Grade Progression and Intrapatient Tumor Heterogeneity as Potential Contributors to Resistance in Gastroenteropancreatic Neuroendocrine Tumors

Gastroenteropancreatic neuroendocrine neoplasms (NENs) are a heterogenous group of tumors that are incurable when metastatic, regardless of grade. The aim of this article is to understand tumor heterogeneity and grade progression as possible contributors to drug resistance in gastroentropancreatic neuroendocrine tumors (GEP-NETs). Heterogeneity has been observed in the genetic, pathological, and imaging features of these tumors at baseline. Diagnostic challenges related to tumor sampling and the potential for changes in grade over time further confound our ability to optimize therapy for patients. A better understanding of NEN biology and tumor heterogeneity at baseline and over time could lead to the development of new therapeutic avenues.

Disentangling fathers' absences from household remittances in international migration: The case of educational attainment in Guatemala

Estimating the effects of international migration on left-behind children's educational attainment is complicated by the potential offsetting effects of fathers' absences and household remittances. Most research has not separated these aspects of international migration on children's human capital outcomes. We address this deficiency by using instrumental variables to isolate the effects of fathers' international migration absences from international household remittances on student enrollment and grade progression in Guatemala. Results indicate that fathers' absences and household international remittances are negatively related to enrollment, providing evidence for a culture of migration effect. For students who remain in school, household international remittances neutralize the harmful influence of fathers' absences on grade progression.

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps

Background

The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning.

Objective

Our first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs.

Design

Using Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed.

Results

The area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses.

Conclusions

The majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network.