Active and passive screening for tuberculosis in Vaud Canton, Switzerland.

This retrospective study compared the bacteriological and clinical presentation of tuberculosis and the outcome of treatment in immigrants notified for TB after active screening by chest X-ray at the border with other patients detected by passive screening. Retrospective study of all patients notified for TB in Vaud Canton in 2001 and 2002. In Vaud Canton 78% of the 179 patients notified for TB were foreign-born. Among 71 asylum seekers actively screened at the border, 49.3% [CI 37.4-61.2] were symptom-free vs 17.6% [CI 10.3-24.9] among 108 passively screened patients. In the passively screened group, the proportion of asymptomatic patients was 15.4% for Swiss patients, 8.6% for foreign workers, and 29.4% for other foreigners. The average duration of symptoms before diagnosis among patients with complaints was 2 months in actively screened foreign-born, compared to 2.5 months in passively screened patients (no significant difference by Wilcoxon-Mann-Whitney test). The proportion of pulmonary TB cases with positive smear or culture was 63.4% in actively screened patients vs 70.4% in passively detected cases. Among actively screened patients with bacteriological confirmation, 42.2% [CI 27.2-57.2] were asymptomatic compared to 13% [CI 5.31-20.7] for passively screened patients. Considering only smear positive patients, the proportion of symptom-free patients was 22.2% [CI 9.6-34.8] in 45 actively screened cases vs 11.7% [4.4-19.0] for 77 passive screening. Cure and treatment completion rate for new cases reached 88% for foreign workers, 83% for asylum seekers, 85% for Swiss patients, and 78% for other foreigners. Actively screened patients were more frequently asymptomatic than passively detected cases, even when considering only patients with bacteriological confirmation. The active screening by chest X-ray of an immigrant population with a high prevalence of tuberculosis allows the early detection and treatment of tuberculosis. This may contribute to the protection of the resident population from infection. The outcome of treatment for tuberculosis was satisfactory in all population groups

Maintaining Moral Legitimacy through Worlds and Words: An Explanation of Firms' Investment in Sustainability Certification

A prominent way for firms to manage their moral legitimacy is to invest in sustainability certifications. However, a significant subset of firms remain reluctant to invest in sustainability certifications even decades after the establishment of such certifications. Our paper seeks to elucidate this variance by exploring how firms in the coffee, tea, and chocolate industries legitimise themselves on moral grounds through external communication to stakeholders. Drawing on insights from French Pragmatist Sociology, we suggest that firms primarily rely on two distinct sets of legitimacy principles that reflect their identity orientation: the ‘civic and green’ world and the ‘domestic’ world. Specifically, our results show that reliance on the domestic world is negatively related to firms' investment in sustainability certifications. Our findings also suggest that the strength of the relationship between these distinct methods of moral legitimising and certification varies depending on whether firms are characterised by first- or multi-generation family control

Failure of Ceftriaxone in an Intravenous Drug User with Invasive Infection Due to Ralstonia pickettii

Abstract. : We report a case of septic arthritis due to Ralstonia pickettii in an intravenous drug user with unfavorable clinical course under antibiotic therapy with ceftriaxone despite in vitro susceptibility to the drug. The treatment failure may have been due to a discrepancy between in vitro and in vivo susceptibility of R. pickettii, or to resistance development mediated by a recently described inducible ß-lactamas

44-jähriger Patient mit kulturnegativer, purulenter Perikarditis

Zusammenfassung: Wir berichten über einen Patienten mit purulenter Perikarditis und drohender Perikardtamponade, verursacht durch Neisseria meningitidis. Bei negativen Kulturen aus Blut und Perikardpunktat, wahrscheinlich bedingt durch die Vorbehandlung mit Antibiotika, konnten wir mittels Breitspektrumpolymerasekettenreaktion aus dem Perikardpunktat und einem Latexagglutinationstest aus Pleurapunktat Meningokokken der SerogruppeC nachweisen. Eine Meningokokkenperikarditis ohne Meningitis ist selten. Diagnostische Methoden auf nicht-kultureller Basis spielen bei Patienten, die bereits mit Antibiotika vorbehandelt sind, eine wichtige Roll

