Evaluation and management of leukolysis-mediated pseudohyperkalemia in paediatric leukemic samples

IntroductionLeukolysis-related pseudohyperkalemia due to preanalytical procedures may lead to erroneous (or absence of) treatment based on an invalid lab test result. We aimed to obtain a leukocyte threshold above which leukolysis-related pseudohyperkalemia becomes clinical relevant. Secondly, temporal dynamics of treatment-induced leukocyte decrease were studied to allow tailored implementation of laboratory information system (LIS) decision rules based on the leukocyte threshold to avoid leukolysis-related pseudohyperkalemia.Materials and methodsPotassium results of AU5811 routine chemistry (Beckman Coulter, Brea, California, USA) and iStat point of care (POC) (Abbott Diagnostics, Chicago, Illinois, USA) analysers were compared, the latter method being insensitive to leukolysis caused by pre-analytical procedures. Potassium results were combined with leukocyte counts obtained using a Cell-Dyn Sapphire haematology analyser (Abbott Diagnostics, Santa Clara, California, USA), resulting in 132 unique data triplets. Regression analysis was performed to establish a leukocyte threshold. The Reference Change Value (√2 x Z x √(CV_a² + CV_i²)) was used to calculate maximum allowable difference between routine analyser and POC potassium results (delta_max + 0.58 mmol/L). Temporal analysis on the treatment-induced leukocyte decrease was performed by plotting leukocyte counts in time for all patients above the threshold leukocyte count (N = 41).ResultsEstablished leukocyte threshold was 63 x10⁹/L. Temporal analysis showed leukocyte counts below the threshold within 8 days of treatment for all patients.ConclusionsBased on performed analyses we were able to implement LIS decision rules to reduce pseudohyperkalemia due to preanalytical procedures. This implementation can contribute to a reduction in erroneous (or absence of) treatments in the clinic.     

Changes in ankle work,foot work,and tibialis anterior activation throughout a long run

Background:The ankle and foot together contribute to over half of the positive and negative work performed by the lower limbs during running.Yet,little is known about how foot kinetics change throughout a run.The amount of negative foot work may decrease as tibialis anterior(TA)electromyography(EMG) changes throughout longer-duration runs.Therefore,we examined ankle and foot work as well as TA EMG changes throughout a changing-speed run.Methods:Fourteen heel-striking subjects ran on a treadmill ...     

Risk factors and mechanisms of technology and insignia copying—A first empirical approach

This paper examines the relationship between a firm's strategic framework and business environment and the probability of becoming the target of “copying”, differentiated into (i) unauthorized reproduction of its technological product elements or insignia, and (ii) patent and trademark infringement. Based on bivariate and multivariate analyses of survey data, we show patterns of the links between being (legally or illegally) imitated and IP protection (e.g., defensive publishing), general strategy (e.g., selling products abroad or off-shoring R&D activities) and organizational factors (e.g., firm size). Management implications for successful strategies against the different types of being copied are derived.     

The inclusive practice project in Scotland: Teacher education for inclusive education

While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of ‘inclusive practice’, followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.     

Content Analysis of Mediated Associations: An Automated Text-Analytic Approach

Due to the fact that mediated associations are a central aspect of many mass communication theories, their measurement is of central interest for communication research. Mediated associations are defined as the repeated pairing of an object (e.g., social group, political party) with specific attributes (e.g., crime, economy). In this article, we introduce a recently developed, automated text-analytic technique. We present an application of this method in the media stereotyping domain via the content analysis of German news coverage of Islam. As predicted, the analysis revealed substantial mediated associations between Islam-related concepts and violence (e.g., “Koran + violence”), terror (e.g., “Islam + terror”), dehumanization (e.g., “Muslims + animal-related terms”), and general negativity (valence). We discuss the promises and pitfalls of this method, make software suggestions, and provide application-related information for speedy dissemination in communication research.     

Informed Grounded Theory

The relationship between education and the economy is a basic component of the educational policy‐making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 1930–2000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schön) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co‐operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit.     

Student Teachers’ Understanding of the Terminology, Distribution, and Loss of Biodiversity: Perspectives from a Biodiversity Hotspot and an Industrialized Country

The loss of biodiversity is one of the most urgent global environmental problems of our time. Public education and awareness building is key to successful biodiversity protection. Knowledgeable and skilled student teachers are a key component for the successful implementation of biodiversity education in schools. Yet, little empirical evidence exists on teachers’ detailed understanding of biodiversity. This study aimed to assess student teachers’ conceptions of the terminology as well as their understanding of the distribution and loss of biodiversity. Data were collected from a qualitative in-depth interview study of student biology teachers from Costa Rica and Germany (n?=?24). Both verbal and visual methods were used to elicit responses. The results show that participants from both countries equated biodiversity with species diversity and had misconceptions about genetic diversity. Costa Rican student teachers seemed to have a more local perspective on biodiversity and unanimously described their local biodiversity as high, and under threat. In contrast, German teachers showed a more global view and were mostly uncertain about the level and threat status of local biodiversity. Prevailing associations explaining the global distribution and loss of biodiversity were heavily based on everyday assumptions, such as the presence/absence of humans, cities, and industries. Additionally, the transnational character of many of the socioeconomic drivers causing biodiversity loss was largely neglected. Although most participants were unfamiliar with the scientific concept of biodiversity hotspots, they implicitly used a naive biodiversity hotspots concept to explain the distribution and loss of global biodiversity. The results are discussed in terms of the educational implications.