Effects of urine acidification on plasma and urine phencyclidine levels in overdosage

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/117118/1/cpt1977224421.pd

A subset of methylated CpG sites differentiate psoriatic from normal skin.

Psoriasis is a chronic inflammatory immune-mediated disorder affecting the skin and other organs including joints. Over 1,300 transcripts are altered in psoriatic involved skin compared with normal skin. However, to our knowledge, global epigenetic profiling of psoriatic skin is previously unreported. Here, we describe a genome-wide study of altered CpG methylation in psoriatic skin. We determined the methylation levels at 27,578 CpG sites in skin samples from individuals with psoriasis (12 involved, 8 uninvolved) and 10 unaffected individuals. CpG methylation of involved skin differed from normal skin at 1,108 sites. Twelve mapped to the epidermal differentiation complex, upstream or within genes that are highly upregulated in psoriasis. Hierarchical clustering of 50 of the top differentially methylated (DM) sites separated psoriatic from normal skin samples with uninvolved skin exhibiting intermediate methylation. CpG sites where methylation was correlated with gene expression are reported. Sites with inverse correlations between methylation and nearby gene expression include those of KYNU, OAS2, S100A12, and SERPINB3, whose strong transcriptional upregulation is an important discriminator of psoriasis. Pyrosequencing of bisulfite-treated DNA from skin biopsies at three DM loci confirmed earlier findings and revealed reversion of methylation levels toward the non-psoriatic state after 1 month of anti-TNF-α therapy

Brain acetylcholine in morphine pellet implanted rats given naloxone

Adult male rats were implanted with intraventricular (ivt.) brain cannulae for injection of 5 Μg of acetylseco-hemicholinium-3 (acetylseco HC-3) as a means of studying acetylcholine (ACh) utilization during morphine withdrawal. Animals were made dependent by implanting s.c. two 75 mg morphine base pellets 24 hrs apart. On the 4th day animals were given 10 mg/kg of naloxone i.p. and/or 5 Μg acetylseco HC-3 ivt. and sacrificed by decapitation at various times. The brains were removed and assayed for ACh using a pyrolysis gas Chromatographie procedure. Total brain ACh before or after acetylseco-HC-3 was not altered at 5, 30, 60 and 120 but was decreased at 10 min after naloxone. These results are in sharp contrast to our previous data of enhanced brain ACh utilization in withdrawn rats made dependent to morphine by several weeks of twice daily injections. It is apparent that short term morphine pellet administration does not produce the marked neurochemical and behavioral changes of long term morphine injections.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/46390/1/213_2004_Article_BF00421300.pd

Relation of rat brain acetylcholine levels to duration of self-stimulation and escape behavior

Total brain acetylcholine (ACh) was assayed in groups of animals after various periods of operant responding maintained by electrical stimulation of the lateral posterior hypothalamus or of escape behavior induced by electrical stimulation of the midbrain tegmentum. Different groups of trained rats were placed in identical Skinner boxes for periods of 1 to 24 hr. The following groups were studied: controls, self-stimulators receiving electrical stimulation, escapers from brain stimulation or peripherally applied aversive stimulation, self-stimulators not receiving electrical stimulation prior to decapitation, tubocurarine-paralyzed respired rats with electrodes in the posterior-lateral hypothalamus not receiving stimulation, and a group of tubocurarine-paralyzed, respired rats receiving electrical stimulation automatically. It was found that brain stimulation decreased total brain ACh, regardless of whether the stimulation was positive, as during self-stimulation behavior, or negative, as during escape behavior. Animals that received positive stimulation while being paralyzed showed similar decreases in total brain ACh, but the change in ACh was smaller. No changes occurred in animals that were paralyzed that received no electrical stimulation. It is concluded that brain usage produced by electrical stimulation of discrete functional pathways causes a reduction of total ACh, but this is unrelated to the specific motivational properties of the electrical stimuli.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/22165/1/0000596.pd

