Putative functions of extracellular matrix glycoproteins in secondary palate morphogenesis

Cleft palate is a common birth defect in humans. Elevation and fusion of paired palatal shelves are coordinated by growth and transcription factors, and mutations in these can cause malformations. Among the effector genes for growth factor signaling are extracellular matrix (ECM) glycoproteins. These provide substrates for cell adhesion (e.g., fibronectin, tenascins), but also regulate growth factor availability (e.g., fibrillins). Cleft palate in Bmp7 null mouse embryos is caused by a delay in palatal shelf elevation. In contrast, palatal shelves of Tgf-β3 knockout mice elevate normally, but a cleft develops due to their failure to fuse. However, nothing is known about a possible functional interaction between specific ECM proteins and Tgf-β/Bmp family members in palatogenesis. To start addressing this question, we studied the mRNA and protein distribution of relevant ECM components during secondary palate development, and compared it to growth factor expression in wildtypewild type and mutant mice. We found that fibrillin-2 (but not fibrillin-1) mRNA appeared in the mesenchyme of elevated palatal shelves adjacent to the midline epithelial cells, which were positive for Tgf-β3 mRNA. Moreover, midline epithelial cells started expressing fibronectin upon contact of the two palatal shelves. These findings support the hypothesis that fibrillin-2 and fibronectin are involved in regulating the activity of Tgf-β3 at the fusing midline. In addition, we observed that tenascin-W (but not tenascin-C) was misexpressed in palatal shelves of Bmp7-deficient mouse embryos. In contrast to tenascin-C, tenascin-W secretion was strongly induced by Bmp7 in embryonic cranial fibroblasts in vitro. These results are consistent with a putative function for tenascin-W as a target of Bmp7 signaling during palate elevation. Our results indicate that distinct ECM proteins are important for morphogenesis of the secondary palate, both as downstream effectors and as regulators of Tgf-β/Bmp activity.

Pedagogical Aspects of Sustainable Development"

The project produced three main sets of results. The first is related to the conception of ecological education, the second to an investigation of the current situation in ecological education in secondary schools in the Czech Republic, and the third presents ways and means of improving ecological education in schools. Kvasnickova first developed ideas on attitudes to the environment, clarified the term "ecological education" and carried out a methodological analysis of the systematic conception of ecological education, She then investigated the current situation of such education in various types of secondary schools throughout the country. Her results showed that the main problems of ecological education are the lack of an integrated approach to such education, the inadequate preparation of teachers and the lack of information in the area. During the project, she ran many seminars to increase teachers' qualifications for ecological education and prepared various textbooks, methodological guides and teaching aids.

Opportunities for Local Development in Jiului Valley"

This was an exploratory study that aimed to gain a rough understanding of the possible ways of implementing community development. The study was carried out between October 1998 and August 1999 in Lupeni, in the Jiu Valley, which is a mining area facing major decline following the government's decision to restructure the mining industry. Against a background of the history of sociology and its insights into the development of the community concept and its theoretical, methodological and practical significance, an analysis was carried out on four levels relevant to the community development approach: social participation, citizens' level of dependency on the state, and membership and the sense of belonging to the local and national community. A needs analysis approach using questionnaires, in-depth interviews and the Delphi approach took into consideration all those actors who could play important roles in local development: local authorities, representatives of local organisations (schools, trade unions, local associations, churches), and local residents.

PERSPECTIVES ON ICT ADOPTION IN UGANDAN SCHOOLS

This report discusses steps for the integration and adoption of information and communication technologies (ICT) in Uganda schools. Barriers of ICT adoption for teachers were determined through surveys at three schools in Eastern Uganda. Teachers identified lack of familiarity of ICT resources and lack of ICT skills as the two greatest barriers to ICT integration. Administrators and staffs were also interviewed to determine current resources. Through observations, interviews and collected data the report addresses two major ideas, promoting utilization of ICT resources and development of sustainable ICT programs. Promotion of utilization not only relies on overcoming the major barriers listed, but also developing a positive attitude of ICT. Sustainability is an issue reliant on all three groups of the school community; administration, staff and users.

