RhoB controls endothelial cell morphogenesis in part via negative regulation of RhoA

Recent studies have suggested a role for the small GTPase RhoB in the control of processes required for angiogenesis. However, the mechanisms whereby RhoB exerts control over these processes are not well understood. Given the role of vascular endothelial growth factor (VEGF) in pathological angiogenesis, we were interested in examining whether RhoB contributed to VEGF-induced angiogenic processes. To assess this, RhoB was specifically depleted in human umbilical vein endothelial cells (HUVEC), using siRNA-targeted strategies. The effects of RhoB depletion on VEGF-induced angiogenic activities were assessed using a variety of standard in vitro angiogenesis assays to assess endothelial cell viability, migration and capillary morphogenesis. Effects of RhoB depletion on signaling from other Rho family member proteins was also assessed using specific activity assays for RhoA and RhoC. We observed that although RhoB appeared dispensable for HUVEC viability, RhoB was required for endothelial cell migration, sprouting, and capillary morphogenesis. We also observed that siRNA-mediated depletion of RhoB in HUVEC resulted in increased RhoA activation in response to VEGF stimulation. This increased RhoA activation contributed to the cellular morphogenesis defects observed in RhoB-depleted cells, as inhibition of RhoA activity using C3 transferase, or inhibition of the activity of the downstream RhoA effectors Rho-dependent kinases I and II (ROCK I and II) led to a partial restoration of capillary morphogenesis in the absence of RhoB. Thus our data indicate that RhoB plays a significant role in VEGF-induced endothelial cell morphogenesis in part by negatively regulating the activity of RhoA and the RhoA/ROCK pathway

Optimal aeroassisted intercept trajectories at hyperbolic speeds

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76250/1/AIAA-1989-3444-892.pd

Optimal aeroassisted intercept trajectories at hyperbolic speeds

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76040/1/AIAA-20613-974.pd

On Perturbative Gravity and Gauge Theory

We review some applications of tree-level (classical) relations between gravity and gauge theory that follow from string theory. Together with $D$-dimensional unitarity, these relations can be used to perturbatively quantize gravity theories, i.e. they contain the necessary information for obtaining loop contributions. We also review recent applications of these ideas showing that N=1 D=11 supergravity diverges, and review arguments that N=8 D=4 supergravity is less divergent than previously thought, though it does appear to diverge at five loops. Finally, we describe field variables for the Einstein-Hilbert Lagrangian that help clarify the perturbative relationship between gravity and gauge theory.Comment: Talk presented at Third Meeting on Constrained Dynamics and Quantum Gravity, Villasimius (Sardinia, Italy) September 13-17, 1999 and at the Workshop on Light-Cone QCD and Nonperturbative Hadron Physics, University of Adelaide (Australia) December 13-22, 1999. Latex, 9 page

'Can you take a student this morning?' Maximising effective teaching by practice nurses

<p><b>Objectives:</b> Little is known about the contribution that nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to explore ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning.</p> <p><b>Method:</b> Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were conducted with students on completing a clerkship.</p> <p><b>Results:</b> There is wide variation in the delivery, organisation and expectations of practice nurse teaching. While there is some evidence of a passive learning experience the learning dynamic and the student-nurse relationships are regarded highly.</p> <p><b>Conclusions:</b> Time spent with practice nurses is an important part of the clerkship in general practice. The nature of the practice nurse-medical student relationship is different to the educational supervisor-medical student relationship and can be built upon to maximise learning during the clerkship. The experience for the practice nurse, the medical student, and the supervisor can be enhanced through formal preparation for delivering teaching</p&gt

Psoriasiform pemphigus foliaceus: a report of two cases

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91229/1/j.1600-0560.2012.01866.x.pd

Chlorido(4,4′,4′′-tri-tert-butyl-2,2′:6′,2′′-terpyridine)­platinum(II) chloride toluene monosolvate

In the title compound, [PtCl(C27H35N3)]Cl·C7H8, the PtII atom is coordinated in a pseudo-square-planar fashion by the N atoms of a 4,4′,4′′-tri-tert-butyl-2,2′:6′,2′′-terpyridine (tbtrpy) ligand and a Cl atom. The Pt—N distance of the N atom on the central pyridine is 1.941 (4) Å, while the peripheral N atoms have Pt—N distances of 2.015 (4) and 2.013 (4) Å. The Pt—Cl bond distance is 2.3070 (10) Å. The cations pack as dimers in a head-to-tail orientation with an inter­molecular Pt⋯Pt distance of 3.2774 (3) Å and Pt⋯N distances of 3.599 (4), 3.791 (4) and 4.115 (4) Å. The solvent mol­ecule is disordered and occupies two positions with a ratio of 0.553 (6):0.447 (6)

Chlorido(4,4′,4′′-tri-tert-butyl-2,2′:6′,2′′-terpyridine)­platinum(II) tetra­fluorido­borate

In the title compound, [PtCl(C27H35N3)]BF4, the PtII atom is in a pseudo-square-planar coordination, which is typical of Pt–terpyridine complexes. The Pt—Cl bond distance is 2.2998 (7) Å. The Pt—N distance of the N atom on the central pyridine is 1.931 (2) Å, while the peripheral N atoms have Pt—N distances of 2.018 (2) and 2.022 (2) Å. The cations pack as dimers in a head-to-tail orientation with an inter­molecular Pt⋯Pt distance of 3.5214 (2) Å and Pt⋯N distances of 3.527 (2), 3.873 (2) and 4.532 (2) Å. In the crystal, cations and anions are linked by weak C—H⋯F hydrogen-bonding inter­actions

The current provision of community-based teaching in UK medical schools: an online survey and systematic review

Objective: To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. Design and data sources: An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman’s approach to programme evaluation. Study selection: Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Results: Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors’ knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Conclusions: Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for ‘Tomorrow’s Doctors’, a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. Strengths and limitations of this study: This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman’s method of programme evaluation means that the literature was analysed in a consistent and comprehensive way. However, a weakness is that data from the online survey was obtained from online medical school prospectuses. This means the data may be incomplete or out of date. Data in the literature review may also be skewed by publication bias