Non-classical forms of pemphigus: pemphigus herpetiformis, IgA pemphigus, paraneoplastic pemphigus and IgG/IgA pemphigus

The pemphigus group comprises the autoimmune intraepidermal blistering diseases classically divided into two major types: pemphigus vulgaris and pemphigus foliaceous. Pemphigus herpetiformis, IgA pemphigus, paraneoplastic pemphigus and IgG/IgA pemphigus are rarer forms that present some clinical, histological and immunopathological characteristics that are different from the classical types. These are reviewed in this article. Future research may help definitively to locate the position of these forms in the pemphigus group, especially with regard to pemphigus herpetiformis and the IgG/ IgA pemphigus.Universidade Federal de São Paulo (UNIFESP), Escola Paulista de Medicina (EPM) Dermatology DepartmentUniversidade Federal de São Paulo (UNIFESP), Escola Paulista de Medicina (EPM) Dermatology and Pathology DepartmentsUNIFESP, EPM, Dermatology DepartmentUNIFESP, EPM, Dermatology and Pathology DepartmentsSciEL

Youth representations of environmental protest

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation - protest - in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (age 15-19) in 5 schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation, and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected

Establishment and management of trees in agroforestry systems

In Central America almost all of the traditional agricultural systems, including livestock management, include isolated trees in the crop fields, or incorporate alternating zones of trees, crops and/or pasture. These are agroforestry systems. Even with the modernization of agriculture in the region, agricultural landscapes still contain a large number of trees. These trees can provide a variety of products such as timber, firewood, animal fodder, fruit, and medicinal products; as well as providing services such as shade for crops and animals, and windbreaks. Trees increase the potential for biological diversity in agroecosystems by providing habitat in the branches, roots, and leaf litter; food in the form of leaves, sap, and nectar; and may provide essential protection during critical stages of organisms' life cycles. Trees improve soil fertility by adding leaves and fine roots to the organic material in the soil, and sometimes by fixing nitrogen. Trees contribute to ecosystem function, and are valuable in the formation of balanced ecosystems that have the capacity to sustain production and provide farmers with a reliable subsistence system

Challenge of Transforming Curricula with Computers, High Impact Interventions and Disruption

Conventional educational attainment expectations for school students are generally defined by curriculum documents in each jurisdiction. However, new technologies disrupt societies, so it is pertinent to ask how computers have changed educational expectations. Robert Heinlein put this into perspective in a short story (1957). The protagonist is Holly Jones. She is 15 and a spaceship designer: “I’m very bright in mathematics, which is everything in space engineering, so I’ll get my degree pretty fast. Meanwhile we design ships anyhow. I didn’t tell Miss Brentwood this, as tourists think a girl my age can’t possibly be a spaceship designer.” This demonstrates some early aspirations of how education might change in future where lunar habitats become well established

Challenge of Transforming Curricula with Computers, High Impact Interventions and Disruption

Conventional educational attainment expectations for school students are generally defined by curriculum documents in each jurisdiction. However, new technologies disrupt societies, so it is pertinent to ask how computers have changed educational expectations. Robert Heinlein put this into perspective in a short story (1957). The protagonist is Holly Jones. She is 15 and a spaceship designer: “I’m very bright in mathematics, which is everything in space engineering, so I’ll get my degree pretty fast. Meanwhile we design ships anyhow. I didn’t tell Miss Brentwood this, as tourists think a girl my age can’t possibly be a spaceship designer.” This demonstrates some early aspirations of how education might change in future where lunar habitats become well established

The Measurement of Joint Mechanics and their Role in Osteoarthritis Genesis and Progression

Medicine, Faculty ofOther UBCNon UBCOrthopaedic Surgery, Department ofReviewedFacultyResearche