Inflammation suppressor genes: please switch out all the lights

An effective immune system requires rapid and appropriate activation of inflammatory mechanisms but equally rapid and effective resolution of the inflammatory state. A review of the canonical host response to gram-negative bacteria, the lipopolysaccharide-Toll-like receptor 4 signaling cascade, highlights the induction of repressors that act at each step of the activation process. These inflammation suppressor genes are characterized by their induction in response to pathogen, typically late in the macrophage activation program, and include an expanding class of dominant-negative proteins derived from alternate splicing of common signaling components. Despite the expanse of anti-inflammatory mechanisms available to an activated macrophage, the frailty of this system is apparent in the large numbers of genes implicated in chronic inflammatory diseases. This apparent lack of redundancy between inflammation suppressor genes is discussed with regard to evolutionary benefits in generating a heterogeneous population of immune cells and consequential robustness in defense against new and evolving pathogens.

'Please Mr Hay, what are my poss(abilities)?': Legitimation of ability through physical education practices

This paper provides two vignettes that draw on data from projects that interrogate how a student can be positioned by practices within physical education (PE) and directed by the PE teacher in relation to their valued or legitimated ability. Through the use of Pierre Bourdieu's conceptual tools of field, habitus and capital we investigate the complex legitimation processes that shape student poss(abilities) and that are situated in the space of the PE class. The first vignette is from the perspective of a student and draws on data from interviews, a journal, questionnaires and photos of her PE experiences in upper primary and lower secondary school. The second vignette focuses on teacher practices and his constitution of the field of a PE class highlighting the significance of teacher perspectives of 'ability' in informing assessment in senior secondary PE. Using these examples we discuss the symbolic violence that works against each student by positioning them as 'less able' or 'unable' despite their participation in a learning context. We argue that by not attending to the possible abilities of students that could have been recognized, developed and legitimated, and through the misuse of capital assignment by teachers, PE may well be counterproductive to students' ongoing engagement with the subject area and the espoused potential upon which such a subject area justifies itself.