An illustration of local structural equation modeling for longitudinal data:Examining differences in competence development in secondary schools

In this chapter, we discuss how a combination of longitudinal modeling and local structural equation modeling (LSEM) can be used to study how students’ context influence their growth in educational achievement. LSEM is a nonparametric approach that allows for the moderation of a structural equation model over a continuous variable (e.g., socio-economic status; cultural identity; age). Thus, it does not require the categorization of continuous moderators as applied in multi-group approaches. In contrast to regression-based approaches, it does not impose a particular functional form (e.g., linear) on the mean-level differences and can spot differences in the variance-covariance structure. LSEM can be used to detect nonlinear moderation effects, to examine sources of measurement invariance violations, and to study moderation effects on all parameters in the model. We showcase how LSEM can be implemented with longitudinal of the National Educational Panel Study (NEPS) using the R-package sirt. In more detail, we examine the effect of parental education on math and reading competence in secondary school across three measurement occasions, comparing LSEM to regression based approaches and multi-group confirmatory factor analysis. Results provide further evidence of the strong influence of the educational background of the family. This chapter offers a new approach to study inter-individual differences in educational development.</p

Examining moderators of vocabulary acquisition from kindergarten through elementary school using local structural equation modeling

Parental socio-economic status (SES) is often found to be associated with children's language competence in the first decade of life. To examine the effect of SES on children's vocabulary development, as well as potential compensatory effects of schooling and learning-related activities, we examined the joint and unique effects of parental education, occupational status, and learning environment at home on children's receptive vocabulary competence and growth in early childhood. We used latent growth curve models to assess pre-school receptive vocabulary and growth across primary school. Analyses were based on data from the German National Educational Panel Study (NEPS), a large-scale longitudinal study assessing vocabulary competence and family background from Kindergarten to the 3rd grade of elementary school. To examine the moderating effects of parental education, occupational status, and learning environment at home, we used local structural equation modeling. Results revealed a moderate to strong positive association between parental education and children's receptive vocabulary competence, which fully explained the effect of occupational status on this language skill. With the exception of the activity of reading aloud, we found no effect of learning environment at home. Initially lower performing children showed steeper growth trajectories across school, but rank-orders were relatively stable across time. In summary, the results suggest large initial differences in receptive vocabulary between children from different educational backgrounds, which are reduced, but not fully overcome across elementary school

Regulation of Peripheral Myelination through Transcriptional Buffering of Egr2 by an Antisense Long Non-coding RNA

Precise regulation of Egr2 transcription is fundamentally important to the control of peripheral myelination. Here, we describe a long non-coding RNA antisense to the promoter of Egr2 (Egr2-AS-RNA). During peripheral nerve injury, the expression of Egr2-AS-RNA is increased and correlates with decreased Egr2 transcript and protein levels. Ectopic expression of Egr2-AS-RNA in dorsal root ganglion (DRG) cultures inhibits the expression of Egr2 mRNA and induces demyelination. In vivo inhibition of Egr2-AS-RNA using oligonucleotide GapMers released from a biodegradable hydrogel following sciatic nerve injury reverts the EGR2-mediated gene expression profile and significantly delays demyelination. Egr2-AS-RNA gradually recruits H3K27ME3, AGO1, AGO2, and EZH2 on the Egr2 promoter following sciatic nerve injury. Furthermore, expression of Egr2-AS-RNA is regulated through ERK1/2 signaling to YY1, while loss of Ser184 of YY1 regulates binding to Egr2-AS-RNA. In conclusion, we describe functional exploration of an antisense long non-coding RNA in peripheral nervous system (PNS) biology. Keywords: nerve injury response; transcription; RNA epigenetics; antisense RNA; Egr2; myelination; YY1; neureguli

High Rates of Treatment Success in Pulmonary Multidrug-Resistant Tuberculosis by Individually Tailored Treatment Regimens.

