Serum Biomarker Profile Including CCL1, CXCL10, VEGF, and Adenosine Deaminase Activity Distinguishes Active From Remotely Acquired Latent Tuberculosis

INTRODUCTION: There is an urgent medical need to differentiate active tuberculosis (ATB) from latent tuberculosis infection (LTBI) and prevent undertreatment and overtreatment. The aim of this study was to identify biomarker profiles that may support the differentiation between ATB and LTBI and to validate these signatures. MATERIALS AND METHODS: The discovery cohort included adult individuals classified in four groups: ATB (n = 20), LTBI without prophylaxis (untreated LTBI; n = 20), LTBI after completion of prophylaxis (treated LTBI; n = 20), and healthy controls (HC; n = 20). Their sera were analyzed for 40 cytokines/chemokines and activity of adenosine deaminase (ADA) isozymes. A prediction model was designed to differentiate ATB from untreated LTBI using sparse partial least squares (sPLS) and logistic regression analyses. Serum samples of two independent cohorts (national and international) were used for validation. RESULTS: sPLS regression analyses identified C-C motif chemokine ligand 1 (CCL1), C-reactive protein (CRP), C-X-C motif chemokine ligand 10 (CXCL10), and vascular endothelial growth factor (VEGF) as the most discriminating biomarkers. These markers and ADA(2) activity were significantly increased in ATB compared to untreated LTBI (p ≤ 0.007). Combining CCL1, CXCL10, VEGF, and ADA2 activity yielded a sensitivity and specificity of 95% and 90%, respectively, in differentiating ATB from untreated LTBI. These findings were confirmed in the validation cohort including remotely acquired untreated LTBI participants. CONCLUSION: The biomarker signature of CCL1, CXCL10, VEGF, and ADA2 activity provides a promising tool for differentiating patients with ATB from non-treated LTBI individuals

Persons pursuing multiple objects of interest in multiple contexts

Whereas much research on interest development focuses on single, predefined, and generic objects of interest (e.g., science) in specific contexts (e.g., science classroom), this study proposes a person-objects-contexts (i.e., P-O-Cs) perspective that accounts for idiosyncrasy and multiplicity of interests and contexts and consequent intrapersonal dynamics. It reports a multiple case study in which four students were followed for over 2 years in transition from secondary to higher education. Data collection included seven waves of experience sampling of daily life interest experiences with the help of a newly developed smartphone application (inTin) and four biographical interviews per student. Analysis concentrates on the intrapersonal dynamics in interest development when pursuing multiple interests in multiple contexts, with study choice as a specific example. Results reveal how students’ multiple and diverging interests differ in across-context continuity, some being shared across school, family, and peer contexts. Academic and nonacademic interests are found not to be fixed and independent in their development, rather showing patterns of differentiation and integration in the interests over time. Moreover, students display parallel, sequential, and combined pursuance of interests in study and leisure time. We conclude how interest development is nonlinear and more fluid than typically theorized

Persons pursuing multiple objects of interest in multiple contexts

Whereas much research on interest development focuses on single, predefined, and generic objects of interest (e.g., science) in specific contexts (e.g., science classroom), this study proposes a person-objects-contexts (i.e., P-O-Cs) perspective that accounts for idiosyncrasy and multiplicity of interests and contexts and consequent intrapersonal dynamics. It reports a multiple case study in which four students were followed for over 2 years in transition from secondary to higher education. Data collection included seven waves of experience sampling of daily life interest experiences with the help of a newly developed smartphone application (inTin) and four biographical interviews per student. Analysis concentrates on the intrapersonal dynamics in interest development when pursuing multiple interests in multiple contexts, with study choice as a specific example. Results reveal how students’ multiple and diverging interests differ in across-context continuity, some being shared across school, family, and peer contexts. Academic and nonacademic interests are found not to be fixed and independent in their development, rather showing patterns of differentiation and integration in the interests over time. Moreover, students display parallel, sequential, and combined pursuance of interests in study and leisure time. We conclude how interest development is nonlinear and more fluid than typically theorized

Relevance of Educational Research: An Ontological Conceptualization

Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose that relevance of educational research resides in what we call “ontological synchronization”—continuous attunement to what is happening and matters at hand, and what future is being generated, including what values and judgments researchers themselves perpetuate in society. Such synchronization, we conclude, hinges on a disciplinary and ethical commitment to principles of actuality and generativity. We discuss what such conceptualization of relevance implies for educational research

Relevance of Educational Research: An Ontological Conceptualization

Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose that relevance of educational research resides in what we call “ontological synchronization”—continuous attunement to what is happening and matters at hand, and what future is being generated, including what values and judgments researchers themselves perpetuate in society. Such synchronization, we conclude, hinges on a disciplinary and ethical commitment to principles of actuality and generativity. We discuss what such conceptualization of relevance implies for educational research

Teacher dilemmas in challenging students in higher education

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do

Regulating collaboration in teacher education

\u3cp\u3eCollaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in which teacher educators and student teachers together regulated collaboration in each of these types of groups. We concluded that regulating collaboration is not yet an explicit learning aim in this programme, while it is important for student teachers to learn how to direct and support collaboration in a group.\u3c/p\u3