Productive HIV-1 infection of primary CD4+ T cells induces mitochondrial membrane permeabilization leading to a caspase-independent cell death.

We have explored in vitro the mechanism by which human immunodeficiency virus, type 1 (HIV-1) induces cell death of primary CD4+ T cells in conditions of productive infection. Although HIV-1 infection primed phytohemagglutinin-activated CD4+ T cells for death induced by anti-CD95 antibody, T cell death was not prevented by a CD95-Fc decoy receptor, nor by decoy receptors of other members of the TNFR family (TNFR1/R2, TRAILR1/R2/OPG, TRAMP) or by various blocking antibodies, suggesting that triggering of death receptors by their cognate ligands is not involved in HIV-induced CD4 T cell death. HIV-1 induced CD4 T cell shrinkage, cell surface exposure of phosphatidylserine, loss of mitochondrial membrane potential (Deltapsim), and mitochondrial release of cytochrome c and apoptosis-inducing factor. A typical apoptotic phenotype (nuclear chromatin condensation and fragmentation) only occurred in around half of the dying cells. Treatment with benzyloxycarbonyl-Val-Ala-Asp-fluoromethylketone, a broad spectrum caspase inhibitor, prevented nuclear chromatin condensation and fragmentation in HIV-infected CD4+ T cells and in a cell-free system (in which nuclei were incubated with cytoplasmic extracts from the HIV-infected CD4+ T cells). Nevertheless, benzyloxycarbonyl-Val-Ala-Asp-fluoromethylketone did not prevent mitochondrial membrane potential loss and cell death, suggesting that caspases are dispensable for HIV-mediated cell death. Our findings suggest a major role of the mitochondria in the process of CD4 T cell death induced by HIV, in which targeting of Bax to the mitochondria may be involved.

Alliance patterns over the course of short-term dynamic psychotherapy: The shape of productive relationships.

The shape of alliance processes over the course of psychotherapy has already been studied in several process-outcome studies on very brief psychotherapy. The present study applies the shape-of-change methodology to short-term dynamic psychotherapies and complements this method with hierarchical linear modeling. A total of 50 psychotherapies of up to 40 sessions were included. Alliance was measured at the end of each session. The results indicate that a linear progression model is most adequate. Three main patterns were found: stable, linear, and quadratic growth. The linear growth pattern, along with the slope parameter, was related to treatment outcome. This study sheds additional light on alliance process research, underscores the importance of linear alliance progression for outcome, and also fosters a better understanding of its limitations.

Protective or counter-productive? Labor market institutions and the effect of immigration on EU natives

We estimate the effect of immigrant flows on native employment in WesternEurope, and then ask whether the employment consequences of immigrationvary with institutions that affect labor market flexibility. Reducedflexibility may protect natives from immigrant competition in the nearterm, but our theoretical framework suggests that reduced flexibility islikely to increase the negative impact of immigration on equilibriumemployment. In models without interactions, OLS estimates for a panel ofEuropean countries in the 1980s and 1990s show small, mostly negativeimmigration effects. To reduce bias from the possible endogeneity ofimmigration flows, we use the fact that many immigrants arriving after1991 were refugees from the Balkan wars. An IV strategy based onvariation in the number of immigrants from former Yugoslavia generateslarger though mostly insignificant negative estimates. We then estimatemodels allowing interactions between the employment response toimmigration and institutional characteristics including business entrycosts. These results, limited to the sample of native men, generallysuggest that reduced flexibility increases the negative impact ofimmigration. Many of the estimated interaction terms are significant,and imply a significant negative effect on employment in countrieswith restrictive institutions.

Supply of nutrients and productive responses in dairy cows given diets based on restrictively fermented silage

Selostus: Ravintoaineiden saantiin ja maidontuotantoon vaikuttavat tekijät runsaalla säilörehuruokinnalla

Characterization of a MexAB-OprM efflux system necessary for productive metabolism of Pseudomonas azelaica HBP1 on 2-hydroxybiphenyl.

Pseudomonas azelaica HBP1 is one of the few bacteria known to completely mineralize the biocide and toxic compound 2-hydroxybiphenyl (2-HBP), but the mechanisms of its tolerance to the toxicity are unknown. By transposon mutant analysis and screening for absence of growth on water saturating concentrations of 2-HBP (2.7 mM) we preferentially found insertions in three genes with high homology to the mexA, mexB, and oprM efflux system. Mutants could grow at 2-HBP concentrations below 100 μM but at lower growth rates than the wild-type. Exposure of the wild-type to increasing 2-HBP concentrations resulted in acute cell growth arrest and loss of membrane potential, to which the cells adapt after a few hours. By using ethidium bromide (EB) as proxy we could show that the mutants are unable to expel EB effectively. Inclusion of a 2-HBP reporter plasmid revealed that the wild-type combines efflux with metabolism at all 2-HBP concentrations, whereas the mutants cannot remove the compound and arrest metabolism at concentrations above 24 μM. The analysis thus showed the importance of the MexAB-OprM system for productive metabolism of 2-HBP.

