Background Cure from chronic hepatitis C virus (HCV) infection is readily achievable with direct-acting antivirals (DAA), but little is known about optimal management after treatment. Weight gained after DAA treatment may mitigate benefits or increase risk for liver disease progression. As the single largest sample of HCV-infected individuals receiving DAA treatment in the United States, the Veterans Affairs (VA) Birth Cohort is an ideal setting to assess weight gain after DAA treatment. Methods We performed a prospective study of patients dispensed DAA therapy from January 2014 to June 2015. Weight change was calculated as the difference in weight from sustained virologic response (SVR) determination to 2 years later. Demographic, weight, height, prescription, laboratory, and diagnosis code data were used for covariate definitions. We used multiple logistic regression to assess the association between candidate predictors and excess weight gain (≥ 10 lbs) after 2 years. Results Among 11,469 patients, 78.0% of patients were already overweight or obese at treatment initiation. Overall, SVR was achieved in 97.0% of patients. After 2 years, 52.6% of patients gained weight and 19.8% gained excess weight. In those with SVR, weight gain was as high as 38.2 lbs, with the top 10% gaining ≥ 16.5 lbs. Only 1% of those with obesity at treatment initiation normalized their weight class after 2 years. Significant predictors of post-SVR weight gain were SVR achievement, lower age, high FIB-4 score, cirrhosis, and weight class at treatment initiation. Conclusion Weight gain is common after DAA treatment, even among those who are overweight or obese prior to treatment. Major predictors include age, baseline weight, alcohol, cirrhosis, and SVR. Everyone receiving DAAs should be counseled against weight gain with a particular emphasis among those at higher risk.

Background: Among HIV-positive individuals, increased levels of inflammation and immune activation persist even in the setting of effective antiretroviral therapy (ART) and are associated with greater rates of non-AIDS events. The etiology of this persistent inflammation is incompletely understood.Methods: Using a well-characterized cohort of 322 HIV-infected individuals on suppressive ART, we conducted a case-control study. Cytomegalovirus (CMV) immunoglobulin G (IgG) levels, plasma biomarkers, and T-cell phenotypes were measured/characterized from samples collected 1 year after ART initiation. Conditional logistic regression for matched case-control studies analyzed the associations of year 1 CMV-specific IgG level with the subsequent occurrence of any non-AIDS event. Correlations between continuous CMV IgG antibody levels and soluble and cellular markers were assessed.Results: We found that higher levels of CMV IgG were associated with increased risk of non-AIDS events (OR = 1.58 per IQR [95% CI: 1.12, 2.24], P = 0.01) and with elevated soluble and cellular markers of inflammation.Conclusions: The magnitude of the host immune response to CMV may play a role in the persistent inflammation and resultant morbid events observed in the HIV-positive population.

This specification defines an optional mechanism to allow exclusion of one specific prefix from a delegated prefix set when using DHCPv6-based prefix delegation. The new mechanism updates RFC 3633. Status of This Memo This is an Internet Standards Track document. This document is a product of the Internet Engineering Task Force (IETF). It represents the consensus of the IETF community. It has received public review and has been approved for publication by the Internet Engineering Steering Group (IESG). Further information on Internet Standards is available in Section 2 of RFC 5741. Information about the current status of this document, any errata, and how to provide feedback on it may be obtained at http://www.rfc-editor.org/info/rfc6603.

The present scoping review synthesizes literature from 2020 to 2025 to explore the integration of generative Artificial Intelligence (GenAI) in higher education, identifying its transformative opportunities, inherent challenges, and strategies for ethical implementation. Drawing on over 30 diverse sources, including peer-reviewed articles, institutional reports, and case studies, the review highlights GenAI’s potential to revolutionize education through personalized learning, task automation, innovative course development, and 24/7 academic support. Technologies like adaptive quizzes and virtual tutors, implemented by institutions such as Arizona State University and the University of Toronto, enhance learning experiences and expand access for students while aligning education with job market demands. However, challenges such as AI "hallucinations" causing misinformation, privacy risks, ethical concerns around cognitive autonomy, and disparities in accessibility for disabled and rural learners hinder equitable adoption. Governance strategies, including adaptive policies, human oversight, and AI literacy programs, are crucial for ensuring responsible implementation, with models from Stanford and MIT offering effective frameworks. Despite compelling evidence, gaps remain in addressing equitable access, long-term workforce implications, and consistent governance. This review provides a roadmap for stakeholders to harness the potential of GenAI while mitigating risks, with inclusive policies and AI literacy ensuring ethical and fair integration. Through the interconnection of these themes, this research lays a groundwork for further studies to bridge gaps and promote sustainable, innovative learning spaces in universities.

JGIM published the article matched with the editorial in this issue in the July 2020 issue. Our apologies to the authors of the paper and the editorial.

This three-year mixed-methods study in 12 information-rich Indian higher education institutions (HEIs) examined an ethical AI pedagogy blending AI literacy, ethics, and offline access. Based on UNESCO’s AI Competency Frameworks for students and teachers which stress human-centred thinking, AI ethics, and system design the model advances information literacy by fostering critical AI evaluation in education and libraries. Using a quasi-experimental design (intervention n = 600; control n = 568), plus journals, focus groups, and analytics, it engaged 1168 students, faculty, and administrators. Intervention participants gained superior AI literacy (78.9%, d = 0.80), ethical awareness (76%, d = 0.90), creativity, and collaboration. Results were equitable across genders and non-technical students, aligning with NEP 2020s interdisciplinarity and equity aims. Qualitative data revealed enhanced moral agency and fairness-by-design habits. Yet rural sites faced anxiety, low readiness, and infrastructure issues, widening urban-rural gaps in AI literacy (85.2% vs 69.2%) and ethics (85% vs 62%). Following ICMR, Helsinki, and DPDP guidelines, the study urges combined technical-ethical training and institutional support, offering a scalable Global South framework with tools and policies for critical AI literacy in information services.