Mechanisms of C. Parvum-induced coagulopathy in mice.

I.v. injection of Corynebacterium parvum (CP) into C57BL and BALB/c mice caused profound coagulation changes, featuring thrombocytopenia, decreased fibrinogen, increased fibrin/fibrinogen degradation products, and a concomitant microangiopathic haemolytic anaemia. These changes were greatest on the 9th day after CP, with recovery by Day 21. I.p. injection caused similar effects but s.c. injection was ineffective. Radiolabelled-platelet kinetics and distribution after i.v. CP indicated disseminated intravascular coagulation with rapid fibrinolysis; EACA treatment exacerbated the thrombosis. The coagulopathy correlated with hepatosplenomegaly, and both were dose dependent. Splenectomy did not effect the coagulopathy, but indomethacin totally abrogated the changes, suggesting that prostaglandin biosynthesis is involved in the pathogenesis

Hexadecylphosphocholine, a new ether lipid analogue. Studies on the antineoplastic activity in vitro and in vivo.

Hexadecylphosphocholine (He-PC) is a new compound synthesized according to the minimal structural requirements deducted from studies with other ether lipids. In vitro studies on He-PC revealed remarkable antineoplastic activity on HL60, U937, Raji and K562 leukemia cell lines. In addition, He-PC, applied orally, showed a superior effect in the treatment of dimethylbenzanthracene-induced rat mammary carcinomas when compared to intravenously administered cyclophosphamide. After oral application He-PC was well absorbed from the intestine and metabolized in the liver by phospholipases C and D. During a 5-week treatment no hematotoxic effects were detected. In a clinical pilot study on breast cancer patients with widespread skin involvement, topically applied He-PC showed skin tumor regressions without local or systemic side effects

ERiSA: building emotionally realistic social game-agents companions

We propose an integrated framework for social and emotional game-agents to enhance their believability and quality of interaction, in particular by allowing an agent to forge social relations and make appropriate use of social signals. The framework is modular including sensing, interpretation, behaviour generation, and game components. We propose a generic formulation of action selection rules based on observed social and emotional signals, the agent’s personality, and the social relation between agent and player. The rules are formulated such that its variables can easily be obtained from real data. We illustrate and evaluate our framework using a simple social game called The Smile Game

Discipline in Education

This book addresses a perennial challenge to the success of the South African education system, namely, discipline. This volume steers the interrogation of discipline in a new direction, reflecting on ways in which recent research can benefit South African schools. This includes the need for alternative discipline that will enhance education. The scholarly contribution lies in its in-depth exploration of the relevance of research findings to South African schools and to the twenty-first-century socio-political environment. For the first time, scholarly interrogation of the issue of learner discipline in South African schools draws on indigenous knowledge systems. Its post-colonial and decolonial perspectives offer an ethical and moral compass for behaviour that could contribute to the well-being of South African society (and other societies similarly afflicted by anti-social behaviour). The book offers a range of perspectives on the debates on discipline and associated issues, and should stimulate future discussions on discipline and indiscipline at a time when South Africa and many other societies engage with the effects of social and political transformation. This scholarly book is aimed at academics and researchers. The contributors include philosophers, moralists, corporativists, education law specialists, curriculum specialists, specialists in education and culture, advocates of ubuntu, and people using meta-syntheses of approaches and practices and religious practices such as a Christian ethical/moral approach to parental and school discipline. They draw on their insights into postcolonialism, the impact of indigenous knowledge, theories of agency, dysfunctionality and school underperformance. The book offers an intriguing depiction of opposing views on discipline

Dissociative Subtypes in Posttraumatic Stress Disorders and Hypnosis: Neurocognitive Parallels and Clinical Implications

Converging evidence suggests that heterogeneity in posttraumatic stress disorder (PTSD) arises from the presence of discrete subtypes of patients, one of which is characterized by elevated dissociative symptoms. A similar dissociative subtype has been observed among individuals displaying high hypnotic suggestibility. Here we highlight important parallels between these subtypes, drawing from research on a history of exposure to stressful life events and pathological symptomatology, cognitive functioning, hypnotic suggestibility, and functional neuroimaging and electrophysiology. Further clarification of these parallels can help elucidate the developmental paths and neurocognitive basis of heterogeneity in PTSD and high hypnotic suggestibility and refine the understanding and treatment of different subtypes of PTSD

Discipline in Education

This book addresses a perennial challenge to the success of the South African education system, namely, discipline. This volume steers the interrogation of discipline in a new direction, reflecting on ways in which recent research can benefit South African schools. This includes the need for alternative discipline that will enhance education. The scholarly contribution lies in its in-depth exploration of the relevance of research findings to South African schools and to the twenty-first-century socio-political environment. For the first time, scholarly interrogation of the issue of learner discipline in South African schools draws on indigenous knowledge systems. Its post-colonial and decolonial perspectives offer an ethical and moral compass for behaviour that could contribute to the well-being of South African society (and other societies similarly afflicted by anti-social behaviour). The book offers a range of perspectives on the debates on discipline and associated issues, and should stimulate future discussions on discipline and indiscipline at a time when South Africa and many other societies engage with the effects of social and political transformation. This scholarly book is aimed at academics and researchers. The contributors include philosophers, moralists, corporativists, education law specialists, curriculum specialists, specialists in education and culture, advocates of ubuntu, and people using meta-syntheses of approaches and practices and religious practices such as a Christian ethical/moral approach to parental and school discipline. They draw on their insights into postcolonialism, the impact of indigenous knowledge, theories of agency, dysfunctionality and school underperformance. The book offers an intriguing depiction of opposing views on discipline