Pharmacologic Inhibition of the Anaphase-Promoting Complex Induces A Spindle Checkpoint-Dependent Mitotic Arrest in the Absence of Spindle Damage

SummaryMicrotubule inhibitors are important cancer drugs that induce mitotic arrest by activating the spindle assembly checkpoint (SAC), which, in turn, inhibits the ubiquitin ligase activity of the anaphase-promoting complex (APC). Here, we report a small molecule, tosyl-L-arginine methyl ester (TAME), which binds to the APC and prevents its activation by Cdc20 and Cdh1. A prodrug of TAME arrests cells in metaphase without perturbing the spindle, but nonetheless the arrest is dependent on the SAC. Metaphase arrest induced by a proteasome inhibitor is also SAC dependent, suggesting that APC-dependent proteolysis is required to inactivate the SAC. We propose that mutual antagonism between the APC and the SAC yields a positive feedback loop that amplifies the ability of TAME to induce mitotic arrest

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies’ publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010’s top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century [1]. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question [1–12] in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologies in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences [13–16]. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [ www.pkal.org])

An argument for the introduction of moral discussion into the forum of marriage and family therapy

Includes bibliographical references

Reliability of the SWAG-The standardized way to assess grafts method for alveolar bone grafting in patients with cleft lip and palate

Objective: The objective of this study was to test a new method, a Standardized Way to Assess Grafts (SWAG), to rate alveolar bone graft (ABG) outcomes for patients with cleft lip and palate. Design: This was a retrospective comparison using the SWAG scale. Setting: This study took place in four cleft palate centers with different treatment protocols. Methods: A total of 160 maxillary occlusal radiographs taken 3 to 18 months post-ABG for sequentially treated patients with cleft lip and palate were assessed using the SWAG scale. Radiographs were scanned, standardized, blinded, and rated by 6 calibrated orthodontists to assess vertical thirds, bony root coverage, and complete bony fill. All radiographs were rated twice, 24 hours apart, by the same raters. Main Outcomes: Intra- and interrater reliabilities were assessed. Results: Intrarater reliability was good to very good (.760; .652-.834), and interrater reliability was moderate to good (.606; .569-.681), comparable to previously published methods. Conclusions: Rater reliabilities were shown to be comparable to or better than existing methods. The SWAG method was validated for ABG assessments in the mixed and permanent dentitions based on reliabilities in an intercenter outcome comparison.</p

Psychology\u27s proactive approach to conscience clause court cases and legislation

Since 2010, psychology leaders in education and training associated with doctoral programs in professional psychology have been monitoring court cases and state-level legislation that assert students\u27 rights to religious freedom during professional training. Such court cases and legislative actions put at risk educators\u27 ability to ensure the competence of graduates to effectively serve a diverse public. In response to these legal challenges, the APA Board of Educational Affairs (BEA) appointed an 11-member Virtual Working Group on Restrictions Affecting Diversity Training in Graduate Education to develop a thoughtful, proactive position. Through ongoing discussions that occurred over 18 months, members of the Working Group developed an enhanced understanding of the intersection of graduate students\u27 First Amendment Rights with professional psychology\u27s commitment to graduate competent psychologists who have the capacity to serve a wide and diverse clientele. The Working Group identified five core tenets that informed their development of resources to support educators and trainers of professional psychology graduate programs. This article provides a brief history of the court cases and legislativeinitiatives, articulates the core tenets, describes the products developed by the Working Group and approved by the APA BEA, and ends with a brief description of dissemination and implementation activities and plans for next steps