The Properties of Poor Groups of Galaxies: III. The Galaxy Luminosity Function

We obtain R-band photometry for galaxies in six nearby poor groups for which we have spectroscopic data, including 328 new galaxy velocities. For the five groups with luminous X-ray halos, the composite group galaxy luminosity function (GLF) is fit adequately by a Schechter function with Mstar = -21.6 +/- 0.4 + 5log h and alpha = -1.3 +/- 0.1. We also find that (1) the ratio of dwarfs to giants is significantly larger for the five groups with luminous X-ray halos than for the one marginally X-ray detected group, (2) the composite GLF for the luminous X-ray groups is consistent in shape with that for rich clusters, (3) the composite group GLF rises more steeply at the faint end than that of the field, (4) the shape difference between the field and composite group GLF's results mostly from the population of non-emission line galaxies, whose dwarf-to-giant ratio is larger in the denser group environment than in the field, and (5) the non-emission line dwarfs are more concentrated about the group center than the non-emission line giants. This last result indicates that the dwarfs and giants occupy different orbits (i.e., have not mixed completely) and suggests that the populations formed at a different times. Our results show that the shape of the GLF varies with environment and that this variation is due primarily to an increase in the dwarf-to-giant ratio of quiescent galaxies in higher density regions, at least up to the densities characteristic of X-ray luminous poor groups. This behavior suggests that, in some environments, dwarfs are more biased than giants with respect to dark matter. This trend conflicts with the prediction of standard biased galaxy formation models. (Abridged)Comment: 36 pages, AASLaTeX with 8 figures. Table 1 also available at http://atropos.as.arizona.edu/aiz/papers/all_grp_lf_ascii.dat.final . To appear in Ap

Aprender a votar con las elecciones al Parlamento Europeo. Una simulación innovadora del proceso electoral diseñado para el alumnado de Educación Secundaria Obligatoria

Aquest article descriu una experiència didàctica innovadora duta a terme durant l’any 2014 en paral·lel a les eleccions al Parlament Europeu. L'experiència es va centrar en la simulació i avaluació participativa en nou instituts amb aproximadament 800 alumnes de tercer i quart curs de secundaria obligatòria a Catalunya. En aquest cas en concret, l’objectiu principal era fomentar el coneixement dels elements del sistema democràtic europeu en l’alumnat de secundària. El projecte consistia a motivar la participació activa de l'alumnat mostrant-los diverses vies de participació convencional i no convencional. El projecte va culminar amb la simulació educativa de l'exercici del vot dos dies abans de les eleccions reals estatals, coincidint amb l’ambient electoral del comicis al Parlament Europeu durant el maig del 2014. En aquest article s’exposen les bases teòriques i metodològiques que fonamenten aquesta experiència, es descriu el procés de disseny i elaboració dels materials didàctics del programa, i s’explica l’execució de l’experiència didàctica, viscuda per l'alumnat, l'equip de professorat i l'equip de recerca, fruit de implementació del projecte a les aules dels diferents centres escolars participants viscuts per l’alumnat, l’equip de professorat i l’equip de recerca. També, es profunditza en les valoracions i recomanacions assenyalades per part del professorat participant.This article describes an innovative teaching experience carried out with secondary students to coincide with the 2014 European Parliament elections. Just under 800 students, aged 15–16, participated in the assessment and education simulation of these elections in May 2014 in nine secondary schools in Catalonia. The principal goal of the project was to increase student knowledge of the European democratic system and the general election process. The project was also aimed at encouraging students’ future active engagement both in conventional forms of participation such as voting, and in other forms of participation. The culmination of the project was a simulation of election day, two days’ prior to the actual European Parliament elections in Spain. This paper outlines the theoretical and methodological basis of this experience, the process of the design and development of the teaching materials and programme, and the execution of the teaching experience from the perspective of the participating students, teaching staff and research group. It highlights the assessments and recommendations made by the participating teachers.Este artículo describe una experiencia didáctica innovadora llevada a cabo en el año 2014 en paralelo a las elecciones al Parlamento Europeo. La experiencia se centra en la simulación y evaluación participativa en nueve institutos con cerca de 800 alumnos de tercer y cuarto curso de secundaria obligatoria en Cataluña. En este caso en concreto, el principal objetivo era fomentar el conocimiento de los elementos del sistema democrático europeo en el alumnado de secundaria. El proyecto consistía en motivar la participación política activa del alumnado mostrando varias vías de participación convencional y no convencional. El proyecto culminó con la simulación educativa del ejercicio del voto dos días antes de las elecciones reales estatales, coincidiendo con el ambiente electoral de los comicios al Parlamento Europeo durante mayo de 2014. En el presente artículo se exponen las bases teóricas y metodológicas que fundamentan esta experiencia, se describe el proceso de diseño y elaboración de los materiales didácticos del programa y se explica la ejecución de la experiencia didáctica, fruto de su implementación en las aulas de los distintos centros de educación secundaria participantes, vivida entre el alumnado, el equipo de profesores y el equipo investigador. También se profundiza en las valoraciones y recomendaciones señaladas por parte del profesorado participante

