35 research outputs found
Fluorescent labeling in semi-solid medium for selection of mammalian cells secreting high-levels of recombinant proteins
<p>Abstract</p> <p>Background</p> <p>Despite the powerful impact in recent years of gene expression markers like the green fluorescent protein (GFP) to link the expression of recombinant protein for selection of high producers, there is a strong incentive to develop rapid and efficient methods for isolating mammalian cell clones secreting high levels of marker-free recombinant proteins. Recently, a method combining cell colony growth in methylcellulose-based medium with detection by a fluorescently labeled secondary antibody or antigen has shown promise for the selection of Chinese Hamster Ovary (CHO) cell lines secreting recombinant antibodies. Here we report an extension of this method referred to as fluorescent labeling in semi-solid medium (FLSSM) to detect recombinant proteins significantly smaller than antibodies, such as IGF-E5, a 25 kDa insulin-like growth factor derivative.</p> <p>Results</p> <p>CHO cell clones, expressing 300 ÎŒg/ml IGF-E5 in batch culture, were isolated more easily and quickly compared to the classic limiting dilution method. The intensity of the detected fluorescent signal was found to be proportional to the amount of IGF-E5 secreted, thus allowing the highest producers in the population to be identified and picked. CHO clones producing up to 9.5 ÎŒg/ml of Tissue-Plasminogen Activator (tPA, 67 kDa) were also generated using FLSSM. In addition, IGF-E5 high-producers were isolated from 293SF transfectants, showing that cell selection in semi-solid medium is not limited to CHO and lymphoid cells. The best positive clones were collected with a micromanipulator as well as with an automated colony picker, thus demonstrating the method's high throughput potential.</p> <p>Conclusion</p> <p>FLSSM allows rapid visualization of the high secretors from transfected pools prior to picking, thus eliminating the tedious task of screening a high number of cell isolates. Because of its rapidity and its simplicity, FLSSM is a versatile method for the screening of high producers for research and industry.</p
Comment des parents dâĂ©lĂšves et des enseignants spĂ©cialisĂ©s voient la rĂ©ussite et la difficultĂ© scolaires
Lâobjectif de cette Ă©tude est dâexplorer la maniĂšre dont des acteurs du systĂšme scolaire profanes (parents dâĂ©lĂšves) ou experts (enseignants spĂ©cialisĂ©s) se reprĂ©sentent lâĂ©lĂšve en rĂ©ussite scolaire et lâĂ©lĂšve en difficultĂ© scolaire. Pour ce faire, nous avons interrogĂ© 29 parents dâĂ©lĂšves et 33 enseignants spĂ©cialisĂ©s. Les rĂ©sultats indiquent que la reprĂ©sentation de la difficultĂ© se dĂ©compose en trois catĂ©gories (environnement, caractĂ©ristiques personnelles et culture), alors que celle de la rĂ©ussite se compose de deux catĂ©gories (environnement et caractĂ©ristiques personnelles). Les autres rĂ©sultats montrent que la reprĂ©sentation dâun Ă©lĂšve en difficultĂ© scolaire nâest pas lâinverse de celle dâun Ă©lĂšve en rĂ©ussite, et que les causes Ă©voquĂ©es pour expliquer ces statuts ne sont pas non plus opposĂ©es. Enfin la reprĂ©sentation des parents et des enseignants spĂ©cialisĂ©s diffĂšrent globalement, avec notamment une homogĂ©nĂ©itĂ© et un consensus plus grands dans la reprĂ©sentation de ces derniers.The purpose of this study is to look closely at the way people within the school systemâuninitiated (parents) or expert (special education teachers)âsee successful students and those having learning difficulties. To do so we have questioned 29 parents and 33 special education teachers. The results show that in those peopleâs minds, difficulties are sorted out into three categories: backgrounds, personal and cultural features whereas success is