Gastrointestinal toxicities associated with immune checkpoint inhibitors: a disproportionality analysis leveraging VigiBase,the WHO Adverse Drug Reaction Database

With the improvement of people's living standards, gastrointestinal adverse reactions caused by various adverse factors have attracted more and more people's attention. A recent study has indicated that coronavirus disease 2019(COVID-19) could also invade the gastrointestinal tract, leading to gastrointestinal adverse reactions(Song et al., 2020). In recent years, immunotherapy has provided certain effects for some patients with advanced malignant tumors.     

Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see

Re: Misconceptions Are “So Yesterday!”

A response to Maskiewicz and Lineback''s essay in the September 2013 issue of CBE-Life Sciences Education.Dear Editor:Maskiewicz and Lineback (2013) have written a provocative essay about how the term misconceptions is used in biology education and the learning sciences in general. Their historical perspective highlights the logic and utility of the constructivist theory of learning. They emphasize that students’ preliminary ideas are resources to be built upon, not errors to be eradicated. Furthermore, Maskiewicz and Lineback argue that the term misconception has been largely abandoned by educational researchers, because it is not consistent with constructivist theory. Instead, they conclude, members of the biology education community should speak of preconceptions, naïve conceptions, commonsense conceptions, or alternative conceptions.We respectfully disagree. Our objections encompass both the semantics of the term misconception and the more general issue of constructivist theory and practice. We now address each of these in turn. (For additional discussion, please see Leonard, Andrews, and Kalinowski , “Misconceptions Yesterday, Today, and Tomorrow,” CBE—Life Sciences Education [LSE], in press, 2014.)Is misconception suitable for use in scholarly discussions? The answer depends partly on the intended audience. We avoid using the term misconception with students, because it could be perceived as pejorative. However, connotations of disapproval are less of a concern for the primary audience of LSE and similar journals, that is, learning scientists, discipline-based education researchers, and classroom teachers.An additional consideration is whether misconception is still used in learning sciences outside biology education. Maskiewicz and Lineback claim that misconception is rarely used in journals such as Cognition and Instruction, Journal of the Learning Sciences, Journal of Research in Science Teaching, and Science Education, yet the term appears in about a quarter of the articles published by these journals in 2013 (National Research Council, 2012 ).

Table 1.

Use of the term misconception in selected education research journals in 2013

Problem- and Case-Based Learning in Science: An Introduction to Distinctions,Values, and Outcomes

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

A leader who gives trust earns trust.His profile is low, his words measured.His work done well, all proclaim,“Look what we’ve accomplished!”—Lao Tsu, Tao Te Ching

Problem-based learning (PBL) and case-based learning (CBL) are at least as old as apprenticeship among craftsmen. One can envision the student of metals at the smelting furnace, the student of herbal remedies at the plant collector''s side, or the student of navigation beside the helm. In recent years, however, PBL and CBL have emerged as powerful teaching tools in reforming science education. Most notably, these approaches exhibit key features advocated by educational researchers. First, both are fundamentally student-centered, acknowledging the importance of actively engaging students in their own learning. As the responsibility for learning shifts toward students, the role of the instructor also shifts, from the conventional authority who dispenses final-form knowledge to an expert guide, who motivates and facilitates the process of learning, while promoting the individual development of learning skills. The efforts of an ideal teacher may well be hidden. As Lao Tsu suggested centuries ago, educational achievement is measured by what a learner learns more than by what the teacher teaches.Second, in orienting more toward student perspectives and motivations, CBL and PBL tend to focus on concrete, specific occasions—cases or problems—wherein the target knowledge is relevant. Contextualizing the learning contributes both to student motivation and to the making of meaning (construed by many educators as central to functional memory and effective learning). The cases and problems are not merely supplemental illustrations or peripheral sidebars, but function centrally as the very occasion for learning. This style of learning resonates with views of cognitive scientists that our minds reason effectively through analogy and models, as much as through the interpretation and application of general, abstract principles.A third feature, and perhaps the most transformative, is the potential of PBL and CBL to contribute to the development of thinking skills and an understanding of the nature of science, beyond the conventional conceptual content. As students work on cases or problems, they typically exercise and hone skills in research, analysis, interpretation, and creative thinking. In addition to benefiting from practice, students may also reflect explicitly on their experience and thereby deepen their understanding of scientific practices. But such lessons do not emerge automatically. The instructor must make deliberate choices and design activities mindfully to support this aim.In these three ways, PBL and CBL have proven valuable in many settings and hold promise more widely. An instructor first venturing into the realm of CBL and PBL, however, may easily be overwhelmed by the variety of approaches and the occasional contradictions among them. The literature is vast and includes sometimes conflicting claims about appropriate or ideal methods. This paper aims to introduce some of the key dimensions and to invite reflection about the respective values and deficits of various alternatives. It hopes to inform pedagogical choices about learning objectives and foster corresponding clarity in classroom practice. It also hopes, indirectly, to promote clarity on values and learning outcomes among current practitioners and in educational research and to provide perspective on the discord among advocates of specific approaches.1The first two sections below introduce CBL and PBL, respectively, as instructional strategies reflecting certain values. (A teacher might well adopt both simultaneously.) Beyond these basics, there are many dimensions or distinctions to consider, addressed in successive sections (and summarized in 2 In addition, PBL gained recognition largely from applications in professional education—medical, business, and law schools (Butler et al., 2005 ). These instructional contexts tend to emphasize training. Contemporary science education, by contrast, tends to highlight student-based inquiry and understanding of scientific practices (National Research Council, 2012 ). The original approaches, as models, may need adapting. Most notably, the difference in context, between learning how to apply knowledge and learning how knowledge is generated, can be critical, as described below. The principles surveyed here can help guide the teacher in crafting an appropriate instructional design to accommodate specific contexts and values.

