Genetic and environmental factors are involved in the pathogenesis of inflammatory bowel diseases (IBD). The study aimed at investigating the potential influence of single nucleotide polymorphisms (SNPs) NOD2 rs2066844, NOD2 rs2066845, NOD2 rs2066847, IL23R rs11209026, PTPN2 rs2542151, PTPN2 rs7234029, and ATG16L1 rs2241880 on the response to immunomodulatory therapies and disease course in Crohn’s disease (CD). This is an uncontrolled retrospective monocentric study including patients from the IBD outpatient clinic of Heidelberg University Hospital. Therapy responses and disease courses were related to genetic findings. 379 patients with CD were included. The presence of at least one PTPN2 rs7234029 risk allele was associated with nonresponse to anti-interleukin-12/23 treatment (89.9% vs. 67.6%, p = 0.005). The NOD2 rs2066844 risk allele was associated with a first-degree family history of colon cancer (12.7% vs. 4.7%, p = 0.02), the ATG16L1 rs2241880 risk allele with ileal CD manifestation (p = 0.027), and the IL23R rs11209026 risk allele with a higher rate of CD-related surgeries per disease year (0.08 vs. 0.02, p = 0.025). The results of this study underline the relevance of genetic influences in CD. The association of the PTPN2 rs7234029 risk allele with nonresponse to anti-interleukin-12/23 treatment in CD patients is a novel finding and requires further investigation.
How do individual and social memories get reworked in the crucible of a teacher education program, as student-teachers prepare to teach history to the next generation in a democratic, multicultural, and multinational state? is study posits four key competencies that studentteachers need in order to transcend history as the simple transmission of social memory. It takes the form of intertwined autobiographical narratives of the three authors: two were studentteachers and the third, their instructor. It recounts their experience with memory and history prior to the teacher education program and then follows them through the program and into the schools. While it demonstrates their work with critical historical competencies, it also acknowledges a necessary persistence of issues of memory.
A B S T R A C THow do individual and social memories get re-worked in the crucible of a teacher education program, as student-teachers prepare to teach history to the next generation in a democratic, multicultural, and multinational state? is study posits four key competencies that studentteachers need in order to transcend history as the simple transmission of social memory. It takes the form of intertwined autobiographical narratives of the three authors: two were studentteachers and the third, their instructor. It recounts their experience with memory and history prior to the teacher education program and then follows them through the program and into the schools. While it demonstrates their work with critical historical competencies, it also acknowledges a necessary persistence of issues of memory.Keywords: social memory; collective memory; history education; student-teachers; teacher education; historical empathy; social studies; holocaust education R É S U M É De quelle façon les mémoires individuelles et sociales sont elles retravaillées dans le creuset d'un programme de préparation des enseignants, tandis que les futurs enseignants se préparent à enseigner l'histoire à la prochaine génération dans un état démocratique, multiculturel et multinational? Cette étude-ci présuppose quatre compétences-clés dont les étudiants/enseignants ont besoin pour dépasser l'histoire vue comme une simple transmission de la mémoire sociale. L'étude prend la forme de récits autobiographiques entrelacés par les trois auteurs, dont deux étaient étudiants/enseignants et le troisième, leur instructeur. Elle raconte leur expérience dans le domaine de la mémoire et de l'histoire avant le programme de préparation des enseignants et les suit durant le programme et jusque dans les écoles. Tout en démontrant leur travail en lien avec les compétences historiques critiques, l'étude reconnaît également une persistence néces-saire de questions de mémoire.Mots clefs: mémoire sociale; mémoire collective; éducation en histoire; étudiants/enseignants; édu -cation des enseignants; empathie historique; études sociales; éducation sur l'holocauste Encounters / Encuentros / Rencontres 44 R E S U M E N ¿Cómo son reelaboradas las memorias individuales y colectivas en el crisol de la enseñanza cuando quienes van a ser profesores se preparan para enseñar historia a la nueva generación en un estado democrático, multicultural y multinacional? Este estudio propone cuatro competencias claves que los estudiantes de magisterio y professorado necesitan a fin de trascender una historia entendida como la simple transmisión de la memoria social. Adopta la forma de narrativas autobiográficas entrelazadas de los tres autores; de ellos, dos estudiaban para ser docentes y el tercero era su profesor. El artículo relata sus experiencias con la memoria y la historia antes de que tomasen parte en el programa de formación del profesorado, y las continúa durante la realización del programa y la práctica docente en las escuelas. Al mismo tiempo que demuestra el trabajo d...
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