Antitumor activities of ATP-competitive inhibitors of mTOR in colon cancer cells

Le cancer colorectal est la 3ème cause de décès liée au cancer dans l'Europe de l'Ouest et nécessite une prise en charge pluridisciplinaire. Les thérapies anticancéreuses récentes développées visent à inhiber les voies de signalisation cellulaires responsables de la prolifération des cellules tumorales. L'inhibition de la voie de signalisation cellulaire mTOR, est une stratégie prometteuse. En effet, mTOR est souvent suractivé dans les cellules du cancer colorectal et régule la croissance, la prolifération et la survie cellulaire. De nombreuses études récentes ont démontrés l'importance de l'activité de mTOR dans le développement du cancer colorectal et l'efficacité anti-tumorale des inhibiteurs allostériques de mTOR, telle que la rapamycine. Récemment, une nouvelle classe d'inhibiteur de mTOR, notamment PP242 et NVP-BEZ235, agissant comme inhibiteur ATP- compétitif a été développée. L'efficacité de ces inhibiteurs n'a pas été démontrée dans le contexte du cancer colorectal. Dans cette étude, nous avons comparé l'effet de PP242, un inhibiteur ATP-compétitif de mTOR et NVP-BEZ235, un inhibiteur dual de PI3K/mTOR par rapport à la rapamycine. Nous avons étudié, in vitro, leur effet sur la croissance, la prolifération et la survie cellulaire sur des lignées cellulaires du cancer du colon (LS174, SW480 et DLD-1) et, in vivo, sur la croissance de xénogreffes dans un modèle murin. Nous avons émis l'hypothèse que l'effet des ces nouveaux inhibiteurs seraient plus importants qu'avec la rapamycine. Nous avons observé que le PP242 et le NVP-BEZ235 réduisent significativement et de façon plus marquée que la rapamycine la croissance, la prolifération et la survie cellulaire des cellules LS174T et DLD-1. Ces inhibiteurs réduisent également la prolifération et la survie cellulaire des cellules SW480 alors que celles-ci étaient résistantes à la rapamycine. Nous avons également observé que les inhibiteurs PP242 et NVP-BEZ235 réduisaient la croissance des xénogreffes avec les lignées cellulaires LS174 et SW480. Finalement, nous avons remarqué que l'effet anti-tumoral des inhibiteurs ATP-compétitifs de mTOR était potentialisé par l'U0126, un inhibiteur de MEK/MAPK, souvent activé dans les voies de signalisation cellulaire du cancer colorectal. En conclusion, nous avons observé que les inhibiteurs ATP-compétitifs de mTOR bloquent la croissance de cellules tumorales du cancer colorectal in vitro et in vivo. Ces résultats démontrent que ces inhibiteurs représentent une option thérapeutique prometteuse dans le traitement du cancer colorectal et méritent d'être évalués dans des études cliniques.

Cosmic rays as probes of large extra dimensions and TeV gravity

If there are large extra dimensions and the fundamental Planck scale is at the TeV scale, then the question arises of whether ultrahigh energy cosmic rays might probe them. We study the neutrino-nucleon cross section in these models. The elastic forward scattering is analyzed in some detail, hoping to clarify earlier discussions. We also estimate the black hole production rate. We study energy loss from graviton mediated interactions and conclude that they cannot explain the cosmic ray events above the GZK energy limit. However, these interactions could start horizontal air showers with characteristic profile and at a rate higher than in the standard model.

Radiative isotropic cosmologies with extra dimensions

We solve Einsteins equations in an n-dimensional vacuum with the simplest ansatz leading to a Friedmann-Robertson-Walker (FRW) four-dimensional space time. We show that the FRW model must be of radiation. For the open models the extra dimensions contract as a result of cosmological evolution. For flat and closed models they contract only when there is one extra dimension.

Cosmic strings in extra dimensions

The Einstein equations coupled with a cloud of geometric strings for a five-dimensional Bianchi type-I cosmological model are studied. The cosmological consequences of having strings along the fifth dimension are examined. Particular solutions with dynamical compactifications of the extra dimensions and compatibility with expanding three-dimensional spaces are presented.

Particle creation due to cosmological contraction of extra dimensions

Particle production in a cosmological spacetime with extra dimensions is discussed. A five-dimensional cosmological model with a three-dimensional space expanding isotropically like in a radiative Friedmann-Robertson-Walker model and an internal space contracting to a constant small size is considered. The parameters of the model are adjusted so that time variations in internal space are compatible with present limits on time variations of the fundamental constants. By requiring that the energy density of the particles produced be less than the critical density at the radiation era we set restrictions on two more parameters: namely, the initial time of application of the semiclassical approach and the relative sizes between the internal space and the horizon of the ordinary Universe at this time. Whereas the production of massless particles allows a large range of variation to these parameters, the production of massive particles sets severe constraints on them, since, if they are overproduced, their energy density might very soon dominate the Universe and make cosmological dimensional reduction by extradimensional contraction unlikely.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Risk Mitigation Strategies for Operations and Maintenance Activities, Final Report, April 2012

