An Escherichia coli effector protein promotes host mutation via depletion of DNA mismatch repair proteins.

Enteropathogenic Escherichia coli (EPEC) is an attaching and effacing (A/E) human pathogen that causes diarrhea during acute infection, and it can also sustain asymptomatic colonization. A/E E. coli depletes host cell DNA mismatch repair (MMR) proteins in colonic cell lines and has been detected in colorectal cancer (CRC) patients. However, until now, a direct link between infection and host mutagenesis has not been fully demonstrated. Here we show that the EPEC-secreted effector protein EspF is critical for complete EPEC-induced depletion of MMR proteins. The mechanism of EspF activity on MMR protein was posttranscriptional and dependent on EspF mitochondrial targeting. EPEC infection also induced EspF-independent elevation of host reactive oxygen species levels. Moreover, EPEC infection significantly increased spontaneous mutation frequency in host cells, and this effect was dependent on mitochondrially targeted EspF. Taken together, these results support the hypothesis that A/E E. coli can promote colorectal carcinogenesis in humans

The challenge of supporting networked personal inquiry learning across contexts

Supporting learning across different contexts can be challenging. Defining formal, informal and nonformal learning is the subject of continuing debate as each can be difficult to describe. We report on a study that evaluated the effectiveness of a Personal Inquiry toolkit on supporting personal inquiries into the sustainability of the food cycle, carried out across the contexts of home and an after school club in a UK secondary school. The toolkit consisted of a web-based Sustainability Investigator that could be accessed from any location, together with a selection of data-gathering tools such as environmental sensors (e.g. temperature probes) and cameras. It was designed to support students through the process of carrying out inquiries within the club and between the club and their home. Our main focus here is on describing how the Sustainability Investigator supported students' inquiries that were conceived and designed within the club and conducted at home. The 30 students (aged 12-14 years) chose to investigate home food storage, packaging and preservation. Our focus is on exploring the nature of the semi-formal club context and how this mediated students' use of the Sustainability Investigator. Analysis of our field notes, log files of students' use of the Sustainability Investigator, together with video and audio recordings of club sessions and interviews with teachers and pupils, suggest that while the pupils' use of the toolkit across contexts was sporadic and varied between students, they successfully completed personally relevant inquiries and developed positive attitudes to the process. This was different to the predictable, sustained and consistent use of the toolkit identified in our previous studies when the students used it (again successfully) to support their inquiries in a formal classroom setting (see e.g. Scanlon et al. 2009). Three main features of the school club context that mediated the ways in which the Sustainability Investigator was used by the students across contexts were: 1) the students' aims and priorities, 2) affordances and constraints of the technology, and 3) institutional priorities. We use this example of a study of learning across contexts to suggest implications of the work for the potential of a Personal Inquiry toolkit to support learning across the life course

Supporting location-based inquiry learning across school, field and home contexts

Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the co-development of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities

Challenges in personalisation: supporting mobile science inquiry learning across contexts

The Personal Inquiry project (PI) aimed to develop and implement personal inquiries in secondary schools in order to motivate engagement in scientific inquiry through its focus on inquiries of personal interest to young learners. This paper describes the authors’ experiences working with teachers in one school over three years, iteratively developing the nQuire toolkit* and pedagogical support across different inquiries which can be used in and across different contexts, ranging from the classroom to field trips and at home. As nQuire is web based, and can be accessed in different locations and on a range of networked devices it supports mobile inquiry learning and is the main resource for bridging between contexts. This paper discusses issues related to developing personal inquiries in schools, working across different contexts and focusing on three aspects of personalisation: choice, personal relevance and learner responsibility. It discusses the challenges faced when developing personalised inquiries in science, both in more traditional classroom contexts and in the less formal environment of an after school club. Drawing on technology supported inquiries from both these contexts it reflects on some of the constraints and tensions in providing learners with choice in their inquiries, identifying both the constraints and successes

