Paraprotein interference with turbidimetric gentamicin assay

Introduction

Gentamicin due to its low level of resistance and rapid bactericidal activity is commonly used to treat gram-negative bacteria. However, due to its toxic effects it needs to be monitored. To date, no interference has been reported with gentamicin assays.

Materials and methods

A patient with leg cellulitis and sepsis received a single dose of gentamicin and a sample was sent for gentamicin analysis. The sample showed high blank absorbance readings on Beckman DxC800 and DC800 analysers with various dilutions. A second sample was received and analysed on a Roche Cobas system to obtain a result. A third sample was received 107 hours later with the same results and this sample was then analysed neat and post ethanol precipitation on all the turbidimetric assays available on the DxC800 analyser.

Results

The high blank absorbance was observed upon addition of the reactive reagents due to protein precipitation. Although not obvious from the patient protein results, it was shown the presence of high IgM paraprotein, 18.9 g/L (reference range 0.4-2.3 g/L) was the cause of precipitation, giving high blank readings. Of all the other turbidimetric assays, only vancomicin and valproate showed similar high blank absorbance readings. To be able to provide more rapid results it was shown ethanol could be used as a precipitant of proteins in both calibrators and patient samples with acceptable recovery.

Conclusion

IgM paraprotein was identified as the cause of interference with the gentamicin, vancomicin and valproate assays. Protein interference in these assays can be overcome by precipitation with ethanol.Key words: turbidimetry, IgM, paraprotein, interference     

Navigating the ambiguous policy landscape of student participation

ABSTRACT

Student participation at school is receiving heightened attention through international evidence connecting it to a range of benefits including student learning, engagement, citizenship and wellbeing, as well as to overall school improvement. Yet the notion of student participation remains an ambiguous concept, and one that challenges many deeply entrenched norms of traditional schooling.

Informed by understandings of ‘participation’ linked to the UN Convention on the Rights of the Child, this article takes the Australian state of New South Wales (NSW) as a case study to explore how student participation is currently articulated in educational policy. It reports the findings of an analysis of 142 state and federal government policy-related documents, along with qualitative interview data from nine policy personnel. The findings suggest that students are conceptualised within these policies in contradictory ways, interpretations of participation are diverse yet frequently instrumentalist, and there is little conceptual coherence across the educational policy landscape in NSW in relation to ‘student participation’. The findings are discussed in light of international interest around student participation. The analytical framework used in this analysis is proposed as a possible tool for critically examining the place and purpose of student participation at school, regardless of jurisdiction.

Abbrevations: NSW = the Australian state of New South Wales; UNCRC = United Nations Convention on the Rights of the Child; SRC = Student Representative Council     

Concept maps: a technique for assessing knowledge manager learning needs

This paper discusses an exploratory investigation of the role of concept mapping techniques for assessing knowledge manager learning needs and developing knowledge management (KM) training programs and courses. The research data were collected using seven concept map templates completed by 13 KM students during a 15-week higher education course. The study found that concept maps can provide a useful real-time feedback mechanism for knowledge managers undergoing structured learning, while enabling instructors to determine what KM practitioners require from their training and education. Additionally, the research showed that knowledge managers require a balance of foundational KM principles, concepts and methods coupled with examples of real-world implementations, tools and measures. The results also identify concept maps as a valuable research and evaluation technique for individuals engaged in the practice and process of training knowledge managers.     

Messy method: the unfolding story

This article outlines an attempt to develop a method of inquiry, which takes a frank look at the untidy realities of research. During his practitioner-based PhD the author was mainly ‘working without rules’ (Appignanesi & Garrett, 1995, p. 50). New understandings of concepts such as analysis, data, theory and writing began to evolve as he gradually embraced a positive view of ‘mess’.[1] Over the 6 years of the study, the author made many ‘errors’, but wanted to be honest about these. He eventually began to see an ‘honesty trail’, together with clear communication (the material should be very readable and subject to feedback) as essential parts of the project’s ‘strength’ (a term offered in place of validity):     

An action research study designed to implement student negotiation to improve speaking classroom practice in Turkey

This paper reports the second stage of an action research study designed to improve the effectiveness of speaking classes through negotiating the lesson contents with students. The data were collected through interviews, questionnaires and observations as a way of eliciting students’ views. The research, conducted in an English language teaching department at a university in Turkey, comprised eight weekly-based interventions that involved planning, action, observation, and reflection, in which students were given a voice and classroom activities were designed accordingly. Student negotiation allowed for the identification of both structural and affective factors influencing the quality of speaking classes. The teacher’s roles in activities, the number of students in group work activities, the level of control in speaking activities, and the role of input were found to be issues worth considering in designing speaking classes. Issues such as finding the activity ‘interesting’ and ‘useful’, ‘feeling comfortable’ and ‘being competitive’ also influenced the effectiveness of activities. Involving students in this action research study promoted positive attitudes towards classes since students reported feeling valued and important.