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Additional file 1. Reports details on the sample composition, and particularly, the overlap between samples; details concerning the main analyses (e.g. effects that were not of primary interest; unstandardized effects); and results from post-hoc analyses where the models of the study by van de Leemput et al. [4] and models of the current study are compared and fitted to both datasets.

Description of limited multiverse analysis.

Item does not contain fulltext BACKGROUND: Sinonasal intestinal-type adenocarcinomas (ITACs) are epithelial tumors of the nasal cavity and the paranasal sinuses, often related to professional exposure to organic dust, mainly wood or leather. It is a rare cancer. If resectable, surgery is the treatment of choice. Postoperative radiotherapy is often indicated to increase local control. Systemic treatment (chemotherapy, targeted agents, or immunotherapy) of irresectable ITACs and/or metastasized disease is less standardized. METHODS: Articles on ITAC histopathology, molecular profile, and current treatment options of this specific tumor were identified and reviewed, using the electronic databases Pubmed, Medline, Cochrane, and Web of Science. RESULTS: This article reviews what is currently known on the histopathology, tumorigenesis, molecular characteristics, and standardized treatment options of ITAC. CONCLUSION: More translational research is needed to identify druggable targets that may lead to a personalized treatment plan in order to improve long-term outcome in patients with locally advanced and/or metastasized ITAC. (c) 2016 Wiley Periodicals, Inc. Head Neck 38: First-1570, 2016.

De opleiding Bedrijfskunde van de Hogeschool van Arnhem en Nijmegen (HAN) is vorig jaar gestart met het innovatieprogramma ‘Ontdek het beroep. Leren in 3 werelden’. Dit programma, kortweg ‘3 W-leren’, richt zich op de samensmelting van beroepspraktijk, toegepast onderzoek en onderwijs. De focus daarbij is identiteitsontwikkeling en de ontwikkeling van een beroepsgerelateerde kennisbasis, gesteund door werk- en leeromgevingen.

In many European countries, higher education institutions outside the university sector now have a formal mandate to perform research related to regional needs and the improvement of education and professional practice (Kyvik & Lepori, 2010). The term 'new universities' will be used for those institutions. In our study, we focus on the expansion of academics’ role portfolios at new universities, researcher roles alongside teacher roles. The guiding research question study was: In what different ways do research and teaching active academics understand their roles and role transitions as a consequence of expanding their role portfolio with researcher roles?

Integratie van onderzoek in onderwijs is een hot topic bij de HAN. Veel opleidingen staan aan de vooravond van evaluatie en herijking van integratie van onderzoek in onderwijs. Deze integratie is complex en uitdagend. Zij vraagt veel tijd, energie en doorzettingsvermogen. In dit artikel wil ik u een preview van bronnen aanreiken om doelen van integratie voor uw opleiding scherp en passend te herijken/formuleren. En om meer vormen van integratie in overweging te kunnen nemen, dan we (expliciet) al kennen.

Since 2001, newer universities in the Netherlands have expanded their core business of teaching by including research activities. The installation of professors and research groups at these institutions is one example of the change in policy. The current innovations place serious demands on the flexibility and innovative power of the lecturers. They have to engage in novel research roles, while maintaining the quality of their current teacher roles. In our study, we focus on theexpansion of lecturers’ role portfolios. Paper presented for individual presentation on the European Conference on Educational Research, Cádiz, Spain.

Due to the changing role and context of (new) universities, roles of lecturers are renewed and diversified. In this study, weekly written narratives from lecturers on their development in novel researcher roles at new universities are collected over time and analyzed correspondingly. Understanding how individuals accomplish role transition is important to the health of individuals and organizations alike. The method provided examples of configurations derived from within-case analyses and illustrates lecturers’ work and learning activities, kinds of support and affirmation succeeded each other which resulted in changes of intermediate outcomes during lecturers’ development trajectories. In studying lecturers’ role transition, outcomes such as role learning, identity and competence development, and strides in building up research capacity are taken into account. The analysis of the narratives provides meaningful insights into the inspiring, challenging, and ambiguous, erratic nature of the transition into researcher roles at new universities, as experienced by the lecturers.

