Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School

This study examined how overall quality and within-day consistency in fifth graders’ teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions of both high quality and consistency of teacher–student interactions to students’ success

The Role of Prediction Modeling in Propensity Score Estimation: An Evaluation of Logistic Regression, bCART, and the Covariate-Balancing Propensity Score

The covariate-balancing propensity score (CBPS) extends logistic regression to simultaneously optimize covariate balance and treatment prediction. Although the CBPS has been shown to perform well in certain settings, its performance has not been evaluated in settings specific to pharmacoepidemiology and large database research. In this study, we use both simulations and empirical data to compare the performance of the CBPS with logistic regression and boosted classification and regression trees. We simulated various degrees of model misspecification to evaluate the robustness of each propensity score (PS) estimation method. We then applied these methods to compare the effect of initiating glucagonlike peptide-1 agonists versus sulfonylureas on cardiovascular events and all-cause mortality in the US Medicare population in 2007–2009. In simulations, the CBPS was generally more robust in terms of balancing covariates and reducing bias compared with misspecified logistic PS models and boosted classification and regression trees. All PS estimation methods performed similarly in the empirical example. For settings common to pharmacoepidemiology, logistic regression with balance checks to assess model specification is a valid method for PS estimation, but it can require refitting multiple models until covariate balance is achieved. The CBPS is a promising method to improve the robustness of PS models

Protein 3D Structure Computed from Evolutionary Sequence Variation

The evolutionary trajectory of a protein through sequence space is constrained by its function. Collections of sequence homologs record the outcomes of millions of evolutionary experiments in which the protein evolves according to these constraints. Deciphering the evolutionary record held in these sequences and exploiting it for predictive and engineering purposes presents a formidable challenge. The potential benefit of solving this challenge is amplified by the advent of inexpensive high-throughput genomic sequencing

Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School

This study examined how overall quality and within-day consistency in fifth graders’ teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions of both high quality and consistency of teacher–student interactions to students’ success

Epidemiology and health outcomes associated with hyperkalemia in a primary care setting in England

Abstract Background Real-world incidence, clinical consequences, and healthcare resource utilization (HRU) of hyperkalemia (HK) remain poorly characterized, particularly in patients with specific comorbidities. Methods Data from the Clinical Practice Research Datalink and Hospital Episode Statistics databases were analyzed to determine incidence of an index HK event, subsequent clinical outcomes, and HRU in the English population. Factors associated with index HK in a primary care setting were also identified for those with an index HK event during the study period (2009–2013) and matched controls. Results The overall incidence rate of an index HK event was 2.9 per 100 person-years. Use of renin–angiotensin–aldosterone system inhibitors was strongly associated with HK (odds ratio, 13.6–15.9). Few patients (5.8%) had serum potassium (K+) retested ≤ 14 days following the index event; among those retested, 32% had HK. Following an index HK event, all-cause hospitalization, HK recurrence, and kidney function decline were the most common outcomes (incidence rates per 100 person-years: 14.1, 8.1, and 6.7, respectively), with higher rates in those with comorbidities or K+ > 6.0 mmol/L. Mortality and arrhythmia rates were higher among those with K+ > 6.0 mmol/L. Older age, comorbid diabetes mellitus, and mineralocorticoid receptor antagonist use were associated with HK recurrence. Relatively few patients received testing or prescriptions to treat HK following an event. Conclusions Severe index HK events were associated with adverse outcomes, including arrhythmia and mortality. Despite this, retesting following an index event was uncommon, and incidence of recurrence was much higher than that of the index event

A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice

En: American Educational Research Journal, Vol. 49, No. 1, pp. 88–123Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate’s degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system

Metabolomics-assisted proteomics identifies succinylation and SIRT5 as important regulators of cardiac function

Cellular metabolites, such as acyl-CoA, can modify proteins, leading to protein posttranslational modifications (PTMs). One such PTM is lysine succinylation, which is regulated by sirtuin 5 (SIRT5). Although numerous proteins are modified by lysine succinylation, the physiological significance of lysine succinylation and SIRT5 remains elusive. Here, by profiling acyl-CoA molecules in various mouse tissues, we have discovered that different tissues have different acyl-CoA profiles and that succinyl-CoA is the most abundant acyl-CoA molecule in the heart. This interesting observation has prompted us to examine protein lysine succinylation in different mouse tissues in the presence and absence of SIRT5. Protein lysine succinylation predominantly accumulates in the heart whenSirt5is deleted. Using proteomic studies, we have identified many cardiac proteins regulated by SIRT5. Our data suggest that ECHA, a protein involved in fatty acid oxidation, is a major enzyme that is regulated by SIRT5 and affects heart function.Sirt5knockout (KO) mice have lower ECHA activity, increased long-chain acyl-CoAs, and decreased ATP in the heart under fasting conditions.Sirt5KO mice develop hypertrophic cardiomyopathy, as evident from the increased heart weight relative to body weight, as well as reduced shortening and ejection fractions. These findings establish that regulating heart metabolism and function is a major physiological function of lysine succinylation and SIRT5

Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño

El presente artículo resume tendencias recientes en la educación durante la primera infancia y con respecto al papel de las interacciones educadora-niño; además, entrega mayores detalles sobre un marco específico que ha ayudado a que este campo de estudio avance en su comprensión de este componente clave. La motivación para realizar este resumen surge de un cuerpo de investigación internacional creciente, incluyendo algunos estudios en Latinoamérica, que indica que invertir en la educación durante la primera infancia puede entregar beneficios significativos a los niños y sus comunidades. América Latina ha realizado esfuerzos significativos para expandir la educación en la primera infancia; sin embargo, el acceso parece no ser suficiente para asegurar resultados adecuados para el aprendizaje y desarrollo de los niños. Una mayor evidencia indica que la calidad de las experiencias dentro del aula y, específicamente, la calidad de las interacciones educadora-niño, son esenciales para maximizar el desarrollo y el aprendizaje infantil. El Marco de Enseñanza Mediante Interacciones [Teaching Through Interactions Framework (TTIF)] entrega un enfoque útil para comprender la naturaleza de las interacciones en el aula, además de proveer evidencia inicial de que el desarrollo profesional puede fortalecer dichas interacciones. Sobre la base de la situación actual, el presente artículo finalmente ofrece recomendaciones para la educación en la primera infancia