3,881 research outputs found

    Cellular immunity to encephalitogenic peptide in tumour-bearing mice.

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    Mice bearing a methylcholanthrene-induced tumour were tested for their cell mediated reactivity to the experimental allergic encephalomyelitis (EAE) peptide of human myelin basic protein (MBP) in the leucocyte adherence inhibition (LAI) test. Tested over a range of peptide concentrations, peritoneal cells (PC) from tumour-bearing mice exhibited optimal adherence inhibition at 640 ng/ml; PC from normal and parasite-infected mice were unreactive. The EAE peptide also stimulated PC from tumour-bearing mice in the E-rosette augmentation (ERA) test and in the macrophage migration inhibition (MMI) test. MMI appeared to be the most sensitive assay, in that significant reaction at peptide concentrations well below those giving significant LAI and ERA. LAI reactivity to the peptide was detected 5 days after tumour transplantation, and continued to be detectable even with very large tumours. In vitro assays were confirmed by demonstration of EAE peptide recognition in vivo, in tumour-bearing and tumour-excised mice, using the delayed-type hypersensitivity reaction. The present experiments demonstrate an antigenic determinant in murine tumours, similar to the well-characterized EAE peptide of human MBP, and establish an animal model for study and characterization of common tumour-associated antigens

    Immune responses of mice to iodoacetate-treated Ehrlich ascites tumour cells.

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    1. Mice of two different strains (CBA and Herston white) failed to develop marked resistance to Ehrlich ascites tumour when immunized with iodoacetatetreated tumour cells, a procedure reported by others to be effective in protecting A-jax mice. 2. No circulating anti-tumour antibodies could be detected in the sera of the immunized mice, by a variety of techniques. 3. Delayed-type hypersensitivity to disrupted tumour cells was present in the immunized mice to a highly significant degree; however, this was not correlated with resistance to challenge with live tumour. 4. The possible reasons for the above observations are discussed

    Long-Range Excitons in Optical Absorption Spectra of Electroluminescent Polymer Poly(para-phenylenevinylene)

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    The component of photoexcited states with large spatial extent is investigated for poly(para-phenylenevinylene) using the intermediate exciton theory. We find a peak due to long-range excitons at the higher-energy side of the lowest main feature of optical spectra. The fact that the onset of long-range excitons is located near the energy gap is related to the mechanisms of large photocurrents measured in such energy regions. We show that a large value of the hopping integral is realistic for characterizing optical excitations.Comment: To be published in J. Phys. Soc. Jpn. (Letters

    Induced QCD and Hidden Local ZN Symmetry

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    We show that a lattice model for induced lattice QCD which was recently proposed by Kazakov and Migdal has a ZNZ_N gauge symmetry which, in the strong coupling phase, results in a local confinement where only color singlets are allowed to propagate along links and all Wilson loops for non-singlets average to zero. We argue that, if this model is to give QCD in its continuum limit, it must have a phase transition. We give arguments to support presence of such a phase transition

    'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

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    One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards
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