Increased plasma zonulin in patients with sepsis

Introduction:

Zonulin is a eukaryotic protein structurally similar to Vibrio cholerae’s zonula occludens toxin. It plays an important role in the opening of small intestine tight junctions. The loss of gut wall integrity during sepsis might be pivotal and has been described in various experimental as well as human studies. Increased levels of zonulin could be demonstrated in diseases associated with increased intestinal inflammation, such as celiac disease and type 1 diabetes. We therefore investigated the role of plasma levels of zonulin in patients with sepsis as a non-invasive marker of gut wall integrity.

Materials and methods:

Plasma level of zonulin was measured in 25 patients with sepsis, severe sepsis or septic shock according to ACCP/SCCM criteria at the first day of diagnosed sepsis. 18 non-septic post-surgical ICU-patients and 20 healthy volunteers served as control. Plasma levels were determined by using commercially available ELISA kit. Data are given as median and interquartile range (IQR).

Results:

Significantly higher plasma concentration of zonulin were found in the sepsis group: 6.61 ng/mL (IQR 3.51–9.46), as compared to the to the post-surgical control group: 3.40 ng/mL (IQR 2.14–5.70) (P = 0.025), as well as to the healthy group: 3.55 ng/mL (IQR 3.14–4.14) (P = 0.008).

Conclusion:

We were able demonstrate elevated levels of plasma zonulin, a potential marker of intestinal permeability in septic patients. Increased zonulin may serve as an additional mechanism for the observed increased intestinal permeability during sepsis and SIRS.     

Summer Scientific Research for Teachers: The Experience and its Effect

Journal of Science Teacher Education -     

The Average Expectable Environment Is Not Good Enough: A Response to Scarr

I take the position, contrary to Scarr's, that the details of socialization patterns are crucial to an understanding of normal and deviant development. Considerable evidence has accrued to justify the claim that what normal parents do or fail to do crucially affects their children's development. Research is cited to support the argument that better than "good enough" parenting optimizes the development of both normal and vulnerable children, and that parents' belief in their own effectiveness further enhances their caregiving, whereas causal attributions that assign responsibility for child outcomes to genetic factors that parents cannot change undermine parents' belief in their own effectiveness. The strong conclusions Scarr draws from heritability analyses to support her thesis that genotypes drive experiences overlook their inherent limitations.     

Does satiation close the open economy?

Pigeons responded on fixed-interval and fixed-ratio food schedules during sessions of extended duration. Pause lengths from the beginning of the session, when the subjects were hungry, resembled those found in open economies, whereas pause lengths from the end of the sessions, when the subjects were close to satiation, resembled those from closed economies. A model of motivation captured key features of the data, suggesting that a changing level of hunger is a causal factor in the behavioral differences observed between open and closed economies. Behavioral theories may provide a parsimonious alternative to economic theories in accounting for such effects.     

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

     

“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths

Learning to name and notice students’ mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students’ mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students’ mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students’ mathematical strengths. The paper concludes with implications for future research in teacher education.

     

The Interfacing of Preservice and Inservice Experiences of Reform-Based Teaching: A Longitudinal Study

This article contrasts four elementary teachers who were graduates of a teacher education program that incorporated a reform-based mathematics methods course. The report provides results from a four-year longitudinal study that extended from the time that the participants were preservice teachers until the end of their second year of teaching. The article provides background information of each teacher, vignettes from her teaching, excerpts from interviews, and an analysis of each teacher's case. Results from the case studies indicate that two of the four teachers sustained their cognitively-based conceptions about mathematics teaching and learning, and implemented these conceptions into practice. The analysis suggests that there were several factors that influenced the teachers' conceptions and the choices they made in their teaching: personal commitment, professional strength, curriculum, planning, assessment, beliefs, knowledge, and support from school administration. The article concludes with implications for teaching and questions about the nature of what might be required in the beginning years of teaching if new teachers are expected to implement reform-based mathematics teaching practices. This revised version was published online in August 2006 with corrections to the Cover Date.     

Achieving Legal Viability in Personnel Evaluations

Legal viability of an evaluation means that the evaluator can successfully address pertinent legal issues and avoid debilitating legal difficulties in conducting an ethical personnel evaluation and applying its results. While the 1988 Personnel Evaluation Standards contain no specific standard on legal viability, following the documents twenty-one standards substantially aids evaluators to avoid legal difficulties. Nevertheless, meeting legal viability requirements is becoming increasingly complex and difficult in the face of the expanding role of personnel evaluations in high-stake decisions, including initial and advanced certification, sanctions and rewards, and terminations. Evaluators increasingly need sound, definitive guidance to meet procedural and substantive due process requirements and, in general, to keep their evaluations legally defensible. Eight years of experience in applying the 1988 Standards provides a foundation for developing a specific legal viability standard. This article argues for the inclusion of such a standard in the next edition of The Personnel Evaluation Standards. A prototype standard is presented to help the Joint Committee and its constituents deliberate on this matter.     

Prevalence and psychological sequelae of self-reported childhood physical and sexual abuse in a general population sample of men and women

OBJECTIVE: This study examined the prevalence and psychological sequelae of childhood sexual and physical abuse in adults from the general population. METHOD: A national sampling service generated a geographically stratified, random sample of 1,442 subjects from the United States. Subjects were mailed a questionnaire that included the Traumatic Events Survey (TES) [Traumatic Events Survey, Unpublished Psychological Test, Harbor-UCLA Medical Center, Los Angeles] and the Trauma Symptom Inventory (TSI) [Trauma Symptom Inventory Professional Manual, Psychological Assessment Resources, Odessa, FL]. Of all potential subjects, 935 (64.8%) returned substantially completed surveys. RESULTS: Sixty-six men and 152 women (14.2% and 32.3%, respectively) reported childhood experiences that satisfied criteria for sexual abuse, and 103 males and 92 females (22.2% and 19.5%, respectively) met criteria for physical abuse. Twenty-one percent of subjects with one type of abuse also had experienced the other type, and both types were associated with subsequent adult victimization. After controlling for demographics, adult history of interpersonal violence, and other child abuse, childhood sexual abuse was associated with all 10 scales of the TSI, and physical abuse was related to all TSI scales except those tapping sexual issues. Sexual abuse predicted more symptom variance than did physical abuse or adult interpersonal victimization. Various aspects of both physical and sexual abuse experiences were predictive of TSI scores. Abuser sex, however, both alone and in interaction with victim sex, was not associated with additional TSI symptomatology. CONCLUSIONS: Childhood sexual and physical abuse is relatively common in the general population, and is associated with a wide variety of psychological symptoms. These relationships remain even after controlling for relevant background variables.