Abstract. We have developed two diagnostic assays based on the specific detection of Plasmodium lactate dehydrogenase (pLDH) activity. These assays exploit a panel of monoclonal antibodies that capture the parasite enzyme and allow for the quantitation and speciation of human malaria infections. An immunocapture pLDH activity assay (ICpLDH) allows for the rapid purification and measurement of pLDH from infected blood using the NAD analog APAD, which reacts specifically with Plasmodium LDH isoforms. An immunochromatographic test (the OptiMAL assay) was also formatted and allowed the detection of parasite infections of ϳ200 parasites/l of blood. By using a combination of antibodies, both tests can not only detect but differentiate between P. falciparum and non-P. falciparum malaria. Both assays show a sensitivity comparable with other commercial nonmicroscopic tests; importantly, we found very few instances of false-positive samples, especially with samples from patients recently cleared of malaria infection. Furthermore, we find that when one uses the quantitative ICpLDH assay, the levels of pLDH activity closely mirror the levels of parasitemia in both initial diagnosis and while following patient therapy. We conclude that diagnostic tests based on the detection of pLDH are both sensitive and practical for the detection, speciation, and quantitation of all human Plasmodium infections and can also be used to indicate drug-resistant infections.

The results of this study will help to determine educational needs and clinical practice of CAM therapies with CNSs at this academic medical center. The survey used and the research results from this study can be a template for other CNSs to use to begin to address this topic of CAM use in other hospitals and clinical settings. This survey could be used to explore CAM use by patients in specialty areas for practice enhancement.

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The challenges of transforming our educational systems to fulfill enduring needs for equity, justice, and responsiveness will take a multitude of partners. Research-practice partnerships (RPPs) arrange collaboration and engagement with research to bring about shared commitments and resources to tackle these challenges. Just as sociocultural and political dynamics can shape educational politics generally, without close and intentional attention to the politics of starting, operating, and sustaining RPPs, those political dynamics can potentially derail a partnership. In this article, we consider the emerging research on the politics in and around RPPs pursuing educational transformation and propose a framework to reflect these dynamics. To introduce this special issue, we also deconstruct RPP politics into four major phases of RPP work, and describe the articles addressing each phase. This compilation of articles contributes a wealth of expertise and evidence illuminating how politics can shape both RPPs and their goals of equity and transformation.

Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships.