The RNA-binding protein HuR contributes to neuroinflammation by promoting C-C chemokine receptor 6 (CCR6) expression on Th17 cells.

In both multiple sclerosis and experimental autoimmune encephalomyelitis (EAE), the C-C chemokine receptor 6 (CCR6) is critical for pathogenic T helper 17 (Th17) cell migration to the central nervous system (CNS). Whereas many cytokines and their receptors are potently regulated via post-transcriptional mechanisms in response to various stimuli, how CCR6 expression is post-transcriptionally regulated in Th17 cells is unknown. Here, using RNA-binding protein HuR conditional knock-out (KO) and wild-type (WT) mice, we present evidence that HuR post-transcriptionally regulates CCR6 expression by binding to and stabilizing Ccr6 mRNA and by promoting CCR6 translation. We also found that HuR down-regulates several microRNA expressions, which could target the 3\u27-UTR of Ccr6 mRNA for decay. Accordingly, knock-out of HuR reduced CCR6 expression on Th17 cells and impaired their migration to CNS compared with the response of WT Th17 cells and thereby ameliorated EAE. Together, these findings highlight how HuR contributes to Th17 cell-mediated autoimmune neuroinflammation and support the notion that targeting HuR might be a potential therapeutic intervention for managing autoimmune disorders of the CNS

A Place to Meet: Living with Critical Theory as a Mode of Care in Everyday Artistic Practice

This essay is a place where the everyday meets critical artistic practice meets theory. Within a critical artistic researcher’s everyday practice, critical theory is lived and practiced in modes that are material and felt. Building on the of critical theorists who write explicitly about their relationships with theory, three researchers write vignettes detailing small moments in their practice. The vignettes make visible the ways the everyday and critical theory interlock and show how critical artistic research asks us to consider ways of caring, being accountable, attending to, and growing sensibilities for living with critical theories

A series of coverings of the regular n-gon

We define an infinite series of translation coverings of Veech's double-n-gon for odd n greater or equal to 5 which share the same Veech group. Additionally we give an infinite series of translation coverings with constant Veech group of a regular n-gon for even n greater or equal to 8. These families give rise to explicit examples of infinite translation surfaces with lattice Veech group.Comment: A missing case in step 1 in the proof of Thm. 1 b was added. (To appear in Geometriae Dedicata.

Relaci?n entre los factores pedag?gicos y el rendimiento acad?mico de los estudiantes de grado d?cimo de la instituci?n educativa Riomanso

