Origin and pathogenesis of nodular lymphocyte–predominant Hodgkin lymphoma as revealed by global gene expression analysis

The pathogenesis of nodular lymphocyte–predominant Hodgkin lymphoma (NLPHL) and its relationship to other lymphomas are largely unknown. This is partly because of the technical challenge of analyzing its rare neoplastic lymphocytic and histiocytic (L&H) cells, which are dispersed in an abundant nonneoplastic cellular microenvironment. We performed a genome-wide expression study of microdissected L&H lymphoma cells in comparison to normal and other malignant B cells that indicated a relationship of L&H cells to and/or that they originate from germinal center B cells at the transition to memory B cells. L&H cells show a surprisingly high similarity to the tumor cells of T cell–rich B cell lymphoma and classical Hodgkin lymphoma, a partial loss of their B cell phenotype, and deregulation of many apoptosis regulators and putative oncogenes. Importantly, L&H cells are characterized by constitutive nuclear factor κB activity and aberrant extracellular signal-regulated kinase signaling. Thus, these findings shed new light on the nature of L&H cells, reveal several novel pathogenetic mechanisms in NLPHL, and may help in differential diagnosis and lead to novel therapeutic strategies

Analyzing primary Hodgkin and Reed-Sternberg cells to capture the molecular and cellular pathogenesis of classical Hodgkin lymphoma

The pathogenesis of classical Hodgkin lymphoma (cHL), the most common lymphoma in the young, is still enigmatic, largely because its Hodgkin and Reed-Sternberg (HRS) tumor cells are rare in the involved lymph node and therefore difficult to analyze. Here, by overcoming this technical challenge and performing, for the first time, a genome-wide transcriptional analysis of microdissected HRS cells compared with other B-cell lymphomas, cHL lines, and normal B-cell subsets, we show that they differ extensively from the usually studied cHL cell lines, that the lost B-cell identity of cHLs is not linked to the acquisition of a plasma cell-like gene expression program, and that Epstein-Barr virus infection of HRS cells has a minor transcriptional influence on the established cHL clone. Moreover, although cHL appears a distinct lymphoma entity overall, HRS cells of its histologic subtypes diverged in their similarity to other related lymphomas. Unexpectedly, we identified 2 molecular subgroups of cHL associated with differential strengths of the transcription factor activity of the NOTCH1, MYC, and IRF4 proto-oncogenes. Finally, HRS cells display deregulated expression of several genes potentially highly relevant to lymphoma pathogenesis, including silencing of the apoptosis-inducer BIK and of INPP5D, an inhibitor of the PI3K-driven oncogenic pathway. (Blood. 2012; 120(23):4609-4620

Are th...

We operationalize scientific output in a region by means of the number of articles (as in the SciSearch database) per year and technology output by means of the number of patent applications (as in the database of the European Patent Office) per priority year. All informetric analyses were done using the DIALOG online-system. The main research questions are the following: Which scientific and technological fields or topics are most influent within a region and which institutions or companies are mainly publishing articles or holding patents? Do the distributions of regional science and technology fields and of publishing institutions follow the well-known informetric function? Are there – as it is expected – only few fields and few institutions which dominate th

Querschnittskompetenzen im Lehramt – und darüber hinaus. Tagungsband zum Tag der Lehre und des Lernens 2022

Der "Tag der Lehre und des Lernens 2022" (TdL 2022) an der Pädagogischen Hochschule Freiburg, auf den sich diese Publikation bezieht, stand unter dem Thema "Querschnittskompetenzen im Lehramt – und darüber hinaus" und fand am 19.01.2022 live im Online-Format (Plenums- und Session-Videokonferenzen) statt. Die Wahl dieses Formats war zum einen bestimmt von der Überlegung, die Durchführung dieses Tages auch dann sicherzustellen, wenn die Coronaregelungen zum Zeitpunkt des Ereignisses keine größeren Zusammenkünfte in Präsenz erlauben. Zum anderen sollte durch die niederschwelligen Zugangsmöglichkeiten in einem Online-Setting größere Teilnehmer*innenzahlen als in den früheren Jahren erreicht werden. Die Veranstaltung war aus Sicht der Herausgebenden ein Erfolg. Insgesamt wurden von Lehrenden und Studierenden der Hochschule über 35 Sessions angeboten, mit einer Dauer von jeweils 45 bzw. 90 Minuten. Die Quantität der Angebote zeigt die Relevanz des Themas. Dadurch bedingt mussten allerdings viele Sessions parallel stattfinden, womit eine (Live-)Teilnahme an allen Angeboten leider nicht möglich war. Mit der vorliegenden Publikation soll nun die Gelegenheit geschaffen werden, (noch einmal, auf andere Weise oder auch erstmalig) Einblicke in die Vielfalt aller vorliegenden Konzepte, Forschungsergebnisse und Erkenntnisse aus offenen Diskussionsrunden zu unserem TdL-Schwerpunktthema "Querschnittskompetenzen im Lehramt – und darüber hinaus" zu erhalten. Die Beträge gliedern sich entlang der folgenden Kategorien: • Beiträge aus der Forschung • Beiträge aus der Praxis, inkl. Konzeptentwicklungen • Beiträge aus den offenen DiskussionsrundenDidactic Conference at the University of Education at Freiburg: "Day of Teaching and Learning 2022: Transversal Competencies in Teacher Education (and beyond)" Since the 2000s, school curricula as well as framework curricula for teacher education worldwide have increasingly called for a transformative, transversal and globally oriented educational policy and practice. Thus, relevant reference papers – for the Baden-Württemberg context, for example, the Framework Ordinance for Teacher Education of 2015 or the Education Plan for School Curricula of 2016 – also contain, in addition to subject-specific competence definitions, quite explicitly supra-disciplinary educational goals, which are identified as "guiding perspectives" (e.g. education for sustainable development, media education, etc.) or "transversal competencies". This novel set of educational requirements was the conceptual starting point for designing and organizing the 2022 edition of the University of Education at Freiburg's didactic conference "Day of Teaching and Learning". The publication at hand presents the gist of the conference's workshops and sessions, condensed in the individual written contributions of the participating authors. Its introductory chapter puts the developments in a broader, also international educational policy context, discusses different conceptual interpretations and asks about the conditions for success of a possible implementation of the educational policy recommendations in practice – in the field of teacher education and beyond