doses ever used to manipulate behavior.

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Wild gray seal. Oxytocin was found to increase social behavior in wild seals. University of St Andrews

The researchers used newly weaned seal pups that had never met beforeadults could not be used, the authors note, because they could not be certain the seals were complete strangers. After the injections, seals were observed for behavioral changes.

Their findings, published in the Proceedings of the Royal Society B, showed the oxytocin group were significantly friendlier for up to two days after the initial doselong after the effect of the hormone would have worn off.

Pups spent significantly more time in close proximity after oxytocin treatment. They also performed fewer checks on one another, indicating a level of comfort or familiarity, and had fewer aggressive interactions.

Wild gray seals. After oxytocin injections, seals wanted to spend more time together. University of St Andrews

Researchers say this is the first time it has been possible to show the effect of oxytocin on the relationships of wild animals, and that this pro-social behavior emerges naturally after the initial trigger.

Despite using a minimal oxytocin dose, pro-social behavioral changes unexpectedly persisted for two days, despite rapid dose clearance from circulation post-injection, they wrote. This study verifies that oxytocin promotes individuals staying together, demonstrating how the hormone can form positive feedback loops of oxytocin release following conspecific stimuli [stimuli from the same species], increased motivation to remain in close proximity and additional oxytocin release from stimuli received while in close proximity.

The scientists say their findings could have benefits for humans, potentially providing a way to prevent anti-social behavior. Study author Kelly Robinson said in a statement: This study proves that oxytocin promotes individuals staying together, highlighting its fundamental role in forming and maintaining parental and social bonds.

By studying the underlying physiology motivating bonding, social and parental behaviour, we can better understand what factors influence their existence in a variety of animals including humans. It also allows us to perceive what is happening when such bonds break down, why the frequently negative consequences associated with such losses happen, and how hormone treatments could be used to influence or avoid such events.

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Oxytocin: Love Hormone Injections Turn Gray Seal Strangers Into Best Friends - Newsweek

Altoona student’s interest in behavior leads to research on humans and zebrafish – Penn State News

ALTOONA, Pa. Why do people behave in the way they do? Put three people in the same situation and there is no guarantee that all three will react in the same manner. Coming upon a car accident, one might stop, maybe grabbing a blanket out of the car to help the injured. Another might just call 911 and wait for professional help. The third person might just drive on, not wishing to get involved. But why?

The study of psychology helps answer that and many other questions about human behavior. And thats what drew Penn State Altoona student John Leri to change his major.

Leri enrolled at Penn State Altoona intending to be a business major. But then he started working with Samantha Tornello, assistant professor of psychology and womens, gender, and sexuality studies, and, he said, I realized that the research that surrounded psychology was what I was interested in the culture of science, the process of science. You get to ask a question and then try to answer it. So he switched majors.

I felt I would have a more well-rounded view of the world if I focused on how people behave as opposed to how they act in a business setting. It felt right once I was there," he said.

Due to his hard work, Leri was enrolled in the Schreyer Honors College, where one of the requirements is writing a thesis. Because I was interested in research I did an independent study on depression, specifically looking at how people interact with depressed people, he said.

Exploring the concept of social distance, defined as an individuals willingness to associate (or not) with another person, Leri recruited 425 participants and found that people were equally willing to interact with those with depression whether or not the people with depression were taking antidepressants.

Those who held greater stigmatizing beliefs regarding depression, greater social-dominance orientation, and less personal exposure to mental illness reported wanting greater social distance to the individual diagnosed with depression, regardless of treatment status," said Leri. "These results suggest that both mental illness exposure and depression-related stigma can be useful areas of interventions to reduce negative attitudes toward individuals diagnosed with depression.

At the same time Leri was researching and writing his thesis, he was employed as a research assistant in Tornellos lab, so she heard regular updates on his progress. She was impressed with his dedication and passion. He talked about it in great depth, Tornello said. He took the reins spearheading the data collection and data analysis, and writing the manuscript. His efforts, she acknowledged, were equal to students in graduate school.

Lynn Nagle, instructor in psychology and education, first had Leri in some psychology classes and then served as his faculty adviser for his Psych 495 internship. Somewhere along the way, she said, I recruited his involvement with the Psychology Club. Being John, he quickly realized if he was going to be involved with Psychology Club, he was going to run the show, and that he did.

Leri was elected president of the club for the 201516 academic year and Nagle said he was a great asset: He generated novel ideas and increased attendance and participation at Psychology Club events.He was truly invaluable to me as an officer.

