Differential expression of integrin subunits on adherent and nonadherent mast cells

Mast cell progenitors arise in bone marrow and then migrate to peripheral tissues where they mature. It is presumed that integrin receptors are involved in their migration and homing. In the present study, the expression of various integrin subunits was investigated in three systems of adherent and nonadherent mast cells. Mesentery mast cells, freshly isolated bone marrow-derived mast cells (BMMC) and RBL-2H3 cells grown attached to tissue culture flasks are all adherent mast cells and peritoneal mast cells, and cultured BMMC and RBL-2H3 cells grown in suspension represent nonadherent mast cell populations. Pure populations of mast cells were immunomagnetically isolated from bone marrow, mesentery and peritoneal lavage using the mast cell-specific monoclonal antibody AA4. By immunomicroscopy, we could demonstrate that all of these mast cells expressed alpha4, alpha5, alpha6, ß1 and ß7 integrin subunits. The expression of the alpha4 integrin subunit was 25% higher in freshly isolated mesentery mast cells and BMMC. Consistent with the results obtained by immunomicroscopy, mesentery mast cells expressed 65% more mRNA for the alpha4 integrin subunit than peritoneal mast cells. In vitro studies were also conducted using the rat mast cell line RBL-2H3. RBL-2H3 cells grown attached to the tissue culture flasks or as suspension cultures expressed the same integrin subunits identified in bone marrow, mesenteric and peritoneal mast cells ex vivo. Similarly, the expression of alpha4 integrin was higher in adherent cells. Therefore, alpha4 integrins may play a critical role in the anchorage of mast cells to the extracellular matrix in bone marrow and in peripheral tissues.

Evidence for eosinophil recruitment, leukotriene B4 production and mast cell hyperplasia following Toxocara canis infection in rats

It is well known that eosinophilia is a key pathogenetic component of toxocariasis. The objective of the present study was to determine if there is an association between peritoneal and blood eosinophil influx, mast cell hyperplasia and leukotriene B4 (LTB4) production after Toxocara canis infection. Oral inoculation of 56-day-old Wistar rats (N = 5-7 per group) with 1000 embryonated eggs containing third-stage (L3) T. canis larvae led to a robust accumulation of total leukocytes in blood beginning on day 3 and peaking on day 18, mainly characterized by eosinophils and accompanied by higher serum LTB4 levels. At that time, we also noted increased eosinophil numbers in the peritoneal cavity. In addition, we observed increased peritoneal mast cell number in the peritoneal cavity, which correlated with the time course of eosinophilia during toxocariasis. We also demonstrated that mast cell hyperplasia in the intestines and lungs began soon after the T. canis larvae migrated to these compartments, reaching maximal levels on day 24, which correlated with the complete elimination of the parasite. Therefore, mast cells appear to be involved in peritoneal and blood eosinophil infiltration through an LTB4-dependent mechanism following T. canis infection in rats. Our data also demonstrate a tight association between larval migratory stages and intestinal and pulmonary mast cell hyperplasia in the toxocariasis model.

Aprendizagem e Comunicação em Bateson: A exigência de uma epistemologia Formal e Complexa

RESUMO: Para Bateson, a mudança social radicaria numa mudança epistemológica profunda que incidisse sobretudo na educação e na comunicação (onde incluía a sua teorização psicológica). Essa revolução paradigmática, baseada na lógica formal de Whitehead e Russell, evitaria discursos ditos científicos destituídos de rigor. Aqui, analisamos hermeneuticamente o seu pensamento, salientando os limites que a lógica formal encontra nas experiências éticas, religiosas e estéticas. Sem essa revolução, encontramo-nos condenados à estagnação intelectual, pois formamos cidadãos sem capacidade de aprender a aprender, que possibilitaria a capacidade de produzir abduções, inferência lógica tão necessária na produção do raciocínio humano; o seu desenvolvimento garantiria a capacidade de pensar/construir complexamente o mundo, interligando os saberes; poucos são também aqueles que explicitam e argumentam a favor das suas crenças, base axiomática da capacidade abdutiva. A organização social (via sistema educativo, formal e não formal) se constrói com sujeitos que raramente possuem mentes bem estruturadas, favorecedoras de passagem de patamares de aprendizagem para outros superiores. Antes se estimula a confusão de tipos lógicos, tomando o todo pela parte, por exemplo. Bateson critica também o sistema de avaliação quantitativo, diminuindo a possibilidade de formação do pensamento abstrato e formal, como a filosofia e a matemática exigem.

