Short-chain fatty acids cause an IL-8 response in cystic fibrosis airways via increased GPR41

RATIONALE: Anaerobic bacteria are present in large numbers in the airways of people with cystic fibrosis (PWCF). In the gut, anaerobes produce short-chain fatty acids (SCFAs) that modulate immune/inflammatory processes.

OBJECTIVES: To investigate the capacity of anaerobes to contribute to CF airway pathogenesis via SCFAs.

METHODS: Samples from 109 PWCF were processed using anaerobic microbiological culture with bacteria present identified by 16S RNA sequencing. SCFAs levels in anaerobe supernatants and bronchoalveolar lavage (BAL) were determined by gas chromatography. The mRNA and/or protein expression of SCFAs receptors, GPR41 and GPR43, in CF and non-CF bronchial brushings, and 16HBE14o- and CFBE41o- cells were evaluated using RT-PCR, western blot, laser scanning cytometry and confocal microscopy. SCFAs-induced IL-8 secretion was monitored by ELISA.

MEASUREMENTS AND MAIN RESULTS: Fifty seven of 109 (52.3%) PWCF were anaerobe-positive. Prevalence increased with age, from 33.3% to 57.7% in PWCF under (n=24) and over 6 years (n=85). All evaluated anaerobes produced millimolar concentrations of SCFAs, including acetic, propionic and butyric acid. SCFAs levels were higher in BAL samples from adults than children. GPR41 levels were elevated in; CFBE41o- versus 16HBE14o- cells; CF versus non-CF bronchial brushings; 16HBE14o- cells after treatment with CFTR inhibitor CFTR(inh)-172, CF BAL, or inducers of endoplasmic reticulum stress. SCFAs induced a dose-dependent and pertussis toxin-sensitive IL-8 response in bronchial epithelial cells with a higher production of IL-8 in CFBE41o- than 16HBE14o- cells.

CONCLUSIONS: This study illustrates that SCFAs contribute to excessive production of IL-8 in CF airways colonized with anaerobes via upregulated GPR41.

Orphan receptor IL-17RD regulates Toll-like receptor signalling via SEFIR/TIR interactions

Receptor families of the innate immune response engage in 'cross-talk' to tailor optimal immune responses against invading pathogens. However, these responses are subject to multiple levels of regulation to keep in check aberrant inflammatory signals. Here, we describe a role for the orphan receptor interleukin-17 receptor D (IL-17RD) in negatively regulating Toll-like receptor (TLR)-induced responses. Deficiency of IL-17RD expression in cells leads to enhanced pro-inflammatory signalling and gene expression in response to TLR stimulation, and Il17rd(-/-) mice are more susceptible to TLR-induced septic shock. We demonstrate that the intracellular Sef/IL-17R (SEFIR) domain of IL-17RD targets TIR adaptor proteins to inhibit TLR downstream signalling thus revealing a paradigm involving cross-regulation of members of the IL-17R and TLR families.

Standardizing the assessment of clinical competence: an overview of intensive care course design.

Rationale for the development of the Certificate in Health Studies: Intensive Care and High Dependency for Adults course developed at Queens University Belfast, Northern Ireland. Structure and content of clinical module reviewed. Clinical assessment strategy discussed. Focus on the utilization of a standardized portfolio, individualized learning contract and objective structured clinical examination (OSCE) to evaluate clinical competence. Evaluation of OSCE as an assessment tool and of the course provision.

Improving composite damage modelling through automatic placement of cohesive elements

Numerous experimental studies of damage in composite laminates have shown that intralaminar (in-plane) matrix cracks lead to interlaminar delamination (out-of-plane) at ply interfaces. The smearing of in-plane cracks over a volume, as a consequence of the use of continuum damage mechanics, does not always effectively capture the full extent of the interaction between the two failure mechanisms. A more accurate representation is obtained by adopting a discrete crack approach via the use of cohesive elements, for both in-plane and out-of-plane damage. The difficulty with cohesive elements is that their location must be determined a priori in order to generate the model; while ideally the position of the crack migration, and more generally the propagation path, should be obtained as part of the problem’s solution. With the aim of enhancing current modelling capabilities with truly predictive capabilities, a concept of automatic insertion of interface elements is utilized. The consideration of a simple traction criterion in relation to material strength, evaluated at each node of the model (or of the regions of the model where it is estimated cracks might form), allows for the determination of initial crack location and subsequent propagation by the insertion of cohesive elements during the course of the analysis. Several experimental results are modelled using the commercial package ABAQUS/Standard with an automatic insertion subroutine developed in this work, and the results are presented to demonstrate the capabilities of this technique.