The internship Leri had was at NPC, Inc., a document processing service in Roaring Springs, where he helped to refine their job application process. Nagle said, When I supervised his internship based in the field of industrial organization psychology, he was not only focused on improving the employee work environment and making the training more effective, he was truly interested in what drove the employees; he seemed to be trying to decipher employee internal motivation.

In his senior year Leri worked on research projects for two more Penn State Altoona faculty: Cairsty DePasquale and Lara LaDage, both assistant professors of biology. DePasquales research fits well with Leris interest in why people behave the way they do.

Anecdotal evidence shows exercise can reduce anxiety and depression, DePasquale said, noting human studies where exercise regimes can reduce anxiety. Similar results occur with animal models.

To study the effects of exercise on zebrafish, DePasquale had Leri use a swim tunnel built by engineers on campus.

This brings questions, such as how does one exercise a fish? (The swim tunnel) uses channels. We vary the flow of water in the channels and get fish to swim against the flow of water, DePasquale explained.

So how does one test for anxiety in fish? DePasquale said, Its very similar to tests on rodents but we have to adapt to an aquatic environment. We put them in a novel tank with nothing else and the fish will stay at the bottom of the tank. As they begin to explore the tank more, they are more willing to move out of their comfort zone. Fish who move up are less anxious fish. Another test was the light/dark test; fish tend to shy away from bright lights, as do rodents. We use that avoidance to look at anxiety behavior.

How did Leri like working with the zebrafish? Working with animals is a pain in the butt, he said, injecting a little humor into what is serious research. With humans you can at least give them instructions. Getting (the fish) to read the instructions is the hard part.

LaDage said, John joined my and Cairstys lab at the same time, which speaks to his interest in, and dedication to, pursuing research opportunities. In my lab he was instrumental in collecting data and writing up a manuscript concerning the assessment of substructural changes in the brain.

Even though Leri graduated in August 2016 he continued the research work while considering continuing his education in graduate school. In January 2017 Leri presented his research at the Society for Integrative and Comparative Biology meeting in New Orleans.

Leri described their research as follows: The lizard hippocampal equivalent, the medial cortex, is used to study environmental impact on neural tissue and spatial memory. Although the cortex is comprised of three substrates, each with differentiating traits in cellular architecture, studies typically use overall volume as an outcome variable. Our research showed that overall volume may not accurately represent changes taking place within cortical substrates.

Leri attended the Eastern Psychological Association conference in Boston in March and presented a poster based on his honors thesis and his work with Tornello. It discusses the predictive role of negative attitudes associated with depression and willingness to interact with an individual diagnosed with depression, he explained.

Nagle echoed Leri's other professors when she said, John is one of those stellar students, who you wish you could replicate. Hes cordial, respectful and has an incredible work ethic. He has a great sense of humor and is very interesting to talk with. He has such a wide range of experiences, I think anyone could find something in common with him and once you get him talking, he just lights up. I cant wait to see where John goes to grad school and how accomplished he will become.

Leri has now chosen his path. Beginning in the fall of 2017 he will attend the University of Florida to work under Darlene Kertes. Once again, hell be tackling more than one subject. I have been admitted into the behavioral and cognitive neuroscience (psychology) program," he said.

Based on his history of taking on more than one project at a time at Penn State Altoona, its no surprise that hes planning to pursue a dual doctorate in behavior and cognitive neuroscience and social psychology. A long way from that freshman business major but, for John Leri, definitely the right path.

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Altoona student's interest in behavior leads to research on humans and zebrafish - Penn State News

In fruit fly and human genetics, timing is everything – Phys.Org

May 25, 2017 A fruit fly wing, tagged with fluorescence to study gene development. Credit: McKay Lab (UNC-Chapel Hill)

Every animal starts as a clump of cells, which over time multiply and mature into many different types of cells, tissues, and organs. This is fundamental biology. Yet, the details of this process remain largely mysterious. Now, scientists at the University of North Carolina at Chapel Hill have begun to unravel an important part of that mystery.

Using the fruit fly Drosophila, a standard lab model for studying animal biology, the researchers discovered a cascade of molecular signals that program gene activity to drive the fly from one stage of maturation to the next, like a baby turning into an adult. Part of this programming, they found, involves alterations to the way DNA is packaged. Those alterations open up certain regions of DNA to allow gene activity and close off other regions to prevent gene activity. The scientists found evidence that these changes to DNA accessibility occur in sequence.

