Nuclear LYRIC/AEG-1 interacts with PLZF and relieves PLZF-mediated repression

LYRIC/AEG-1 and its altered expression have been linked to carcinogenesis in prostate, brain and melanoma as well as promoting chemoresistance and metastasis in breast cancer. LYRIC/AEG-1 function remains unclear, although LYRIC/AEG-1 is activated by oncogenic HA-RAS, through binding of c-myc to its promoter, which in turn regulates the key components of the PI3-kinase and nuclear factor-kappaB pathways. We have identified the transcriptional repressor PLZF as an interacting protein of LYRIC/AEG through a yeast two-hybrid screen. PLZF regulates the expression of genes involved in cell growth and apoptosis including c-myc. Coexpression of LYRIC/AEG-1 with PLZF leads to a reduction in PLZF-mediated repression by reducing PLZF binding to promoters. We have confirmed that nuclear LYRIC/AEG-1 and PLZF interact in mammalian cells via the N- and C termini of LYRIC/AEG-1 and a region C terminal to the RD2 domain of PLZF. Both proteins colocalize to nuclear bodies containing histone deacetylases, which are known to promote PLZF-mediated repression. Our data suggest one mechanism for cells with altered LYRIC/AEG-1 expression to evade apoptosis and increase cell growth during tumourigenesis through the regulation of PLZF repression.

LYRIC/AEG-1 is targeted to different subcellular compartments by ubiquitinylation and intrinsic nuclear localization signals

PURPOSE: LYRIC/AEG-1 has been reported to influence breast cancer survival and metastases, and its altered expression has been found in a number of cancers. The cellular function of LYRIC/AEG-1 has previously been related to its subcellular distribution in cell lines. LYRIC/AEG-1 contains three uncharacterized nuclear localization signals (NLS), which may regulate its distribution and, ultimately, function in cells.

EXPERIMENTAL DESIGN: Immunohistochemistry of a human prostate tissue microarray composed of 179 prostate cancer and 24 benign samples was used to assess LYRIC/AEG-1 distribution. Green fluorescent protein-NLS fusion proteins and deletion constructs were used to show the ability of LYRIC/AEG-1 NLS to target green fluorescent protein from the cytoplasm to the nucleus. Immunoprecipitation and Western blotting were used to show posttranslational modification of LYRIC/AEG-1 NLS regions.

RESULTS: Using a prostate tissue microarray, significant changes in the distribution of LYRIC/AEG-1 were observed in prostate cancer as an increased cytoplasmic distribution in tumors compared with benign tissue. These differences were most marked in high grade and aggressive prostate cancers and were associated with decreased survival. The COOH-terminal extended NLS-3 (amino acids 546-582) is the predominant regulator of nuclear localization, whereas extended NLS-1 (amino acids 78-130) regulates its nucleolar localization. Within the extended NLS-2 region (amino acids 415-486), LYRIC/AEG-1 can be modified by ubiquitin almost exclusively within the cytoplasm.

CONCLUSIONS: Changes in LYRIC/AEG-1 subcellular distribution can predict Gleason grade and survival. Two lysine-rich regions (NLS-1 and NLS-3) can target LYRIC/AEG-1 to subcellular compartments whereas NLS-2 is modified by ubiquitin in the cytoplasm.

'It's Almost Like Talking to a Person': Student Discolsure to Pedagogical Agents in Sensitive Setting

Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals’ willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students’ experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student’s experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.

Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and New Pedalled Pedagogies

Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing’s work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past five years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This article draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents are intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of ways in which notions of learning are being redefined in the academy and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.

Walter Benjamin and the Inhumanities: Towards a Pedagogical Anti-Nietzscheanism

The following discussion is intended as a critical intervention into recent debates about the “crisis of the humanities,” reading the symptomaticity of crisis in the medical sense of a turning point. It does so from the perspective of the work of Walter Benjamin, whose own transdisciplinary practice of thought has been characterized as a “philosophy directed against philosophy” and a “philosophizing beyond philosophy,” and stands as a model for the kind of intellectual and para-academic activity evoked here. Historically re-situating Benjamin’s famous allegory of the Angel of History from the twentieth-century context of the “crisis of culture” to the contemporary “crisis of education,” it attempts to reconstruct a dialectical understanding of pedagogization within Benjamin’s work, which is used to sketch out the contours of a critically reimagined pedagogy of the Inhumanities.

