Magainin 2 and PGLa in bacterial membrane mimics III : membrane fusion and disruption

We previously speculated that the synergistically enhanced antimicrobial activity of Magainin 2 and PGLa is related to membrane adhesion, fusion, and further membrane remodelling. Here, we combined computer simulations with time-resolved in vitro fluorescence microscopy, cryogenic electron microscopy (cryo-EM), and small-angle X-ray scattering (SAXS) to interrogate such morphological and topological changes of vesicles at nanoscopic and microscopic length scales in real time. Coarse-grained simulations revealed the formation of an elongated and bent fusion zone between vesicles in the presence of equimolar peptide mixtures. Vesicle adhesion and fusion was observed to occur within few seconds by cryo-EM and corroborated by SAXS measurements. The latter experiments further indicated continued and time-extended structural remodelling also for individual peptides or chemically-linked peptide heterodimers, but with different kinetics. Fluorescence microscopy further captured peptide-dependent adhesion, fusion, and occasional bursting of giant unilamellar vesicles already few seconds after peptide addition. The synergistic interactions between the peptides shorten the time response of vesicles and enhance membrane fusogenic and disrupting properties of the equimolar mixture compared to the individual peptides

Policy enactment in schools: A culture of gender (in)equality Exploring the role of the school in the transformation of youth's gender-related beliefs, expectations and interactions in 'post-conflict' Medellín

Set within a 'post-conflict' context, this research project addresses the mutual constitution between violence and the existence of unequal power in gender relations (Confortini, 2006). Hereby, I contrast Colombia's legislature and policy on addressing gender equality in the education system with opinions and perceptions of local policy stakeholders, educational agents and students in Medellín. The main objective is to explore how youth's gender-relatedbeliefs, expectations and interactions can be transformed through a school culture that enacts education policies on gender equality in the complex context of gendered experiences in Medellín. Centred around two case studies, this research is guided by the use of mostly qualitative methods like in-depth interviews, focus group discussions initiated by a Likert-scale activity and photo-elicitation, and a complimentary quantitative questionnaire. I start with positioning youth's heterogeneous gendered experiences as embedded in a religious and machismo culture, in response to consequences of armed conflict, displacement and drug trafficking, and at the intersection with class, race and sexuality. Then, I analyse what in revision of Colombia's legislature could easily be labelled a "heaven for gender equality", uncovering how education policies travel into the reality of secondary schools. Lastly, I argue that human rights rhetoric in schools is not sufficient to provide young people with the necessary ability to transform their gender-related beliefs, expectations and interactions. In order to ensure that youth are empowered to challenge deeply-rooted gender norms, education policies, programmes and pedagogical projects need to be more context-specific and inclusive. This ties in with recent theorising on empowering youth as agents for change in their specific context. The policy implication is that we need to disrupt hierarchical structures between state and school, programme and educator, and teacher and student in Medellín

The construction of a Solanum habrochaites LYC4 introgression line population and the identification of QTLs for resistance to Botrytis cinerea

Tomato (Solanum lycopersicum) is susceptible to grey mold (Botrytis cinerea). Partial resistance to this fungus has been identified in accessions of wild relatives of tomato such as Solanum habrochaites LYC4. In a previous F2 mapping study, three QTLs conferring resistance to B. cinerea (Rbcq1, Rbcq2 and Rbcq4a) were identified. As it was probable that this study had not identified all QTLs involved in resistance we developed an introgression line (IL) population (n = 30), each containing a S. habrochaites introgression in the S. lycopersicum cv. Moneymaker genetic background. On average each IL contained 5.2% of the S. habrochaites genome and together the lines provide an estimated coverage of 95%. The level of susceptibility to B. cinerea for each of the ILs was assessed in a greenhouse trial and compared to the susceptible parent S. lycopersicum cv. Moneymaker. The effect of the three previously identified loci could be confirmed and seven additional loci were detected. Some ILs contains multiple QTLs and the increased resistance to B. cinerea in these ILs is in line with a completely additive model. We conclude that this set of QTLs offers good perspectives for breeding of B. cinerea resistant cultivars and that screening an IL population is more sensitive for detection of QTLs conferring resistance to B. cinerea than the analysis in an F2 population

Policy enactment in schools: A culture of gender (in)equality Exploring the role of the school in the transformation of youth's gender-related beliefs, expectations and interactions in 'post-conflict' Medellín

Set within a 'post-conflict' context, this research project addresses the mutual constitution between violence and the existence of unequal power in gender relations (Confortini, 2006). Hereby, I contrast Colombia's legislature and policy on addressing gender equality in the education system with opinions and perceptions of local policy stakeholders, educational agents and students in Medellín. The main objective is to explore how youth's gender-relatedbeliefs, expectations and interactions can be transformed through a school culture that enacts education policies on gender equality in the complex context of gendered experiences in Medellín. Centred around two case studies, this research is guided by the use of mostly qualitative methods like in-depth interviews, focus group discussions initiated by a Likert-scale activity and photo-elicitation, and a complimentary quantitative questionnaire. I start with positioning youth's heterogeneous gendered experiences as embedded in a religious and machismo culture, in response to consequences of armed conflict, displacement and drug trafficking, and at the intersection with class, race and sexuality. Then, I analyse what in revision of Colombia's legislature could easily be labelled a "heaven for gender equality", uncovering how education policies travel into the reality of secondary schools. Lastly, I argue that human rights rhetoric in schools is not sufficient to provide young people with the necessary ability to transform their gender-related beliefs, expectations and interactions. In order to ensure that youth are empowered to challenge deeply-rooted gender norms, education policies, programmes and pedagogical projects need to be more context-specific and inclusive. This ties in with recent theorising on empowering youth as agents for change in their specific context. The policy implication is that we need to disrupt hierarchical structures between state and school, programme and educator, and teacher and student in Medellín