193 p. Recurso Electr?nicoEl Rendimiento Acad?mico de los estudiantes en las instituciones educativas del pa?s en la actualidad ocupa un lugar trascendental, puesto que los bajos resultados en calidad educativa han motivado a que diferentes estamentos del estado se preocupen por mejorar los bajos desempe?os acad?micos de los educandos mostrados en el aula, por tal raz?n, diferentes acad?micos a nivel regional, nacional e internacional han buscado hallar los factores pedag?gicos que inciden en el proceso de ense?anza-aprendizaje y por consiguiente en el Rendimiento Acad?mico. En ese sentido, en el transcurso del a?o lectivo 2016, se origina en la Instituci?n Educativa Riomanso una preocupaci?n por los bajos resultados obtenidos en las pruebas SABER 9 (2016) y que concordaban con lo mostrado por los educandos en el aula, de ah? que surge la necesidad por investigar; ?Cu?l es la relaci?n entre los Factores Pedag?gicos y el Rendimiento Acad?mico de los estudiantes de grado d?cimo de la Instituci?n Educativa Riomanso?, para ello lo primero que se realiza es un rastreo de literatura a nivel regional, nacional e internacional que indague por el estado en el cual se encontraba el tema de investigaci?n; sin embargo, para el rastreo de la literatura se tiene en cuenta unos criterios como actualizaci?n, es decir que hayan sido publicados en la ?ltima d?cada, que fueran trabajos de maestr?a o doctorado, y que en el t?tulo declararan una o dos de las categor?as de estudio del presente trabajo. Entre los principales referentes se encuentran a Castro, Paternina, Guti?rrez, (2014); Perusqu?a de Carlos, (2010); Cabrera, Gadea, (2016); Lozano, D?az, (s. f.) y Gonz?lez, (2003) quienes en sus investigaciones muestran la incidencia de diferentes Factores Pedag?gicos en el Rendimiento Acad?mico de los estudiantes. Luego, se investiga los referentes te?ricos que sustenten las categor?as investigadas, no obstante no se encontr? gran cantidad de teor?a, ni validada sobre la categor?a de Factores Pedag?gicos relacionados con los docentes; por consiguiente, existe la necesidad de plantear una definici?n por parte de los investigadores sobre Factores Pedag?gicos relacionados con el docente y que solo ser? validada para este trabajo investigativo. Entre la definici?n que se plantea por parte de los investigadores, se destacan los factores de Planeaci?n (objetivos, Recursos Pedag?gicos, Actividades Did?cticas, Metodolog?a, Evaluaci?n), Competencias Pedag?gicas, Did?cticas (Competencias Pedag?gicas, Did?cticas, Curriculares y Evaluativas) y la Profesionalizaci?n del Docente (Normalista Superior, Licenciado, Especialista, Magister, Doctorado). A continuaci?n, se construye el dise?o metodol?gico de la investigaci?n, cuyo enfoque seleccionado y apropiado es el Mixto predominantemente cualitativo; el alcance es descriptivo correlacional, debido a que se busca hallar la relaci?n entre los Factores Pedag?gicos y el Rendimiento Acad?mico de los estudiantes de grado d?cimo de la Instituci?n Educativa Riomanso, asimismo, se escoge el tipo de estudio de caso, pues solo busca hallar la relaci?n entre las categor?as y que sea validada para la instituci?n; de igual modo, se elige las t?cnicas e instrumentos, la poblaci?n y muestra. Posteriormente, se presenta el an?lisis de los resultados arrojados por la aplicaci?n de las t?cnicas e instrumentos de investigaci?n. En el cual, en un comienzo, se analiza por separado las categor?as de estudio y finalmente se muestra la relaci?n entre el Rendimiento Acad?mico y los Factores Pedag?gicos. Finalmente, la investigaci?n demuestra los resultados hallados entre la relaci?n de los Factores Pedag?gicos y el Rendimiento Acad?mico, asimismo, se presenta las conclusiones del trabajo, a partir de los objetivos propuestos desde un inicio, de igual forma, se hacen una serie de recomendaciones para futuras investigaciones que deseen profundizar en el tema, aclarando que los resultados hallados en la presente investigaci?n solo son v?lidos para el trabajo en cuesti?n. Palabras Claves: Factores pedag?gicos, rendimiento acad?mico, calidad educativa, ense?anza ? aprendizaje, planeaci?n, competencias pedag?gicas, profesionalizaci?n, estudiantes y docentes.The Academic Performance of the students in the educational institutions of the country currently occupies a transcendental place, since the low results in educational quality have motivated that different estates of the state worry about improving the low academic performances of the students shown in the classroom, for this reason, different academics at regional, national and international level have sought to find the pedagogical factors that affect the teaching-learning process and therefore in the Academic Performance. In this sense, in the course of the 2016 school year, the Riomanso Educational Institution originates a concern for the low results obtained in the SABER 9 (2016) tests and that agreed with what was shown by the students in the classroom, which is why the need arises to investigate; What is the relationship between the Pedagogical Factors and the Academic Performance of the tenth grade students of the Riomanso educational institution ?, for this the first thing that is done is a literature search at regional, national and international level that inquires about the state in which was the research topic; However, for the tracking of the literature, criteria such as updating are taken into account, that is to say that they have been published in the last decade, that they were master's or doctoral works, and that in the title they declared one or two of the categories of study of the present work. Among the main references Castro, Paternina, Guti?rrez, (2014); Perusqu?a de Carlos, (2010); Cabrera, Gadea, (2016); Lozano, D?az, (s. f.) and Gonz?lez, (2003) who in their research show the incidence of different factors Pedagogical in the Academic Performance of the students. Then, the theoretical referents that sustain the investigated categories are investigated, however, a large amount of theory was not found, nor validated on the category of Pedagogical Factors related to teachers, therefore, there is a need to propose a definition by the teachers. researchers on Pedagogical Factors related to the teacher and that will only be validated for this research work. Among the definition that is proposed by the researchers, the Planning factors (objectives, Pedagogical Resources, Didactic Activities, Methodology, Evaluation), Pedagogical Competences, Didactic (Pedagogical, Didactic, Curriculum and Assessment Competencies) and the Professionalization of the Teacher (Higher Normalist, Bachelor, Specialist, Master, Doctorate). Next, the methodological design of the research is constructed, whose selected and appropriate approach is the Mixed with predominant qualitative; the scope is descriptive correlational, because it seeks to find the relationship between the Pedagogical Factors and the Academic Performance of tenth grade students of the Riomanso educational institution, also, the type of case study is chosen, since it only seeks to find the relationship between the categories and that is validated for the institution; In the same way, the techniques and instruments, the population and the sample are chosen. Subsequently, the analysis of the results obtained by the application of research techniques and instruments is presented. In which, in the beginning, the study categories are analyzed separately and finally the relation between the Academic Performance and the Pedagogic Factors is shown. Finally, the research shows the results found between the relationship of the Pedagogical Factors and the Academic Performance, likewise, the conclusions of the work are presented, starting from the objectives proposed from the beginning, in the same way, a series of recommendations are made to future research that wish to deepen the subject, making it clear that the results found in the present investigation are only valid for the work in question. Keyworks: Pedagogical factors, academic, performance, educational quality, teaching, learning, planning, competences, professionalization, students and teachers

