The emerging role of HLA‐C in HIV‐1 infection

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87109/1/j.1365-2567.2011.03474.x.pd

Innovative Data Collection Strategies in Qualitative Research

This article provides an innovative meta-framework comprising strategies designed to guide qualitative data collection in the 21st century. We present a meta-framework comprising strategies for collecting data from interviews, focus groups, observations, and documents/material culture. We present a template for collecting nonverbal data during interviews and discuss the concept of debriefing the interviewer. We identify types of data that can be collected in focus groups in addition to the actual statements made by the participants and provide templates for categorizing these data. Also, we outline the role that social networking websites can play in focus group interviews. Further, we provide models for observations that include photographs and videos. Finally, we outline ways of accessing and collating documents/material culture that can be used for document analyses

Qualitative Analysis Techniques for the Review of the Literature

In this article, we provide a framework for analyzing and interpreting sources that inform a literature review or, as it is more aptly called, a research synthesis. Specifically, using Leech and Onwuegbuzie’s (2007, 2008) frameworks, we delineate how the following four major source types inform research syntheses: talk, observations, drawings/photographs/videos, and documents. We identify 17 qualitative data analysis techniques that are optimal for analyzing one or more of these source types. Further, we outline the role that the following five qualitative data analysis techniques can play in the research synthesis: constant comparison analysis, domain analysis, taxonomic analysis, componential analysis, and theme analysis. We contend that our framework represents a first step in an attempt to help literature reviewers analyze and interpret literature in an optimally rigorous way

HIV-1 Nef disrupts MHC-I trafficking by recruiting AP-1 to the MHC-I cytoplasmic tail

To avoid immune recognition by cytotoxic T lymphocytes (CTLs), human immunodeficiency virus (HIV)-1 Nef disrupts the transport of major histocompatibility complex class I molecules (MHC-I) to the cell surface in HIV-infected T cells. However, the mechanism by which Nef does this is unknown. We report that Nef disrupts MHC-I trafficking by rerouting newly synthesized MHC-I from the trans-Golgi network (TGN) to lysosomal compartments for degradation. The ability of Nef to target MHC-I from the TGN to lysosomes is dependent on expression of the μ1 subunit of adaptor protein (AP) AP-1A, a cellular protein complex implicated in TGN to endolysosomal pathways. We demonstrate that in HIV-infected primary T cells, Nef promotes a physical interaction between endogenous AP-1 and MHC-I. Moreover, we present data that this interaction uses a novel AP-1 binding site that requires amino acids in the MHC-I cytoplasmic tail. In sum, our evidence suggests that binding of AP-1 to the Nef–MHC-I complex is an important step required for inhibition of antigen presentation by HIV

Biosignatures in Mars Analog Acid Salt Lakes

Paleolake sites on Mars, particularly buried deposits that have been shielded from surface radiation, serve as intriguing targets for the search for life. Mars-like ephemeral playa lakes here on Earth can offer insights and perspectives on the possibilities for physical, metabolic, and biomolecular biosignature recovery from similar environments on Mars

Co-constructing Simulations with Learners: Roles, Responsibilities, and Impact

Co-constructed simulations were designed and piloted with senior occupational therapy master’s students in a neurorehabilitation practice module. The instructor served as the guide for the students through all phases of the case creation, simulation development, delivery, and debrief. The instructor facilitation promoted self-regulated learning (SRL) of knowledge and skill development through independent discovery and peer learning. This paper provides an evidence-informed co-construction simulation design with outlined stages, roles, and responsibilities for the instructor and learner. Thematic qualitative analysis of student feedback highlighted enhanced insight and SRL as a result of multiple role preparation, observation and interaction with peers, close interaction with the instructor, and the multi-stage debrief process. Recommended key features and critical interactions for a successful co-constructed design are also identified for the learner, instructor, and simulation. The co-construction simulation process and design elements are suitable for learners in any health-related field of study

Examining practitioner competencies, organizational support and barriers to engaging fathers in parenting interventions

Evidence-based parenting interventions have been developed and evaluated largely with mothers. This study examined practitioner reports of rates of father attendance, barriers to engagement, organizational support for father-inclusive practice, participation in training in father engagement, and competencies in working with fathers. It also explored predictors of practitioner competence and rates of father attendance. Practitioners (N = 210) who delivered parenting interventions completed an online survey. Participants reported high levels of confidence in engaging fathers, but only one in three had participated in training and levels of father attendance in parenting interventions were low. Logistic regressions showed that high levels of practitioner competence were predicted by participation in training. Moderate levels of father attendance (vs. low levels) were predicted by greater number of years of experience while high levels of attendance (vs. low levels) were predicted by greater experience, higher levels of competence and higher levels of organizational support. The implications of the findings to informing policy and practice for enhancing father engagement are discussed