"We're finally getting at one of the core mechanisms in biology, which determine the timing and sequence of events in normal animal development at the level of our genes," said Daniel J. McKay, PhD, assistant professor of genetics at the UNC School of Medicine and biology at the UNC College of Arts and Sciences.

This basic biology finding could have significance for human health, too. The changes to cell reprogramming that the scientists observed in the young flies can occur inappropriately in adult human cells - spurring cancer, for example.

"We hope that this work will help us better understand what goes awry in cancer and other diseases," McKay said.

In the study, published in Genes & Development, McKay and colleagues began by examining the molecular impact of the fruit fly hormone ecdysone, which causes a young insect to shed its old form and adopt a new one as it moves toward maturity.

Scientists know that ecdysone binds to a receptor, EcR, in the nuclei of cells throughout the bodies of insects. EcR is a transcription factor, a genetic master switch. When bound by ecdysone, it turns on a particular set of genes. And those genes, in turn, are involved in the development of proteins - the machines of biology.

Analyzing Drosophila wing cells, McKay and colleagues found evidence that wing development occurs via a cascade of these changes in gene activity.

"We found first-tier genes that respond immediately to ecdysone, and then they - together with EcR - activate a second tier of genes, and then these two tiers of genes, operating in concert, act on a third tier," said McKay. "So we observed these waves of changes in gene expression that drive the development of wing tissue."

Using genome-wide sequencing technologies, McKay's team found that these changes in gene expression are associated with changes in the way DNA is "packaged."

DNA is looped around support proteins called histones, and this histone-DNA combination is called chromatin.

When chromatin is relatively loose and open, genes can become active. When chromatin is tight and closed, genes are mostly silenced. McKay and colleagues found that ecdysone activates some genes to produce special transcription factor proteins that open or close chromatin. This altering of chromatin represents a fundamental reprogramming of cells.

McKay and colleagues had shown in prior work that the pattern of chromatin accessibility in the fruit fly appears to change significantly over the course of development but can be very similar at any given time across fly tissues.

To the scientists, these findings collectively suggest that changes in chromatin leads to cascades of gene activity that drive fly development. That is, chromatin changes - over time - would help enforce the timing of the various processes underway during biological development. And these changes represent an important developmental mechanism, one that is likely at work in humans.

McKay and his team plan further research to study how these cascades of changing chromatin accessibility and gene activity differ from one part of the fly to another.

As McKay notes, this area of investigation could have relevance beyond developmental biology. The expression of growth and survival genes is normal during early biological development - when we're young. But cancerous cells, for example, use those genes to sustain runaway proliferation to cause disease.

Therefore, understanding the molecular factors that open or close chromatin - and allow or shut down the activity of these powerful genes - may give biologists a better picture of how cancers arise. Armed with that knowledge, scientists could try to create more precise weapons with which to fight cancer cells.

Explore further: Altered primary chromatin structures and their implications in cancer development

More information: Christopher M. Uyehara et al, Hormone-dependent control of developmental timing through regulation of chromatin accessibility, Genes & Development (2017). DOI: 10.1101/gad.298182.117

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In fruit fly and human genetics, timing is everything - Phys.Org

FDA Clears First Cancer Drug Based on Genetics of Disease, Not Tumor Location – Scientific American

By Natalie Grover and Bill Berkrot

Merck & Co's immunotherapy Keytruda chalked up another approval on Tuesday as the U.S. Food and Drug Administration said the cancer medicine can be used to treat children and adults who carry a specific genetic feature regardless of where the disease originated.

It is the first time the agency has approved a cancer treatment based solely on a genetic biomarker.

"Until now, the FDA has approved cancer treatments based on where in the body the cancer started - for example, lung or breast cancers," said Richard Pazdur, head of oncology products for the FDA's Center for Drug Evaluation and Research. "We have now approved a drug based on a tumor's biomarker without regard to the tumor's original location."

The accelerated approval was for solid tumor cancers not eligible for surgery or that have spread in patients identified as having a biomarker called microsatellite instability-high (MSI-H) or mismatch repair deficient (dMMR).

Tumors with those traits are most common in colorectal, endometrial and gastrointestinal cancers, but may also appear in cancers of the breast, prostate, bladder and thyroid gland.

The approval covers patients whose cancer has progressed despite prior treatment and those who have no satisfactory alternative treatment options. It also includes patients with colorectal cancer whose disease has advanced after chemotherapy.

The FDA grants accelerated approvals to drugs for serious conditions with unmet medical needs if the treatment appears to have certain effects deemed reasonably likely to predict a clinical benefit. Merck must still conduct studies to confirm the anticipated benefit.