GVHD remains a major problem in allo-SCT. We explored the presence of APC in skin biopsies of GVHD patients, using the IgG receptor CD64 expression as a hallmark for activated APC. By immunohistochemistry we demonstrated CD64 to be upregulated on host APC in skin biopsies of patients with acute GVHD and, less prominently, in chronic GVHD. Double staining for CD32 polymorphism revealed CD64-positive cells to be mainly of host origin. The majority of CD64-positive cells coexpressed CD68, indicating a macrophage phenotype. Given its very restricted cellular distribution, CD64 may represent an excellent target for APC-directed therapies in GVHD.

The argument for many innovations in higher education provided by the Ministry of Education is the realization of a knowledge economy in the Netherlands (Ministerie van OC&W, 1999). A significant example of such an innovation to support the knowledge economy is the installation of professors (lectoren) at Universities of Applied Sciences (U.A.S.) (hogescholen) in 2001. The objectives of their research groups (kenniskringen) are: (1) development of knowledge to improve professional practice, (2) professional development of lecturers1 (hogeschooldocenten), (3) improvement of the curriculum based on practice-based research and professional experience, and (4) circulation of knowledge between society and U.A.S. Until recently U.A.S. in the Netherlands were teaching-only institutions. Since 2001 research has become part of their corporate identity (Ministerie van OC&W and HBO-raad, 2001).

Since 2001, Dutch Universities of Applied Sciences are expanding their core business teaching with research. Lecturers have to engage in novel researcher roles while maintaining their performance in teacher roles. First, we present a framework that acknowledges the intricacies of this double role transition. We draw on theories on role transition and on work-related learning. We raise the question whether using Bourdieu’s theory of practice (1977) as a unifying framework, offers a practical way to strengthen an interdisciplinary and multilayered approach in studies on role transition. Second, the framework is applied in an explorative study on the role transitions of lecturers in a Dutch U.A.S. Using two vignettes, we show how role transitions are regulated both by lecturers’ personal identities and proactive agency, and measures taken in the institutional context. Despite measures taken, planned/implemented/in-progress, the findings suggests that the situation in the U.A.S. is still too weak to reach ambitions.

Universities of Applied Science in the Netherlands started in 2001 with an expansion of their core business teaching with research. Lecturers are confronted with novel researcher roles in combination with current teacher roles. Enhancing their research expertise is seen as fundamental for achieving a sustainable research climate. The aim of this study is to increase our understanding of key features of learning arrangements in newer universities to enhance the research expertise of lecturers.

Item does not contain fulltext Asymmetric planetary Nebulae 5 conference, Bowness-on-windermere, U.K., 20-25 June 2010, 20 juni 2010 226 p.

The argument for many innovations in higher education provided by the Ministry of Education is the realization of a knowledge economy in the Netherlands (Ministerie van OC&W, 1999). A significant example of such an innovation to support the knowledge economy is the installation of professors (lectoren) at Universities of Applied Sciences (U.A.S.) (hogescholen) in 2001. The objectives of their research groups (kenniskringen) are: 1) development of knowledge to improve professional practice, 2) professional development of lecturers2 (hogeschooldocenten), (3) improvement of the curriculum based on practice-based research and professional experience, and (4) circulation of knowledge between society and U.A.S. Until recently U.A.S. in the Netherlands were teaching-only institutions. Since 2001 research has become part of their corporate identity (Ministerie van OC&W and HBO-raad, 2001).

Antibody-Fc receptor (FcR) interactions play an important role in the mechanism of action of most therapeutic antibodies against cancer. Effector cell activation through FcR triggering may induce tumor cell killing via antibody-dependent cellular cytotoxicity (ADCC). Reciprocally, FcR cross-linking of antibody may lead to the induction of apoptotic signaling in tumor cells. The relative importance of these bisecting pathways to in vivo antibody activity is unknown. To unravel these roles, we developed a novel mouse model with normal FcR expression but in which FcR signaling was inactivated by mutation of the associated gamma-chain. Transgenic mice showed similar immune complex binding compared with wild-type mice. In contrast, ADCC of cells expressing frequently used cancer targets, such as CD20, epidermal growth factor receptor, Her2, and gp75, was abrogated. Using the therapeutic CD20 antibodies ofatumumab and rituximab, we show that FcR cross-linking of antibody-antigen immune complexes in the absence of gamma-chain signaling is insufficient for their therapeutic activity in vivo. ADCC therefore represents an essential mechanism of action for immunotherapy of lymphoid tumors. Cancer Res; 70(8); 3209-17. (C)2010 AACR.

