Congestive heart failure in rats is associated with increased expression and targeting of aquaporin-2 water channel in collecting duct

We tested whether severe congestive heart failure (CHF), a condition associated with excess free-water retention, is accompanied by altered regulation of the vasopressin-regulated water channel, aquaporin-2 (AQP2), in the renal collecting duct. CHF was induced by left coronary artery ligation. Compared with sham-operated animals, rats with CHF had severe heart failure with elevated left ventricular end-diastolic pressures (LVEDP): 26.9 ± 3.4 vs. 4.1 ± 0.3 mmHg, and reduced plasma sodium concentrations (142.2 ± 1.6 vs. 149.1 ± 1.1 mEq/liter). Quantitative immunoblotting of total kidney membrane fractions revealed a significant increase in AQP2 expression in animals with CHF (267 ± 53%, n=12) relative to sham-operated controls (100 ± 13%, n=14). In contrast, immunoblotting demonstrated a lack of an increase in expression of AQP1 and AQP3 water channel expression, indicating that the effect on AQP2 was selective.Furthermore, postinfarction animals without LVEDP elevation or plasma Na reduction showed no increase in AQP2 expression (121 ± 28% of sham levels, n=6). Immunocytochemistry and immunoelectron microscopy demonstrated very abundant labeling of the apical plasma membrane and relatively little labeling of intracellular vesicles in collecting duct cells from rats with severe CHF, consistent with enhanced trafficking of AQP2 to the apical plasma membrane. The selective increase in AQP2 expression and enhanced plasma membrane targeting provide an explanation for the development of water retention and hyponatremia in severe CHF

Structured evaluation of virtual environments for special-needs education

This paper describes the development of a structured approach to evaluate experiential and communication virtual learning environments (VLEs) designed specifically for use in the education of children with severe learning difficulties at the Shepherd special needs school in Nottingham, UK. Constructivist learning theory was used as a basis for the production of an evaluation framework, used to evaluate the design of three VLEs and how they were used by students with respect to this learning theory. From an observational field study of student-teacher pairs using the VLEs, 18 behaviour categories were identified as relevant to five of the seven constructivist principles defined by Jonassen (1994). Analysis of student-teacher behaviour was used to provide support for, or against, the constructivist principles. The results show that the three VLEs meet the constructivist principles in very different ways and recommendations for design modifications are put forward

But a walking shadow: designing, performing and learning on the virtual stage

Representing elements of reality within a medium, or taking aspects from one medium and placing them in another is an act of remediation. The process of this act, however, is largely taken for granted. Despite the fact that available information enables a qualitative assessment of the history of multimedia and their influences on different fields of knowledge, there are still some areas that require more focused research attention. For example, the relationship between media evolution and new developments in scenographic practice is currently under investigation. This article explores the issue of immediacy as a condition of modern theatre in the context of digital reality. It discusses the opportunities and challenges that recent technologies present to contemporary practitioners and theatre design educators, creating a lot of scope to break with conventions. Here, we present two case studies that look into technology-mediated learning about scenography through the employment of novel computer visualization techniques. The first case study is concerned with new ways of researching and learning about theatre through creative exploration of design artefacts. The second case study investigates the role of the Immersive Virtual World Second Life™ (SL) in effective teaching of scenography, and in creating and experiencing theatrical performances

Estimation of the advection effects induced by surface heterogeneities in the surface energy budget

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Using Schema Training to Facilitate Students\u27 Understanding of Challenging Engineering Concepts in Heat Transfer and Thermodynamics

Background: Chi and colleagues have argued that some of the most challenging engineering concepts exhibit properties of emergent systems. However, students often lack a mental framework, or schema, for understanding emergence. Slotta and Chi posited that helping students develop a schema for emergent systems, referred to as schema training, would increase the understanding of challenging concepts exhibiting emergent properties. Purpose: We tested the effectiveness of schema training and explored the nature of challenging concepts from thermodynamics and heat transfer. We investigated if schema training could (a) repair misconceptions in advanced engineering students and (b) prevent them in beginning engineering students. Method: We adapted Slotta and Chi\u27s schema training modules and tested their impact in two studies that employed an experimental design. Items from the Thermal and Transport Concept Inventory and expert-developed multiple-choice questions were used to evaluate conceptual understanding of the participants. The language used by students in their open-ended explanations of multiple-choice questions was also coded. Results: In both studies, students in the experimental groups showed larger gains in their understanding of some concepts—specifically in dye diffusion and microfluidics in Study One, and in the final test for thermodynamics in Study Two. But in neither study did students exhibit any gain in conceptual questions about heat transfer. Conclusion: Our studies suggest the importance of examining the nature of the phenomena underlying the concepts being taught because the language used in instruction has implications for how students understand them. Therefore, we suggest that instructors reflect on their own understanding of the concepts

A cognitive approach to user perception of multimedia quality: An empirical investigation

Whilst multimedia technology has been one of the main contributing factors behind the Web's success, delivery of personalized multimedia content has been a desire seldom achieved in practice. Moreover, the perspective adopted is rarely viewed from a cognitive styles standpoint, notwithstanding the fact that they have significant effects on users’ preferences with respect to the presentation of multimedia content. Indeed, research has thus far neglected to examine the effect of cognitive styles on users’ subjective perceptions of multimedia quality. This paper aims to examine the relationships between users’ cognitive styles, the multimedia quality of service delivered by the underlying network, and users’ quality of perception (understood as both enjoyment and informational assimilation) associated with the viewed multimedia content. Results from the empirical study reported here show that all users, regardless of cognitive style, have higher levels of understanding of informational content in multimedia video clips (represented in our study by excerpts from television programmes) with weak dynamism, but that they enjoy moderately dynamic clips most. Additionally, multimedia content was found to significantly influence users’ levels of understanding and enjoyment. Surprisingly, our study highlighted the fact that Bimodal users prefer to draw on visual sources for informational purposes, and that the presence of text in multimedia clips has a detrimental effect on the knowledge acquisition of all three cognitive style groups

seeMotif: exploring and visualizing sequence motifs in 3D structures

Sequence motifs are important in the study of molecular biology. Motif discovery tools efficiently deliver many function related signatures of proteins and largely facilitate sequence annotation. As increasing numbers of motifs are detected experimentally or predicted computationally, characterizing the functional roles of motifs and identifying the potential synergetic relationships between them are important next steps. A good way to investigate novel motifs is to utilize the abundant 3D structures that have also been accumulated at an astounding rate in recent years. This article reports the development of the web service seeMotif, which provides users with an interactive interface for visualizing sequence motifs on protein structures from the Protein Data Bank (PDB). Researchers can quickly see the locations and conformation of multiple motifs among a number of related structures simultaneously. Considering the fact that PDB sequences are usually shorter than those in sequence databases and/or may have missing residues, seeMotif has two complementary approaches for selecting structures and mapping motifs to protein chains in structures. As more and more structures belonging to previously uncharacterized protein families become available, combining sequence and structure information gives good opportunities to facilitate understanding of protein functions in large-scale genome projects. Available at: http://seemotif.csie.ntu.edu.tw,http://seemotif.ee.ncku.edu.tw or http://seemotif.csbb.ntu.edu.tw