Carbohydrate moieties of major histocompatibility complex class I alloantigens are not required for their recognition by T lymphocytes.

The ability to generate specific cytotoxic responses using purified major histocompatibility complex (MHC) antigen in liposomes has made it possible to directly assess the importance of class I carbohydrate moieties in T cell recognition of alloantigen. Deglycosylation of affinity-purified H-2Kk to yield a single glycan-free product did not alter the specificity, the magnitude, nor the dose range of the cytotoxic T lymphocyte (CTL) response to the class I antigen. It can be concluded that carbohydrate moieties are not required to maintain the necessary conformation of the MHC protein, nor to interact with either the antigen-specific receptor or accessory proteins on precursor CTL

T cell recognition of nonpolymorphic determinants on H-2 class I molecules.

Recognition of polymorphic determinants on class I or class II MHC Ag is required for T lymphocyte responses. Using cell-size artificial membranes (pseudocytes) bearing H-2 class I Ag it is demonstrated that T cells can, in addition, recognize nonpolymorphic determinants on class I proteins. Pseudocytes bearing class I alloantigen stimulate in vitro generation of secondary allogeneic CTL responses. At a suboptimal alloantigen surface density, incorporation of class I molecules identical to those of the responder cells (self-H-2) or from third-party cells resulted in dramatically enhanced responses, whereas incorporation of class II proteins had no effect. The receptor that mediates recognition of conserved class I determinants has not been identified, but results of antibody blocking studies are consistent with the Lyt-2/3 complex of CTL having this role. Thus, class I proteins on Ag-bearing cells can have two distinct roles in T cell activation, one involving recognition of polymorphic determinants by the Ag-specific receptor and the other involving recognition of conserved determinants

Policing and Muslim Communities in Germany : Structures, Workplace Cultures and the Threat of Islamophobia

In recognizing that today most organizations in modern societies have been confronted with the necessity of engaging with the processes of an intercultural interaction, this paper focuses on the police and the role police officers play in shaping the interaction between majority and minority ethnic populations in multi-ethnic societies. Empirical data of 727 serving police officers have been analysed emphasising interactions and contact with as well as attitudes towards Muslim members of society. Also police officers experience of their own role in managing policing is examined; and, in taking into account earlier empirical research the relationship between German police officers’ job satisfaction and their attitudes toward Muslim members of the population have been looked at to explore the role of professional identity and workplace cultures in shaping police officers responses to the challenge of policing a multi-ethnic society

Teaching Magis at College: Meaning, Mission, and Moral Responsibility

Jesuit colleges and universities highlight terms like magis to accentuate the specific charism of Jesuit education. But when these words and phrases are separated from their context in Ignatian spirituality and the mission of the Society of Jesus, they risk becoming banal jargon. When magis is properly understood and effectively taught, it provides a fundamental horizon of meaning, calls everyone to partner in the mission of Jesuit education, and empowers faculty, staff, and students to embrace moral responsibility in a world marked by sin and suffering. In the praxis of teaching magis, contemplation, imagination, and vocation discernment are three steps toward engaging students in education for the “greater glory of God.