In dit artikel willen we de mogelijkheden verkennen die de Themagecentreerde Interactie (TGI) biedt om ervaringen van docenten te analyseren en om bij studenten een ‘leervonk’ aan te blazen. Door dat te doen verkennen we de mogelijkheden die TGI biedt om het communicatief vermogen te vergroten. Daarbij gaan we er van uit – zie ook het bovenstaande citaat van Fink (2003) – dat verandering en leren altijd beginnen ´bij jezelf´, in dit geval de docent.

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Acute motor axonal neuropathy (AMAN) in humans is associated with the presence of GM1-specific antibodies. Immunization of rabbits with GM1-containing ganglioside mixtures, purified GM1, or Campylobacter jejuni lipo-oligosaccharide exhibiting a GM1-like structure elicits GM1-specific antibodies, but axonal polyneuropathy only occurs in a subset of animals. This study aimed to dissect the molecular basis for the variable induction of AMAN in rabbits. Therefore, we analyzed the pro-inflammatory characteristics of GM1-specific antibodies in plasma samples from ganglioside-immunized rabbits with and without neurological deficits. GM1-specific plasma samples from all rabbits with AMAN were capable of activating both complement and leukocytes, in contrast to none of the plasma samples from rabbits without paralysis. Furthermore, GM1-specific IgG-mediated activation of leukocytes was detected before the onset of clinical signs. These data suggest that AMAN only occurs in rabbits that develop GM1-specific antibodies with pro-inflammatory properties.

The capacity of ganglioside-specific autoantibodies to recruit leukocyte effector functions was studied. Serum samples from 87 patients with Guillain–Barré (GBS) or Miller Fisher syndrome (MFS), containing GM1-, GQ1b-, or GD1b-specific IgG or IgA, were tested for leukocyte activating capacity. Ganglioside-specific IgG antibodies generally induced leukocyte activation, irrespective of specificity. The magnitude of leukocyte degranulation correlated with GM1- and GQ1b-specific IgG titers, but not with disease severity. Finally, GM1- specific IgA activated leukocytes through the IgA receptor, FcαRI (CD89). Therefore, both ganglioside-specific IgG and IgA can recruit leukocyte effector functions, which may be relevant in the pathogenesis of GBS and MFS. © 2006 Elsevier B.V. All rights reserved. Keywords: Guillain–Barré syndrome; Autoantibodies; Pathogenicity; Gangliosides; FcγR

Macrophages are known to play a key role during inflammation in rheumatoid arthritis (RA). Inflammatory macrophages have increased expression of CD64, the high-affinity receptor for IgG. Targeting this receptor through a CD64-directed immunotoxin, composed of an Ab against CD64 and Ricin A, results in effective killing of inflarnmatory macrophages. In this study, we show elevated levels of CD64 on synovial macrophages in both synovial lining and synovial fluid in RA patients. The CD64-directed immunotoxin efficiently eliminates activated synovial macrophages in vitro, while leaving quiescent, low CD64-expressing macrophages unaffected. To examine whether killing of CD64 macrophages results in therapeutic effects in vivo, we established an adjuvant arthritis (AA) model in newly generated human CD64 (hCD64) transgenic rats. We demonstrate that hCD64 regulation in this transgenic rat model is similar as in humans. After AA induction, treatment with CD64-directed immunotoxin results in significant inhibition of disease activity. There is a direct correlation between inimunotoxin treatment and decreased macrophage numbers, followed by diminished inflammation and bone erosion in paws of these hCD64 transgenic rats. These data support synovial macrophages to play a crucial role in joint inflammation in AA in rats and in human RA. Selective elimination of inflammatory macrophages through a CD64-directed imummotoxin may provide a novel approach for treatment of RA.