Fostering pre-service teachers\u27 theoretical knowledge application. Studying with and without text-based cases

As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers\u27 scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.

Divergent dynamics of inflammatory mediators and multiplex PCRs during airway infection in cystic fibrosis patients and healthy controls: Serial upper airway sampling by nasal lavage

Background In cystic fibrosis (CF), acute respiratory exacerbations critically enhance pulmonary destruction. Since these mainly occur outside regular appointments, they remain unexplored. We previously elaborated a protocol for home-based upper airway (UAW) sampling obtaining nasal-lavage fluid (NLF), which, in contrast to sputum, does not require immediate processing. The aim of this study was to compare UAW inflammation and pathogen colonization during stable phases and exacerbations in CF patients and healthy controls. Methods Initially, we obtained NLF by rinsing 10 ml of isotonic saline/nostril during stable phases. During exacerbations, subjects regularly collected NLF at home. CF patients directly submitted one aliquot for microbiological cultures. The remaining samples were immediately frozen until transfer on ice to our clinic, where PCR analyses were performed and interleukin (IL)-1β/IL-6/IL-8, neutrophil elastase (NE), matrix metalloproteinase (MMP)-9, and tissue inhibitor of metalloproteinase (TIMP)-1 were assessed. Results Altogether, 49 CF patients and 38 healthy controls (HCs) completed the study, and 214 NLF samples were analyzed. Of the 49 CF patients, 20 were at least intermittently colonized with P. aeruginosa and received azithromycin and/or inhaled antibiotics as standard therapy. At baseline, IL-6 and IL-8 tended to be elevated in CF compared to controls. During infection, inflammatory mediators increased in both cohorts, reaching significance only for IL-6 in controls (p=0.047). Inflammatory responses tended to be higher in controls [1.6-fold (NE) to 4.4-fold (MMP-9)], while in CF, mediators increased only moderately [1.2-1.5-fold (IL-6/IL-8/NE/TIMP-1/MMP-9)]. Patients receiving inhalative antibiotics or azithromycin (n=20 and n=15, respectively) revealed lower levels of IL-1β/IL-6/IL-8 and NE during exacerbation compared to CF patients not receiving those antibiotics. In addition, CF patients receiving azithromycin showed MMP-9 levels significantly lower than CF patients not receiving azithromycin at stable phase and exacerbation. Altogether, rhinoviruses were the most frequently detected virus, detected at least once in n=24 (49.0%) of the 49 included pwCF and in n=26 (68.4%) of the 38 healthy controls over the 13-month duration of the study. Remarkably, during exacerbation, rhinovirus detection rates were significantly higher in the HC group compared to those in CF patients (65.8% vs. 22.4%; p<0.0001). Conclusion Non-invasive and partially home-based UAW sampling opens new windows for the assessment of inflammation and pathogen colonization in the unified airway system

Acute cytomegalovirus infection modulates the intestinal microbiota and targets intestinal epithelial cells

Primary and recurrent cytomegalovirus (CMV) infections frequently cause CMV colitis in immunocompromised as well as inflammatory bowel disease (IBD) patients. Additionally, colitis occasionally occurs upon primary CMV infection in patients who are apparently immunocompetent. In both cases, the underlying pathophysiologic mechanisms are largely elusive - in part due to the lack of adequate access to specimens. We employed the mouse cytomegalovirus (MCMV) model to assess the association between CMV and colitis. During acute primary MCMV infection of immunocompetent mice, the gut microbial composition was affected as manifested by an altered ratio of the Firmicutes to Bacteroidetes phyla. Interestingly, these microbial changes coincided with high-titer MCMV replication in the colon, crypt hyperplasia, increased colonic pro-inflammatory cytokine levels, and a transient increase in the expression of the antimicrobial protein Regenerating islet-derived protein 3 gamma (Reg3γ). Further analyses revealed that murine and human intestinal epithelial cell lines, as well as primary intestinal crypt cells and organoids represent direct targets of CMV infection causing increased cell death. Accordingly, in vivo MCMV infection disrupted the intestinal epithelial barrier and increased apoptosis of intestinal epithelial cells. In summary, our data show that CMV transiently induces colitis in immunocompetent hosts by altering the intestinal homeostasis

A longitudinal twin family study of the life course and individual development (TWINLIFE): Data collection and instruments of wave 1 face-to-face interviews

Brix J, Pupeter M, Rysina A, et al. A longitudinal twin family study of the life course and individual development (TWINLIFE): Data collection and instruments of wave 1 face-to-face interviews. TwinLife Technical Report Series. Vol 05. Bielefeld: Project TwinLife "Genetic and social causes of life chances" (Universität Bielefeld / Universität des Saarlandes); 2017

Construction and validation of a test to assess (pre-service) teachers\u27 technological pedagogical knowledge (TPK)

As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers\u27 technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test\u27s internal structure. Concerning convergent and discriminant validity, the pre-service teachers\u27 test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers\u27 TPK through teacher education courses. (DIPF/Orig.

Data_Sheet_1_Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation.docx

We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers’ knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies.</p

Quantifying food losses and the potential for reduction in Switzerland

A key element in making our food systems more efficient is the reduction of food losses across the entire food value chain. Nevertheless, food losses are often neglected. This paper quantifies food losses in Switzerland at the various stages of the food value chain (agricultural production, postharvest handling and trade, processing, food service industry, retail, and households), identifies hotspots and analyses the reasons for losses. Twenty-two food categories are modelled separately in a mass and energy flow analysis, based on data from 31 companies within the food value chain, and from public institutions, associations, and from the literature. The energy balance shows that 48% of the total calories produced (edible crop yields at harvest time and animal products, including slaughter waste) is lost across the whole food value chain. Half of these losses would be avoidable given appropriate mitigation measures. Most avoidable food losses occur at the household, processing, and agricultural production stage of the food value chain. Households are responsible for almost half of the total avoidable losses (in terms of calorific content)

Fostering pre-service teachers' theoretical knowledge application: studying with and without text-based cases

As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education