Here, we detail available methods for TGF-β biological activity analysis, together with their applicability and suitability for each experimental setting, in order to get a complete analytical perspective and more comprehensive information along the development and design of combined antitumor immunotherapies, which include the inhibition of TGF-β biological activity. © 2020 Elsevier Inc. All rights reserved.The past two decades witnessed the appreciation of the importance of specific tumor-infiltrating immune cells in influencing tumor evolution. The discovery that a favorable immune contexture is linked to a prolonged patients' survival, and more specifically that intratumoral cytotoxic T lymphocytes hold powerful prognostic value, provided the foundations for the development of the Immunoscore. Immunoscore is a digital pathology, IHC-based immune assay measuring the densities of CD3+ and CD8+ T cells at different tumor locations, linking them with patients' clinical outcome. The present chapter provides a detailed overview of the assay development and procedure, from the bench to the data analysis, and of the internationally approved and validated guidelines to perform a consensus Immunoscore for colon cancer patients. Assay strengths and limitations are also discussed, as well as the clinical implications of its introduction in routine practice. © 2020 Elsevier Inc. All rights reserved.With the advent of whole-transcriptome studies and the growing need for public repositories, it has become essential to combine multiple heterogeneous datasets for immune cells. In this chapter, we describe the implementation of a compendium of 10,833 genes for 975 samples, corresponding to 52 resting immune cell types. We begin by describing the datasets, and their selection, in particular. We then explain the methodology implemented to create a qualified compendium the processing of each array (quality control, normalization and bias correction), integration (merging rules, global normalization and batch removal) and validation. Finally some examples of use will be detailed. The utility and limitations of the compendium are also discussed, as an introduction to the next version. © 2020 Elsevier Inc. All rights reserved.Parents' involvement in their children's education and parental warmth have been linked to many positive child outcomes. In addition to these positive associations, contemporary developmental theory stresses the interaction between different parenting variables and the interaction between parenting and broad contextual factors such as family socioeconomic status (SES). Thus, the purpose of this study was to examine main and interaction effects of parent home-based involvement and parental warmth on achievement outcomes. Additionally, we evaluated whether these variables also interacted with SES to predict students' achievement growth. Using the Early Childhood Longitudinal Study - Kindergarten Cohort of 2010-11 (N = 2352), growth of academic outcomes was modeled from kindergarten to the fourth grade. We then used latent variable interaction (Maslowsky, Jager, & Hemken, 2015) procedures to examine interaction effects of our primary study variables. Few significant effects were noted for children's reading and mathematics scores, but more substantial main (home-based involvement) and interaction (parental warmth and SES) effects emerged for science achievement. At high SES levels, warmth negatively predicted growth in science, whereas at lower SES levels, warmth positively predicted growth. Findings are discussed in relation to importance of parent involvement, differential effects across SES contexts, and curricular emphasis in contemporary schools. A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18-0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts. Teacher stress and burnout are associated with many adverse outcomes for teachers, students, and the educational system. This paper describes the Coping-Competence-Context (3C) Theory of Teacher Stress. The theory is based on empirical research on teacher stress and coping highlighted within this special issue and attempts to more explicitly highlight three critical interconnected pathways to teacher stress development and intervention. The 3C model also highlights why teacher stress is important and should be the topic of future inquiry by showing clear links between teacher stress and adverse student and teacher outcomes.  https://www.selleckchem.com/products/azd9291.html  Lastly, this paper provides guidance for leverage points to intervene and describes a future research agenda in three domains measurement, conceptual, and intervention issues and challenges.