Cannabinoid receptors in GtoPdb v.2023.1

Cannabinoid receptors (nomenclature as agreed by the NC-IUPHAR Subcommittee on Cannabinoid Receptors [119]) are activated by endogenous ligands that include N-arachidonoylethanolamine (anandamide), N-homo-γ-linolenoylethanolamine, N-docosatetra-7,10,13,16-enoylethanolamine and 2-arachidonoylglycerol. Potency determinations of endogenous agonists at these receptors are complicated by the possibility of differential susceptibility of endogenous ligands to enzymatic conversion [5].There are currently three licenced cannabinoid medicines each of which contains a compound that can activate CB1 and CB2 receptors [111]. Two of these medicines were developed to suppress nausea and vomiting produced by chemotherapy. These are nabilone (Cesamet®), a synthetic CB1/CB2 receptor agonist, and synthetic Δ9-tetrahydrocannabinol (Marinol®; dronabinol), which can also be used as an appetite stimulant. The third medicine, Sativex®, contains mainly Δ9-tetrahydrocannabinol and cannabidiol, both extracted from cannabis, and is used to treat multiple sclerosis and cancer pain

Data from a pre-publication independent replication initiative examining ten moral judgement effects

We present the data from a crowdsourced project seeking to replicate findings in independent laboratories before (rather than after) they are published. In this Pre-Publication Independent Replication (PPIR) initiative, 25 research groups attempted to replicate 10 moral judgment effects from a single laboratory's research pipeline of unpublished findings. The 10 effects were investigated using online/lab surveys containing psychological manipulations (vignettes) followed by questionnaires. Results revealed a mix of reliable, unreliable, and culturally moderated findings. Unlike any previous replication project, this dataset includes the data from not only the replications but also from the original studies, creating a unique corpus that researchers can use to better understand reproducibility and irreproducibility in science

The pipeline project: Pre-publication independent replications of a single laboratory's research pipeline

This crowdsourced project introduces a collaborative approach to improving the reproducibility of scientific research, in which findings are replicated in qualified independent laboratories before (rather than after) they are published. Our goal is to establish a non-adversarial replication process with highly informative final results. To illustrate the Pre-Publication Independent Replication (PPIR) approach, 25 research groups conducted replications of all ten moral judgment effects which the last author and his collaborators had “in the pipeline” as of August 2014. Six findings replicated according to all replication criteria, one finding replicated but with a significantly smaller effect size than the original, one finding replicated consistently in the original culture but not outside of it, and two findings failed to find support. In total, 40% of the original findings failed at least one major replication criterion. Potential ways to implement and incentivize pre-publication independent replication on a large scale are discussed

Measurement of the ttbar Production Cross Section in ppbar collisions at sqrt s = 1.96 TeV in the All Hadronic Decay Mode

We report a measurement of the ttbar production cross section using the CDF-II detector at the Fermilab Tevatron. The analysis is performed using 311 pb-1 of ppbar collisions at sqrt(s)=1.96 TeV. The data consist of events selected with six or more hadronic jets with additional kinematic requirements. At least one of these jets must be identified as a b-quark jet by the reconstruction of a secondary vertex. The cross section is measured to be sigma(tbart)=7.5+-2.1(stat.)+3.3-2.2(syst.)+0.5-0.4(lumi.) pb, which is consistent with the standard model prediction.Comment: By CDF collaboratio

Philippine international tourism and the role of marketing communications

Available from British Library Document Supply Centre-DSC:DXN048900 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Association avec les établissements scolaires. Bilan des innovations dans la formation des enseignants en Grande-Bretagne

In Great Britain, the teachers to be follow a one-year course, after they graduate, to prepare the « post graduate Certificate of Education » (PG CE). The following year, they teach on a trial period approved by the « Local Education Authority», then they fully become teachers. Four colleges of Education preparing to the PGCE proposed four new training courses « based on school » which break with traditional training. The author relates this experiment and shows us the quality of professionalism acquired by the new teachers so-trained. The result in that these four training courses have increased among the students rather a « reflective practice » than a direct « application » of predetermined ideas which is often the case in traditional training.Les futurs enseignants, en Grande-Bretagne, à l'issue de la licence, suivent pendant un an une préparation au «post graduate Certificate of Education » (PGCE). Vient ensuite une année d'enseignement à l'essai sanctionnée par le « Local Education Authority » ; après, ils entrent pleinement en fonction. Quatre centres de formation au PGCE ont proposé quatre formules nouvelles de formation « centrées sur l'école », rompant avec la formation traditionnelle. Les auteurs nous relatent cette expérience et nous exposent les qualités de professionnalisme auxquelles parviennent les jeunes enseignants formés ainsi. Il ressort, en effet, de ces quatre programmes qu'ils ont développé chez les étudiants une «pratique réfléchie » plutôt qu'une «application de la théorie », effet obtenu par les pratiques traditionnelles de formation.Furlong V.S., Hirst P.H., Pocklington K., Miles S., Wilkin M., Willcocks S., Cole-King . Association avec les établissements scolaires. Bilan des innovations dans la formation des enseignants en Grande-Bretagne. In: Recherche & Formation, N°3, 1988. Les professions de l'éducation : recherches et pratiques en formation. pp. 61-70