8 research outputs found
Tumor Necrosis Factor-α-induced Adipose-related Protein (TIARP), a Cell-surface Protein That Is Highly Induced by Tumor Necrosis Factor-α and Adipose Conversion
International audienceTumor necrosis factor-alpha (TNF alpha) is involved in the physiological and biological abnormalities found in two opposite metabolic situations: cachexia and obesity. In an attempt to identify novel genes and proteins that could mediate the effects of TNFalpha on adipocyte metabolism and development, we have used a differential display technique comparing 3T3-L1 cells exposed or not to the cytokine. We have isolated a novel adipose cDNA encoding a TNF alpha-inducible 470-amino acid protein termed TIARP, with six putative transmembrane regions flanked by a large amino-terminal and a short carboxyl-terminal domain, a structure reminiscent of channel and transporter proteins. Commitment into the differentiation process is required for cytokine responsiveness. The differentiation process per se is accompanied by a sharp emergence of TIARP mRNA transcripts, in parallel with the expression of the protein at the plasma membrane. Transcripts are present at high levels in white and brown adipose tissues, and are also detectable in liver, kidney, heart, and skeletal muscle. Whereas the biological function of TIARP is presently unknown, its pattern of expression during adipose conversion and in response to TNF alpha exposure as a transmembrane protein mainly located at the cell surface suggest that TIARP might participate in adipocyte development and metabolism and mediate some TNF alpha effects on the fat cell as a channel or a transporter
Vers une démarche qualité dans la formation en langues ?
LâidĂ©e dâassujettir lâenseignement (particuliĂšrement en langues) Ă une norme et Ă un contrĂŽle de qualitĂ© reprĂ©sente un bouleversement culturel. En effet, depuis ses origines, lâinstitution dĂ©crĂšte les programmes et crĂ©e les examens qui sanctionnent les compĂ©tences, et lâenseignant du supĂ©rieur travaille encore souvent de maniĂšre isolĂ©e. Les rĂ©ticences Ă la dĂ©marche qualitĂ© tiennent aussi au domaine concernĂ©. La formation est une activitĂ© de service, consommĂ©e en mĂȘme temps que produite, et les bĂ©nĂ©ficiaires/clients en sont en mĂȘme temps les acteurs. En consĂ©quence, le processus ne peut ĂȘtre entiĂšrement contrĂŽlĂ© ni les rĂ©sultats garantis. La certification qualitĂ© est aujourdâhui admise pour la formation continue, puisque le client passe un contrat prĂ©cis et limitĂ© avec le fournisseur. Cependant, il nâen est pas de mĂȘme pour la formation initiale, a fortiori dans les disciplines linguistiques oĂč elle fait encore figure de mode sâaccompagnant nĂ©cessairement de complications et de paperasseries inutiles. Car dans lâapprentissage dâune langue, le facteur humain sâavĂšre beaucoup plus dĂ©terminant que dans les sciences dites « dures », et toute Ă©valuation du processus de formation est forcĂ©ment entachĂ©e de subjectivitĂ©. Les huit textes (articles et comptes rendus dâatelier) contenus dans ce numĂ©ro des Cahiers de lâAPLIUT reprennent et prĂ©cisent les objectifs, la mĂ©thode, les aspects positifs et les limites de la dĂ©marche qualitĂ© dans la formation. Deux recensions dâouvrage complĂštent le volume