Human mesenchymal stem cells retain multilineage differentiation capacity including neural marker expression after extended in vitro expansion

10.1371/journal.pone.0137255PLoS ONE109e013725

BDNF and TNF-α polymorphisms in memory

Here, we investigate the genetic basis of human memory in healthy individuals and the potential role of two polymorphisms, previously implicated in memory function. We have explored aspects of retrospective and prospective memory including semantic, short term, working and long-term memory in conjunction with brain derived neurotrophic factor (BDNF) and tumor necrosis factor-alpha (TNF-alpha). The memory scores for healthy individuals in the population were obtained for each memory type and the population was genotyped via restriction fragment length polymorphism for the BDNF rs6265 (Val66Met) SNP and via pyrosequencing for the TNF-alpha rs113325588 SNP. Using univariate ANOVA, a significant association of the BDNF polymorphism with visual and spatial memory retention and a significant association of the TNF-alpha polymorphism was observed with spatial memory retention. In addition, a significant interactive effect between BDNF and TNF-alpha polymorphisms was observed in spatial memory retention. In practice visual memory involves spatial information and the two memory systems work together, however our data demonstrate that individuals with the Val/Val BDNF genotype have poorer visual memory but higher spatial memory retention, indicating a level of interaction between TNF-alpha and BDNF in spatial memory retention. This is the first study to use genetic analysis to determine the interaction between BDNF and TNF-alpha in relation to memory in normal adults and provides important information regarding the effect of genetic determinants and gene interactions on human memory

The impact of university incorporation on college lecturers

In South Africa, recent government plans to change the institutional landscape of higher education have resulted in mergers of colleges into universities or technikons. The research reported in this article focuses solely on the impact of a "college-into-university" incorporation as manifested in the personal, emotional and career experiences of these college staff members. It traces the changes in their perceptions and emotions during and after the incorporation process. It also identifies recurring themes and issues evident in the personal lives of those affected by this incorporation. A unique research methodology was engaged: The College staff who had been appointed to the university after the merger, identified seven critical themes and then designed and conducted 30 semi-structured interviews among themselves. This article thus documents the impact of incorporation into a university on the individual and collective lives of the researchers themselves. The data suggest that the emotional impact of incorporation was intense and that the uncertainty, especially, led to considerable trauma. The most important concern emanating from this joint research project is that while a certain degree of distress is unavoidable in any institutional merger, inattention to the management of human resources, emotions and aspirations could linger on, possibly having a negative effect on the ambitions for the transformation of the new entity.The original publication is available at www.springerlink.co