Table 1.

Key dimensions shaping learning environments and outcomes in CBL and PBL

“I Belong Here.”: Culturally Sustaining Pedagogical Praxes from an Alternative High School in Brooklyn

Despite persistent class and race inequalities in educational attainment and achievement in the U.S., hegemonic cultural ideologies and urban education politics and policies continue to proceed from an insistence that education is the great equalizer. These ideologies do not take into account the ways that normative school culture and pedagogical praxes take for granted middle-class, white-supremacist cultural assumptions that privilege student populations whose social locations already probabilize high rates of achievement and attainment. Vast research published in The Urban Review and elsewhere has demonstrated the importance and efficacy of culturally sustaining pedagogy for improving outcomes for economically marginalized students of color (Allen in Urban Rev 47(1):209–231, 2015; Delpit in Harv Educ Rev 56(4):379–386, 1995; Farinde-Wu et al. in Urban Rev 49(2):279–299, 2017; Gay in culturally responsive teaching: theory, research, and practice, Teachers College Press, New York, 2010; Graves in Berkeley Rev Educ 5(1):5–32, 2014; Jemal in Urban Rev 49(4):602–626, 2017; Ladson-Billings in Crossing over to Canaan: the journey of new teachers in classrooms, Jossey-Bass, San Francisco, 2001, The dreamkeepers: successful teachers of African American children, Jossey-Bass Publishers, San Francisco, 2009; Lee in Culture, literacy and learning: taking bloom in the midst of the whirlwind, Teachers College Press, New York, 2006; Marciano in Urban Rev 49(1):169–187, 2016; Nieto in Language, culture, and teaching: critical perspectives, Routledge, New York, 2010; Paris in Educ Res 41(3):93–97, 2012; Paris and Alim in Culturally sustaining pedagogies: teaching and learning for justice in a changing world, Teachers College Press, New York, 2017; Wiggan and Watson in Urban Rev 48(5):766–798, 2016; Yosso in Race Ethn Edu, 8(1):69–91, 2005). This article uses rich ethnographic data from a transfer school in Brooklyn, New York that serves financially insecure youth of color who are “over-age and under-credited.” These data and my analysis showcase the expertise and indigenous knowledges of teachers who practice cultural relevance and critical racial awareness in order to engage, retain, graduate and prepare students who are historically and presently marked for failure by an education system that has always been more adept at reproducing social inequality than disrupting it (Borck in Qual Inq 20(10):1–8, 2016).