Challenges for the New Century Schools for All and Narrowing Gaps through Transformation Pedagogies

La pedagogia ha tractat la qüestió de gènere i d’educació? I si és el cas, de quina manera? Quins han estat els resultats? Tant el valor de l’educació com el de gènere foren qüestionats i revisats al començament del segle XX. Els resultats d’aquelles reflexions i les batalles lluitades per millorar les condicions, comencen a sentir-se cent anys més tard. Aquest article inclourà primerament una visió general de la situació de la dona en l’educació en l’àmbit mundial. En segon lloc, se centrarà en els enfocaments pedagògics transformacionals que de manera gradual comencen a introduir-se en els sistemes educatius convencionals —també en algunes universitats i programes de traducció—, secundats d’una banda pels principis de democràcia, diàleg, carnaval, experimentació i (socio) constructivisme, i per la neurociència i la psicologia de l’altra. És evident que aquests enfocaments desafien la discriminació i afavoreixen la creació de ponts, no tan sols entre gèneres, sinó també entre etnicitats i classes social

Pedagogies de la liquiditat

«Escriu més ràpid del que jo puc llegir», va dir Nikolas Rose el Convenor del departament de sociologia de la London School of Economics and Political Science referint-se a Zygmunt Bauman. Ho va dir en el brindis de la recepció que aquest departament va oferir després de la darrera de les tres lliçons que Bauman va explicar durant el mes de novembre de 2005 a l"Old Theather de la LSE, i l"anècdota no és debades. La crítica recurrent en àmbits acadèmics com ara l"espanyol, segons la qual els darrers llibres de Bauman no fan altra cosa que parafrasejar la idea afortunada de la modernitat líquida, també és compartida a l"acadèmica britànica. I a més, com és habitual en aquelles contrades, es comenta sense embuts en presència de la persona implicada. Que quedi palès, doncs, que aquest text no serà pas un pretext per fer-li un panegíric. Ara bé, les coses com són, malgrat que s"hagi acusat Bauman d"engiponador i a banda de l"abundància de llibres publicats, i la reiteració constant d"algunes idees cal dir que els seus continguts no deixen de ser reveladors, alhora que reclamen l"atenció, per a totes les ciències socials.

Invasive populations of Senecio pterophorus are neither more productive nor more plastic than the native populations

Successful plant invaders may have specific morphological and physiological traits that promote invasion in a new habitat. The Evolution of Increased Competitive Ability (EICA) hypothesis predicts that plants released from natural enemies in the introduced habitats are more competitive and perform better than plants from the native populations. An increased phenotypic plasticity may also favour invasion because it allows plants to function under a wider range of environments. In this study we used Senecio pterophorus (Asteraceae) to test whether introduced plant populations are 1)more competitive and 2) more plastic compared with the native populations. We conducted a common garden experiment using plants from the native range (South Africa, Eastern Cape), an expanded range (South Africa, Western Cape) and two introduced ranges (Australia and Europe) under different conditions of water availability. Contrary to the EICA and the increased plasticity hypotheses, plants from the invasive and expanded populations grew less and responded less to watering than those from their native range. These results may be caused by a depleted competition as well as the presence of genetic bottlenecks in the newly invaded areas.

Map of a part of eastern Asia to show the commercial position of the productive coal fields of Yesso, Japan

Kartta kuuluu A. E. Nordenskiöldin kokoelmaan

Produced subjectivities and productive subjects : locating the potential of the self-reflective blog

Blogging software has popularly been used as a mode of writing about everyday life to interact with others. This thesis examines the political potentials that are opened up by self-reflective blogging. The self-reflective blog is a synergy of self-reflective practices and computer-mediated communication. A genealogy of the history of computer-mediated communication and various public self-reflective practices is conducted to uncover affect as the utility of various economies of subject production. Efforts made to blog-like the efforts made to interact online in other CMCs-are positioned as a kind of affective labor. Adapting Hardt and Negri's (2005) theorization of the multitude, whereby affective labor-the production of social relationshipsis a kind ofbiopolitical production, affect will be determined as a kind ofbiopolitical power that exists in everyday life.

Emancipatory pedagogies in a grade 11 social studies classroom

This study aimed to uncover the incorporation of transformative pedagogies into the social studies curriculum. This educational approach aims to educate students about a variety of forms of oppression based on race, gender, sexuality, class, ethnicity, and culture, through the use of dialogue to uncover the students' understanding and personal experience with these concepts. This study examined the impact of discussing these topics in a grade 11 class of 22 White students (of various cultural, ethnic, and religious backgrounds). The teacher, Kelvin, and two of his students were interviewed and his class was observed on four occasions over a 2-week period. Based on the data I collected, I argue that a range of emancipatory teaching approaches should be used in critical classroom discourse. These different approaches emphasize the importance of critical thinking, the ability to recognize and combat oppression, the understanding and respect of different cultures, and the ability to recognize the impact of gender and sexuality on the past and present. These are life skills that extend beyond the curriculum (Freire, 1970; Giroux, 1988; hooks, 1994). This study fills a theory to practice gap in the research literature on transformative practice within Canadian contexts. The findings are important for several reasons. Firstly, they illustrated how the teacher's ideology and personal history affect hislher teaching and learning philosophies and approach to teaching. This has implications for the overall classroom environment, what students learn, and how teachers are trained. Secondly, this study provided a glimpse of what transformative pedagogy could look like from a pragmatic standpoint and demonstrated the complexity of using these multiple approaches in the classroom.