Molecular mechanisms of the acute kidney injury to chronic kidney disease transition: An updated view

Increasing evidence has demonstrated the bidirectional link between acute kidney injury (AKI) and chronic kidney disease (CKD) such that, in the clinical setting, the new concept of a unified syndrome has been proposed. The pathophysiological reasons, along with the cellular and molecular mechanisms, behind the ability of a single, acute, apparently self-limiting event to drive chronic kidney disease progression are yet to be explained. This acute injury could promote progression to chronic disease through different pathways involving the endothelium, the inflammatory response and the development of fibrosis. The interplay among endothelial cells, macrophages and other immune cells, pericytes and fibroblasts often converge in the tubular epithelial cells that play a central role. Recent evidence has strengthened this concept by demonstrating that injured tubules respond to acute tubular necrosis through two main mechanisms: The polyploidization of tubular cells and the proliferation of a small population of self-renewing renal progenitors. This alternative pathophysiological interpretation could better characterize functional recovery after AKI

Dynamics of charge-displacement channeling in intense laser-plasma interactions

The dynamics of transient electric fields generated by the interaction of high intensity laser pulses with underdense plasmas has been studied experimentally with the proton projection imaging technique. The formation of a charged channel, the propagation of its front edge and the late electric field evolution have been characterised with high temporal and spatial resolution. Particle-in-cell simulations and an electrostatic, ponderomotive model reproduce the experimental features and trace them back to the ponderomotive expulsion of electrons and the subsequent ion acceleration.Comment: 5 figures, accepted for publication in New Journal of Physic

Establishing a Community of Conversation: Creating a Context for Self-Reflection Among Teacher Scholars

This paper will discuss how the Teacher Scholars Project was created to encourage thoughtful conversations about teaching at the university, how portfolio activities such as videotape sessions and the sharing of narratives about teaching were integrated into project activities, and how faculty were encouraged to seriously look at their own practice and to reflect on it in conversations with a group of peers over the course of an entire academic year. It concludes by considering the importance of the creation of a community of conversation across disciplines in establishing conditions for more meaningful discussion and self-reflection on campus