[William] Petersson, gagnant du saut en longueur [des Jeux olympiques d'Anvers, 18/8/20] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60610

Implementing the OPTIMAL model : the impact on students' motivation in an elementary school games environment

Optimal challenge occurs when an individual perceives the challenge of the task to be equaled or matched by his or her own skill level (Csikszentmihalyi, 1990). The purpose of this study was to test the impact of the OPTIMAL model on physical education students' motivation and perceptions of optimal challenge across four games categories (i. e. target, batting/fielding, net/wall, invasion). Enjoyment, competence, student goal orientation and activity level were examined in relation to the OPTIMAL model. A total of 22 (17 M; 5 F) students and their parents provided informed consent to take part in the study and were taught four OPTIMAL lessons and four non-OPTIMAL lessons ranging across the four different games categories by their own teacher. All students completed the Task and Ego in Sport Questionnaire (TEOSQ; Duda & Whitehead, 1998), the Intrinsic Motivation Inventory (IMI; McAuley, Duncan, & Tanmien, 1987) and the Children's Perception of Optimal Challenge Instrument (CPOCI; Mandigo, 2001). Sixteen students (two each lesson) were observed by using the System for Observing Fitness Instruction Time tool (SOFTT; McKenzie, 2002). As well, they participated in a structured interview which took place after each lesson was completed. Quantitative results concluded that no overall significant difference was found in motivational outcomes when comparing OPTIMAL and non-OPTIMAL lessons. However, when the lessons were broken down into games categories, significant differences emerged. Levels of perceived competence were found to be higher in non-OPTIMAL batting/fielding lessons compared to OPTIMAL lessons, whereas levels of enjoyment and perceived competence were found to be higher in OPTIMAL invasion lessons in comparison to non-OPTIMAL invasion lessons. Qualitative results revealed significance in feehngs of skill/challenge balance, enjoyment and competence in the OPTIMAL lessons. Moreover, a significance of practically twice the active movement time percentage was found in OPTIMAL lessons in comparison to non-OPTIMAL lessons.

Letting go : a self-study utilizing critical literacy as method in improving my practice /

This is a Self-study about my role as a teacher, driven by the question: "How do I improve my practice?" (Whitehead, 1989)? In this study, I explored the discomfort that I had with the way that I had been teaching. Specifically, I worked to uncover the reasons behind my obsessive (mis)management of my students. I wrote of how I came to give my Self permission for this critique: how I came to know that all knowledge is a construction, and that my practice, too, is a construction. I grounded this journey within my experiences. I constructed these experiences in narrative fomi in order to reach a greater understanding of how I came to be the teacher I initially was. I explored metaphors that impacted my practice, re-constructed them, and saw more clearly the assumptions and influences that have guided my teaching. I centred my inquiry into my teaching within an Action Reflection methodology, bon-owing Jack Whitehead's (1989) term to describe my version of Action Research. I relied upon the embedded cyclical pattern of Action Reflection to understand my teaching Self: beginning from a critical moment, reflecting upon it, and then taking appropriate action, and continuing in this way, working to improve my practice. To understand these critical moments, I developed a personal definition of critical literacy. I then tumed this definition inward. In treating my practice as a textual production, I applied critical literacy as a framework in coming to know and understand the construction that is my teaching. I grounded my thesis journey within my Self, positioning my study within my experiences of being a grade 1 teacher struggling to teach critical literacy. I then repositioned my journey to that of a grade 1 teacher struggling to use critical literacy to improve my practice. This journey, then, is about the transition from critical literacyit as-subject to critical literacy-as-instmctional-method in improving my practice. I joumeyed inwards, using a critical moment to build new understandings, leading me to the next critical moment, and continued in this cyclical way. I worked in this meandering yet deliberate way to reach a new place in my teaching: one that is more inclusive of all the voices in my room. I concluded my journey with a beginning: a beginning of re-visioning my practice. In telling the stories of my journey, of my teaching, of my experiences, I changed into the teacher that I am more comfortable with. I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized. (Ginott, as cited in Buscaglia, 2002, p. 22)

