Drosophila heat shock response requires the jnk pathway and phosphorylation of mixed lineage kinase at a conserved serine-proline motif

Defining context specific requirements for proteins and pathways is a major challenge in the study of signal transduction. For example, the stress-activated protein kinase (SAPK) pathways are comprised of families of closely related transducers that are activated in a variety of tissues and contexts during development and organismal homeostasis. Consequently, redundant and pleiotropic effects have hampered a complete understanding of the individual contributions of transducers in distinct contexts. Here, we report on the function of a context-specific regulatory phosphorylation site, PXSP, in the Drosophila mixed lineage kinase protein, Slpr, a mitogen-activated protein kinase kinase kinase (MAP3K) in the Jun Kinase (JNK) pathway. Genetic analysis of the function of non-phosphorylatable (PXAP) and phosphomimetic mutant (PXEP) Slpr transgenes in several distinct contexts revealed minimal effects in JNK-dependent tissue closure processes but differential requirements in heat stress response. In particular, PXAP expression resulted in sensitivity of adults to sustained heat shock, like p38 and JNK pathway mutants. In contrast, PXEP overexpression conferred some resistance. Indeed, phosphorylation of the PXSP motif is enriched under heat shock conditions and requires in part, the p38 kinases for the enrichment. These data suggest that coordination of signaling between p38 and Slpr serves to maintain JNK signaling during heat stress. In sum, we demonstrate a novel role for JNK signaling in the heat shock response in flies and identify a posttranslational modification on Slpr, at a conserved site among MAP3K mixed lineage kinase family members, which bolsters stress resistance with negligible effects on JNK-dependent developmental processes. © 2012 Gonda et al

Drosophila heat shock response requires the JNK pathway and phosphorylation of mixed lineage kinase at a conserved serine-proline motif

Abstract Defining context specific requirements for proteins and pathways is a major challenge in the study of signal transduction. For example, the stress-activated protein kinase (SAPK) pathways are comprised of families of closely related transducers that are activated in a variety of tissues and contexts during development and organismal homeostasis. Consequently, redundant and pleiotropic effects have hampered a complete understanding of the individual contributions of transducers in distinct contexts. Here, we report on the function of a context-specific regulatory phosphorylation site, PXSP, in the Drosophila mixed lineage kinase protein, Slpr, a mitogen-activated protein kinase kinase kinase (MAP3K) in the Jun Kinase (JNK) pathway. Genetic analysis of the function of non-phosphorylatable (PXAP) and phosphomimetic mutant (PXEP) Slpr transgenes in several distinct contexts revealed minimal effects in JNK-dependent tissue closure processes but differential requirements in heat stress response. In particular, PXAP expression resulted in sensitivity of adults to sustained heat shock, like p38 and JNK pathway mutants. In contrast, PXEP overexpression conferred some resistance. Indeed, phosphorylation of the PXSP motif is enriched under heat shock conditions and requires in part, the p38 kinases for the enrichment. These data suggest that coordination of signaling between p38 and Slpr serves to maintain JNK signaling during heat stress. In sum, we demonstrate a novel role for JNK signaling in the heat shock response in flies and identify a posttranslational modification on Slpr, at a conserved site among MAP3K mixed lineage kinase family members, which bolsters stress resistance with negligible effects on JNK-dependent developmental processes

Studies of superconducting materials with muon spin rotation

The muon spin rotation/relaxation technique was found to be an exceptionally effective means of measuring the magnetic properties of superconductors, including the new high temperature superconductor materials, at the microscopic level. The technique directly measures the magnetic penetration depth (type II superconductors (SC's)) and detects the presence of magnetic ordering (antiferromagnetism or spin-glass ordering were observed in some high temperature superconductor (HTSC's) and in many closely related compounds). Extensive studies of HTSC materials were conducted by the Virginia State University - College of William and Mary - Columbia University collaboration at Brookhaven National Laboratory and TRIUMF (Vancouver). A survey of LaSrCuO and YBaCaCuO systems shows an essentially linear relationship between the transition temperature T(sub c) and the relaxation rate. This appears to be a manifestation of the proportionality between T(sub c) and the Fermi energy, which suggests a high energy scale for the SC coupling, and which is not consistent with the weak coupling of phonon-mediated SC. Studies of LaCuO and YBaCuO parent compounds show clear evidence of antiferromagnetism. YBa2Cu(3-x)CO(x)O7 shows the simultaneous presence of spin-glass magnetic ordering and superconductivity. Three-dimensional SC, (Ba, K) BiO3, unlike the layered CuO-based compounds, shows no suggestion of magnetic ordering. Experimental techniques and theoretical implications are discussed

Student vocational teachers: the significance of individual positions in workplace learning

In most Initial Teacher Preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers’ dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers’ roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu’s thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered “unprofessional” approaches to qualitative inquiry: neologisms, personal experience, stories, conversations, music, poetry, paintings, and film. We engage in reflexive interactions with each other and with such “data.” This was undertaken in the spirit of jazz improvisation—an unrehearsed performance—something that “happened,” an unplanned educational event but also an agency enabled by structure

Correlations Between Charge Ordering and Local Magnetic Fields in Overdoped YBa2_2Cu3_3O6+x_{6+x}

Zero-field muon spin relaxation (ZF-$\mu$SR) measurements were undertaken on under- and overdoped samples of superconducting YBa$_2$Cu$_3$O$_{6+x}$ to determine the origin of the weak static magnetism recently reported in this system. The temperature dependence of the muon spin relaxation rate in overdoped crystals displays an unusual behavior in the superconducting state. A comparison to the results of NQR and lattice structure experiments on highly doped samples provides compelling evidence for strong coupling of charge, spin and structural inhomogeneities.Comment: 4 pages, 4 figures, new data, new figures and modified tex

Melting and Dimensionality of the Vortex Lattice in Underdoped YBa2Cu3O6.60

Muon spin rotation measurements of the magnetic field distribution in the vortex state of the oxygen deficient high-Tc superconductor YBa{2}Cu{3}O{6.60} reveal a vortex-lattice melting transition at much lower temperature than that in the fully oxygenated material. The transition is best described by a model in which adjacent layers of ``pancake'' vortices decouple in the liquid phase. Evidence is also found for a pinning-induced crossover from a solid 3D to quasi-2D vortex lattice, similar to that observed in the highly anisotropic superconductor Bi{2+x}Sr{2-x}CaCu{2}O{8+y}.Comment: 8 pages, 4 figures, 5 postscript file

Evidence for endohedral muonium in Kx C60 and consequences for electronic structure

Positive muons injected into solid C60, K4C60, and K6C60 form vacuumlike muonium (μ+e-) with a (6–12)% probability. Observation of coherent spin precession of muonium establishes that all three materials are nonmagnetic and nonconducting at low temperatures. From the temperature dependence of the signals we estimate the electronic band gaps in K4C60 and K6C60 to be considerably smaller than in C60. The similarity of the muonium centers supports a model in which a muonium atom is caged inside the C60 molecule in pure C60 or the C60x molecular ion in KxC60

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood

Ruffling the calm of the ocean floor: merging practice, policy and researching assessment in Scotland

The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al, 2002) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using research on both assessment and transformational change. This paper focuses on one project within Assessment is for Learning, in which pilot primary and secondary schools across Scotland were encouraged to develop formative assessment approaches in classrooms. They were supported in this by researchers, curriculum developers and local and national policy makers. The paper examines the rationale and methods behind the enactment of formative assessment in these schools. It draws upon evidence provided by the interim and final reports of participating schools to draw conclusions about areas of success within the project and potential barriers to the project’s future in its evolution from pilot to national programme