Keytruda belongs to a new class of drugs called PD-1 or PD-L1 inhibitors that help the immune system fight cancer by blocking a mechanism tumors use to evade detection.

It was previously approved to treat advanced melanoma, advanced non-small cell lung cancer, head and neck cancers and classical Hodgkin lymphoma.

Merck shares rose 0.8 percent to $64.55.

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FDA Clears First Cancer Drug Based on Genetics of Disease, Not Tumor Location - Scientific American

Best way to get children to understand evolution? Teach genetics first – Study International News

Teach genetics first and then teaching evolution could be a breeze. Source: Shutterstock

Evolution is one of the trickiest subjects to teach and not just because some people find it controversial. The ideas are subtle, the language and concepts can be confusing how many of us have thought survival of the fittest was an encouragement to go to the gym. Many studies have sought to discover the reasons why evolution is so difficult for students to understand and accept, but few have attempted to find ways to improve the understanding of evolution in the classroom.

As there is such a direct connection between genetics and evolution, we thought perhaps if you teach genetics first, this might help students understand evolution better. Our large randomised control trial of UK secondary school students, published in PLOS Biology, showed this to be true to a surprising degree.

It seemed intuitive to us a good understanding of genetics should help theunderstanding of evolution DNA is the heritable material through which variation needed for evolution occurs. If you understand DNA, you can understand what mutations are. And if you understand what mutations are, you can understand they can change frequency in populations and bingo, evolution can happen.

In its simplest, evolution is no more than mutations changing frequency. The differences between species started out as new mutations that went from being rare within one species, but then became very common.

While this connection might seem self-evident, genetics and evolution are typically taught to 14 to 16-year-old secondary school students as separate topics with few links and in no particular order. Sometimes theres a large time span between the two. Our idea was simple teach genetics first and look at how that affects the understanding and acceptance of evolution.

Using questionnaires, we conducted a study of almost 2,000 students over three years. Importantly, all that was changed in our study was the order of the teaching material exactly what was to be taught was left to the teachers. This meant our study was a realistic mimic of what would happen should any switch be made. We tested students before and after the two subjects were taught and so could examine the extent to which students improved in their understanding.

Not your grandfathers great-grandfather. Source: Flickr/Afrika Force

Schools typically split students by their ability, into higher level and foundation level classes. Importantly, we found both ability groups did best when taught genetics first.

An understanding of evolution and acceptance of the idea of evolution are two different things. Acceptance is the belief the scientific view of evolution is the correct version you can understand evolution but not accept it and you can accept it but not understand it.

We found students typically accepted evolution to a greater degree after taking the evolution class. Both before and after testing, the students with a better understanding were those with higher levels of acceptance. However, these effects were not strong.

We also set up a series of focus groups to find out why the understanding and acceptance of evolution are not more strongly coupled. Evidence from these suggests what is more important for evolution acceptance is not what is taught, but who provides the endorsement. For some students, being told key authority figures such as parents or teachers approve of scientific evidence for evolution made a big difference to their ability to accept it.

Television documentaries were commonly given as a source of reassurance about evolution, and some students felt these, and their presenters, were important in helping them accept evolution. Perhaps more predictable, religious leaders, and their views on evolution, were also of key importance. For students from a Catholic background, being told the Pope approves of evolution was important in helping them to approach evolution as any other science.

Our study was not designed to investigate why teaching order has an effect. Ordering effects like the one we looked at have been seen before indeed, in the field of artificial intelligence, there are cases where ordering matters for computers to learn too. But why does the order matter? Our original idea was what psychologists called priming preloading with some facts to make it easier to take in other information.

But could it also be that teaching genetics first minimises the disruption to understanding that can happen when people think that their beliefs are being questioned or challenged? Many students told us that the perceived conflict between their religious views and the science made it hard for them to study evolution.

Perhaps helping them understand that mutations can change frequency under the banner of genetics enabled students to learn with less of a clash of ideas? We suggest a simple test: dont teach students material labelled as evolution, teach it as population genetics instead and then tell them after the fact that they have just learned about evolution.

Whatever the underlying cause, the data suggest a really simple, minimally disruptive and cost-free modification to teaching practice: teach genetics first. This will at least increase evolution understanding, if not acceptance. As with many emotive subjects, it takes more than teaching the facts to shift hearts as well as minds.