The Role of Small and Medium-sized Centers for Territorial Development in Switzerland

This paper describes the role of small and medium-sized urban centers in Switzerland. Switzerland is a highly urbanized country where small and medium-sized urban centers play an important role in ensuring a balanced national urban system. Besides the four largest metropolitan regions （Zurich, Geneva, Basel and Bern）, small and medium-sized towns function as central places for a wider, often extensive hinterland. They provide opportunities for living and working and they connect rural and mountain regions to national and international networks. Using secondary statistics and a case study, the paper shows that small and medium-sized urban centers are home to significant concentrations of export-oriented industries. Firms in these value-adding secondary sectors are rooted in these places and benefit from strong local embeddedness while also being oriented towards global markets. Small and medium-sized urban centers also profit from their strong local identities. While these places face various challenges, they function as important pillars in creating a balanced regional development pattern. Swiss regional development policy follows the goal of polycentric spatial development and it employs various instruments that aim to ensure a balanced urban system.

Work Experiences and Well-Being in the First Years of Professional Work in Switzerland: A Ten-Year Follow-Up Study

The ÆQUAS (a German acronym for “Work Experiences and Quality of Life in Switzerland”) study followed young workers in five occupations over their first ten years in the labor market. Participants of the study reported on working conditions and well-being at five occasions. Overall, resources at work as well as well-being, health and personal resources remained stable or increased. Concurrently, task-related stressors increased as well. This result may reflect career progress (e.g., gaining more responsibilities may be accompanied by increasing time pressure) but development in task-related stressors as well as resources may also be related to specific occupations. Several trajectories had their turning point after the first or second year of being in the labor market, which may reflect a successful professional socialization. Even though a substantial number of participants did change their occupation over these ten years (with benefits for their well-being), development over the first ten years after vocational training implies a successful transition into labor market.

Skills training and social influences for violence prevention in middle schools: A curriculum evaluation

This pilot study evaluated the effect of skills training and of social influences on self-reported aggressive behavior in a sample of 239 sixth-grade students. The effect of two intervention groups and one control group were compared. In the first intervention group, a 15-session, violence-prevention curriculum was taught by the teacher. In the second intervention group, the same curriculum was taught by the teacher with the assistance of peer leaders trained to modify social norms about violence. The control group was evaluated but did not receive any training. The design included four schools. In two schools, three classes were assigned to one of the two interventions or to the control group. In the other two schools, two classes were assigned to either intervention (teacher only) or control. Students were evaluated before and after the implementation of the curriculum using a standardized questionnaire.^ The primary outcome was the effect of the curriculum and peer leaders on self-reported aggressive behaviors. The secondary outcome was their impact on intervening variables: knowledge about violence, conflict-resolution skills, self-efficacy, and attitudes.^ The intervention had a moderate effect on reducing self-reported aggressive behaviors among boys in two of the six classes that received the curriculum. Both classes with peer leaders reduced their aggressive behavior, but this reduction was significant in only one. A peer leader selection problem could probably explain this lack of effect.^ In three of the four schools, both interventions had an overall significant effect on increasing knowledge about violence and skills to reduce violence. Students also developed a more negative attitude toward violence after the intervention. As hypothesized, attitude change was stronger among students from the teacher plus peer leader group. No intervention effect was observed on self-efficacy nor on attitudes toward skills to reduce violence. Limitations of the study and implications for violence prevention in schools are discussed. ^

Design and evaluation of the parent education component of a comprehensive violence prevention project in middle schools