The significance of volatile antifungal metabolites produced by trichomerma harzianum biotype Th4, in green-mould disease of commercial mushroom crops /

The aggressive mushroom competitor, Trichoderma harzianum biotype Th4, produces volatile antifungal secondary metabolites both in culture and during the disease cycle in compost. Th4 cultures produced one such compound only when cultured in the presence of Agaricus bisporus mycelium or liquid medium made from compost colonised with A. bisporus. This compound has TLC and UVabsorption and characteristics indicating that it belongs to a class of pyrone antibiotics characterised from other T. harzianum biotypes. UV absorption spectra indicated this compound was not 6-pentyl-2H-pyran-one (6PAP), the volatile antifungal metabolite widely described in Th1. Furthermore, this compound was not produced by Th1 under any culture conditions. Mycelial growth of A. bisporus, Botrytis cinerea and Sclerotium cepivorum was inhibited in the presence of this compound through volatility , diffusion and direct application. This indicates that Th4 produces novel, volatile, antifungal metabolites in the presence of A. bisporus that are likely involved in green mould disease of mushroom crops.

Spreading my wings : how can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?

"How can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?" Through the use of Whitehead's (1989) living educational theory and examination of my stories, I identify the values and critical events that have helped me come to know my own learning and shape my professional self. Building on the premise that educational knowledge/theory is created, recreated, and lived through educational inquiry; I strive to make meaning of this data archive, collected over 7 years of teaching. I chart my journey to reexamine my beliefs and practices, to find a balance between traditional and progressive practices and to align my theory and practice. I retell, and, thus, in some way relive, my own "living contradictions." A reconceptualization of the KNOW, DO, BE model (Drake & Burns, 2004) is used to develop strategies to align my practice, including a six-step model of curriculum design that combines the backwards design process of Wiggins and McTighe (1998), the KNOW, DO, BE model (Drake & Burns) and Curry and Samara's (1995) differentiation planner.

Phelps Family Papers [photocopy]

Oliver Phelps, son of Noah and Sarah (Adams) Phelps, was born in 1779 in Connecticut. In 1800 he married Abigail St. John, daughter of Lt. Samuel St. John and his wife Lois Hamilton. They had 9 daughters and 7 sons. Oliver Phelps came to Canada as a contractor on the first Welland Canal. In addition, he became a land owner and mill owner in partnership with William Hamilton Merritt. Oliver Phelps died in 1851 in Cayuga, Ontario along the Grand River. Some correspondence originates from a place called “Deep Cut”, an earlier name for the village of Allanburg, Thorold Township, Welland County.

Welland Canal Survey of Lands Alexander Nickerson 1826

Survey map and description of Alexander Nickerson's land created by The Welland Canal Company. Included is a written description of the land along with a drawing of the land. Noteable features include; locks no. 7, 8, 9, 10, line between Soper and Phelps land, concession line, Millard, sawmill, line between Phelps and Dittrick's land. Surveyor notes are seen in pencil on the map. The deed for the land is dated August 23, 1826. This land is owned by Alexander Nickerson, taken to be used by the Welland Canal Company and at the time of the survey was in the posession of Oliver Phelps. The land totals 15 acres, 2 roads, and 20 perches.

