Unifying theory of hypoxia tolerance: molecular/metabolic defense and rescue mechanisms for surviving oxygen lack.

We develop a unifying theory of hypoxia tolerance based on information from two cell level models (brain cortical cells and isolated hepatocytes) from the highly anoxia tolerant aquatic turtle and from other more hypoxia sensitive systems. We propose that the response of hypoxia tolerant systems to oxygen lack occurs in two phases (defense and rescue). The first lines of defense against hypoxia include a balanced suppression of ATP-demand and ATP-supply pathways; this regulation stabilizes (adenylates) at new steady-state levels even while ATP turnover rates greatly decline. The ATP demands of ion pumping are down-regulated by generalized "channel" arrest in hepatocytes and by "spike" arrest in neurons. Hypoxic ATP demands of protein synthesis are down-regulated probably by translational arrest. In hypoxia sensitive cells this translational arrest seems irreversible, but hypoxia-tolerant systems activate "rescue" mechanisms if the period of oxygen lack is extended by preferentially regulating the expression of several proteins. In these cells, a cascade of processes underpinning hypoxia rescue and defense begins with an oxygen sensor (a heme protein) and a signal-transduction pathway, which leads to significant gene-based metabolic reprogramming-the rescue process-with maintained down-regulation of energy-demand and energy-supply pathways in metabolism throughout the hypoxic period. This recent work begins to clarify how normoxic maintenance ATP turnover rates can be drastically (10-fold) down-regulated to a new hypometabolic steady state, which is prerequisite for surviving prolonged hypoxia or anoxia. The implications of these developments are extensive in biology and medicine.

Cryptorchidism and homeotic transformations of spinal nerves and vertebrae in Hoxa-10 mutant mice.

Homozygous mice mutated by homologous recombination for the AbdB-related Hoxa-10 gene are viable but display homeotic transformations of vertebrae and lumbar spinal nerves. Mutant males exhibit unilateral or bilateral criptorchidism due to developmental abnormalities of the gubernaculum, resulting in abnormal spermatogenesis and sterility. These results reveal an important role of Hoxa-10 in patterning posterior body regions and suggest that Hox genes are involved in specifying regional identity of both segmented and nonovertly segmented structures of the developing body.

Contemplative Education CenterStage: Training the Mindful Performer

In the late 20th century and early 21st century, contemplative education/studies courses, concentrations, and initiatives have emerged in the academy. Although there has been significant discussion of postsecondary courses and programs that have integrated contemplative views and practices in the literature, there have been few studies of contemplative curricula and pedagogy in higher education. Additionally, there have been even fewer inquiries of the influence of contemplative education on performing arts training within conservatories and college and university departments. The aim of this qualitative study was two-fold: (1) to describe, interpret, and appraise the impact of contemplative education on the curricula of an interdisciplinary conservatory level performing arts program, MFA Contemporary Performance, at Naropa University; and (2) to disclose, compare, and analyze MFA student perceptions of the influence of contemplative education on their professional and personal development. The following questions guided this study: (1) How do faculty and students characterize contemplative education within the MFA in Theater: Contemporary Performance Program? (2) How does contemplative education impact the intended and operational curricula of courses within the MFA Contemporary Performance Program? (3) How do graduate students perceive the effects of contemplative education, offered by the MFA Contemporary Performance Program, on the development of their communication abilities, presence-in-performance, sociolinguistic perspectives, and aesthetic perspectives? Based on the research methodology of educational criticism and connoisseurship, this investigation provides a vivid description and interpretation of the intended and operational curricula of three core courses within the MFA program. These curricula were examined through five dimensions: intentional, curricular, pedagogical, structural, and evaluative. In order to shape our understanding of the contemplative and performative nature of the curricula, the significant and subtle qualities of the courses were further captured by preparation, context-building, reflective, showing, and closing conventions. Since the courses were grounded in postmodern view, they were evaluated according to Doll's criteria of richness, recursion, relations, and rigor for the evaluation of postmodern curricula. MFA first- and second-year students primarily characterized contemplative education as body/mind training for performance and personal development, sitting meditation, and cultivation of mindfulness and awareness. Student perceptions of the impact of contemplative education on the development of their communication abilities, presence-in-performance, sociolinguistic perspectives, and aesthetic perspectives, throughout the course of their two-year training, are presented in a dimensional analysis. The research reveals eight different themes that intersect the three core curricula and interviews with MFA students and faculty. These thematics include inclusivity, nowness, silence, improvisation, goodness, heart, training, and space. The beginning letter of each theme combines to form the acronym, insights. The framework of insights connects and illuminates the most potent aspects of MFA Contemporary Performance values and training.

Description of a College Chamber (manuscript copy), ca. 1744

This humorous, rhyming poem appears to have been co-authored by Thomas Handcock of Massachusetts and Richard Waterman of Warwick, Rhode Island. The document is also signed by Catharine Waterman. Neither of the authors attended Harvard College, and the circumstances of this poem's creation are not known. The poem suggests that they composed the poem while visiting - uninvited - the room of "honest Bob." The poem describes the contents of this college chamber, including the following items: an oak table with a broken leg; paper, a pen, and sand for writing; books, including "Scotch songs," philosophy, Euclid, a book of prayer, Tillotson, and French romances; pipes and tobacco; mugs; a broken violin; copperplate and mezzotint prints; a cat; clothes; two globes; a pair of bellows; a broom; a chamber pot; a candle in a bottle; tea; cups and saucers; a letter to Chloe, to whom the room's inhabitant apparently owed money; a powder horn; a fishing net; a rusty gun; a battledore; a shuttlecock; a cannister; a pair of shoes; and a coffee mill. The poem references events related to the War of Austrian Succession (1740-1748); British Vice Admiral Edward Vernon's siege of Portobello (in present-day Panama) in 1739; the "Rushian War" (perhaps the Russo-Swedish War of 1741-1743); and the War of Jenkins' Ear (the cat in the college chamber, like British Captain Robert Jenkins, has lost an ear).

Letter from Samuel Willard, Lancaster, Massachusetts to Catherine Willard, Petersham, Massachusetts, June 18, 1799

Willard asks his sister to bring some of his clothes to a tailor, and also to make him a pair of linen gloves, and to send him various items from home, including books, a jacket, and a hat.

Letter from Samuel Willard, Cambridge, Massachusetts, to Abigail Willard, Petersham, Massachusetts, September 29, 1806

Willard discusses family issues then explains that he was preaching in Lexington for three weeks and turned down an offer to stay longer. He says that instead, he will “make Cambridge my headquarters.” Willard asks his sister to pick up his clothes for him.

Letter from Lemuel Shaw to Susanna Shaw, January 3, 1797

This single page handwritten letter was sent from Lemuel Shaw to his mother, Susanna, during his freshman year at Harvard. In the letter, he requested that his mother wash and return his dirty laundry and send him clothes, including a pair of overalls, some neck-handkerchiefs, and a new hat. Shaw also asked for money to be sent to pay off his debt of $21.25 to Mr. Richard Hunnewell for board and rent, $18.93 for the previous quarter’s bill, and $1.15 for Mr. Timothy Alden, the College Butler.

Inhaltsleerer Antifaschismus

[s.c.]

Alton locke : tailor and poet, an autobiography /

Includes Cheap clothes and nasty : v. l, p. 75-109.

The collected works of Henrik Ibsen.

Title vignette.

The collected works of Henrik Ibsen.

"Entirely revised and edited by William Archer."

Effects of clothing on gross motor performance

Prepared by the Environmental Protection Division.