Metastatic melanoma:A regional review and future directions

Aims and background. The incidence of malignant melanoma has risen steadily over recent decades. NCI data from 2005-2007 have suggested that 1.93% of individuals born today in the US will develop melanoma at some stage. Approximately 15% of patients with MM either present with metastatic disease or develop metastases during the course of their illness. Unfortunately, metastatic MM remains a challenge with limited treatment options, and median overall survival is 6-9 months. Methods. We reviewed our data for the treatment of metastatic MM over a period of four years. Data from all patients with metastatic MM treated with systemic therapy without clinical trials from 2006 to 2009 were reviewed. Response rate was determined as per RECIST criteria. Results. Sixty four patients were treated with one or more lines of cytotoxic therapy. Median age was 62 years (range, 23-82) with 53% males. Primary site of the disease was the skin in 75%, mucosal in 12.5%, ocular in 9.4% and nodal with an occult primary in 3.1%. Visceral metastases were present in 75% of patients at the start of treatment, including pulmonary (39.6%) and hepatic (34.4%). All patients were screened for brain metastases, which were present in 26.5% of patients. ECOG performance status was 0 in 7.8%, 1 in 68.7%, 2 in 9.4% and undocumented in the remaining 14%. Patients without brain metastases received single agent DTIC as first line; those with brain metastases received temozolomide. Response rate was 7% for DTIC and 28% for temozolomide, with median progression-free survival of 2.4 and 3.2 months, respectively. Seven patients who received DTIC are alive on follow-up, 2 have ongoing stable disease post-DTIC at 41 months and 18 months. Second line therapy with vinblastine was given to 21 patients (32%), with a response rate of 9.5% and median progression-free survival of 3.4 months. Median overall survival from initiation of therapy was 7.7 months for DTIC and 3.6 months for patients with brain metastases receiving temozolomide. A performance status of 2 was associated with shorter median overall survival (2.0 months). Conclusions. Our results are comparable to published data. Malignant melanoma is a disease with rising incidence and limited treatment options. These patients are best treated in the context of clinical trials as new targeted therapies are promising as future strategies. © Il Pensiero Scientifico Editore.

Computational Thinking across a Life Course

Symposium of papers on Computational Thinking

The time course of conflict on the Cognitive Reflection Test

Reasoning that is deliberative and reflective often requires the inhibition of intuitive responses. The Cognitive Reflection Test (CRT) is designed to assess people’s ability to suppress incorrect heuristic responses in favour of deliberation. Correct responding on the CRT predicts performance on a range of tasks in which intuitive processes lead to incorrect responses, suggesting indirectly that CRT performance is related to cognitive control. Yet little is known about the cognitive processes underlying performance on the CRT. In the current research, we employed a novel mouse tracking mjavascript:void(0);ethodology to capture the time-course of reasoning on the CRT. Analysis of mouse cursor trajectories revealed that participants were initially drawn towards the incorrect (i.e., intuitive) option even when the correct (deliberative) option was ultimately chosen. Conversely, participants were not attracted to the correct option when they ultimately chose the incorrect intuitive one. We conclude that intuitive processes are activated automatically on the CRT and must be inhibited in order to respond correctly. When participants responded intuitively, there was no evidence that deliberative reasoning had become engaged.

Multiple Markers of Inflammation in Crevicular Fluid During Experimental Gingivitis

Objective: To evaluate temporal changes in GCF levels of substance P, cathepsin G, interleukin 1 beta (IL-1&beta), neutrophil elastase and alpha1-antitrypsin (&alpha1AT) during development of and recovery from experimental gingivitis. Methods: Healthy human volunteers participated in a split-mouth study: experimental gingivitis was induced using a soft vinyl splint to cover test teeth during brushing over 21 days, after which normal brushing was resumed. Modified gingival index (MGI), gingival bleeding index (BI) and modified Quigley and Hein plaque index (PI) were assessed and 30-second GCF samples taken from 4 paired test and contra-lateral control sites in each subject at days 0, 7, 14, 21, 28 and 42. GCF volume was measured and site-specific quantification of one analyte per GCF sample was performed using radioimmunoassay (substance P), enzyme assay (cathepsin G) or ELISA (IL-1&beta, elastase, &alpha1AT). Site-specific data were analysed using analysis of repeated measurements and paired sample tests. Results: 56 subjects completed the study. All measurements at baseline (day 0) and at control sites throughout the study were low. Clinical indices and GCF volumes at the test sites increased from day 0, peaking at day 21 (difference between test and control for PI, BI, MGI and GCF all p<0.0001) and decreased again to control levels by day 28. Levels of four inflammatory markers showed a similar pattern, with significant differences between test and control apparent at 7 days (substance P p=0.0015; cathepsin G p=0.029; IL-1&beta p=0.026; elastase p=0.0129) and peaking at day 21 (substance P p=0.0023; cathepsin G, IL-1&beta and elastase all p<0.0001). Levels of &alpha1AT showed no apparent pattern over the course of the study. Conclusion: GCF levels of substance P, cathepsin G, IL-1&beta and neutrophil elastase have the potential to act as early markers of experimentally-induced gingival inflammation.

