Metastatic MHC class I-negative mouse cells derived by transformation with human papillomavirus type 16

In the endeavour to develop a model for studying gene therapy of cancers associated with human papillomaviruses (HPVs), mouse cells were transformed with the HPV type 16 (HPV16) and activated H-ras oncogenes. This was done by contransfection of plasmid p16HHMo, carrying the HPV16 E6/E7 oncogenes, and plasmid pEJ6.6, carrying the gene coding for human H-ras oncoprotein activated by G12V mutation, into secondary C57BL/6 mouse kidney cells. An oncogenic cell line, designated MK16/1/IIIABC, was derived. The epithelial origin of the cells was confirmed by their expression of cytokeratins. No MHC class I and class II molecules were detected on the surface of MK16/1/IIIABC cells. Spontaneous metastases were observed in lymphatic nodes and lungs after prolonged growth of MK16/1/IIIABC-induced subcutaneous tumours. Lethally irradiated MK16/1/IIIABC cells induced protection against challenge with 105homologous cells, but not against a higher cell dose (5 × 105). Plasmids p16HHMo and pEJ6.6 were also used for preventive immunization of mice. In comparison with a control group injected with pBR322, they exhibited moderate protection, in terms of prolonged survival, against MK16/1/IIIABC challenge (P< 0.03). These data suggest that MK16/1/IIIABC cells may serve as a model for studying immune reactions against HPV16-associated human tumours. © 2001 Cancer Research Campaign http://www.bjcancer.co

Twenty Years After the Velvet Revolution: Shifts in Czech Adolescents’ Perceptions of Family, School, and Society

Families and schools are traditionally seen as substantial socialization agents forming adolescents’ social values and their views of society. Special attention is paid to the question whether the relative importance of these influences remains stable in times of major social changes. In this study, two different generations of Czech middle adolescents are compared: (a) the “post-totalitarian” generation that grew up in the last decade of the communist regime and entered adolescence during the time of rapid political and socioeconomic changes (data collected in 1995) and (b) the current generation without personal experience with the communist regime, raised in a stable democratic society (data collected in 2010). Both groups of participants (total N = 2,127, aged from 14 to 17 years) were administered an identical questionnaire. First, we examined the changes in adolescents’ perception and evaluation of the society over the last 15 years. Today’s adolescents perceive society more as a community and their future orientations are more focused on materialistic and less on environmental values. While the emotional relationship between the children and parentsremains the same, adolescents learn a somewhat different message in the family, emphasizing self-reliance. School environment is perceived more as positive and engaging than 15 years ago. Second, we predicted adolescents’ social views and values from their assessment of family and school environment. Our results show that the effect of parental values on adolescents’ value orientations is higher in the current generation. Positive school environment contributes to the development of socially responsible orientations despite the changes in society

School-based prevention for adolescent Internet addiction: prevention is the key. A systematic literature review

Adolescents’ media use represents a normative need for information, communication, recreation and functionality, yet problematic Internet use has increased. Given the arguably alarming prevalence rates worldwide and the increasingly problematic use of gaming and social media, the need for an integration of prevention efforts appears to be timely. The aim of this systematic literature review is (i) to identify school-based prevention programmes or protocols for Internet Addiction targeting adolescents within the school context and to examine the programmes’ effectiveness, and (ii) to highlight strengths, limitations, and best practices to inform the design of new initiatives, by capitalizing on these studies’ recommendations. The findings of the reviewed studies to date presented mixed outcomes and are in need of further empirical evidence. The current review identified the following needs to be addressed in future designs to: (i) define the clinical status of Internet Addiction more precisely, (ii) use more current psychometrically robust assessment tools for the measurement of effectiveness (based on the most recent empirical developments), (iii) reconsider the main outcome of Internet time reduction as it appears to be problematic, (iv) build methodologically sound evidence-based prevention programmes, (v) focus on skill enhancement and the use of protective and harm-reducing factors, and (vi) include IA as one of the risk behaviours in multi-risk behaviour interventions. These appear to be crucial factors in addressing future research designs and the formulation of new prevention initiatives. Validated findings could then inform promising strategies for IA and gaming prevention in public policy and education

Children, internet and risk in comparative perspective

What do we know of the changing array of opportunities and risks that different children are encountering on the internet? This special issue includes articles exploring diverse dimensions of the EU Kids Online survey based on a detailed, in-home, face-to-face, representative survey of 25,142 children aged 9–16 years old plus one of their parents. Children's internet use is investigated on two levels, first taking the child as the unit of analysis to examine individual (demographic, psychological) factors and those relating to their socially mediated environment (centred on parental, school and peer relations), and second taking the country as unit of analysis, focusing on factors of socio-economic stratification, regulatory framework, technological infrastructure, education system and cultural values as possible explanations for differences in online use, risk and safety. As the articles in this issue reveal, the sheer scale of the project permits focused analysis of complex patterns and particular subgroups within the dataset. Thus new findings and conclusions are reached regarding the relation between cyberbullying perpetrators and victims, offline meetings with varieties of online “stranger”, children's strategies for coping with online risks, and ways in which digital skills and parental mediation operate, potentially ameliorating harm. Lessons for theory, cross-national comparison, and research methodology are also identified