RATIONALE: We evaluated whether treatment outcomes for patients with multidrug-resistant and extensively drug-resistant tuberculosis can be substantially improved when sufficient resources for personalizing medical care are available. OBJECTIVES: To describe the characteristics and outcomes of patients with pulmonary multidrug-resistant tuberculosis at the Otto Wagner Hospital in Vienna, Austria. METHODS: We conducted a retrospective single-center study of patients initiated on treatment for multi-drug resistant tuberculosis between January 2003 and December 2012 at the Otto Wagner Hospital, Vienna, Austria. The records of patients with multidrug-resistant tuberculosis were reviewed for epidemiological, clinical, laboratory, treatment, and outcome data. MEASUREMENTS AND MAIN RESULTS: Ninety patients with pulmonary multidrug-resistant tuberculosis were identified. The median age was 30 years (interquartile range, 26-37). All patients were of non-Austrian origin, and 70 (78%) came from former states of the Soviet Union. Thirty-nine (43%) patients had multidrug-resistant tuberculosis; 28 (31%) had additional bacillary resistance to at least one second-line injectable drug and 9 (10%) to a fluoroquinolone. Fourteen (16%) patients had extensively drug-resistant tuberculosis. Eighty-eight different drug combinations were used for the treatment of the 90 patients. Surgery was performed on 10 (11.1%) of the patients. Sixty-five (72.2%) patients had a successful treatment outcome, 8 (8.9%) defaulted, 3 (3.3%) died, 8 (8.9%) continued treatment in another country and their outcome was unknown, and 6 (6.7%) were still on therapy. None of the patients experienced treatment failure. Treatment outcomes for patients with extensively drug-resistant tuberculosis were similar to those of patients with multidrug-resistant tuberculosis. CONCLUSIONS: High rates of treatment success can be achieved in patients with multidrug-resistant and extensively drug-resistant tuberculosis when individually tailored treatment regimens can be provided in a high-resource setting

The association between antimicrobial resistance and HIV infection: a systematic review and meta-analysis.

OBJECTIVES: People living with HIV (PLWH) are at increased risk of infections with resistant organisms due to more frequent healthcare utilization. Our objective was to investigate the association between HIV and antimicrobial resistance (AMR). METHODS: We searched MEDLINE, EMBASE, Web of Science, LILACS and African Journals Online. Studies were eligible if they reported on AMR for colonization or infection with bacterial pathogens (excluding mycobacteria and bacteria causing sexually transmitted infections) and were stratified by HIV status, species and antimicrobials tested. Pooled odds ratios were used to evaluate the association between HIV and resistance. RESULTS: In total, 92 studies published between 1995 and 2020 were identified. The studies included the following organisms: Staphylococcusaureus (n = 47), Streptococcus pneumoniae (n = 28), Escherichia coli (n = 6) and other Gram-negative bacteria. PLWH had a 2.12 (95%CI 1.36-3.30) higher odds for colonization and 1.90 (95%CI 1.45-2.48) higher odds for infection with methicillin-resistant S. aureus, a 2.28 (95%CI 1.75-2.97) higher odds of infection with S. pneumoniae with decreased penicillin susceptibility, and a 1.59 (95%CI 0.83-3.05) higher odds of resistance to third-generation cephalosporins in E. coli and Klebsiella pneumoniae. CONCLUSION: This review shows an increased risk of AMR in PLWH across a range of bacterial pathogens and multiple drug classes. The lack of laboratory capacity for identifying AMR, and limited access to alternative treatment options in countries with the highest burden of HIV, highlight the need for more research on AMR in PLWH. Overall, the quality of studies was moderate or low, which may impact the findings of this review

Examining moderators of vocabulary acquisition from kindergarten through elementary school using local structural equation modeling

