Early age behaviour of concrete supercontainers for radioactive waste disposal

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Characterization of a NiTiCu shape memory alloy produced by powder technology

Purpose: The main aim of presented work was to find a sintering conditions (temperature and time) for manufacturing of a Ni(1-X)Ti50CuX alloy (where X = 2; 3; 5; 10; 15; 20 and 25at%.) by powder technology. Design/methodology/approach: Various conditions of sintering considering temperature and time were applied to compacted powders. Sintering temperature varied from 850°C to 1100°C and sintering time was chosen from a range of 5 to 50 hours, respectively. Microstructure, structure, chemical composition and thermal behavior of sintered blends were studied by scanning electron microscopy (SEM), differential scanning calorimetry (DSC) and X-ray diffraction. Findings: Homogenous alloys, containing lower addition of copper (less than 10 at%), were sintered at 940°C for 7 hours. For higher copper content (10-25at%) lower sintering temperature 8500C but longer sintering time was preferred (20 hours). The quality of the alloy was characterized by porosity and density. In sintered blends non-transformable phases Ti2(Ni,Cu) and (Ni,Cu)3Ti, which posses the crystal structure of Ti2Ni and Cu3Ti respectively, were found. Despite the fact that same sintering conditions lead to an increase of inhomogeneity all sintered alloys reveal the presence of the reversible martensitic transformation. Practical implications: Obtained results allowed to optimize sintering condition for NiTiCu shape memory alloy manufacturing

Parkin interacts with Ambra1 to induce mitophagy

Mutations in the gene encoding Parkin are a major cause of recessive Parkinson's disease. Recent work has shown that Parkin translocates from the cytosol to depolarized mitochondria and induces their autophagic removal (mitophagy). However, the molecular mechanisms underlying Parkin-mediated mitophagy are poorly understood. Here, we investigated whether Parkin interacts with autophagy-regulating proteins. We purified Parkin and associated proteins from HEK293 cells using tandem affinity purification and identified the Parkin interactors using mass spectrometry. We identified the autophagy-promoting protein Ambra1 (activating molecule in Beclin1-regulated autophagy) as a Parkin interactor. Ambra1 activates autophagy in the CNS by stimulating the activity of the class III phosphatidylinositol 3-kinase (PI3K) complex that is essential for the formation of new phagophores. We found Ambra1, like Parkin, to be widely expressed in adult mouse brain, including midbrain dopaminergic neurons. Endogenous Parkin and Ambra1 coimmunoprecipitated from HEK293 cells, SH-SY5Y cells, and adult mouse brain. We found no evidence for ubiquitination of Ambra1 by Parkin. The interaction of endogenous Parkin and Ambra1 strongly increased during prolonged mitochondrial depolarization. Ambra1 was not required for Parkin translocation to depolarized mitochondria but was critically important for subsequent mitochondrial clearance. In particular, Ambra1 was recruited to perinuclear clusters of depolarized mitochondria and activated class III PI3K in their immediate vicinity. These data identify interaction of Parkin with Ambra1 as a key mechanism for induction of the final clearance step of Parkin-mediated mitophagy

Patients' experiences of transitioning between different renal replacement therapy modalities : a qualitative study

BACKGROUND: Different kidney replacement therapy modalities are available to manage end-stage kidney disease, such as home-based dialysis, in-center hemodialysis, and kidney transplantation. Although transitioning between modalities is common, data on how patients experience these transitions are scarce. This study explores patients' perspectives of transitioning from a home-based to an in-center modality. METHODS: Patients transitioning from peritoneal dialysis to in-center hemodialysis were purposively selected. Semi-structured interviews were performed, digitally recorded, and transcribed verbatim. Data analysis, consistent with Charmaz' constructivist approach of grounded theory was performed. RESULTS: Fifteen patients (10 males; mean age 62 years) participated. The conditions of the transitioning process impacted the participants' experiences, resulting in divergent experiences and associated emotions. Some participants experienced a loss of control due to the therapy-related changes. Some felt tied down and having lost independence, whereas others stated they regained control as they felt relieved from responsibility. This paradox of control was related to the patient having or not having (1) experienced a fit of hemodialysis with their personal lifestyle, (2) a frame of reference, (3) higher care requirements, (4) insight into the underlying reasons for transitioning, and (5) trust in the healthcare providers. CONCLUSIONS: Care teams need to offer opportunities to elicit patients' knowledge and fears, dispel myths, forge connections with other patients, and visit the dialysis unit before transition to alleviate anxiety. Interventions that facilitate a sense of control should be grounded in the meaning that the disorder has for the person and how it impacts their sense of self

