Extrafollicular plasmablast B cells play a key role in carrying retroviral infection to peripheral organs.

B cells can either differentiate in germinal centers or in extrafollicular compartments of secondary lymphoid organs. Here we show the migration properties of B cells after differentiation in murine peripheral lymph node infected with mouse mammary tumor virus. Naive B cells become activated, infected, and carry integrated retroviral DNA sequences. After production of a retroviral superantigen, the infected B cells receive cognate T cell help and differentiate along the two main differentiation pathways analogous to classical Ag responses. The extrafollicular differentiation peaks on day 6 of mouse mammary tumor virus infection, and the follicular one becomes detectable after day 10. B cells participating in this immune response carry a retroviral DNA marker that can be detected by using semiquantitative PCR. We determined the migration patterns of B cells having taken part in the T cell-B cell interaction from the draining lymph node to different tissues. Waves of immigration and retention of infected cells in secondary lymphoid organs, mammary gland, salivary gland, skin, lung, and liver were observed correlating with the two peaks of B cell differentiation in the draining lymph node. Other organs revealed immigration of infected cells at later time points. The migration properties were correlated with a strong up-regulation of alpha(4)beta(1) integrin expression. These results show the migration properties of B cells during an immune response and demonstrate that a large proportion of extrafolliculary differentiating plasmablasts can escape local cell death and carry the retroviral infection to peripheral organs.

Effects of math anxiety on student success in higher education

This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students" academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding mathematics, and their responses were assessed in relation to the grades they had obtained during continuous assessment on a course entitled"Research Design". Results showed that low performance on the course was related to math anxiety and negative attitudes toward mathematics. We suggest that these factors may affect students" performance and should therefore be taken into account in attempts to improve students" learning processes in methodological courses of this kind.

English grammar games in primary education

The purpose of this study was to analyse pupils’ English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors’ contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdevànol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils’ active participation successfully.

Using Songs in Primary Education: Advantages and Challenges

Aquesta recerca està basada en l’observació de les cançons per aprendre i ensenyar la llengua anglesa en l’etapa d’Educació Primària. S’analitza la cançó com un recurs eficaç per aprendre aquesta llengua, així com també s’observen els avantatges i desavantatges que es poden trobar en l’ús de les cançons a les aules de Primària. A partir d’una aplicació pràctica també s’estudia la validesa d’aquest recurs en el primer i darrer curs de la Primària. A més a més, es mesura la motivació que mostren els alumnes davant d’aquesta eina d’aprenentatge. Finalment, es presenten els resultats obtinguts en l’aplicació pràctica que s’ha portat a terme en una escola i les conclusions que s’extreuen a partir de la justificació teòrica i els resultats obtinguts a partir de les sessions pràctiques.

Muscle moment-arms: a key element in muscle-force estimation.

A clear and rigorous definition of muscle moment-arms in the context of musculoskeletal systems modelling is presented, using classical mechanics and screw theory. The definition provides an alternative to the tendon excursion method, which can lead to incorrect moment-arms if used inappropriately due to its dependency on the choice of joint coordinates. The definition of moment-arms, and the presented construction method, apply to musculoskeletal models in which the bones are modelled as rigid bodies, the joints are modelled as ideal mechanical joints and the muscles are modelled as massless, frictionless cables wrapping over the bony protrusions, approximated using geometric surfaces. In this context, the definition is independent of any coordinate choice. It is then used to solve a muscle-force estimation problem for a simple 2D conceptual model and compared with an incorrect application of the tendon excursion method. The relative errors between the two solutions vary between 0% and 100%.

G alpha-q/11 protein plays a key role in insulin-induced glucose transport in 3T3-L1 adipocytes.

We evaluated the role of the G alpha-q (Galphaq) subunit of heterotrimeric G proteins in the insulin signaling pathway leading to GLUT4 translocation. We inhibited endogenous Galphaq function by single cell microinjection of anti-Galphaq/11 antibody or RGS2 protein (a GAP protein for Galphaq), followed by immunostaining to assess GLUT4 translocation in 3T3-L1 adipocytes. Galphaq/11 antibody and RGS2 inhibited insulin-induced GLUT4 translocation by 60 or 75%, respectively, indicating that activated Galphaq is important for insulin-induced glucose transport. We then assessed the effect of overexpressing wild-type Galphaq (WT-Galphaq) or a constitutively active Galphaq mutant (Q209L-Galphaq) by using an adenovirus expression vector. In the basal state, Q209L-Galphaq expression stimulated 2-deoxy-D-glucose uptake and GLUT4 translocation to 70% of the maximal insulin effect. This effect of Q209L-Galphaq was inhibited by wortmannin, suggesting that it is phosphatidylinositol 3-kinase (PI3-kinase) dependent. We further show that Q209L-Galphaq stimulates PI3-kinase activity in p110alpha and p110gamma immunoprecipitates by 3- and 8-fold, respectively, whereas insulin stimulates this activity mostly in p110alpha by 10-fold. Nevertheless, only microinjection of anti-p110alpha (and not p110gamma) antibody inhibited both insulin- and Q209L-Galphaq-induced GLUT4 translocation, suggesting that the metabolic effects induced by Q209L-Galphaq are dependent on the p110alpha subunit of PI3-kinase. In summary, (i) Galphaq appears to play a necessary role in insulin-stimulated glucose transport, (ii) Galphaq action in the insulin signaling pathway is upstream of and dependent upon PI3-kinase, and (iii) Galphaq can transmit signals from the insulin receptor to the p110alpha subunit of PI3-kinase, which leads to GLUT4 translocation.

A methodological approach to identify teacher's ICT competencies in online learning environments in Higher Education

Aquest article pretén descriure el procés metodològic d'identificació i mesurament de les competències TIC dels professors i com a formadors en les TIC en un entorn d'aprenentatge en línia en l'Educació Superior portat a terme en el marc del Projecte Europeu Elene-TLC.La revisió de la recerca en les competències en línia del professor demostra que, en primer lloc, el mètode més utilitzat per a identificar aquestes competències és el focus group. En segon lloc, la tècnica Delphi és la tècnica més utilitzada per reunir el consens d'experts sobre quines són les competències principals per al professor en línia entre els que s'indiquen.La proposta metodològica descrita en aquest document consisteix en la creació de 7 grups de discussió en línia, l'objectiu dels quals era identificar les competències formatives dels professors en línia i les dels professos en línia. La llista de competències obtingudes posteriorment es va oferir als experts europeus que participaven en l'aplicació de la tècnica Delphi. A aquests experts se'ls va demanar que ordenessin les competències d'acord amb el seu grau d'importància.Els resultats mostren que els grups de discussió en línia i el mètode Delphi són les metodologies apropiades per a identificar les competències TIC dels professors universitaris en els entorns d'aprenentatge en línia.

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewed