Ferritin is secreted via 2 distinct nonclassical vesicular pathways

Ferritin turnover plays a major role in tissue iron homeostasis, and ferritin malfunction is associated with impaired iron homeostasis and neurodegenerative diseases. In most eukaryotes, ferritin is considered an intracellular protein that stores iron in a nontoxic and bioavailable form. In insects, ferritin is a classically secreted protein and plays a major role in systemic iron distribution. Mammalian ferritin lacks the signal peptide for classical endoplasmic reticulum–Golgi secretion but is found in serum and is secreted via a nonclassical lysosomal secretion pathway. This study applied bioinformatics and biochemical tools, alongside a protein trafficking mouse models, to characterize the mechanisms of ferritin secretion. Ferritin trafficking via the classical secretion pathway was ruled out, and a 2:1 distribution of intracellular ferritin between membrane-bound compartments and the cytosol was observed, suggesting a role for ferritin in the vesicular compartments of the cell. Focusing on nonclassical secretion, we analyzed mouse models of impaired endolysosomal trafficking and found that ferritin secretion was decreased by a BLOC-1 mutation but increased by BLOC-2, BLOC-3, and Rab27A mutations of the cellular trafficking machinery, suggesting multiple export routes. A 13-amino-acid motif unique to ferritins that lack the secretion signal peptide was identified on the BC-loop of both subunits and plays a role in the regulation of ferritin secretion. Finally, we provide evidence that secretion of iron-rich ferritin was mediated via the multivesicular body–exosome pathway. These results enhance our understanding of the mechanism of ferritin secretion, which is an important piece in the puzzle of tissue iron homeostasis

Bridging the discursive gap between lay and medical discourse in care coordination

For older people with multiple chronic co-morbidities, strategies to coordinate care depend heavily on information exchange. We analyse the information-sharing difficulties arising from differences between patients’ oral narratives and medical sense-making; and whether a modified form of ‘narrative medicine’ might mitigate them. We systematically compared 66 general practice patients’ own narratives of their health problems and care with the contents of their clinical records. Data were collected in England during 2012–13. Patients’ narratives differed from the accounts in their medical record, especially the summary, regarding mobility, falls, mental health, physical frailty and its consequences for accessing care. Parts of patients’ viewpoints were never formally encoded, parts were lost when clinicians de-coded it, parts supplemented, and sometimes the whole narrative was re-framed. These discrepancies appeared to restrict the patient record's utility even for GPs for the purposes of risk stratification, case management, knowing what other care-givers were doing, and coordinating care. The findings suggest combining the encoding/decoding theory of communication with inter-subjectivity and intentionality theories as sequential, complementary elements of an explanation of how patients communicate with clinicians. A revised form of narrative medicine might mitigate the discursive gap and its consequences for care coordination

How do i know who you think you are? A review of research methods on organizational identity

The notion of organizational identity was introduced in management studies in 1985. In the following 25 years, a vibrant debate about how to conceptualize organizational identities and related themes (multiple identities, identity change, interrelations between identity, image and culture) does not seem to have corresponded to explicit reflections about specific methodological issues. In this paper, the authors inductively review research methods adopted by studies of organizational identity published in top-level journals, with the purpose of deriving insights about the current status of research practices, uncovering their often tacit ontological and epistemological assumptions, and stimulating discussion about their possible evolution

Difficulty with a kinematic concept of unstable particles: the SZ.-Nagy extension and the Matthews-Salam-Zwanziger representation

We discuss the possibility of describing unstable systems, or dissipative systems in general, by vectors in a Hilbert space, evolving in time according to some non-unitary group or semigroup of translations. If the states of the unstable or dissipative system are embedded in a larger Hilbert space containing “decay products” as well, so that the time evolution of the system as a whole becomes unitary, we show that the infinitesimal generator necessarily has all energies from minus to plus infinity in its spectrum. This result supplements and extends the well-known fact that a positive energy spectrum is incompatible with a decay law bounded by a decreasing exponential. As an example of both facts, we discuss Zwanziger's irreducible, nonunitary representation of the Poincaré group; and we find its minimal, unitary extension (the Sz.-Nagy construction). The answer provides a mathematically canonical approach to the Matthews-Salam theory of wave functions for unstable, elementary particles, where the spectrum difficulty was already recognized. We speculate on the possibility that the Matthews-Salam-Zwanziger representation might be a strong coupling approximation in the relativistic version of the Wigner-Weisskopf theory, but we have not shown the existence of a physically acceptable model where that is so.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/46496/1/220_2005_Article_BF01645753.pd

Formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico en educación básica secundaria

1 recurso en línea (288 páginas) : ilustraciones color, tablas.Este estudio describe una experiencia llevada a cabo en entornos virtuales de aprendizaje Moodle, donde se planteó la utilización de la Educación Virtual como recurso didáctico educativo. A partir de un proceso de formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico de enseñanza, se analizó si se presentaron cambios significativos en las competencias digitales: Pedagógica, tecnológica, comunicativa y de gestión, y a partir de ello se mejoró el desempeño pedagógico de los educadores; de igual forma se indago sobre la posibilidad de que las plataformas virtuales como Moodle puedan convertirse en una alternativa viable que pueda dar respuesta a los nuevos retos educativos relacionados con los ambientes virtuales de aprendizaje para dinamizar el proceso educativo. Como objetivo general del estudio se planteó Identificar las competencias digitales que poseen los docentes para el uso y administración de la plataforma Moodle, en el nivel de educación básica secundaria y media de la Institución Educativa Técnica de Monguí, para implementar un programa de formación encaminado a fortalecer dichas competencias. La metodología empleada en el estudio fue de tipo mixto, porque involucra aspectos cuantitativos como la medición de las variable competencias digitales desarrolladas por los docentes para el empleo de la plataforma virtual Moodle, desde el paradigma cualitativo se tuvieron en cuenta las opiniones y conceptos de los sujetos participantes en el estudio; de los resultados obtenidos se encontró que los programas de formación docente para el uso didáctico de las TIC en entornos de aprendizaje virtual como la plataforma Moodle, cuando son orientados con un modelo pedagógico activo diferente al catedrático, permiten que los educadores apropien el uso de estas tecnologías y sean gestores de proyectos que dinamizan el proceso enseñanza – aprendizaje, al brindar al estudiante la posibilidad de ser un agente participativo y por su puesto al educador ser guía y orientador en el proceso educativo.This study describes an experience carried out in Moodle virtual learning environments, where the use of Virtual Education as an educational didactic resource was proposed. From a process of teacher training for the implementation of the Moodle virtual platform as a didactic teaching resource, it was analyzed if there were significant changes in the digital competences: Pedagogical, technological, communicative and management, and from this the pedagogical performance of educators; In the same way, I inquired about the possibility that virtual platforms such as Moodle could become a viable alternative that could respond to new educational challenges related to virtual learning environments to boost the educational process. The general objective of the study was to identify the digital competences that teachers possess for the use and administration of the Moodle platform, at the level of secondary and secondary education of the Technical Educational Institution of Monguí, to implement a training program aimed at strengthen these competences The methodology used in the study was of mixed type, because it involved quantitative aspects such as the measurement of the variable digital competences developed by teachers for the use of the Moodle virtual platform, from the qualitative paradigm the opinions and concepts of the subjects participating in the study; From the results obtained it was found that the teacher training programs for the didactic use of ICT in virtual learning environments such as the Moodle platform, when they are oriented with an active pedagogical model different from the professor, allow educators to appropriate the use of these technologies and managers of projects that dynamize the teaching - learning process, giving the student the possibility of being a participative agent and of course the educator being a guide and guidance in the educational process.Bibliografía y webgrafía: páginas 196-205MaestríaMagíster en TIC Aplicadas a las Ciencias de la Educació

Evidence confirms an anthropic origin of Amazonian Dark Earths

Archaeology of the America

Nurse teachers' constructions of reflection and reflective practice

This article concerns the meanings that a sample of nurse teachers ascribed to the concepts of reflection and reflective practice as aspects of an undergraduate nursing curriculum. It represents one of the major findings in a qualitative study that set out to explore nurse teachers’ perceptions and experiences of using reflection with diploma nursing students in the Republic of Ireland. Eleven nurse teachers were interviewed intensively, and data were analysed using a strategy resembling grounded theory. Two major themes were identified: reflection and reflective practice as a way of reviewing clinical experiences, and reflection and reflective practice as a way of valuing, developing and professionalising nursing practice knowledge. There was evidence that reflective practice was compartmentalised on nursing curricula, and some participants reported having limited knowledge of reflection. A number of participants alluded to the potential for reflective practice to uncover the hidden wealth of knowledge in everyday nursing practice. There appeared, however, to be a risk that this perceived wealth may be a conceptualisation of the teachers, rather than the students. Reflective learning through the affective domain was perceived as central to caring.AMS. No Keywords

Cancer narratives and methodological uncertainties

This article considers the methodological uncertainties arising in the early months of a research project that involves the secondary data analysis, using narrative analysis methods, of lengthy interview transcripts with cancer patients and their main informal carers. It revisits the particular social contexts, purposes and intentions involved in the creation of the interview transcripts, then considers the new methodological challenges involved. A sociological preference for the analysis of narrative content rather than narrative form is examined, before being set aside in favour of exploring both content and form in broader social context