Enhanced Infection of Liver Sinusoidal Endothelial Cells in a Mouse Model of Antibody-Induced Severe Dengue Disease

SummaryDengue virus (DENV) causes disease ranging from dengue fever (DF), a self-limited febrile illness, to the potentially lethal dengue hemorrhagic fever and dengue shock syndrome (DHF/DSS). DHF/DSS usually occurs in patients who have acquired DENV-reactive antibodies prior to infection, either from a previous infection with a heterologous DENV serotype or from an immune mother. Hence, it has been hypothesized that subneutralizing levels of antibodies exacerbate disease, a phenomenon termed antibody-dependent enhancement (ADE). However, given the lack of suitable animal models for DENV infection, the mechanism of ADE and its contribution to pathology remain elusive. Here we demonstrate in mice that DENV-specific antibodies can sufficiently increase severity of disease so that a mostly nonlethal illness becomes a fatal disease resembling human DHF/DSS. Antibodies promote massive infection of liver sinusoidal endothelial cells (LSECs), resulting in increased systemic levels of virus. Thus, a subprotective humoral response may, under some circumstances, have pathological consequences

Teaching awards with impact: Beyond the recognition of excellence

[ES] Los premios docentes son instrumentos dinámicos para desarrollar iniciativas institucionales y promover la calidad en la enseñanza. En España su trayectoria tiene menos historia y poco se ha publicado al respecto, no obstante en centro Europa y en los países anglosajones los premios llevan varias décadas formado parte de la educación superior. Tras años de otorgar premios, las instituciones quieren saber si están cambiando la percepción sobre la importancia de la docencia universitaria y cómo deberían diseñarse para que además de reconocer y honorar la excelencia docente, también promuevan el desarrollo sistemático de la cultura del aprendizaje en la organización, así como el Scholarship of Teaching and Learning (SoTL). En este artículo revisamos la bibliografía sobre las iniciativas de excelencia en la docencia y en concreto los premios a la excelencia en docencia; se muestran las concepciones de excelencia subyacentes a los premios y las ventajas y retos que se derivan de su implementación. Existen evidencias de que los premios docentes que no solo se otorgan para reconocen una trayectoria docente ejemplar sino que además promueven el desarrollo de proyectos transformativos, tienen mayor impacto no solo en el desarrollo docente individual sino también el colectivo e institucional. Un ejemplo que se muestra es el Premio de Desarrollo Docente de la Zurich University of Teacher Education. Finalmente, se presentan algunas recomendaciones para su implementación.[EN] Teacher awards are one of the most dynamic tools for developing institutional initiatives and promoting quality in education. In Spain, their trajectory is shorter and little has been published about them, although in Central Europe and in the English-speaking countries, the awards have been part of higher education for several decades. After years of awarding prizes, institutions want to know if they are changing the perception about the importance of university teaching and how they should be designed so that in addition to recognizing and honoring teaching excellence, they also promote the systematic development of the learning culture in the organization, as well as the Scholarship of Teaching and Learning (SoTL). In this article we review the literature on teaching excellence initiatives and specifically on teaching awards; we show the notions of excellence underlying the awards and the advantages and challenges that arise from their implementation. There is evidence that teaching awards that are not only granted to recognize an exemplary teaching career but also to promote the development of transformative projects, have a greater impact not only on the development of individual teachers but also on the collective and institutional development. One example shown is the Teacher Award of the Zurich University of Teacher Education. Finally, some recommendations for its implementation are presented.Feixas, M.; Zellweger, F. (2020). Premios docentes con impacto: más allá del reconocimiento a la excelencia. REDU. Revista de Docencia Universitaria. 