The Use of Audio Podcasts to Enhance the Delivery of a Computer Networks Course

Experience obtained in the support of mobile learning using podcast audio is reported. The paper outlines design, storage and distribution via a web site. An initial evaluation of the uptake of the approach in a final year computing module was undertaken. Audio objects were tailored to meet different pedagogical needs resulting in a repository of persistent glossary terms and disposable audio lectures distributed by podcasting. An aim of our approach is to document the interest from the students, and evaluate the potential of mobile learning for supplementing revision

Contributo dos portfolios reflexivos no desenvolvimento profissional: um estudo de caso em contexto de formação complementar

Este estudo põe em evidência o valor formativo da reflexão pela escrita, estruturada em portfolios reflexivos, desenvolvidos durante a disciplina de Supervisão I, nas quatro turmas/cursos de formação complementar em Supervisão Pedagógica e Formação de Formadores, para o Exercício de Outras Funções, decorrida entre 1999-2004, na Escola Superior de Educação de Viseu, do Instituto Superior Politécnico de Viseu. Trata-se de uma investigação de índole qualitativa desenvolvida segundo a metodologia de estudo de caso, na vertente de estudo de casos múltiplos, dada a singularidade de que cada portfolio se reveste. A investigação foi perspectivada após a conclusão do referido curso com base na existência, ao tempo, de pouca investigação realizada no âmbito da utilização de portfolios na Formação Complementar de professores. As questões investigativas foram, por esse motivo, desenhadas a posteriori, o que podemos considerar uma limitação do estudo, ainda que os resultados obtidos confirmem as perspectivas desenvolvimentistas desta estratégia de formação, evidenciadas em investigações realizadas noutros contextos nacionais e internacionais. A adopção do portfolio reflexivo (Sá-Chaves, 2000) numa dupla dimensão – formativa e avaliativa – resultou de uma concepção de formação conducente ao desenvolvimento de professores reflexivos, capazes de exercer funções supervisivas alicerçadas na reflexão, no diálogo, na partilha e na intervenção. Pretendemos com a aplicação de portfolios reflexivos verificar até que ponto a construção de este tipo de narrativa autobiográfica podia contribuir para o desenvolvimento da profissionalidade docente de professores inseridos na carreira há já alguns/muitos anos, proporcionando-lhes a(s) ferramenta(s) reflexiva(s) necessária(s) a uma intervenção e/ou alteração de práticas mais adequadas às novas funções supervisivas que a legislação recente previa que viessem a exercer. Pudemos confirmar que a redacção do portfolio constituiu uma mais valia para os seus autores no que respeita ao seu desenvolvimento da sua profissionalidade, tendo-se verificado um crescimento evidente nas dimensões de conhecimento profissional, com especial incidência: no autoconhecimento; no conhecimento sobre estratégias reflexivas e supervisivas para o exercício de novas funções; no conhecimento de teorias práticas subjacentes às suas experiências supervisivas (passadas, presentes e futuras); no conhecimento sobre desenvolvimento curricular e sua flexibilização; no conhecimento sobre estratégias de avaliação alternativa e compreensiva; no conhecimento do Outro, no qual se incluem os alunos, os colegas de profissão e os restantes elementos da comunidade educativa; e no conhecimento sobre os contextos. Verificámos igualmente que a compreensão das competências supervisivas dos formandos também evoluiu. As reflexões vertidas neste estudo evidenciam que os formandos consciencializaram a necessidade de possuírem uma competência de intervenção fundamentada na reflexão, exercida sob uma perspectiva dialógica e humanista de supervisão e de adaptabilidade aos contextos profissionais. Acresce que alguns destes formandos manifestaram vontade e maior coragem para assumir essa intervenção, considerada imprescindível para que a escola evolua e se inove, como resposta à imprevisibilidade e à complexidade dos nossos tempos. Tornou-se igualmente evidente que os formandos desenvolveram as competências de integração da prática na teoria ou vice-versa e de autenticação das suas próprias teorias. Os professores são unânimes ao afirmar que a estratégia de portfolio contribuiu para o desenvolvimento da sua competência reflexiva e/ou de análise crítica, a qual, por sua vez, conduziu à auto-consciencialização da sua matriz identitária e à coragem para serem mais autênticos e interventivos/pró-activos. Terem sido capazes de ultrapassar as dificuldades e os receios colocados por uma estratégia que desconheciam, conferiu-lhes maior auto-estima e autonomia. Este aspecto está bem patente nas meta-análises realizadas por cada autor do portfolio, nas quais, aceitam a estratégia inicialmente combatida, reconhecendo-lhe valor formativo e a capacidade de revelação de conhecimento sobre si próprios. Pese embora o curto espaço de tempo em que a experiência de construção dos portfolios decorreu, tanto os formandos como nós consideramos que esta narrativa profissional autobiográfica é uma estratégia promotora de uma auto-supervisão contínua, que fornece e regista pistas de autodireccionamento profissional, sempre passíveis de avaliação e de redireccionamento. Com base nestas constatações consideramos que o portfolio reflexivo pode tornar-se no instrumento mais completo e diacrónico de auto-avaliação de professores, prevista no ECD, na medida em que permite retratar o desenvolvimento profissional e pessoal do seu autor e possibilita que este se reveja e redimensione a sua profissionalidade, sempre que acrescenta reflexões novas ou complementa anteriores, como resultado dos conselhos e/ou das discussões com o(s) Outro(s) e o próprio.