divided into two categories: backgrounds, and personal features. Other results show that the mental representation that people have of a child with learning difficulties is not the opposite of that of a successful one, and the reasons given to explain these phenomena are not opposed either. Finally the parentsâ and teachersâ mental representations are on the whole rather different, with, for instance, better homogeneity and wider consensus in teachers.El objetivo de este estudio estriba en explorar cĂłmo actores profanos del sistema escolar (padres de alumnos) o expertos (docentes especializados) se representan al alumno en situaciĂłn de Ă©xito escolar y al alumno con dificultades escolares. Para ello, interrogamos a 29 padres de alumnos y a 33 docentes especializados. Los resultados indican que la representaciĂłn de las dificultades se descompone en tres categorĂas (entorno, caracterĂsticas personales y cultura), mientras el Ă©xito se compone de dos categorĂas (entorno y caracterĂsticas personales). Los otros resultados muestran que la representaciĂłn de un alumno con dificultades escolares no es inversa a la de un alumno que conoce el Ă©xito escolar, y que los motivos mencionados para explicar esos estatus tampoco se oponen. Por fin, la representaciĂłn de los padres y de los docentes especializados difiere globalmente, en particular con una homogeneidad y un consenso mĂĄs importantes en la representaciĂłn de los docentes.Das Ziel dieser Studie ist, die Art und Weise zu beobachten, wie Laien (Eltern) oder Profis (Sonderschullehrer) im Schulsystem sich den erfolgreichen SchĂŒler und den SchĂŒler mit Schwierigkeiten vorstellen. Zu diesem Zweck haben wir 29 Eltern und 33 Sonderschullehrer befragt. Die Ergebnisse zeigen, dass die Vorstellung der Schwierigkeit sich in drei Kategorien gliedert (Umfeld, persönliche Merkmale und Kultur), wĂ€hrend der Erfolg aus zwei Kategorien besteht (Umfeld und persönliche Merkmale). Die ĂŒbrigen Ergebnisse zeigen, dass die Vorstellung eines SchĂŒlers mit Schwierigkeiten nicht das genaue Gegenteil von der eines erfolgreichen SchĂŒlers ist, und dass die GrĂŒnde, die diese beiden Status erklĂ€ren können auch nicht entgegengesetzt sind. Zum Schluss unterscheiden sich insgesamt die Vorstellungen der Eltern und die der Sonderschullehrer, insbesondere mit gröĂerer HomogenitĂ€t und gröĂerem Konsens in den Vorstellungen der Lehrer
Stéréotypes de la difficulté scolaire : un outil de recueil
Les recherches actuelles dans le domaine de lâĂ©ducation attestent de lâinfluence des stĂ©rĂ©otypes sociaux sur les rĂ©sultats acadĂ©miques des Ă©lĂšves. Afin de connaĂźtre les stĂ©rĂ©otypes liĂ©s aux « élĂšves en difficultĂ© scolaire » au cycle 3, nous avons construit un outil auprĂšs de psychologues scolaires, dâĂ©tudiants, de parents dâĂ©lĂšves, dâĂ©lĂšves de cycle 3, dâenseignants spĂ©cialisĂ©s et de stagiaires professeurs des Ă©coles (PE2). Lâanalyse a permis dâobtenir quarante-neuf traits gĂ©nĂ©raux mais aussi spĂ©cifiques aux groupes interrogĂ©s. DiffĂ©rentes mĂ©thodologies permettant de mesurer les stĂ©rĂ©otypes avec cet outil sont prĂ©sentĂ©es en discussion.Current research in the field of education shows the effects of social stereotypes on studentsâ academic performances. To determine the stereotypes of â5th grade students having learning disabilitiesâ, we built an instrument with a sample of educational psychologists, undergraduate students, 5th grade studentsâ parents, 5th grade students, specialised teachers, and student teachers. Forty-nine traits that are general and sometimes specific to the respondent groups were obtained. The discussion section presents different ways to measure these stereotypes using this instrument
Seroprevalence of anti-SARS-CoV-2 IgG at the first epidemic peak in French Guiana, July 2020.