     

Safety of protease inhibitors and Arbidol for SARS-CoV-2 pneumonia in Zhejiang Province,China

The aim of this study was to evaluate the safety of an antiviral regimen of protease inhibitors combined with Arbidol (umifenovir) for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pneumonia patients. The genomic sequence of SARS-CoV-2 is highly homologous to that of SARS-CoV (Zhou et al., 2020). Previously published basic and clinical research on anti-SARS-CoV treatment found that lopinavir/ritonavir (LPV/r) could improve the prognosis of SARS patients (Chan et al., 2003; Chu et al., 2004). Darunavir (DRV) is another protease inhibitor that blocks the binding of SARS-CoV-2 to human angiotensin-converting enzyme 2 (Omotuyi et al., 2020). The broad-spectrum antiviral drug Arbidol (umifenovir) also shows in vitro anti-SARS-CoV activity (Khamitov et al., 2008).     

Testing a circular,feedback model in physical education from self-determination theory

Self-determination theory has emerged as one of the most important theoretical frameworks to explain motivation in the context of physical education within school systems. The authors propose a new circular, longitudinal, feedback model to complement Vallerand’s (1997 Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press.[Crossref] , [Google Scholar]) hierarchical model. To test this new approach, Epstein’s TARGET strategies (Epstein, 1988 Epstein, J. (1988). Effective schools or effective students? Dealing with diversity. In R. Haskins &; B. MacRae (Eds.) Policies for America's public schools (pp. 89–126). Norwood, NJ, Ablex. [Google Scholar]) were applied to 207 secondary education students. Moreover, the satisfaction of the basic psychological need for competence (C), intrinsic motivation (IM), and effort (E) were measured at nine time points (C1 → IM2 → E3 → C4 → IM5 → E6 → C7 → IM8 → E9). Structural equation modeling showed that the proposed model provided a satisfactory fit of the data, Satorra-Bentler χ²(22) = 36.31, p = .028, robust comparative fit index = .985, robust root mean square error of approximation = .056 (90% CI [.019, .088]), standardized root mean square residual = .039, power = 1.00. It was also observed that all variables increased progressively, suggesting interplay among them. This shows a concurrent causal relationship among these variables that produces a synergistic effect.     

Clinical characteristics and plasma antibody titer of patients with COVID-19 in Zhejiang,China

Coronavirus disease 2019 (COVID-19) is an infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which first affected humans in China on December 31, 2019 (Shi et al., 2020). Coronaviruses generally cause mild, self-limiting upper respiratory tract infections in humans, such as the common cold, pneumonia, and gastroenteritis (To et al., 2013; Berry et al., 2015; Chan et al., 2015). According to the Report of the World Health Organization (WHO)-China Joint Mission on COVID-19 (WHO, 2020), the case fatality rate of COVID-19 increases with age, while the rate among males is higher than that among females (4.7% and 2.8%, respectively). Since an effective vaccine and specific anti-viral drugs are still under development, passive immunization using the convalescent plasma (CP) of recovered COVID-19 donors may offer a suitable therapeutic strategy for severely ill patients in the meantime. So far, several studies have shown therapeutic efficacy of CP transfusion in treating COVID-19 cases. A pilot study first reported that transfusion of CP with neutralizing antibody titers above 1:640 was well tolerated and could potentially improve clinical outcomes through neutralizing viremia in severe COVID-19 cases (Chen et al., 2020). Immunoglobulin G (IgG) and IgM are the most abundant and important antibodies in protecting the human body from viral attack (Arabi et al., 2015; Marano et al., 2016). Our study aimed to understand the aspects of plasma antibody titer levels in convalescent patients, as well as assessing the clinical characteristics of normal, severely ill, and critically ill patients, and thus provide a basis for guiding CP therapy. We also hoped to find indicators which could serve as a reference in predicting the progression of the disease.     

Efficient propagation with in vitro seed germination of Vanda falcata

Vanda falcata (Thunb.) Beer (Orchidaceae), a famous native orchid of China, Japan, and Korea, is known as one of the most beautiful and charming orchid species in the world (Ohwi, 1965; Lawler, 1984; Arditti, 2008). V. falcata is widely cultivated and delights the world with its compact plant shape, elegant white blooms, and sweet coconut-like scent. However, vegetative propagation by division has limited the development of V. falcata because of its inefficiency (Mitsukuri et al., 2009a, 2009b).     

Impact on mathematics self-beliefs from a mastery-based mathematics software

Abstract

Self-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores.     