Low parental monitoring is related to youth risk behaviors such as delinquency and aggression. The purpose of this dissertation was to describe the development and evaluation of a parent education intervention to increase parental monitoring in Hispanic parents of middle school children.^ The first study described the process of intervention mapping as used to develop Padres Trabajando por la Paz, a newsletter intervention for parents. Using theory, empirical literature, and information from the target population, performance objectives and determinants for monitoring were defined. Learning objectives were specified and a staged social-cognitive approach was used to develop methods and strategies delivered through newsletters.^ The second study examined the outcomes of a randomized trial of the newsletter intervention. Outcome measures consisted of a general measure of monitoring, parent and child reports of monitoring behaviors targeted by the intervention, and psychosocial determinants of monitoring (self-efficacy, norms, outcome expectancies, knowledge, and beliefs). Seventy-seven parents completed the randomized trial, half of which received four newsletters over an eight-week period. Results revealed a significant interaction effect for baseline and treatment for parent's reports of norms for monitoring (p =.009). Parents in the experimental condition who scored low at baseline reported increased norms for monitoring at follow-up. A significant interaction effect for child reports of parental monitoring behaviors (p =.04) reflected an small increase across baseline levels in the experimental condition and decreases for the control condition at higher baseline scores. Both groups of parents reported increased levels of monitoring at follow-up. No other outcome measures varied significantly by condition.^ The third study examined the relationship between the psychosocial determinants of parental monitoring and parental monitoring behaviors in the study population. Weak evidence for a relationship between outcome expectancies and parental monitoring behaviors suggests further research in the area utilizing stronger empirical models such as longitudinal design and structural equation modeling.^ The low-cost, minimal newsletter intervention showed promise for changing norms among Hispanic parents for parental monitoring. In light of the importance of parental monitoring as a protective factor for youth health risk behaviors, more research needs to be done to develop and evaluate interventions to increase parental monitoring. ^

Preservice, Secondary Social Studies Teachers' Perceptions of Gender Equity

This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.

Social attitude toward sustainable development in 2025: A case for reinforcing scenario design

This paper shows the role that some foresight tools, such as scenario design, may play in exploring the future impacts of global challenges in our contemporary Society. Additionally, it provides some clues about how to reinforce scenario design so that it displays more in-depth analysis without losing its qualitative nature and communication advantages. Since its inception in the early seventies, scenario design has become one of the most popular foresight tools used in several fields of knowledge. Nevertheless, its wide acceptance has not been seconded by the urban planning academic and professional realm. In some instances, scenario design is just perceived as a story telling technique that generates oversimplified future visions without the support of rigorous and sound analysis. As a matter of fact, the potential of scenario design for providing more in-depth analysis and for connecting with quantitative methods has been generally missed, giving arguments away to its critics. Based on these premises, this document tries to prove the capability of scenario design to anticipate the impacts of complex global challenges and to do it in a more analytical way. These assumptions are tested through a scenario design exercise which explores the future evolution of the sustainable development paradigm (SD) and its implications in the Spanish urban development model. In order to reinforce the perception of scenario design as a useful and added value instrument to urban planners, three sets of implications –functional, parametric and spatial— are displayed to provide substantial and in-depth information for policy makers. This study shows some major findings. First, it is feasible to set up a systematic approach that provides anticipatory intelligence about future disruptive events that may affect the natural environment and socioeconomic fabric of a given territory. Second, there are opportunities for innovating in the Spanish urban planning processes and city governance models. Third, as a foresight tool, scenario design can be substantially reinforced if proper efforts are made to display functional, parametric and spatial implications generated by the scenarios. Fourth, the study confirms that foresight offers interesting opportunities for urban planners, such as anticipating changes, formulating visions, fostering participation and building networks

Genomic analyses of flowering transition and inflorescence development in grapevine = Análisis genómicos de la transición floral y del desarrollo de la inflorescencia en la vid