18(1):193-209. https://doi.org/10.4995/redu.2020.13249OJS193209181Barnett, R. (1992). The idea of quality. Voicing the educational. Higher Education Quarterly, 46(1), 3-19. https://doi.org/10.1111/j.1468-2273.1992.tb01581.xBehari-Leek, K., McKenna, S. (2017). Generic Gold-standard or Contextualized Public Good? Teaching Excellence Awards in Postcolonial South Africa. Teaching in Higher Education. https://doi.org/10.1080/13562517.2017.1301910Brockerhoff, L. (2013). Exploring Teaching Excellence: A Case Study of the "Competition for Teaching Excellence" in Germany. University of Oslo. Recuperado de https://www.duo.uio.no/bitstream/handle/10852/36815/master-thesis- Brockerhoff.pdf?sequence=1 [Consultado 24/03/2015].Chalmers, D., Cummings, R., Elliott, S., Stoney, S., Tucker, B., Wicking, R., Jorre de St Jorre, T. (2014). Australian University Teaching Criteria and Standards Project [Internet]. Sydney NSW: Department for Education, pp. 1-62. Ref: SP12-2335. Recuperado de http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Draft-SP12- 2335-Project-Final-Report-21-July-2014.pdf [Consultado 24/03/2015].Chism, N.V.N., Szabo, B.L. (1997). Teaching awards: The problem of assessing their impact. In DeZure, D., Kaplan, M. (Eds.). To improve the academy, 16: Resources for student, faculty, and institutional development. Stillwater, OK: New Forums Press: Professional and Organizational Development Network in Higher Education, pp. 181-200. https://doi.org/10.1002/j.2334-4822.1997.tb00327.xCollins, R., Palmer, A. (2005). Perceptions of rewarding excellence in teaching: Carrots or sticks? UK: The Higher Education Academy. Recuperado de https://www. advance-he.ac.uk/knowledge-hub/perceptions-rewarding-excellence-teaching-carrots-or-sticks [Consultado 3/2/2020].Dreyfus, H. L., Dreyfus, S. E. (1986). Mind over Machine: the Power of Human Intuition and Expertise in the Age of the Computer. Oxford: Basil Blackwell.Efimenko, E., Roman, A., Pinto, M., Remião, F., Teixeira, P. (2018). Enhancement and Recognition of Teaching and Learning in Higher Education. The Impact of Teaching and Excellence Prizes. https://eua.eu/downloads/content/2018_j02_ t7_efimenko%20et%20al_onlineversion_journal.pdf. [Consultado 3/2/2020].Feixas, M., Martínez-Usarralde, M.J., López-Martín. R. (2018). Do teaching innovation projects make a difference? Assessing the impact of small-scale funding, Tertiary Education and Management, 24(4), 267-283. https://doi.org/10.1080/13583883.2017.1417470Futter, K., Tremp, P. (2008). Wie wird gute Lehre «angereizt»? Über die Vergabe von Lehrpreisen an Universitäten. Das Hochschulwesen, 2, 40-46.Gibbs, G. (2008) Conceptions of Teaching Excellence Underlying Teaching Award Schemes Recuperado de https://www.advance-he.ac.uk/knowledge-hub/designing-teaching-award-schemes [Consultado 3/2/2020].Gunn, V., Fisk, A. (2013). Considering teaching excellence in higher education: 2007- 2013. York: Higher Education Academy.Halse, C., Deane, E., Hobson, J., Jones, G. (2007). The Research-Teaching Nexus: What do National Teaching Awards Tell Us? Studies in Higher Education. 