Preface: BITS2014, the annual meeting of the Italian Society of Bioinformatics

This Preface introduces the content of the BioMed Central journal Supplements related to BITS2014 meeting, held in Rome, Italy, from the 26th to the 28th of February, 2014

Arteritic Anterior Ischemic Optic Neuropathy Treated with Intravenous Prostaglandin E1 and Steroids.

Arteritic anterior ischemic optic neuropathy (AAION) is an acute ischemia of the posterior ciliary arteries and/or ophthalmic artery due to inflammation. Therapy is immediate intervention with systemic steroids, especially to protect against vision loss in the other eye. The addition of a potent vasodilator to the steroids could help restore ocular blood flow and improve visual acuity. The objective of the current report was to present the use of prostaglandin E(1) (PGE(1)) - a powerful vasodilator of the microcirculation - in the treatment of AAION. Two patients with AAION were treated with intravenous steroids and PGE(1). The visual acuity improved from 4/50 (less than 20/200) to 6/10 (20/35) in one patient and from 1/50 (20/400) to 1/10 (20/200) in the second patient. The visual fields in both patients maintained small central islands of vision. No complications due to the use of PGE(1) were seen. Intravenous PGE(1) should be considered in addition to steroids in cases of AAION to immediately restore blood flow to the optic nerve and improve visual acuity while the steroids reduce the inflammation

Neutralization of IFN-γ reverts clinical and laboratory features in a mouse model of macrophage activation syndrome.

BACKGROUND: The pathogenesis of macrophage activation syndrome (MAS) is not clearly understood: a large body of evidence supports the involvement of mechanisms similar to those implicated in the setting of primary hemophagocytic lymphohistiocytosis. OBJECTIVE: We sought to investigate the pathogenic role of IFN-γ and the therapeutic efficacy of IFN-γ neutralization in an animal model of MAS. METHODS: We used an MAS model established in mice transgenic for human IL-6 (IL-6TG mice) challenged with LPS (MAS mice). Levels of IFN-γ and IFN-γ-inducible chemokines were evaluated by using real-time PCR in the liver and spleen and by means of ELISA in plasma. IFN-γ neutralization was achieved by using the anti-IFN-γ antibody XMG1.2 in vivo. RESULTS: Mice with MAS showed a significant upregulation of the IFN-γ pathway, as demonstrated by increased mRNA levels of Ifng and higher levels of phospho-signal transducer and activator of transcription 1 in the liver and spleen and increased expression of the IFN-γ-inducible chemokines Cxcl9 and Cxcl10 in the liver and spleen, as well as in plasma. A marked increase in Il12a and Il12b expression was also found in livers and spleens of mice with MAS. In addition, mice with MAS had a significant increase in numbers of liver CD68+ macrophages. Mice with MAS treated with an anti-IFN-γ antibody showed a significant improvement in survival and body weight recovery associated with a significant amelioration of ferritin, fibrinogen, and alanine aminotransferase levels. In mice with MAS, treatment with the anti-IFN-γ antibody significantly decreased circulating levels of CXCL9, CXCL10, and downstream proinflammatory cytokines. The decrease in CXCL9 and CXCL10 levels paralleled the decrease in serum levels of proinflammatory cytokines and ferritin. CONCLUSION: These results provide evidence for a pathogenic role of IFN-γ in the setting of MAS

Inverse Modeling for MEG/EEG data

We provide an overview of the state-of-the-art for mathematical methods that are used to reconstruct brain activity from neurophysiological data. After a brief introduction on the mathematics of the forward problem, we discuss standard and recently proposed regularization methods, as well as Monte Carlo techniques for Bayesian inference. We classify the inverse methods based on the underlying source model, and discuss advantages and disadvantages. Finally we describe an application to the pre-surgical evaluation of epileptic patients.Comment: 15 pages, 1 figur

Iterative focused screening with biological fingerprints identifies selective Asc-1 inhibitors distinct from traditional high throughput screening

N-methyl-d-aspartate receptors (NMDARs) mediate glutamatergic signaling that is critical to cognitive processes in the central nervous system, and NMDAR hypofunction is thought to contribute to cognitive impairment observed in both schizophrenia and Alzheimer’s disease. One approach to enhance the function of NMDAR is to increase the concentration of an NMDAR coagonist, such as glycine or d-serine, in the synaptic cleft. Inhibition of alanine–serine–cysteine transporter-1 (Asc-1), the primary transporter of d-serine, is attractive because the transporter is localized to neurons in brain regions critical to cognitive function, including the hippocampus and cortical layers III and IV, and is colocalized with d-serine and NMDARs. To identify novel Asc-1 inhibitors, two different screening approaches were performed with whole-cell amino acid uptake in heterologous cells stably expressing human Asc-1: (1) a high-throughput screen (HTS) of 3 M compounds measuring 35S l-cysteine uptake into cells attached to scintillation proximity assay beads in a 1536 well format and (2) an iterative focused screen (IFS) of a 45 000 compound diversity set using a 3H d-serine uptake assay with a liquid scintillation plate reader in a 384 well format. Critically important for both screening approaches was the implementation of counter screens to remove nonspecific inhibitors of radioactive amino acid uptake. Furthermore, a 15 000 compound expansion step incorporating both on- and off-target data into chemical and biological fingerprint-based models for selection of additional hits enabled the identification of novel Asc-1-selective chemical matter from the IFS that was not identified in the full-collection HTS