ByLaurence D. Hurst, Professor of Evolutionary Genetics at The Milner Centre for Evolution, University of Bath; Momna Hejmadi, Associate professor, University of Bath, and Rebecca Mead, Postdoctoral Researcher of Education, University of Bath

This article was originally published on The Conversation. Read the original article.

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Best way to get children to understand evolution? Teach genetics first - Study International News

Improve evolution education by teaching genetics first – Phys.org – Phys.Org

May 23, 2017 Children taught genetics first increase their understanding of evolution. Credit: Miki Yoshihito, Flickr

Evolution is a difficult concept for many students at all levels, however, a study publishing on May 23 in the open access journal PLOS Biology has demonstrated a simple cost-free way to significantly improve students' understanding of evolution at the secondary level: teach genetics before you teach them evolution.

Currently in the UK setting the two modules are taught in isolation often with long time intervals between. The team, led by Professor Laurence Hurst at the Milner Centre for Evolution, University of Bath hypothesised that since core concepts of genetics (such as DNA and mutation) are so intimately linked to the core concepts of evolution, then priming students with genetics information might help their understanding of evolution.

The researchers conducted a large controlled trial of almost 2000 students aged 14-16 in 78 classes from 23 schools across the south and south west of the UK, in which teachers were asked to teach genetics before evolution or evolution before genetics.

The students were tested prior to teaching and after. The five year study, found that those taught genetics first improved their test scores by an average of seven per cent more than those taught evolution first.

Teaching genetics before evolution was particularly crucial for students in foundation classes, who increased their understanding of evolution only if they were taught genetics first. The higher ability classes saw an increase in evolution understanding with both orders, but it was greatest if genetics was taught first.

The team also tested the students' understanding of genetics and found that the genetics-first effect either increased genetics understanding as well or made no difference, meaning that teaching genetics first doesn't harm students' appreciation of this subject.

Professor Hurst, commented: "These are very exciting results. School teachers are under enormous pressure to do the best for their students but have little time to make changes and understandably dislike constant disruption to the curriculum."

"To be sensitive to their needs, in the trial we let teachers teach what they normally teach - we just looked at the order effect."

First author on the paper Dr Rebecca Mead, a former teacher herself, said: "It's remarkable that such a simple and cost-free intervention makes such a big difference. That genetics-first was the only intervention that worked for the foundation classes is especially important as these classes are often challenging to teach. This research has encouraged teachers to rethink how they teach evolution and genetics and many schools have now changed their teaching practice to genetics-first. I hope more will follow."

The team also looked at whether students in the study agreed or disagreed with the scientific view of evolution. They found that whilst the teaching of evolution increased acceptance rates to over 80 per cent in the cohort examined, the order of teaching had no effect.

Qualitative focus group follow-up studies showed that acceptance is heavily conditioned by authority figures (teachers, TV personalities, religious figures) and the correlation between the students' understanding of evolution and their acceptance of it is weak.

Dr. Mead commented: "Some students reported that being told that key authority figures approve of the scientific evidence for evolution made a big difference to their learning experience. It would be worth testing alternative ways to help students overcome preconceptions."

Explore further: Evolution and religion: New insight into instructor attitudes in Arizona

More information: Mead R, Hejmadi M, Hurst LD (2017) Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance. PLoS Biol 15(5): e2002255. doi.org/10.1371/journal.pbio.2002255

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Donation to Council Rock Education Foundation to be used for embryology project – The Intelligencer

COUNCIL ROCK SCHOOLS The Council Rock Education Foundation will use a recent $12,000 donation from Customers Bank to fund a district-wide embryology project, CREF officials said.

The project is part of Council Rock's science, technology, engineering, art and mathematics emphasis, school district officials said. It will give more than 800 fourth-graders across the district the opportunity to learn about the stages of embryonic development as they incubate, observe, record data and hatch avian eggs, they added.

This interactive learning project enhances the fourth-grade curriculum, school district officials said.

"Contributions from Customers Bank and others are key sources of funding for student initiatives not covered by the annual school budget," said Council Rock Superintendent Robert Fraser. "We are most fortunate to have a very vibrant and robust education foundation and dedicated local businesses that support innovative programs to enhance our students' learning experiences."

Since 2007, the foundation has awarded more than $200,000 in grants to fund educational initiatives across the school district not possible under the regular budget, CREF officials said.

"Customers Bank is dedicated to supporting local partners like CREF that are working to grow innovative programs that ignite our children's passion for learning," said Customers Bank Vice President Kevin Beaupariant.

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Donation to Council Rock Education Foundation to be used for embryology project - The Intelligencer