M-CSF and GM-CSF Regulation of STAT5 Activation and DNA Binding in Myeloid Cell Differentiation is Disrupted in Nonobese Diabetic Mice

Defects in macrophage colony-stimulating factor (M-CSF) signaling disrupt myeloid cell differentiation in nonobese diabetic (NOD) mice, blocking myeloid maturation into tolerogenic antigen-presenting cells (APCs). In the absence of M-CSF signaling, NOD myeloid cells have abnormally high granulocyte macrophage colony-stimulating factor (GM-CSF) expression, and as a result, persistent activation of signal transducer/activator of transcription 5 (STAT5). Persistent STAT5 phosphorylation found in NOD macrophages is not affected by inhibiting GM-CSF. However, STAT5 phosphorylation in NOD bone marrow cells is diminished if GM-CSF signaling is blocked. Moreover, if M-CSF signaling is inhibited, GM-CSF stimulation in vitro can promote STAT5 phosphorylation in nonautoimmune C57BL/6 mouse bone marrow cultures to levels seen in the NOD. These findings suggest that excessive GM-CSF production in the NOD bone marrow may interfere with the temporal sequence of GM-CSF and M-CSF signaling needed to mediate normal STAT5 function in myeloid cell differentiation gene regulation

Conceptualising knowledge for access in the sciences: academic development from a social realist perspective

Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which the curriculum of a science AD course is characterised using Legitimation Code Theory (LCT). Analysis of the course curriculum reveals legitimation of four main categories of knowledge types along a continuum of stronger to weaker epistemic relations: disciplinary knowledge, scientific literacies knowledge, general academic practices knowledge and everyday knowledge. These categories are ‘mapped’ onto an LCT(Semantics)(how meaning relates to both context and empirical referents) topological plane to reveal a curriculum that operates in three distinct but interrelated spaces by facing towards both the field of science and the practice of academia. It is argued that this empirically derived differentiated curriculum framework offers a conceptual means for considering the notion of access to ‘powerful’ knowledge in a range of AD and mainstream contexts

A New Framework for Understanding Memories and Preference for Music

What can musical memories tell us about preference, and what can musical preferences tell us about memory? In this article we contrast the two perspectives using a dialogic conversation, drawing on insights brought into relief at the recent Music and Lifetime Memories conference. We use dialogue to present two different bodies of relevant background literature and theory and consider their overlaps, interactions, and contradictions in depth. We then compare our two different approaches to the same dataset – the Desert Island Discs archive – which provide complementary perspectives and insights. We interpret each other’s analyses from our own perspectives, and finally conclude with reflections on future directions for the field

Group interventions to improve health outcomes : a framework for their design and delivery

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The necessity and possibility of powerful ‘regional’ knowledge: curriculum change and renewal

© 2016 Taylor & Francis. The paper argues that powerful regional knowledge is necessary and possible and that there are historical precedents supporting these claims. Regional knowledge is being used in a double sense: the first Bernsteinian, the second in relation to knowledge generated outside the academy. Both are important if the debate is not to be confined solely to the global north and if the curriculum is to be responsive to geo-political realities. In order to think critically about access to higher education, we need to consider the sorts of knowledge, engagement, and opportunities that are open to newer actors. This includes recognising the contextual nature of professional practice and also that social movements beyond the academy can and do challenge academic knowledge. The paper concludes that many of issues addressed are not capable of theoretical resolution alone and that we need more empirical work to inform curriculum change and renewal

Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge

Evidence from an ethnographic study of three secondary school geography departments in England is drawn on to describe aspects of the relationships between examination boards and school subjects. This paper focuses on one department, in ‘Town Comprehensive’, and the argument is illustrated through a discussion of observed lessons with a teacher in this department. Ofqual (Office of Qualifications and Examinations Regulation) have recently announced that examination boards may continue to endorse commercially available teaching resources. The argument presented in this paper extends possible areas of ‘risk’ identified beyond those they currently consider. Specifically, it is argued that chief examiners play multiple roles in the recontextualisation of knowledge, holding substantial power over school subjects. The strong role of accreditation as a rationale is argued to restrict knowledge taught in school geography to horizontal discourses, limiting students’ access to powerful knowledge

Myopia and misrecognition : the impact of managerialism on the management of compliance

This article explores the construction of a particular form of compliance in probation practice during a period in which policy shifted from enforcement towards compliance. The article uses four concepts from Bourdieu's field theory (habitus, field, misrecognition and symbolic violence) to highlight the way in which the shift in policy was attuned to the subjective structure of probation practitioners' habitus but resulted in a form of compliance which was myopic in nature and thus did not adhere to what we know about habitus in probation from other research. The article explores this phenomenon through Bourdieu's notion of misrecognition suggesting that whilst the policy change was regarded generally positively, it is an example of 'symbolic violence'. In turn, this tells us about practitioners' position in the field which is useful in terms of future analyses of how changes to the delivery of community sanctions will manifest in the coming years

Editorial: Special Issue on ‘International policies – local affects: Regenerating the sociology of Basil Bernstein’

It is perhaps no coincidence that the lead authors of the papers in this Special Issue on ‘International policies – local affects: Regenerating the sociology of Basil Bernstein’ are mainly women scholars. What may be more surprising is that scholars working within feminist traditions with an enduring scepticism about humanistic assertions for epistemology still work with Bernstein’s oeuvre, just when it is being appropriated to buttress strong claims for epistemology, such as the calls ‘to bring knowledge back in’ to the curriculum. As a provocative introduction to the papers in the Special Issue we look at the tensions between epistemology and ontology as a way to explore Bernstein’s abiding appeal to us, and explain why, as feminist scholars, we have not simply abandoned what might seem like a grand, modernist sociological theory. We start by pointing to some of the contemporary appropriations of Bernstein’s work, and specifically those that make strong epistemological claims. Next, we introduce the renewed interest in ontology within new materialisms. We introduce concepts from the papers to read Bernstein’s work (diffractively) with and through other sources, including new material feminist onto-epistemologies, to exemplify why Bernstein leaves such a rich legacy and has ongoing relevance. In so doing, we challenge the idea that Bernstein’s theory is only about epistemology and hierarchical theory-building.No Full Tex