32(6), 727-46. https://doi.org/10.1080/03075070701685155Higher Education Academy (2008). The National Teaching Fellowship Scheme. York: HEA.Higher Education Academy (2009). Reward and Recognition of Teaching in Higher Education. York: HEA.Jorzik, B. (2018). Von der Ars Legendi zum Genius Loci. Tagung «Lehrpreise an Hochschulen». Universität Zürich.Kreber, C. (2007). Exploring Teaching Excellence in Canada: An Interrogation of Common Practices and Policies. En Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 226-240. Abington, UK: Routledge.Kuh, G.D. (2008). High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Recuperado de https://provost.tufts.edu/celt/ files/High-Impact-Ed-Practices1.pdf [Consultado 10.1.2020]Land, R., Gordon, G. (2015). Teaching excellence initiatives: modalities and operational factors. Recuperado de https://www.heacademy.ac.uk/sites/default/files/ resources/teaching_excellence_initiatives_report_land_gordon.pdf. [Consultado 19.1.2020]Lang, J.L. (2012). On Teaching Awards. Chronicle of Higher Education (May 07, 2012). Recuperado de https://www.chronicle.com/article/On-Teaching-Awards/131777 [Consultado 19.11.2019]MacFarlane, B. (2007). Beyond Performance in Teaching Excellence. In Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 48-59. Abington, UK: Routledge.Madriaga, M., Morley, K. (2016). Awarding Teaching Excellence: 'What is it Supposed to Achieve?' Teacher Perceptions of Student-led Awards. Teaching in Higher Education, 21(2), 166-174. https://doi.org/10.1080/13562517.2015.1136277McNaught, C., Anwyl, J. (1993). Awards for teaching excellence at Australian universities. Melbourne: Centre for the Study of Higher Education: University of Melbourne.Olsson, T., Roxå, T. (2008). Evaluating rewards for excellent teaching: A cultural approach. En Engaging Communities: Proceedings of the 31st HERDSA Annual Conference: Rotorua, 1-4 July 2008, pp. 261-272.Palmer, A., Collins, R. (2006). Perceptions of rewarding excellence in teaching: Motivation and the scholarship of teaching. Journal of Further and Higher Education, 30(2), 193-205. https://doi.org/10.1080/03098770600617729Paricio, J., Fernández, A., Fernández, I. (2019). Cartografía de la buena docencia universitaria: Un marco para el desarrollo del profesorado basado en la investigación. Madrid: Narcea.Saunders, D., Blanco Ramirez, G. (2017). Against 'Teaching Excellence': Ideology, Commodification and the Neoliberalisation of Postsecondary Education. Teaching in Higher Education, 22(4), 396-407. https://doi.org/10.1080/13562517.2017.1301913Skelton, A. (2004). Understanding 'Teaching Excellence' in Higher Education: A Critical Evaluation of the National Teaching Fellowships Scheme. Studies in Higher Education, 29(4), 451-468. https://doi.org/10.1080/0307507042000236362Skelton, A. (2007). Conclusion. In Skelton A. (ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice. Oxon: Routledge, pp. 257-68.Stensaker, B., Frølich, N., Huisman, J., Waagene, E., Scordato, L., Bótas, P.P. (2014). Factors affecting strategic change in higher education, Journal of Strategy and Management, 7(2), 193-207. https://doi.org/10.1108/JSMA-12-2012-0066Stevenson, J., Whelan, P., Burke, P. J. (2017). 'Teaching Excellence' in the Context of Frailty. In Kinchin, I.M. & Winstone, N.E. (Ed.), Pedagogic Frailty and Resilience in the University, pp. 63-77. Rotterdam: Sense Publications. https://doi.org/10.1007/978-94-6300-983-6_5Turner, R., Gosling, D. (2012). Rewarding Excellent Teaching: The Translation of a Policy Initiative in the United Kingdom, Higher Education Quarterly, 66(4), 415-430. https://doi.org/10.1111/j.1468-2273.2012.00530.xUK Professional Standards Framework (2020). https://www.advance-he.ac.uk/ knowledge-hub/uk-professional-standards-framework-ukpsfWarren. R., Plumb, E. (1999). Survey of distinguished teacher award schemes in higher education, Journal of Further and Higher Education, 23(2), 245-255. https://doi.org/10.1080/0309877990230208Wilkesmann, U. (2018). Die Wahrnehmung von Lehrpreisen zwischen Anreizen und symbolischem Kapital. Theoretische Überlegungen und empirische Evidenzen. Tagung «Lehrpreise an Hochschulen». Universität Zürich