The general objective of this work is to analyze the regulatory processes underlying flowering transition and inflorescence and flower development in grapevine. Most of these crucial developmental events take place within buds growing during two seasons in two consecutive years. During the first season, the shoot apical meristem within the bud differentiates all the basic elements of the shoot including flowering transition in lateral primordia and development of inflorescence primordia. These events practically end with bud dormancy. The second season, buds resume shoot growth associated to flower formation and development. In grapevine, the lateral meristems can give rise either to tendril or inflorescence primordia that are homologous organs. With this purpose, we performed global transcriptome analyses along the bud annual cycle and during inflorescence and tendril development. In addition, we approach the genomic analysis of the MIKC type MADS-box gene family in grapevine to identify all its members and assign them putative biological functions. Regarding buds developmental cycle, the results indicate that the main factors explaining the global gene expression differences were the processes of bud dormancy and active growth as well as stress responses. Non dormant buds exhibited up-regulation in functional categories typical of actively proliferating and growing cells (photosynthesis, cell cycle regulation, chromatin assembly) whereas in dormant ones the main functional categories up-regulated were associated to stress response pathways together with transcripts related to starch catabolism. Major transcriptional changes during the dormancy period were associated to the para/endodormancy, endo/ecodormancy and ecodormancy/bud break transitions. Global transcriptional analyses along tendril and inflorescence development suggested that these two homologous organs share a common transcriptional program related to cell proliferation functions. Both structures showed a progressive decrease in the expression of categories such as cell-cycle, auxin metabolism/signaling, DNA metabolism, chromatin assembly and a cluster of five transcripts belonging to the GROWTH-REGULATING FACTOR (GRF) transcription factor family, that are known to control cell proliferation in other species and determine the size of lateral organs. However, they also showed organ specific transcriptional programs that can be related to their differential organ structure and function. Tendrils showed higher transcription of genes related to photosynthesis, hormone signaling and secondary metabolism than inflorescences, while inflorescences have higher transcriptional activity for genes encoding transcription factors (especially those belonging to the MADS-box gene family). Further analysis along inflorescence development evidenced the relevance of additional functions likely related to processes of flower development such as fatty acid and lipid metabolism, jasmonate signaling and oxylipin biosynthesis. The transcriptional analyses performed highlighted the relevance of several groups of transcriptional regulators in the developmental processes studied. The expression profiles along bud development revealed significant differences for some MADS-box subfamilies in relation to other plant species, like the members of the FLC and SVP subfamilies suggesting new roles for these groups in grapevine. In this way, it was found that VvFLC2 and VvAGL15.1 could participate, together with some members of the SPL-L family, in dormancy regulation, as was shown for some of them in other woody plants. Similarly, the expression patterns of the VvFLC1, VvFUL, VvSOC1.1 (together with VvFT, VvMFT1 and VFL) genes could indicate that they play a role in flowering transition in grapevine, in parallel to their roles in other plant systems. The expression levels of VFL, the grapevine LEAFY homolog, could be crucial to specify the development of inflorescence and flower meristems instead of tendril meristems. MADS-box genes VvAP3.1 and 2, VvPI, VvAG1 and 3, VvSEP1-4, as well as VvBS1 and 2 are likely associated with the events of flower meristems and flower organs differentiation, while VvAP1 and VvFUL-L (together with VvSOC1.1, VvAGL6.2) could be involved on tendril development given their expression patterns. In addition, the biological function ofVvAP1 and VvTFL1A was analyzed using a gene silencing approach in transgenic grapevine plants. Our preliminary results suggested a possible role for both genes in the initiation and differentiation of tendrils. Finally, the genomic analysis of the MADS-box gene family in grapevine revealed differential features regarding number and expression pattern of genes putatively involved in the flowering transition process as compared to those involved in the specification of flower and fruit organ identity. Altogether, the results obtained allow identifying putative candidate genes and pathways regulating grapevine reproductive developmental processes paving the way to future experiments demonstrating specific gene biological functions. RESUMEN El objetivo general de este trabajo es analizar los procesos regulatorios subyacentes a la inducción floral así como al desarrollo de la inflorescencia y la flor en la vid. La mayor parte de estos eventos cruciales tienen lugar en las yemas a lo largo de dos estaciones de crecimiento consecutivas. Durante la primera estación, el meristemo apical contenido en la yema diferencia los elementos básicos del pámpano, lo cual incluye la inducción