Prostatic stromal cells of old gerbils respond to steroidal blockades creating a microenvironment similar to reactive stroma

The present study examined the changes in prostatic stroma of old gerbils (18 months) submitted to orchiectomy associated or not with steroidal blockades. Animals were divided into six groups, all surgically castrated except the control group composed of intact animals. The other two controls were formed by castrated animals, one that received and one that did not receive the drug vehicle. In the experimental groups, doses of flutamide (10 mg/kg/day) and/or tamoxifen (1 mg/kg/48 h) were applied for 1, 3, 7 and 30 days post-castration. The methodologies involved were: morphological (HE, Gömöri reticulin, Picrosirius-hematoxylin), immunohistochemical (tenascin, type IV collagen) and ultrastructural analyses. Gradually, the epithelial compartment was significantly exceeded in volume by the stromal compartment, characterizing regression but not atrophy of the gland. The smooth muscle cell frequency increased significantly after 30 days and participated effectively in the stromal increase. Large collagen I and tenascin deposits in the subepithelial region were a hallmark of prostatic acini in the experimental groups up to 7 days, while in the 30-day group these elements practically disappear. Fibroblasts with reactive aspect, changes in basement membrane structure and maintenance and/or increase of blood vessels were also associated with treatments. These results showed, in part, the sensitivity of stromal components to suppressed hormones and favored the creation of a differentiated glandular microenvironment. Therefore, the data suggest the importance of considering aging when analyzing aspects of prostatic regression between rodents and humans after hormonal ablation. © 2011 Elsevier Masson SAS. All rights reserved.

Microcomputer software for creating statistics from population census microdata for GIS planning applications (with a description of the REDATAM software)

Includes bibliography

Creating capabilities in local environments and production networks

Includes bibliography

Infrastructure charges: Creating incentives to improve environmental performance

This FAL Bulletin analyses the potential contribution of differentiated infrastructure charges to the promotion of more environmentally sound behaviour, such as energy efficiency and technological change.

Trade Facilitation as Part of Creating the Free Trade Area of the Americas (FTAA)

The content of this article is the natural continuation of both FAL Bulletin No. 167 and FAL Bulletin No. 171. FAL Bulletin No. 167 advanced conceptually in the definition of the term trade facilitation and a general explanation of how some international bodies and the FTAA process itself deal with this issue. This month's article expands on the information regarding trade facilitation within the FTAA, which brings together the sizeable number of 34 countries from the Western Hemisphere.Similarly, taking into account that FAL Bulletin No. 171 reported on some progress toward trade facilitation regulations within the framework of the Southern Common Market (Mercosur), the current article takes a complementary approach, reporting on developments favourable to trade facilitation in another agreement for economic integration, which basically proposes the creation of a free trade area.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Population histories of right whales (Cetacea: Eubalaena) Inferred from Mitochondrial Sequence Diversities and Divergences of Their Whale Lice (Amphipoda: Cyamus)

Right whales carry large populations of three ‘whale lice’ (Cyamus ovalis, Cyamus gracilis, Cyamus erraticus) that have no other hosts. We used sequence variation in the mitochondrial COI gene to ask (i) whether cyamid population structures might reveal associations among right whale individuals and subpopulations, (ii) whether the divergences of the three nominally conspecific cyamid species on North Atlantic, North Pacific, and southern right whales (Eubalaena glacialis, Eubalaena japonica, Eubalaena australis) might indicate their times of separation, and (iii) whether the shapes of cyamid gene trees might contain information about changes in the population sizes of right whales. We found high levels of nucleotide diversity but almost no population structure within oceans, indicating large effective population sizes and high rates of transfer between whales and subpopulations. North Atlantic and Southern Ocean populations of all three species are reciprocally monophyletic, and North Pacific C. erraticus is well separated from North Atlantic and southern C. erraticus. Mitochondrial clock calibrations suggest that these divergences occurred around 6 million years ago (Ma), and that the Eubalaena mitochondrial clock is very slow. North Pacific C. ovalis forms a clade inside the southern C. ovalis gene tree, implying that at least one right whale has crossed the equator in the Pacific Ocean within the last 1–2 million years (Myr). Low-frequency polymorphisms are more common than expected under neutrality for populations of constant size, but there is no obvious signal of rapid, interspecifically congruent expansion of the kind that would be expected if North Atlantic or southern right whales had experienced a prolonged population bottleneck within the last 0.5 Myr.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Leveraging Technology for the Future of Nebraska: Creating a Statewide Broadband Plan

In Nebraska, some areas of the state S primarily in the most rural areas of the state S may be underserved or unserved in terms of broadband access. Rural areas of the state also lag in economic development and are experiencing population losses. Additionally, broadband adoption and Internet usage among certain income and population groups remains low. Increasing adoption of broadband and Information Technology (IT) services is one way to create economic opportunities, attract new residents to rural areas and address economic inequalities among population groups.

Creating a Diversity Movement in the University

What kind of actions can a university take to create a diversity movement within its confines? Taking recent work at North Carolina State University as the prototype, this session will be used to outline and discuss the characteristics of administrative action that can lead to a comprehensive and programmatic diversity movement within any college or university.

"CREATING PARTNERSHIPS AND A SUPPORTIVE SYSTEM IN THE MINORITY COMMUNITY"

"We have succeeded in gaining a tremendous amount of support in the community and are recognized as a viable member of the minority community in Jackson, Michigan."

Rituals and Knowledge Construction: Ethical Dilemmas on Creating Oppositions

What is knowledge construction for? Mesopotamian rituals were practiced in order to grasp the future and guide war strategies. Nowadays, scientific rules are developed to avoid mysticism-constructing more accurate laws to explain the reality. Both rituals and science were, and usually are, grounded in a conception that to know is to decipher the correct meaning behind the expressive relief of the world. Contemporary studies on anthropology have shown that the opposition between nature and culture is the basis of a number of problems in human sciences aiming to comprehend the intricate relation between body and violence and overcome ethical dilemmas.

Representations as tools of appropriation, creating meaning through activities.

Based on some constructs of the Activity Theory (Leontiev, 1978), we point to the need to develop activities that reveal the meaning of representations. We examine use of representations in teaching and propose some suggestions. Shaaron Ainsworth (1999) asserted that, in order to learn from engaging with multiple representations of scientific concepts, students need to be able to (a) understand the codes and signifiers in a representation, (b) understand the links between the representation and the target concept or process, (c) translate key features of the concept across representations and (d) know which features to emphasize in designing their own representations.

El auge y el declive de las culturas del África Occidental (o Atlántica)

[ES] Cada uno de los pueblos negro-africanos presenta un perfil cultural que le hace ser singular y esencialmente semejante a otros, como parte importante de un todo cultural, algunas veces difícil de determinar explícitamente. Los procesos que definían a los negro-africanos experimentaron una acelerada transformación debido al choque cultural que vivieron durante casi cinco siglos de su historia. Este choque debilitó sus estructuras culturales, creando Estados con lenguas extranjeras oficiales, religiones de importación, escuelas desvernacularizadas, etc., y desplazando los tradicionales sistemas sociopolíticos negro-africanos. Esta fuerte aculturación del África negra se ve fortalecida por la dominancia de la cultura exógena, que impide la reconfiguración etnocultural de sus habitantes y sociedades. Este es el gran reto de su futuro: fortalecer sus diversidades y enseñar a sus habitantes a aprender a ser africanos.