Processes controlling the concentration of hydroperoxides at Jungfraujoch Observatory, Switzerland

International audienceAn automated, ground-based instrument was used to measure gas-phase hydroperoxides at the Jungfraujoch High Altitude Research Station as part of the Free Tropospheric EXperiment (FREETEX) during February/March 2003. A nebulising reflux concentrator sampled ambient air twice hourly, prior to on-site analysis by HPLC speciation, coupled with post-column peroxidase derivatisation and fluorescence detection. Hydrogen peroxide (H2O2) concentrations reached up to 1420 pptv over the 13-day period with a mean of 206±261 pptv (± one standard deviation). Methyl hydroperoxide (CH3OOH) reached up to 921 pptv with a mean of 76±96 pptv. No other organic hydroperoxides were detected. The lack of an explicit diurnal cycle suggests that hydroperoxide concentrations are chiefly influenced by transport processes rather than local photochemistry at this mountainous site. We find elevated concentrations of H2O2 in air masses originating from the south-west indicative of higher concentrations of HOx due to more active photochemistry. Air which has been recently polluted exhibits low H2O2 concentration due to a combination of suppression of HO2 by NOx and deposition. We also conclude that despite being at a high alpine site, the vast majority of the air observed was extensively influence by the boundary layer during our campaign (diagnosed from high CO concentrations and the high NOx to NOy ratio) resulting in deposition of H2O2 to the surface and hence reduced H2O2 concentrations. The concentrations of H2O2 sampled here are consistent with previous box modelling studies of hydroperoxides which invoked a depositional sink

Optimization of imaging before pulmonary vein isolation by radiofrequency ablation: breath-held ungated versus ECG/breath-gated MRA

Isolation of the pulmonary veins has emerged as a new therapy for atrial fibrillation. Pre-procedural magnetic resonance (MR) imaging enhances safety and efficacy; moreover, it reduces radiation exposure of the patients and interventional team. The purpose of this study was to optimize the MR protocol with respect to image quality and acquisition time. In 31 patients (23-73years), the anatomy of the pulmonary veins, left atrium and oesophagus was assessed on a 1.5-Tesla scanner with four different sequences: (1) ungated two-dimensional true fast imaging with steady precession (2D-TrueFISP), (2) ECG/breath-gated 3D-TrueFISP, (3) ungated breath-held contrast-enhanced three-dimensional turbo fast low-angle shot (CE-3D-tFLASH), and (4) ECG/breath-gated CE-3D-TrueFISP. Image quality was scored from 1 (structure not visible) to 5 (excellent visibility), and the acquisition time was monitored. The pulmonary veins and left atrium were best visualized with CE-3D-tFLASH (scores 4.50 ± 0.52 and 4.59 ± 0.43) and ECG/breath-gated CE-3D-TrueFISP (4.47 ± 0.49 and 4.63 ± 0.39). Conspicuity of the oesophagus was optimal with CE-3D-TrueFISP and 2D-TrueFISP (4.59 ± 0.35 and 4.19 ± 0.46) but poor with CE-3D-tFLASH (1.03 ± 0.13) (p < 0.05). Acquisition times were shorter for 2D-TrueFISP (44 ± 1s) and CE-3D-tFLASH (345 ± 113s) compared with ECG/breath-gated 3D-TrueFISP (634 ± 197s) and ECG/breath-gated CE-3D-TrueFISP (636 ± 230s) (p < 0.05). In conclusion, an MR imaging protocol comprising CE-3D-tFLASH and 2D-TrueFISP allows assessment of the pulmonary veins, left atrium and oesophagus in less than 7 min and can be recommended for pre-procedural imaging before electric isolation of pulmonary vein