Nuevo Liceo Francés, en Madrid – España

This building is located at the «Parque del Conde de Orgaz», and occupies a large site of 10 hectares. This has made it possible to provide well spaced blocks for the various functions, and the whole project has been planned as a university campus. In addition there are ample sport and garden areas. The project includes all teaching, administrative and other facilities, including a house for the director, lecture hall and dining rooms. Mention should be made of the basic module of 1.75 x 1.75 m, adopted in the general design. The external finishing is also noteworthy, which consists of untreated concrete and strongly designed vaulted arches; these being the most significant architectural feature of the whole project.El edificio está situado en la Urbanización «Parque del Conde de Orgaz» y ocupa una gran parcela —de 10 Ha—, lo que ha permitido distribuir las diferentes secciones en bloques abiertos, tratándose el conjunto como un «Campus universitario», a la vez que crear amplias zonas ajardinadas y espacios deportivos. Se han previsto todos los servicios docentes,-administrativos, viviendas de dirección, salón de actos, comedores, etcétera. Destaquemos, en su distribución interior, la modulación según normas francesas con retícula básica de 1,75x1,75 metros; y en su tratamiento exterior, el hormigón visto y las vigorosas bóvedas de cañón que constituyen el elemento más significativo de la composición

Semiquantitative analysis of residual disease in patients treated for adult T-cell leukaemia/lymphoma (ATLL).

International audienceMany adult T-cell leukaemia/lymphoma (ATLL) patients who respond to induction treatment, then relapse. Knowing the clonality pattern of residual tumourous clones during treatment could help understand disease evolution and aid therapeutic decisions. We developed a sensitive and semi-quantitative molecular analysis of these clones in ATLL patients. DNA samples from PBMCs derived from eight ATLL patients were studied over time by quadruplicate linker mediated PCR (LMPCR) amplification of HTLV-1 integration sites. Patients were treated with combination chemotherapy, zidovudine-interferon-alpha and/or by peripheral stem cell transplantation or allogeneic bone marrow transplantation. Persistence of tumourous clones at a high frequency (>1/300 PBMCs) was frequently observed, even in complete responders, and was invariably correlated with relapse and/or poor outcome. Fluctuation in the frequency of some tumourous clones was observed with evidence for clonal change under treatment in one patient, indicating that treatment of ATLL can result in the selection of resistant clones. Finally, allogeneic bone marrow transplantation (BMT) using an HTLV-1 infected sibling as donor was found to be associated with long-lasting disappearance of tumourous clones and a possible cure of the disease. Long-term persistent clonal expansion of circulating HTLV-1 bearing T cells which derived from the donor bone marrow was evidenced in this patient. In conclusion, variable success in treatment of ATLL is probably due to the clonal heterogeneity which results in the selection of resistant clones. Semi-quantitative assessment of residual disease (RD) through LMPCR may predict treatment failure. Accordingly, additional therapy may be tailored to the clonality pattern observed after first-line therapy

Global teacher recruitment as a challenge to the goal of universal primary education

The second of the Millennium Goals agreed to by the United Nations General Assembly in 2000 was universal, high-quality primary education for all children. The inclusion of universal primary education is a recognition that education plays a crucial role in the alleviation of poverty and the promotion of peace and security; however, the UN Millennium Project team estimates that there are more than 100 million primary age children not attending school for a variety of reasons (UN Millennium Project 2005). In most cases their families are too poor to afford the costs involved, in many cases their labour or their income is needed at home, in others there is no school available, but increasingly children are prevented from attaining full primary education because there are insufficient teachers to staff schools adequately (see also Zajda et al. 2008). The implications of the projected shortage are very serious as an inability to provide appropriate education will prevent many of the poorest nations from implementing poverty reduction strategies and exacerbate the gap between the developed and less-developed nations (Zajda 2005). Moreover, as poverty increases social and political instabilities are likely to increase as the most vulnerable citizens of the poorest nations see any hope of a solution to their distress receding