Supportive care needs of women with breast cancer in rural Scotland

Purpose: The aim of this study was to identify the supportive care needs and unmet needs of women with breast cancer (BC) in rural Scotland. Methods: In 2013, a survey of supportive care needs of rural women with BC was conducted using the short-form Supportive Care Needs Survey (SCNS-SF34). Semi-structured interviews were subsequently conducted with a purpose sample of questionnaire respondents. Results: Forty-four women with BC completed the survey and ten were interviewed. Over half of participants reported at least one moderate to high unmet need (56.8 %, n = 25), a tenth reported low needs (11.4 %, n = 5), and around a third reported no unmet needs for all 34 items (31.8 %, n = 14). The most prevalent moderate to high needs were ‘being informed about cancer in remission’ (31.8 %, n = 14), ‘fears about the cancer spreading’ (27.3 %, n = 12), ‘being adequately informed about the benefits and side-effects of treatment’ and ‘concerns about the worries of those close to you’ (both 25.0 %, n = 11). Interviews highlighted the following unmet needs: information about treatment and side effects, overview of care, fear of recurrence, impact on family and distance from support. Conclusions: Rural women with BC report similar unmet needs to their urban counterparts. Fear of recurrence is a key unmet need that should be addressed for all women with BC. However, they also report unique unmet needs because of rural location. Thus, it is critical that cancer services address the additional unmet needs of rural women with BC and, in particular, needs relating to distance from services. © 2014, The Author(s)

What collaborative housing offers in a pandemic:: Evidence from 18 communities in England and Wales

This Housing LIN Viewpoint (no 104) by Jim Hudson at the LSE and colleagues at the Universities of Lancaster, Northumbria and Bristol, looks at the impact of Covid-19 and captures the responses and experiences of how Community-led housing (CLH) projects in England and Wales have coped during the pandemic. It highlights how the benefits of CLHs have fostered community and neighbourly support but also how this has been challenged by the restrictions necessitated by the pandemic

Collaborative Housing Communities Through the COVID-19 Pandemic:Rethinking governance and mutuality

The national lockdown in response to the COVID-19 pandemic has revealed the prevalence and importance of informal mutual support in neighbourhoods and social networks. Mutual support structures and functions are strong in collaborative housing, in which people often intentionally form resident communities to enhance support practices. Using qualitative methods, this article examines how lockdown restrictions have impacted on practices of mutual support in collaborative housing, when the infrastructures of shared facilities and proximate neighbourliness were challenged. There were ambiguous definitions of ‘households’ associated with collaborative housing communities when interpreting the lockdown rules to provide mutual aid and support. Shared values, commitments and length of time of establishment mattered when operationalising such support. Moreover, the lockdown helped some communities re-evaluate their governance structures, decision-making and the limits of mutual support as they experienced what changing care needs of individual members meant to their communities. It resulted in a more realistic appraisal of their local social capital

Supportive care needs of women with breast cancer in rural Scotland.

PurposeThe aim of this study was to identify the supportive care needs and unmet needs of women with breast cancer (BC) in rural Scotland.MethodsIn 2013, a survey of supportive care needs of rural women with BC was conducted using the short-form Supportive Care Needs Survey (SCNS-SF34). Semi-structured interviews were subsequently conducted with a purpose sample of questionnaire respondents.ResultsForty-four women with BC completed the survey and ten were interviewed. Over half of participants reported at least one moderate to high unmet need (56.8 %, n = 25), a tenth reported low needs (11.4 %, n = 5), and around a third reported no unmet needs for all 34 items (31.8 %, n = 14). The most prevalent moderate to high needs were ‘being informed about cancer in remission’ (31.8 %, n = 14), ‘fears about the cancer spreading’ (27.3 %, n = 12), ‘being adequately informed about the benefits and side-effects of treatment’ and ‘concerns about the worries of those close to you’ (both 25.0 %, n = 11). Interviews highlighted the following unmet needs: information about treatment and side effects, overview of care, fear of recurrence, impact on family and distance from support.ConclusionsRural women with BC report similar unmet needs to their urban counterparts. Fear of recurrence is a key unmet need that should be addressed for all women with BC. However, they also report unique unmet needs because of rural location. Thus, it is critical that cancer services address the additional unmet needs of rural women with BC and, in particular, needs relating to distance from services

Community-led housing and loneliness: Research into the impact of community-led housing and co-housing solutions

In the 2018 publication ‘A connected society: A Strategy for tackling loneliness – laying the foundations for change’, Department for Levelling Up, Housing and Communities (DLUHC) committed to fund research fund research into innovative community-led housing projects to understand how these can help to tackle loneliness and support social connections. DLUHC commissioned the London School of Economics and Political Science to carry out this piece of research to address an identified evidence gap around the link between loneliness and participation in community-led housing (cohousing in particular).Community-led housing is an umbrella term for a range of models that includes cohousing, community land trusts (CLTs), cooperatives, self-help and self-build housing