Lactate Regulates Metabolic and Proinflammatory Circuits in Control of T Cell Migration and Effector Functions

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Proteome from patients with metabolic syndrome is regulated by quantity and quality of dietary lipids

Background: Metabolic syndrome is a multi-component disorder associated to a high risk of cardiovascular disease. Its etiology is the result of a complex interaction between genetic and environmental factors, including dietary habits. We aimed to identify the target proteins modulated by the long-term consumption of four diets differing in the quality and quantity of lipids in the whole proteome of peripheral blood mononuclear cells (PBMC). Results: A randomized, controlled trial conducted within the LIPGENE study assigned 24 MetS patients for 12 weeks each to 1 of 4 diets: a) high-saturated fatty acid (HSFA), b) high-monounsaturated fatty acid (HMUFA), c) low-fat, high-complex carbohydrate diets supplemented with placebo (LFHCC) and d) low-fat, high-complex carbohydrate diets supplemented with long chain (LC) n-3 polyunsaturated fatty acids (PUFA) (LFHCC n-3). We analyzed the changes induced in the proteome of both nuclear and cytoplasmic fractions of PBMC using 2-D proteomic analysis. Sixty-seven proteins were differentially expressed after the long-term consumption of the four diets. The HSFA diet induced the expression of proteins responding to oxidative stress, degradation of ubiquitinated proteins and DNA repair. However, HMUFA, LFHCC and LFHCC n-3 diets down-regulated pro-inflammatory and oxidative stress-related proteins and DNA repairing proteins. Conclusion: The long-term consumption of HSFA, compared to HMUFA, LFHCC and LFHCC n-3, seems to increase the cardiovascular disease (CVD) risk factors associated with metabolic syndrome, such as inflammation and oxidative stress, and seem lead to DNA damage as a consequence of high oxidative stress

Recontextualizing and reconceptualizing EU institutional discourse on immigrant integration

This study aims to carry out an analysis of processes of ‘re-scaling’ of EU institutional discourse in the dissemination of knowledge on immigrant integration as “particular and diverse ways of representing aspects of the world”. Specifically, the analysis covers terms/notions related to immigration (e.g. assimilation, inclusion, multicultural/intercultural integration), also with a view to investigating linguistic and conceptual vagueness in EU institutional legal discourse as a marker of ideology which mediates migrants’ needs and local needs in the host country. AREA: Justice, freedom and security TIME SPAN: 2008-2013 Corpus: EU Directives (2008-2013); Strengthening the Global Approach to Migration: increasing coordination, coherence and synergies (2008); European Agenda for the Integration of Non-EU Migrants (2011); EU initiatives supporting the integration of third-country nationals (2011)

Exploring language behavior in ESP courses: Corpus tools and teaching

This contribution aims at illustrating the projects carried out in non-linguistic Faculties and within the framework of ESP courses. The projects were meant to check the added value of a combination of corpus linguistics and discourse analysis in teaching English to students at non-linguistic Faculties, to promote students’ involvement and active participation in the learning process, to increase language awareness through corpus analysis of specialized texts. The courses were organised according to the needs of first- and second-year students of the second (graduate) degree courses (Laurea Magistrale) in International Relations and Diplomatic Studies at the Faculty of Political Science and students of the Faculty of Law (Laurea Magistrale) of the University of Napoli Federico II in the academic years 2006-07 and 2007-08. The teaching/learning experience has helped students explore language behaviour in the specialised textual environment which is embedded in the discursive practices of professional communities, facilitated language English learning/teaching by enhancing motivation and favoured the acquisition of skills, autonomy and language awareness which may help students face studying and working contexts in the new world scenarios

Exploring Language Behaviour in ESP Courses

The communication is aimed at illustrating the projects carried out in non-linguistic Faculties and within the framework of ESP courses. The projects were meant to check the added value of a combination of corpus linguistics and discourse analysis in teaching/learning English in non-linguistic Faculties, to promote students’ involvement and active participation in the learning process, to increase language awareness through corpus analysis of specialized texts. The teaching/learning experience has helped students explore language behaviour in the specialised textual environment which is embedded in the discursive practices of professional communities, facilitated language English learning/teaching by enhancing motivation and prompted the acquisition of skills, autonomy and language awareness for students to face studying and working contexts in the new world scenarios