The Promigratory Activity of the Matricellular Protein Galectin-3 Depends on the Activation of PI-3 Kinase

Expression of galectin-3 is associated with sarcoma progression, invasion and metastasis. Here we determined the role of extracellular galectin-3 on migration of sarcoma cells on laminin-111. Cell lines from methylcholanthrene-induced sarcomas from both wild type and galectin-3−/− mice were established. Despite the presence of similar levels of laminin-binding integrins on the cell surface, galectin-3−/− sarcoma cells were more adherent and less migratory than galectin-3+/+ sarcoma cells on laminin-111. When galectin-3 was transiently expressed in galectin-3−/− sarcoma cells, it inhibited cell adhesion and stimulated the migratory response to laminin in a carbohydrate-dependent manner. Extracellular galectin-3 led to the recruitment of SHP-2 phosphatase to focal adhesion plaques, followed by a decrease in the amount of phosphorylated FAK and phospho-paxillin in the lamellipodia of migrating cells. The promigratory activity of extracellular galectin-3 was inhibitable by wortmannin, implicating the activation of a PI-3 kinase dependent pathway in the galectin-3 triggered disruption of adhesion plaques, leading to sarcoma cell migration on laminin-111

Spectroscopy of the supernova H0pe host galaxy at redshift 1.78

Supernova (SN) H0pe was discovered as a new transient in James Webb Space Telescope (JWST) NIRCam images of the galaxy cluster PLCK G165.7+67.0 taken as part of the Prime Extragalactic Areas for Reionization and Lensing Science (PEARLS) JWST GTO program (ID 1176) on 2023 March 30. The transient is a compact source associated with a background galaxy that is stretched and triply imaged by the strong gravitational lensing of the cluster. This paper reports spectra in the 950- 1370 nm observer frame of two of the galaxy images obtained with Large Binocular Telescope (LBT) Utility Camera in the Infrared (LUCI) in long-slit mode two weeks after the JWST observations. The individual and average spectra show the [O′ ¯II] λλ3727,3730 doublet and the Balmer and 4000 Åbreaks at redshift z = 1.783 ± 0.002. The code investigating galaxy emission (CIGALE) best-fit model of the spectral energy distribution indicates that the host galaxy of SN H0pe is massive (Mstar ≃ 6 × 1010 M⊙ after correcting for a magnification factor μ ~ 7) with a predominantly intermediate-age (~2 Gyr) stellar population, moderate extinction, and a magnification-corrected star formation rate ≃13 M⊙ yr-1, consistent with being below the main sequence of star formation. These properties suggest that H0pe might be a type Ia SN. Additional observations of SN H0pe and its host recently carried out with JWST (JWST-DD-4446; PI: B. Frye) will be able to both determine the SN classification and confirm its association with the galaxy analyzed in this work

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this impacts teachers' educational beliefs, even though these beliefs ultimately determine their classroom behavior. The present study therefore investigates how immersion in inquiry-based learning affects student teachers' beliefs about knowledge goals, in addition to their self-efficacy for inquiry. In total, 302 student history teachers participated in a 4-h long inquiry activity designed within the WISE learning environment, and completed a pre- and posttest right before and after the intervention. Multilevel analyses suggest that the intervention had a significant positive effect on the value that student teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on student teachers' self-efficacy for conducting inquiries. Despite these general positive results, however, the results also show that the impact of the intervention differed significantly across students. In particular, it appears that immersion in IBL had little effect on a subgroup of 25 student-teachers, who held largely content-oriented beliefs. Based on these findings, the present study discusses a number of implications for professional development on IBL