José Mourinho, The special one: A pedagogical case

The purpose of this work is to create a case to reflect about the leadership role of José Mourinho in Real Madrid CF, considering his successful background experiences in FC Porto, Chelsea FC and FC Inter. The case is based on the failure of the Special One in Real Madrid CF. This paper is mainly focused in the leadership process, charismatic leadership and contingency theory of leadership. Moreover it is intended to introduce concepts about the influence of leaders in the organizational culture, the management of human resources, and the role of a leader adapting to a different context.

Early childhood pedagogical practice within a cultural kaleidoscope

Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 E38 K39 2006

Socio-pedagogical impact of an Educational Innovation Project Supported by ICT

Resumen tomado de la publicaci??n

The ISSA Pedagogical Standards: a tool to influence quality in early childhood programs

The ISSA Pedagogical Standards were first published in 2001 as a network-developed tool that defined quality in teaching practices and the classroom environment and captured the changes that had occurred in the region since 1994 when the Step by Step Program, an initiative to promote democratic principles in early childhood development and education, was launched. The Program was built on belief that each child has the right to receive maximum support for the development of his or her full potential, and this work should be done in partnership and close cooperation with families, communities and professionals

Interdisciplinary Pedagogical Experience for Health Human Resources Focused on the Holistic Promotion of Health and the Prevention of the Disease

The object of this experience is to offer the students the opportunity to take part in the construction of a pedagogic strategy centred on the ludic, for the promotion of the integral health and the prevention of the disease with an educational community; directed to supporting and qualifying the well-being so much individually as group. The project is designed to five years, about interdisciplinary character (Speech Therapy, Medicine, Psychology, Nursery, Occupational Therapy), interinstitutional (Universidad del Rosario, Universidad de San Buenaventura y Universidad de Cundinamarca) and intersectorial (Education and Health). It considers the different actors of the educational community and school and the home as propitious scenes for the strengthening potential, beside being the fundamental spaces for the construction of knowledges and learnings concerning the integral health. To achieve the target, one has come constructing from the second semester of 2003, one pedagogic strategy centred on the ludic and the creativity, from which they are planned, they develop and evaluate the actions of promotion of skills, values, behaviors and attitudes in the care of the health and the prevention of disease, orientated to the early, opportune and effective detection of risk factors and problematic of the development that they affect the integral health. The above mentioned strategy raises a so called scene Bienestarópolis: A healthy world for conquering, centred on prominent figures, spaces and elements that alternate between the fantasy and the reality to facilitate the approximation, the interiorización and the appropriation of the integral health. Across this one, the children motivated by the adults enter an imaginary world in that theirs desires, knowledges and attitudes are the axis of his development. Since Vigotsky raises it, in the game the child realizes actions in order to adapt to the world that surrounds it acquiring skills for the learning. The actions of the project have involved 410 children and 25 teachers, of the degrees Zero, The First and The Second of basic primary; 90 parents of family, and an average of 40 students and 8 teachers of the already mentioned disciplines.

Conceptuals Mentefactos as a Didactic-Pedagogical Strategy of the Basic Concepts in the Sampling Theory Applyed to the Health Research

In populational sampling it is vitally important to clarify and discern: first, the design or sampling method used to solve the research problem; second, the sampling size, taking into account different components (precision, reliability, variance); third, random selection and fourth, the precision estimate (sampling errors), so as to determine if it is possible to infer the obtained estimates from the target population. The existing difficulty to use concepts from the sampling theory is to understand them with absolute clarity and, to achieve it, the help from didactic-pedagogical strategies arranged as conceptual “mentefactos” (simple hierarchic diagrams organized from propositions) may prove useful. This paper presents the conceptual definition, through conceptual “mentefactos”, of the most important populational probabilistic sampling concepts, in order to obtain representative samples from populations in health research.

Pedactice (educational multimedia in compulsory school : from pedagogical assessment to product assessment). 'Pedactice (educación multimedia en la escuela obligatoria : del asesoramiento pedagógico al asesoramiento productivo)'.

El presente proyecto forma parte de los programas europeos. El objetivo es generar, explotar y difundir conocimiento sobre el mejor uso del multimedia educativo en la escuela obligatoria, determinar las competencias necesarias de los maestros, desarrollar criterios para evaluar la calidad y eficiencia de los productos multimedia y en consecuencia influir en su producción para ajustarla a las necesidades educativas escolares. Un equipo de la Universidad Autónoma de Barcelona ha participado y ha realizado una investigación sobre el uso de los multimedia en centros de la comarca de Barcelona.