Parental socio-economic status (SES) is often found to be associated with children's language competence in the first decade of life. To examine the effect of SES on children's vocabulary development, as well as potential compensatory effects of schooling and learning-related activities, we examined the joint and unique effects of parental education, occupational status, and learning environment at home on children's receptive vocabulary competence and growth in early childhood. We used latent growth curve models to assess pre-school receptive vocabulary and growth across primary school. Analyses were based on data from the German National Educational Panel Study (NEPS), a large-scale longitudinal study assessing vocabulary competence and family background from Kindergarten to the 3rd grade of elementary school. To examine the moderating effects of parental education, occupational status, and learning environment at home, we used local structural equation modeling. Results revealed a moderate to strong positive association between parental education and children's receptive vocabulary competence, which fully explained the effect of occupational status on this language skill. With the exception of the activity of reading aloud, we found no effect of learning environment at home. Initially lower performing children showed steeper growth trajectories across school, but rank-orders were relatively stable across time. In summary, the results suggest large initial differences in receptive vocabulary between children from different educational backgrounds, which are reduced, but not fully overcome across elementary school

Local Structural Equation Modeling for Longitudinal Data

In this chapter, we discuss how a combination of longitudinal modeling and local structural equation modeling (LSEM) can be used to study how students’ context influence their growth in educational achievement. LSEM is a nonparametric approach that allows for the moderation of a structural equation model over a continuous variable (e.g., socio-economic status; cultural identity; age). Thus, it does not require the categorization of continuous moderators as applied in multi-group approaches. In contrast to regression-based approaches, it does not impose a particular functional form (e.g., linear) on the mean-level differences and can spot differences in the variance-covariance structure. LSEM can be used to detect nonlinear moderation effects, to examine sources of measurement invariance violations, and to study moderation effects on all parameters in the model. We showcase how LSEM can be implemented with longitudinal of the National Educational Panel Study (NEPS) using the R-package sirt. In more detail, we examine the effect of parental education on math and reading competence in secondary school across three measurement occasions, comparing LSEM to regression based approaches and multi-group confirmatory factor analysis. Results provide further evidence of the strong influence of the educational background of the family. This chapter offers a new approach to study inter-individual differences in educational development

Examining Moderators of Vocabulary Acquisition from Kindergarten Through Elementary School Using Local Structural Equation Modeling

Parental socio-economic status (SES) is often found to be associated with children’s language competence in the first decade of life. To examine the effect of SES on children’s vocabulary development, as well as a potential compensatory effects of schooling and learning-related activities, we examined the joint and unique effects of parental education, occupational status, and learning environment at home on children’s receptive vocabulary competence and growth in early childhood. We used latent growth curve models to distinguish between pre-school receptive vocabulary and growth across primary school. Analyses were based on data from the German National Educational Panel Study (NEPS), a large-scale longitudinal study assessing vocabulary competence and family background from Kindergarten to the 3rd grade of elementary school. To examine the moderating effects of parental education, occupational status, and learning environment at home, we used local structural equation modeling. Results revealed a moderate to strong positive association between parental education and children’s receptive vocabulary competence, which fully explained the effect of occupational status on this language skill. With the exception of reading aloud, we found no effect of learning environment at home. Initially lower performing children showed steeper growth trajectories across school, but rank-orders were relatively stable across time. In summary, the results suggest large initial differences in receptive vocabulary between children from different educational backgrounds, which are reduced, but not fully overcome across elementary school

An illustration of local structural equation modeling for longitudinal data: Examining differences in competence development in secondary schools

In this chapter, we discuss how a combination of longitudinal modeling and local structural equation modeling (LSEM) can be used to study how students’ context influence their growth in educational achievement. LSEM is a nonparametric approach that allows for the moderation of a structural equation model over a continuous variable (e.g., socio-economic status; cultural identity; age). Thus, it does not require the categorization of continuous moderators as applied in multi-group approaches. In contrast to regression-based approaches, it does not impose a particular functional form (e.g., linear) on the mean-level differences and can spot differences in the variance-covariance structure. LSEM can be used to detect nonlinear moderation effects, to examine sources of measurement invariance violations, and to study moderation effects on all parameters in the model. We showcase how LSEM can be implemented with longitudinal of the National Educational Panel Study (NEPS) using the R-package sirt. In more detail, we examine the effect of parental education on math and reading competence in secondary school across three measurement occasions, comparing LSEM to regression based approaches and multi-group confirmatory factor analysis. Results provide further evidence of the strong influence of the educational background of the family. This chapter offers a new approach to study inter-individual differences in educational development