Implementing advance care planning in routine nursing home care : the development of the theory-based ACP+ program

Background While various initiatives have been taken to improve advance care planning in nursing homes, it is difficult to find enough details about interventions to allow comparison, replication and translation into practice. Objectives We report on the development and description of the ACP+ program, a multi-component theory-based program that aims to implement advance care planning into routine nursing home care. We aimed to 1) specify how intervention components can be delivered; 2) evaluate the feasibility and acceptability of the program; 3) describe the final program in a standardized manner. Design To develop and model the intervention, we applied multiple study methods including a literature review, expert discussions and individual and group interviews with nursing home staff and management. We recruited participants through convenience sampling. Setting and participants Management and staff (n = 17) from five nursing homes in Flanders (Belgium), a multidisciplinary expert group and a palliative care nurse-trainer. Methods The work was carried out by means of 1) operationalization of key intervention components identified as part of a previously developed theory on how advance care planning is expected to lead to its desired outcomes in nursing homes into specific activities and materials, through expert discussions and review of existing advance care planning programs; 2) evaluation of feasibility and acceptability of the program through interviews with nursing home management and staff and expert revisions; and 3) standardized description of the final program according to the TIDieR checklist. During step 2, we used thematic analysis. Results The original program with nine key components was expanded to include ten intervention components, 22 activities and 17 materials to support delivery into routine nursing home care. The final ACP+ program includes ongoing training and coaching, management engagement, different roles and responsibilities in organizing advance care planning, conversations, documentation and information transfer, integration of advance care planning into multidisciplinary meetings, auditing, and tailoring to the specific setting. These components are to be implemented stepwise throughout an intervention period. The program involves the entire nursing home workforce. The support of an external trainer decreases as nursing home staff become more autonomous in organizing advance care planning. Conclusions The multicomponent ACP+ program involves residents, family, and the different groups of people working in the nursing home. It is deemed feasible and acceptable by nursing home staff and management. The findings presented in this paper, alongside results of the subsequent randomized controlled cluster trial, can facilitate comparison, replicability and translation of the intervention into practice

Les relations école-famille : de la confrontation à la coéducation

Les relations entre parents et enseignants peuvent déboucher sur des conflits et sur des attitudes de défiance réciproque entre les protagonistes. C’est pourquoi la pratique de coéducation impliquant l’école et la famille est relativement difficile à mettre en place. Le présent article vise à faire connaître les résultats d’un travail de recherche-action mené récemment dans trois écoles primaires de la ville de Charleroi, considérées comme des milieux économiquement faibles. L’analyse des données de cette recherche a permis d’identifier les catégories majeures des difficultés qui parasitent le partenariat école-famille. Elle a permis aussi de mettre en évidence les éléments du référentiel commun à partir duquel les enseignants et les parents parviennent à s’entendre pour une définition opérationnelle de la notion d’éducation.Relationships between parents and teachers can lead to conflicts and to attitudes of reciprocal defiance. In this situation, practices in co-education involving the school and the family are difficult to implement. This article presents the results of an action-research developed in three primary schools in Charleroi, a city considered as economically disadvantaged. Analysis of the data led to the identification of three main categories of difficulties within the school-family partnership. As well, the authors point out those elements of a common reference that teachers and parents use to agree upon in developing an operational definition of the concept of education.Las relaciones entre padres y maestros pueden desembocar en conflictos y en actitudes de desconfianza recíproca entre los protagonistas. Es por eso que la práctica de coeducación involucrando la escuela y la familia resulta relativamente difícil de aplicar. El presente artículo tiene por objetivo dar a conocer los resultados de un trabajo de investigación-acción que se llevó a cabo últimamente en tres escuelas primarias de la ciudad de Charleroi, consideradas como medios económicamente bajos. El análisis de los datos de esta investigación permitió identificar las principales categorías de las dificultades que parasitan la colaboración escuela-familia. Asimismo el análisis puso de manifiesto los elementos del referencial común a partir del cual los maestros y los padres logran ponerse de acuerdo sobre una definición operacional de la noción de educación