The New York Weekly Museum Newspaper, Vol. II, No.25- October 23, 1813

A weekly paper that was published from 1805 to 1814. War related news includes: Page 99 - Weekly Retrospect: American report on British naval movements near Louisiana; General William Harrison reports on: a victory at Moravian Town (Moraviantown) on October 5; Ottawas, Chippewas, Wyandots Miamies and Delaware First Nations (Indians) leaving the British side; Tecumseh remaining with the British; American army and navy attempt for a reduction of Mackinac and St. Joseph's; Colonel Chapin attacking a British picket guard near Fort George on October 6; Report that the British have abandoned the Fort George area for Kingston and is being pursued by General McClure; Forces in Sackett's Harbour ready for an attach on Canada; General Provost believed to have left Kingston for Montreal with 1000 men; Report from Burlington (Lake Champlain) of an attack on St. Armands against Colonel Clark on October 15; Report of the American's taking of the Packet Morgiana by the Schooner Saratoga under Captain Adderton by Newport; Announcement by the New York City Common Council for a celebration of Perry and Harrison's victories on the evening of October 23. The rest of the newspaper contains literary works (poems and translations), marriages, deaths and other anecdotes. The motto on the front page states: "Visiting Every Flower with Labour Meet, and Gathering all its Treasures, Sweet by Sweet."

The New York Weekly Museum Newspaper, Vol. II, No.26- October 30, 1813

A weekly paper that was published from 1805 to 1814. War related news includes: Page 103 - Weekly Retrospect: Reports on the Napoleanic Wars in Europe; Possible French and English troop movements from Europe to America and Canada; Mention of British vessels captured by American privateers Scourge, Rattlesnake and Lion; Report on New York celebration of Commodore Perry and General Harrison's victories on Lake Erie and in Canada respectively; Creek Indians attack on a supply convoy near Savannah, the provisions were recovered by General Floyd; General Harrison's account on Moravian Town (Moraviantown) and Munsey; Movements of General Wilkinson's army. Page 104 - an editorial about the madness of the times and its reflection on humanity. The rest of the newspaper contains literary works (poems and translations), marriages, deaths and other anecdotes. The motto on the front page states: "Visiting Every Flower with Labour Meet, and Gathering all its Treasures, Sweet by Sweet."

E.O. Graham, nurseryman, planting guide leaflets collection, ca. 1900.

Edward Oliver Graham of Rochester, N.Y. worked as a nurseryman in that city for 27 years. He owned a nursery business that operated under his own name for many years. The central office was located in Rochester, but there was also a branch located in Toronto, Ont. In 1903 he formed a company known as the Graham Nursery Company. He died in September 1909.

Wakeman Burritt fonds, 1807-1814

Wakeman Burritt (1785-1847) was a merchant and ship owner who conducted his business in New York, New Orleans, LA, Charleston, SC, and the West Indies. Despite the difficulties that the Embargo Act of 1807 and the War of 1812 posed to trade and commerce, Burritt managed to run a successful business, dealing in commodities such as foodstuffs, cloth, cotton, and soap. He owned three ships, the Brig Cannon, Brig Eunice and Brig Sampson. In 1809, he married Grace Burr (1787-1874). Together they had at least one child, Francis Burritt (1811-1861).

The American Mercury, 5 October 1813 (vol. 30, no. 1527) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812. Issue for Oct. 5, 1813 includes: A report announces the arrival of Commodore Rodgers in the U.S. frigate President, in the harbor from his "brilliant cruise" of five months. There is also a list of the captures Rodgers made during his cruise. The feature item in this issue, however, is the famous dispatch sent by Oliver Hazard Perry at the Battle of Lake Erie to General William Henry Harrison. The dispatch, taken from the Chillicothe Supporter, of Sept. 15, is datelined "U.S. Brig Niagara, off the Western Sister, head of Lake Erie, September 10th, 1813, 4 P.M.", and reads: "Dear General, we have met the enemy; and they are ours! Two ships, two brigs, one schooner and one sloop. Yours with great respect and esteem." The dispatch is signed in type: O. H. Perry.