Funder: National Research AgencyFunder: Regional Health Agency of French GuianaFunder: Institut Pasteur Urgence COVID-19 fundraisingBACKGROUND: While Latin America has been heavily affected by the pandemic, only a few seroprevalence studies have been conducted there during the first epidemic wave in the first half of 2020. METHODOLOGY/PRINCIPAL FINDINGS: A cross-sectional survey was performed between 15 July 2020 and 23 July 2020 among individuals who visited 4 medical laboratories or 5 health centers for routine screening or clinical management, with the exception of symptomatic suggestive cases of covid-19. Samples were screened for the presence of anti-SARS-CoV-2 IgG directed against domain S1 of the SARS-CoV-2 spike protein using the anti-SARS-CoV-2 enzyme-linked immunosorbent assay (ELISA) from Euroimmun. CONCLUSIONS/SIGNIFICANCE: The overall seroprevalence was 15.4% [9.3%-24.4%] among 480 participants, ranging from 4.0% to 25.5% across the different municipalities. The seroprevalence did not differ according to gender (p = 0.19) or age (p = 0.51). Among SARS-CoV-2 positive individuals, we found that 24.6% [11.5%-45.2%] reported symptoms consistent with COVID-19. Our findings revealed high levels of infection across the territory but a low number of resulting deaths, which can be explained by French Guiana's young population structure
Penile Calciphylaxis
International audienceThe proposed image reports the case of penile calciphylaxis. Calciphylaxis is a rare obliterative small vessel vasculopathy associated with diabetes mellitus, end-stage renal disease. Penile involvement is even rarer with only 50 cases reported, and agreement on appropriate diagnosis and management is unclear. This rarity exposes, as in our situation, to misdiagnosis, with possible iatrogeny (dermocorticoides in the case of balanitis). As the biopsy of the glans is not recommended, the clinical diagnosis is essential. Diffuse calcifications appearance on the reported ultrasound could support the diagnosis
Sur le front du droit
Cet ouvrage rassemble sept contributions dâun cycle de confĂ©rences organisĂ© Ă lâoccasion de la commĂ©moration du centenaire de la PremiĂšre Guerre mondiale par le Centre Toulousain dâHistoire du Droit et des IdĂ©es Politiques en collaboration avec le CollĂšge supĂ©rieur de droit et lâĂcole EuropĂ©enne de droit de lâUniversitĂ© Toulouse Capitole. Trois temporalitĂ©s sont prĂ©sentĂ©es et analysĂ©es, elles intĂ©ressent les juristes en guerre et la guerre des juristes. Tout dâabord lâaction, la rĂ©flexion et la pratique au quotidien de juristes plonges dans ce conflit sont mises Ă jour. La Grande Guerre a aussi Ă©tĂ© un temps particulier dâadaptation et dâapplication du droit pour rĂ©pondre aux circonstances exceptionnelles. Enfin, la guerre prend place dans un mouvement long de renforcement du rĂŽle de lâĂtat
DifficultĂ© scolaire : ce quâen disent Ă©lĂšves, parents et professionnels de lâĂ©ducation
MalgrĂ© une volontĂ© dâobjectivitĂ©, lâĂ©valuation des Ă©lĂšves en difficultĂ© scolaire est, en partie, influencĂ©e par les reprĂ©sentations sociales de la difficultĂ© scolaire que les Ă©valuateurs possĂšdent. Cette Ă©tude vise Ă analyser ces reprĂ©sentations pour divers acteurs du systĂšme Ă©ducatif Ă savoir des Ă©lĂšves, des parents dâĂ©lĂšves, des enseignants et des psychologues scolaires. Les rĂ©sultats indiquent que la difficultĂ© scolaire se dĂ©cline sous divers aspects  : problĂšmes liĂ©s Ă la famille, aux pairs, Ă lâĂ©cole, caractĂ©ristiques personnelles (personnalitĂ©, troubles cognitifs, comportements), culture et aide Ă apporter. Par ailleurs, ces diffĂ©rentes catĂ©gories ne se retrouvent pas de maniĂšre Ă©quivalente en fonction des groupes mĂȘme si les explications internes sont prĂ©dominantes dans les descriptions. Les implications de ces reprĂ©sentations contrastĂ©es sont discutĂ©es.In spite of a will of objectivity, the evaluation of the pupilsâ learning difficulties is partly influenced by the evaluatorsâ social representations of learning difficulties. This study aims at analysing these representations for diverse actors of the education system, that is, pupils, parents, teachers, and educational psychologists. The results show that learning difficulty comes in a variety of forms: disorders related to the family, the peers, school, individual characteristics (personality, cognitive disorders, behaviors), culture, and help to provide. Moreover, these different categories are not found in an equivalent way according to the groups even though internal factors are predominant in the descriptions. The implications of these contrasted representations are discussed