Comparison of the Effects of Early Pregnancy with Human Interferon, Alpha 2 (IFNA2), on Gene Expression in Bovine Endometrium

Interferon tau (IFNT), a type I IFN similar to alpha IFNs (IFNA), is the pregnancy recognition signal produced by the ruminant conceptus. To elucidate specific effects of bovine IFNT and of other conceptus-derived factors, endometrial gene expression changes during early pregnancy were compared to gene expression changes after intrauterine application of human IFNA2. In experiment 1, endometrial tissue samples were obtained on Day (D) 12, D15, and D18 postmating from nonpregnant or pregnant heifers. In experiment 2, heifers were treated from D14 to D16 of the estrous cycle with an intrauterine device releasing IFNA2 or, as controls, placebo lipid extrudates or PBS only. Endometrial biopsies were performed after flushing the uterus. All samples from both experiments were analyzed with an Affymetrix Bovine Genome Array. Experiment 1 revealed differential gene expression between pregnant and nonpregnant endometria on D15 and D18. In experiment 2, IFNA2 treatment resulted in differential gene expression in the bovine endometrium. Comparison of the data sets from both studies identified genes that were differentially expressed in response to IFNA2 but not in response to pregnancy on D15 or D18. In addition, genes were found that were differentially expressed during pregnancy but not after IFNA2 treatment. In experiment 3, spatiotemporal alterations in expression of selected genes were determined in uteri from nonpregnant and early pregnant heifers using in situ hybridization. The overall findings of this study suggest differential effects of bovine IFNT compared to human IFNA2 and that some pregnancy-specific changes in the endometrium are elicited by conceptus-derived factors other than IFNT

Chitosanase-based method for RNA isolation from cells transfected with chitosan/siRNA nanocomplexes for real-time RT-PCR in gene silencing

Chitosan, a well known natural cationic polysaccharide, has been successfully implemented in vitro and in vivo as a nonviral delivery system for both plasmid DNA and siRNA. While using chitosan/siRNA polyplexes to knock down specific targets, we have underestimated the effect of nucleic acids binding to chitosan when extracting RNA for subsequent quantitative PCR evaluation of silencing. In vitro transfection using chitosan/siRNA-based polyplexes reveals a very poor recovery of total RNA especially when using low cell numbers in 96 well plates. Here, we describe a method that dramatically enhances RNA extraction from chitosan/siRNA-treated cells by using an enzymatic treatment with a type III chitosanase. We show that chitosanase treatment prior to RNA extraction greatly enhances the yield and the integrity of extracted RNA. This method will therefore eliminate the bias associated with lower RNA yield and integrity when quantifying gene silencing of chitosan-based systems using quantitative real time PCR