The objective of this research was to investigate the application of integrated risk modeling to operations and maintenance activities, specifically moving operations, such as pavement testing, pavement marking, painting, snow removal, shoulder work, mowing, and so forth. The ultimate goal is to reduce the frequency and intensity of loss events (property damage, personal injury, and fatality) during operations and maintenance activities. This report includes a literature review that identifies the current and common practices adopted by different state departments of transportation (DOTs) and other transportation agencies for safe and efficient highway operations and maintenance (O/M) activities. The final appendix to the report includes information for eight innovative O/M risk mitigation technologies/equipment and covers the following for these technologies/equipment: Appropriate conditions for deployment Performance/effectiveness, depending on hazard/activity Cost to purchase Cost to operate and maintain Availability (resources and references)

Assessment of Medicaid and SCHIP Quality Improvement Activities for the State of Iowa, September, 2008

CMS has established the medicaid Quality Improvement which serves to fulfill the objectives of they Medicaid Quality goal established through the Federal Government Performance and Results At. One of the objectives of the goal calls for the Centers foe Medicare and Medicaid Services to work in partnership with State Medicaid Directors to develop a Nation Medicaid Quality Framework that will articulate broad principles and a common vision of quality for the program.

Estética da sensibilidade como princípio curricular

O fato de que a estética constitua um dos princípios norteadores da organização curricular no Brasil impõe-nos uma reflexão sobre a concepção que a fundamenta e justifica. Para isso, situamos o princípio estético nos documentos normativos que definem e explicitam as atuais diretrizes curriculares nacionais para a educação básica. Indicamos os fundamentos que definem a concepção de estética adotada e suas relações com a ética e a política, que compõem a trilogia que deve orientar as práticas educacionais, a fim de evidenciar as intenções que se abrigam em torno da estética da sensibilidade, revelando sua funcionalidade no atual estágio de desenvolvimento do modo de produção capitalista.

Política curricular no Estado de São Paulo nos anos 1980 e 1990

Este texto apresenta um estudo sobre a política curricular implementada no Estado de São Paulo nas décadas de 1980 e 1990 para as primeiras séries do ensino fundamental. Examina o currículo prescrito cotejando-o com os contextos práticos de desenvolvimento do currículo. A pesquisa revela que a política curricular desse período articulou-se fortemente com a produção acadêmica em educação. Ressalta ainda a continuidade na política de produção de materiais de orientação curricular nos últimos 20 anos, buscando difundir e tornar hegemônico um pensamento pedagógico inovador. Também verifica que esses materiais circularam de diferentes formas na rede de ensino e foram apropriados de maneira seletiva pelos professores que adotaram, sobretudo, as indicações práticas.

Review of targeted small business procurement activities for the year ended June 30, 2012

Review of targeted small business procurement activities for the year ended June 30, 2012

Activities of amino acid metabolizing enzymes in the stomach and small intestitine of developing rats

The activities of aspartate and alanine transaminase, serine dehydratase, arginase, glutamate dehydrogenase, adenylate deaminase and glutamine synthetase were determined in the stomach and small intestine of developing rats. Despite the common embryonic origin of the intestine and stomach, their enzymes showed quite different activity levels and patterns of development, depending on their roles. Most enzyme activities were low during late intrauterine life and after birth, attaining adult levels with the change of diet at weaning. No arginase activity was found in the stomach and no changes were detected in adenylate deaminase in the stomach or intestine throughout the period studied. Alanine transaminase, serine dehydratase and, to some extent, glutamine synthetase levels, significantly higher in late intrauterine life, decreased after birth, suggesting that the foetal stomach has a transient ability to handle amino acids.

Los docentes y la política curricular Argentina en los años '90

Este trabajo presenta los resultados de un proyecto de investigación sobre las recepciones de los docentes de la propuesta curricular efectuada en Argentina, durante la reforma educativa de los años '90. Dado que ésta se ha difundido a través de documentos impresos, el análisis de las recepciones considera a los docentes como lectores de dichos textos que, en tanto herramienta de normatización, limitan lo posible y lo cotidiano en el quehacer escolar. A partir de los aportes de la teoría de la recepción de la crítica literaria, se indagan las orientaciones asumidas por los docentes ante la dinámica de cambio curricular y algunos efectos que producen en el trabajo de los maestros los dispositivos estatales diseñados para el cambio del curriculum.

Tecnologia, trabalho e formação na reforma curricular do ensino médio

O trabalho investiga o modo pelo qual as proposições relativas a tecnologia, trabalho e formação, na reforma curricular do ensino médio, foram incorporadas pelas escolas. O estudo dos documentos oficiais, em especial das Diretrizes e Parâmetros Curriculares para esse nível de ensino, indicou como proposições principais a associação entre saberes e suas tecnologias e a organização do currículo com base na prescrição de competências. Foi encaminhado às escolas de ensino médio da cidade de Curitiba (PR) um instrumento para obter informações sobre quais dessas proposições as escolas tomaram como referência, que alterações buscaram fazer em resposta a elas e de que forma incorporaram os dispositivos normativos em suas propostas pedagógicas. A análise das respostas confirma a hipótese que a apropriação da política curricular oficial não é linear evidenciando distintos processos de incorporação que conferem à reforma um alcance relativo.