Academic expectations profiles of spanish and portuguese higher education students

Las expectativas académicas de los estudiantes son hoy reconocidas como una variable importante en la explicación de su adaptación y éxito académico. Esa importancia es mayor en los alumnos del primer año, ya que, frecuentemente presentan expectativas iniciales muy elevadas que no siempre llegan a concretarse. Con la pretensión de conocer cuáles son esas expectativas iniciales, el trabajo que se presenta analiza el perfil de las mismas en estudiantes de Enseñanza Superior (ES) de primer año. La muestra está compuesta por 719 estudiantes de diversas titulaciones académicas de las Universidades de Vigo-Campus de Ourense y Minho. A los participantes se les aplicó el Cuestionario de Percepciones Académicas (CPA). Los resultados han sido analizados tomando la nacionalidad y el ámbito de estudio (cientifico, juridico-social, tecnológico). Los resultados muestran que los estudiantes portugueses tienden a presentar expectativas más elevadas en general, traduciéndose en una valoración superior de su entrada en la Universidad. A su vez, considerando las siete dimensiones de expectativas evaluadas, se comprueba un perfil similar para ambos países en relación a las expectativas más o menos valoradas. Se destacan las expectativas de obtener una formación que permita acceder a un buen empleo o carrera, en primer lugar, y las expectativas de tener en la Universidad oportunidades de desarrollo personal y social, en segundo lugar, como las más valoradas por los estudiantes.Academic expectations are recognized as an important variable for students’ adjustment and academic success. This importance is higher for first year students, because they often present initial expectations that may not be met. Aiming at identifying these initial expectations, this study presents and analyses the profile of first year students' academic expectations. The sample included 719 students attending different undergraduate programs at University of Vigo - Campus of Ourense, and at University of Minho. Participants completed the Academic Perceptions Questionnaire (APQ). Analyses were based on students’ nationality and study domain (scientific, juridical-social, technological). Results show that Portuguese students present higher expectations, in general, which shows they attribute a higher value to their access to University. On the other hand, and regarding the seven dimensions of assessed expectations, we can see that this difference in average scores is not structural, because there is a similar pattern of higher and lower expectations, for both countries. The most valued expectations are, in first place, expectations of having an education that will lead to a good job or career, and in second place, expectations of having opportunities of personal and social development in University

American Standard

The work included in my MFA thesis exhibition entitled American Standard examines our role as narrative-based individuals within the American culture. In this current body of work I use the photographic image as a director uses the medium of film (moving image). Location scouting, casting, lighting, directing, editing, and processing all become intricate parts of the work, all to lead to a single solitary frozen moment in time that I believe creates a story. Story as created not in a fictional sense, but more in the vein of creative non-fiction, as the stories I tell come from a personal past. I ask the viewer to examine each photographic image, and examine its narrative fidelity. I would like the viewer to begin to become aware of their inherent attraction to narrative and that which unfolds because of that attraction

Statistical Approaches to the Inverse Problem

Communications engineering / telecommunication

How does student educational background affect transition into the first year of veterinary school? Academic performance and support needs in university education

The first year of university is critical in shaping persistence decisions (whether students continue with and complete their degrees) and plays a formative role in influencing student attitudes and approaches to learning. Previous educational experiences, especially previous university education, shape the students’ ability to adapt to the university environment and the study approaches they require to perform well in highly demanding professional programs such as medicine and veterinary medicine. The aim of this research was to explore the support mechanisms, academic achievements, and perception of students with different educational backgrounds in their first year of veterinary school. Using questionnaire data and examination grades, the effects upon perceptions, needs, and educational attainment in first-year students with and without prior university experience were analyzed to enable an in-depth understanding of their needs. Our findings show that school leavers (successfully completed secondary education, but no prior university experience) were outperformed in early exams by those who had previously graduated from university (even from unrelated degrees). Large variations in student perceptions and support needs were discovered between the two groups: graduate students perceived the difficulty and workload as less challenging and valued financial and IT support. Each student is an individual, but ensuring that universities understand their students and provide both academic and non-academic support is essential. This research explores the needs of veterinary students and offers insights into continued provision of support and improvements that can be made to help students achieve their potential and allow informed "Best Practice"