Nr-CAM and neurofascin interactions regulate ankyrin G and sodium channel clustering at the node of Ranvier

AbstractVoltage-dependent sodium (Na+) channels are highly concentrated at nodes of Ranvier in myelinated axons and play a key role in promoting rapid and efficient conduction of action potentials by saltatory conduction. The molecular mechanisms that direct their localization to the node are not well understood but are believed to involve contact-dependent signals from myelinating Schwann cells [1] and interactions of Na+ channels with the cytoskeletal protein, ankyrin G [2]. Two cell adhesion molecules (CAMs) expressed at the axon surface, Nr-CAM and neurofascin, are also linked to ankyrin G and accumulate at early stages of node formation, suggesting that they mediate contact-dependent Schwann cell signals to initiate node development [3]. To examine the potential role of Nr-CAM in this process, we treated myelinating cocultures of DRG (dorsal root ganglion) neurons and Schwann cells with an Nr-CAM-Fc (Nr-Fc) fusion protein. Nr-Fc had no effect on initial axon-Schwann cell interactions, including Schwann cell proliferation, or on the extent of myelination, but it strikingly and specifically inhibited Na+ channel and ankyrin G accumulation at the node. Nr-Fc bound directly to neurons and clustered and coprecipitated neurofascin expressed on axons. These results provide the first evidence that neurofascin plays a major role in the formation of nodes, possibly via interactions with Nr-CAM

The Lantern Vol. 38, No. 2, Spring 1972

• Summer II • For a True Romantic • The Lyre Neglected • Hands • To a Friend • Sleep • The Wind\u27s Confusing Sounds • The Garden • The Child Has Come Among Us • The River and the Sea • The Ice • La Lamentation de la Fleur • Nous Sommes • Upon Becoming • See! • Feeling November • Transience • Clear • Isotopes of Reality • Just Yesterday • Emergence • Push • The Way Love Starts • Poetic Prosy • An Agreement • Spring 1930 • The Summers of \u2759, \u2760, \u2761 • Ode to Optometry • The Easter Bunny - Noble Beasthttps://digitalcommons.ursinus.edu/lantern/1100/thumbnail.jp

Curriculum Making as the Enactment of Dwelling in Places

This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold's use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim-that mental construction and representation are not the basis upon which we live in the world-which is very challenging for the kinds of curriculum making with which many educators are now familiar. It undermines assumptions of propositional knowledge and of the use of mental schemas to communicate and share. At the level of critique, then, dwelling destabilizes contemporary ideas of curriculum as textual, pre-specified content for transmission or pre-defined objectives or standardized activity. The positive claims of dwelling are equally challenging, for these are that the world is a domain of relational entanglement in which an organism can be no more than a point of growth for an emergent ‘environment', and meaning only inheres in these relations. The paper articulates how differentiation (of learner, salient meanings, knowledge, skill and place) are possible in such an ontology, and how curriculum making can be understood from this perspective as being the remaking of relationships between these