Early pregnancy peripheral blood gene expression and risk of preterm delivery: a nested case control study

<p>Abstract</p> <p>Background</p> <p>Preterm delivery (PTD) is a significant public health problem associated with greater risk of mortality and morbidity in infants and mothers. Pathophysiologic processes that may lead to PTD start early in pregnancy. We investigated early pregnancy peripheral blood global gene expression and PTD risk.</p> <p>Methods</p> <p>As part of a prospective study, ribonucleic acid was extracted from blood samples (collected at 16 weeks gestational age) from 14 women who had PTD (cases) and 16 women who delivered at term (controls). Gene expressions were measured using the GeneChip^®Human Genome U133 Plus 2.0 Array. Student's T-test and fold change analysis were used to identify differentially expressed genes. We used hierarchical clustering and principle components analysis to characterize signature gene expression patterns among cases and controls. Pathway and promoter sequence analyses were used to investigate functions and functional relationships as well as regulatory regions of differentially expressed genes.</p> <p>Results</p> <p>A total of 209 genes, including potential candidate genes (e.g. PTGDS, prostaglandin D2 synthase 21 kDa), were differentially expressed. A set of these genes achieved accurate pre-diagnostic separation of cases and controls. These genes participate in functions related to immune system and inflammation, organ development, metabolism (lipid, carbohydrate and amino acid) and cell signaling. Binding sites of putative transcription factors such as EGR1 (early growth response 1), TFAP2A (transcription factor AP2A), Sp1 (specificity protein 1) and Sp3 (specificity protein 3) were over represented in promoter regions of differentially expressed genes. Real-time PCR confirmed microarray expression measurements of selected genes.</p> <p>Conclusions</p> <p>PTD is associated with maternal early pregnancy peripheral blood gene expression changes. Maternal early pregnancy peripheral blood gene expression patterns may be useful for better understanding of PTD pathophysiology and PTD risk prediction.</p

Evaluating the Change in Space in a Technology-Enabled Primary Years Setting

There has been considerable attention in the literature postulating the potential effects of contemporary, technology-enabled new generation learning spaces (NGLS) on both teaching and learning (Brooks, 2011, 2012). This has, in part, been driven by the pervasive and transformative potentiall of ubiquitous access to and use of digital technology in the classroom (Chan et al., 2006). Increased access to mobile technology in recent years has freed students from the restrictive nature of shared access in tradiitional computer laboratories (Blackmore, Bateman, O'Mara, & Loughlin, 2011). Students now have personal 'anywhere, anytime' access to a boundless library of highly indexed information (Beichner, 2014), which in turn challenges the highly sequential style of instruction that has allowed teachers to preserve their historically authoritative role. Personal access to technology can support more adaptive and connected learning experiences. These experiences are created by connecting teachers and students within multimodalities of teaching and },earning that may have not been possible before (Bocconi, Karnpylis, & Punie, 2012; Hall-van den Elsen & Palaskas, 2014; Swan, van'T Hooft, Kratcoski, & Schenk,er, 2007). Multimodalities afford teachers the ability to orchestrate adaptive learning opportunities using a range of physical, text and visual tools, whilst connecting students with each other. A key element is the connectivity between teachers-students and students-students is established through the creaition of technology-enabled NGLS. The technology-enabled spaces have ubiquitous access to digital technology through one-to-one digital devices connected through wireless infrastructure. The affordances of a NGLS environment has the potential to revolutionize how, where and with whom students learn (Mouza & Lavigne, 2013; Thomas & Brown, 2011). It has the potential to sup,port contemporary pedagogical practices that facilitate highly personalised models of student learning (Bocconi et al., 2012; Magee, 2009; Zandvliet & Fraser, 2004). This personalised model includes learning outside the primacy of the traditional classroom forum (Mouza & Lavigne, 2013). Together these elements intertwine to create a model of teaching and learning that can be radically different to prevailing school cultures (Mouza & Lavigne, 2013)