de la floración en los meristemos laterales y el subsiguiente desarrollo de primordios de inflorescencia. Estos procesos prácticamente cesan con la entrada en dormición de la yema. En la segunda estación, se reanuda el crecimiento del pámpano acompañado por la formación y desarrollo de las flores. En la vid, los meristemos laterales pueden dar lugar a primordios de inflorescencia o de zarcillo que son considerados órganos homólogos. Con este objetivo llevamos a cabo un estudio a nivel del transcriptoma de la yema a lo largo de su ciclo anual, así como a lo largo del desarrollo de la inflorescencia y del zarcillo. Además realizamos un análisis genómico de la familia MADS de factores transcripcionales (concretamente aquellos del tipo MIKC) para identificar todos sus miembros y tratar de asignarles posibles funciones biológicas. En cuanto al ciclo de desarrollo de la yema, los resultados indican que los principales factores que explican las diferencias globales en la expresión génica fueron los procesos de dormición de la yema y el crecimiento activo junto con las respuestas a diversos tipos de estrés. Las yemas no durmientes mostraron un incremento en la expresión de genes contenidos en categorías funcionales típicas de células en proliferación y crecimiento activo (como fotosíntesis, regulación del ciclo celular, ensamblaje de cromatina), mientras que en las yemas durmientes, las principales categorías funcionales activadas estaban asociadas a respuestas a estrés, así como con el catabolismo de almidón. Los mayores cambios observados a nivel de transcriptoma en la yema coincidieron con las transiciones de para/endodormición, endo/ecodormición y ecodormición/brotación. Los análisis transcripcionales globales a lo largo del desarrollo del zarcillo y de la inflorescencia sugirieron que estos dos órganos homólogos comparten un programa transcripcional común, relacionado con funciones de proliferación celular. Ambas estructuras mostraron un descenso progresivo en la expresión de genes pertenecientes a categorías funcionales como regulación del ciclo celular, metabolismo/señalización por auxinas, metabolismo de ADN, ensamblaje de cromatina y un grupo de cinco tránscritos pertenecientes a la familia de factores transcripcionales GROWTH-REGULATING FACTOR (GRF), que han sido asociados con el control de la proliferación celular y en determinar el tamaño de los órganos laterales en otras especies. Sin embargo, también pusieron de manifiesto programas transcripcionales que podrían estar relacionados con la diferente estructura y función de dichos órganos. Los zarcillos mostraron mayor actividad transcripcional de genes relacionados con fotosíntesis, señalización hormonal y metabolismo secundario que las inflorescencias, mientras que éstas presentaron mayor actividad transcripcional de genes codificantes de factores de transcripción (especialmente los pertenecientes a la familia MADS-box). Análisis adicionales a lo largo del desarrollo de la inflorescencia evidenciaron la relevancia de otras funciones posiblemente relacionadas con el desarrollo floral, como el metabolismo de lípidos y ácidos grasos, la señalización mediada por jasmonato y la biosíntesis de oxilipinas. Los análisis transcripcionales llevados a cabo pusieron de manifiesto la relevancia de varios grupos de factores transcripcionales en los procesos estudiados. Los perfiles de expresión estudiados a lo largo del desarrollo de la yema mostraron diferencias significativas en algunas de las subfamilias de genes MADS con respecto a otras especies vegetales, como las observadas en los miembros de las subfamilias FLC y SVP, lo cual sugiere que podrían desempeñar nuevas funciones en la vid. En este sentido, se encontró que los genes VvFLC2 y VvAGL15.1 podrían participar, junto con algunos miembros de la familia SPL-L, en la regulación de la dormición. De un modo similar, los patrones de expresión de los genes VvFLC1, VvFUL, VvSOC1.1 (junto con VvFT, VvMFT1 y VFL) podría indicar que desempeñan un papel en la regulación de la inducción de la floración en la vid, como se ha observado en otros sistemas vegetales. Los niveles de expresión de VFL, el homólogo en vid del gen LEAFY de A. thaliana podrían ser cruciales para la especificación del desarrollo de meristemos de inflorescencia y flor en lugar de meristemos de zarcillo. Los genes VvAP3.1 y 2, VvPI, VvAG1 y 3, VvSEP1-4, así como VvBS1 y 2 parecen estar asociados con los eventos de diferenciación de meristemos y órganos florales, mientras que VvAP1 y VvFUL-L (junto con VvSOC1.1 y VvAGL6.2) podrían estar implicados en el desarrollo del zarcillo dados sus patrones de expresión. Adicionalmente, se analizó la función biológica de los genes VvAP1 y VvTFL1A por medio de una estrategia de silenciamiento génico. Los datos preliminares sugieren un posible papel para ambos genes en la iniciación y diferenciación de los zarcillos. Finalmente, el análisis genómico de la familia MADS en vid evidenció diferencias con respecto a otras especies vegetales en cuanto a número de miembros y patrón de expresión en genes supuestamente implicados en la inducción de la floración, en comparación con aquellos relacionados con la especificación de identidad de órganos florales y desarrollo del fruto. En conjunto, los resultados obtenidos han permitido identificar posibles rutas y genes candidatos a participar en la regulación de los procesos de desarrollo reproductivo de la vid, sentando las bases de futuros experimentos encaminados a conocer la funciones biológicas de genes específicos.