Towards an Affective Childist Literary Criticism

A long-asked question in children’s literature studies is how the child reads the very same book we (adults) have read. In 1984, Peter Hunt argued for a “childist criticism” proposing that young readers’ multiple individual responses to literature should inform adults’ critical practice. In this article, I propose that affect theory and new materialist epistemologies could reorient our critical practice in and with children’s literature. Using the concept of childist criticism (Hunt 1984, 1991) and Maggie MacLure’s (2013) notion of the “wonder of data,” I follow different encounters between children (and researchers) and the book La madre y la muerte/La partida (Laiseca et al., 2016). This book tells a macabre story about a mother that cannot bear to have her child taken away by Death. By following the book’s agency (García-González & Deszcz-Tryhubczak, 2020) in the research assemblage of different projects, I propose possible affective methodological orientations to post-representational research for children’s literature criticism.

     

Socialisation into Teaching: the research which lost its way

The paper argues that in recent years sociologists have neglected the processes of occupational socialisation of leaching, despite research interest in everyday life in other educational settings. Shortcomings in the extant research on teacher socialisation and in the wider literature on professional socialisation are detailed to explain the lack of intellectual interest in teacher socialisation. Finally, the paper offers some potential lines for the development of research on teacher socialisation.

Just as we need to know more about how children are transformed into pupils, so must we know more about how young persons (usually college students) are transformed into teachers

(Wax & Wax, 1971, pp. 10‐11)

The Impact of Race,Gender, and Socioeconomic Status on School Counselors’ Alternative Learning Program Placement Decisions: An Experimental Study

As a form of exclusionary discipline, student placement into an alternative learning program (ALP) may lead to negative outcomes for students (e.g., lower academic achievement, attrition, involvement in the juvenile justice system; Anderson and Ritter in Educ Policy Anal Arch 25(49):1–33, 2017). School counselors are called to address inequitable policies, procedures, and conditions that may limit students’ personal/social and academic development, college access, and career readiness (ASCA, The ASCA national model: a framework for school counseling programs, 3rd edn. American School Counselor Association, Alexandria, VA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, Ethical standards for school counselors. American School Counselor Association, Alexandria, VA, 2016). The researchers utilized a true experimental design to examine the impact of student race (African American or White), gender (male or female), and socioeconomic status (SES; economically advantaged or disadvantaged) on practicing school counselors’ (N?=?334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors’ likelihood of placing students in ALPs for disciplinary reasons based these student demographic factors. The study also revealed a statistically significant positive relationship between school counselors’ belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus in Personal Individ Differ, 12(11): 1171–1178. https://doi.org/10.1016/0191-8869(91)90081-L, 1991), and likelihood of referring students to ALPs for disciplinary reasons. Implications for school counselors and educational stakeholders are discussed.

     

Children's Learning Difficulties in Science

I would like to explore two related areas:

• 1. Matching the intellectual demand made by the curriculum to the cognitive development level of the child; and

• 2. Cross-cultural studies and the development of the intellect.

Do all roads really lead to Rome? The case of spelling acquisition

The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.

     

A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)

‘What would an ideal social justice advocate look like, and how do our graduates compare?’ is asked by training programs in the helping/health professions (e.g. counselling and psychology, nursing, and education) that have social justice advocacy (SJA) as a core competency. We demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, &; Hanson Misialek, 2011 Nilsson, J. E., Marszalek, J. M., Linnemeyer, R. M., Bahner, A. E., &; Hanson Misialek, L. (2011). Development and assessment of the Social Issues Advocacy Scale. Educational and Psychological Measurement, 71(1), 258–275. doi:10.1177/0013164410391581[Crossref], [Web of Science ®] , [Google Scholar]) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA.     

Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers

The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?ps?d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?2007 Ehri, L. C., Dreyer, L. G., Flugman, B., &; Gross, A. (2007). Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414–448.[Crossref], [Web of Science ®] , [Google Scholar]) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools.     

Coping experience among students in higher education

The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without LD were more task orientated and perceived more support than students with LD, while students with LD used more emotional coping strategies than NLD students. Differences were also obtained regarding age and gender. The study highlights the importance of further investigations with a larger sample and the support sources of students with LD, and suggests developing task‐oriented coping strategies designed especially for students with LD.

Coping experience among students in higher education

All authors

Tali Heiman Corresponding author: Department of Education and Psychology, The Open University, 108 Ravutski Street, Raanana, 43107, Israel. Email: talihe@openu.ac.il View all notes & Dafna Kariv

https://doi.org/10.1080/0305569042000310354

Published online:

07 October 2010

Background variables of participants

CSVDisplay Table