@article{TwisselmannPagelKuenstneretal.2021,
  author    = {Twisselmann, Nele and Pagel, Julia and K{\"u}nstner, Axel and Weckmann, Markus and Hartz, Annika and Glaser, Kirsten and Hilgendorff, Anne and G{\"o}pel, Wolfgang and Busch, Hauke and Herting, Egbert and Weinberg, Jason B. and H{\"a}rtel, Christoph},
  title     = {Hyperoxia/Hypoxia Exposure Primes a Sustained Pro-Inflammatory Profile of Preterm Infant Macrophages Upon LPS Stimulation},
  series = {Frontiers in Immunology},
  volume    = {12},
  journal   = {Frontiers in Immunology},
  issn      = {1664-3224},
  doi       = {10.3389/fimmu.2021.762789},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-250356},
  year      = {2021},
  abstract  = {Preterm infants are highly susceptible to sustained lung inflammation, which may be triggered by exposure to multiple environmental cues such as supplemental oxygen (O\(_2\)) and infections. We hypothesized that dysregulated macrophage (MФ) activation is a key feature leading to inflammation-mediated development of bronchopulmonary dysplasia (BPD) in preterm infants. Therefore, we aimed to determine age-dependent differences in immune responses of monocyte-derived MФ comparing cord blood samples derived from preterm (n=14) and term (n=19) infants as well as peripheral blood samples from healthy adults (n=17) after lipopolysaccharide (LPS) exposure. Compared to term and adult MФ, LPS-stimulated preterm MФ showed an enhanced and sustained pro-inflammatory immune response determined by transcriptome analysis, cytokine release inducing a RORC upregulation due to T cell polarization of neonatal T cells, and TLR4 surface expression. In addition, a double-hit model was developed to study pulmonary relevant exposure factors by priming MФ with hyperoxia (O\(_2\) = 65\%) or hypoxia (O\(_2\) = 3\%) followed by lipopolysaccharide (LPS, 100ng/ml). When primed by 65\% O\(_2\), subsequent LPS stimulation in preterm MФ led to an exaggerated pro-inflammatory response (e.g. increased HLA-DR expression and cytokine release) compared to LPS stimulation alone. Both, exposure to 65\% or 3\% O\(_2\) together with subsequent LPS stimulation, resulted in an exaggerated pro-inflammatory response of preterm MФ determined by transcriptome analysis. Downregulation of two major transcriptional factors, early growth response gene (Egr)-2 and growth factor independence 1 (Gfi1), were identified to play a role in the exaggerated pro-inflammatory response of preterm MФ to LPS insult after priming with 65\% or 3\% O\(_2\). Preterm MФ responses to LPS and hyperoxia/hypoxia suggest their involvement in excessive inflammation due to age-dependent differences, potentially mediated by downregulation of Egr2 and Gfi1 in the developing lung.},
  language  = {en}
}
@phdthesis{Glaser2024,
  author    = {Glaser, Julia},
  title     = {Nachhaltiges Lernen an der Hochschule: Untersuchungen zu Randbedingungen und Transfereffekten von digitalen {\"U}bungstests auf das Behalten von Lehrinhalten},
  doi       = {10.25972/OPUS-35866},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-358665},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2024},
  abstract  = {Learning accompanies us throughout our lives, from early childhood education through school, training and university to learning at work. However, much of what we learn is quickly forgotten. The use of practice tests is a learning strategy that contributes to the acquisition of sustainable knowledge, i.e. knowledge that is permanently available and can be retrieved when it is needed. This dissertation first presents findings from previous research on testing in real educational contexts and discusses theoretically why certain learner or situational characteristics might influence the effectiveness of the testing effect. Furthermore, a cycle of three experiments is presented, which were used to investigate whether the positive effect of practice tests on retention (testing effect) depends on personal or situational characteristics and also promotes the retention of lecture content that was not directly tested (transfer) in the context of regular psychology lectures in teacher training courses. In an additional chapter, feedback from students on the implementation of the study in the classroom context is examined in more detail. Finally, the results of the three studies are discussed and placed in relation to the theories presented. The central conclusion from the studies presented is that the testing effect appears to be a very effective learning strategy that can be used effectively in university teaching and leads to better learning outcomes regardless of learner characteristics. However, the practice tests should cover the entire range of relevant content, as transfer effects to non-tested content are not to be expected.},
  subject      = {Transfer},
  language  = {en}
}