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

Promotion of professional skills in engineering education: strategies and challenges

Basic engineering skills are not the only key to professional development, particularly as engineering problems are everyday more and more complex and multifaceted, hence requiring the implementation of larger multidisciplinary teams, in many cases working in an international context and in a continuously evolving environment. Therefore other outcomes, sometimes referred to as professional skills, are also necessary for our students, as most universities are already aware. In this study we try to methodically analyze the main strategies for the promotion of professional skills, mainly linked to actuations which directly affect students or teachers (and teaching methodologies) and which take advantage of the environment and available resources. From an initial list of 51 strategies (in essence aimed at promotion of different drivers of change, linked to students, teachers, environment and resources), we focus on the 11 drivers of change considered more important after an initial evaluation. Subsequently, a systematic analysis of the typical problems linked to these main drivers of change, enables us to find and formulate 12 major and usually repeated and unsolved problems. After selecting these typical problems, we put forward 25 different solutions, for short-term actuation, and discuss their effects, while bearing in mind our team’s experience, together with the information from the studies carried out by numerous teaching staff from other universities.

Disrupted splenic architecture, but normal lymph node development in mice expressing a soluble lymphotoxin-β receptor–IgG1 fusion protein

Early in ontogeny, the secondary lymphoid organs become populated with numerous cells of mesodermal origin which forms both the lymphoid and stromal elements. The critical receptor/ligand interactions necessary for lymphoid organogenesis to occur are for the most part unknown. Although lymphotoxin-α (LTα) has been shown to be required for normal lymph node, Peyer’s patch, and splenic development, it is unclear if soluble LTα3, and/or cell-bound lymphotoxin-αβ (LTαβ) mediate these developmental events. Here we report that blocking LTαβ/lymphotoxin-β receptor (LTβR) interaction in vivo by generating mice which express a soluble LTβR–Fc fusion protein driven by the human cytomegalovirus promoter results in an array of anatomic abnormalities affecting both the spleen and Peyer’s patches, but not the lymph nodes. These results demonstrate that surface LTαβ ligand plays a critical role in normal lymphoid organ development.