Acetylseco hemicholinium-3, a new choline acetyltransferase inhibitor useful in neuropharmacological studies

Described are the synthesis and some aspects of the pharmacology of acetylseco hemicholinium-3 (acetylseco HC-3), the acetylated open ring analogue of hemicholinium-3 (HC-3). The effects of both compounds were determined in vivo on rat brain acetylcholine (ACh), 14C-eholine (14C-Ch) incorporation into 14C-acetylcholine (14C-ACh) and on one way jump box avoidance and escape behavior in naive and trained rats. In addition, the in vitro effects of both drugs were determined on choline acetyltransferase activity (ChAc) in rat brain.When given intraventricularly in doses of 1-20 [mu]g both compounds reduced total ACh content in the brain to a maximum of 50% of normal in 30-60 min. In doses of 20 [mu]g intraventricularly, both drugs also reduced 14C-Ch incorporation into 14C-ACh by 84.5% for acetylseco HC-3 and by 52% for HC-3.The in vivo changes of ACh in the brain were correlated with the behavioral deficits induced in one way shuttle box acquisition and retention. In doses of 20 [mu]g total intraventricularly, both compounds produced behavioral deficits which were greater in naive than in trained animals. In vitro, acetylseco HC-3 inhibited ChAc activity with an I50 of 1 x 10-5 with Ch 10-2 and acetyl CoA 6.4 x 10-4 , while HC-3 had no inhibitory effects. Using rat brain homogenate as the enzyme source and commercial acetyl CoA for kinetic studies, acetylseco HC-3 was shown to be a mixed inhibitor of acetyl CoA and a competitive inhibitor of Ch.The in vivo actions of acetylseco HC-3 are consistent with those of a ChAc inhibitor. However, it is necessary to rule out the possibility that the drug may also compete with Ch for its transport across biological membranes like its deacetylated derivative HC-3.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33873/1/0000134.pd

Nurses\u27 Alumnae Association Bulletin, June 1964

President\u27s Message Officers and Committee Chairmen Financial Report Hospital and School of Nursing Report Student Activities Jefferson Expansion Program Resume of Alumnae Meetings Staff Nurses Private Duty Social Committee Reports Program Scholarship Bulletin Committee Report Annual Luncheon Notes Membership and Dues Units in Jefferson Expansion Program Center Annual Giving Drive 1963 Report of Ways and Means Committee Jefferson Building Fund Contributions Annual Giving Contributions 1964 Jefferson Building Fund Report Help the Building Fund Committee! Vital Statistics Class News Notice

Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals

The United Nations (UN) places inclusive and equitable lifelong quality education at the center of its Sustainable Development Goal (SDG) 4: Quality Education. Nevertheless, the express inclusion of gender non-conforming and sexual minority students is omitted from UN communications. Drawing on interview and focus group data with recent secondary graduates who identify as LGBTQ+ (n = 20), we investigate their experiences, in terms of equity and inclusivity and lack thereof, in schools during the first years of the SDG-era in Spain (the data collection type respected participants’ personal preferences). Three SDGs, complementary to SDG4, were used as a framework for data analysis: SDG3 Good Health and Well-being, SDG5 Gender Equality, and SDG10 Reduced Inequalities, with SDG4 interconnectedly at the center of the overarching analyses. Participants reported preventable aggressions that affected their mental health and wellbeing in schools, receiving little LGBTQ+-related content in classes other than one-off mentions, and reflected on gender inequalities in their treatment from both peers and teachers. The authors discuss the need for local and national development education action plans and policies to address the exclusion and marginalization of LGBTQ+ students in Spanish high schools and elsewhere