Lethal and sublethal toxicities of acetogenin-based bioinsecticides on Ceratitis capitata and the parasitoid Diachasmimorpha longicaudata.

In this study, was evaluated the action lethal and sublethal of three formulations of Annona species extracts (A. mucosa, A. muricata and A. sylvatica) on adults of Ceratitis capitata (Wiedemann, 1852) (Diptera: Tephritidae) and yours parasitoid Diachasmimorpha longicaudata (Ashmead, 1905) (Hymenoptera: Braconidae)

Co-ordinated Role of TLR3, RIG-I and MDA5 in the Innate Response to Rhinovirus in Bronchial Epithelium

The relative roles of the endosomal TLR3/7/8 versus the intracellular RNA helicases RIG-I and MDA5 in viral infection is much debated. We investigated the roles of each pattern recognition receptor in rhinovirus infection using primary bronchial epithelial cells. TLR3 was constitutively expressed; however, RIG-I and MDA5 were inducible by 8–12 h following rhinovirus infection. Bronchial epithelial tissue from normal volunteers challenged with rhinovirus in vivo exhibited low levels of RIG-I and MDA5 that were increased at day 4 post infection. Inhibition of TLR3, RIG-I and MDA5 by siRNA reduced innate cytokine mRNA, and increased rhinovirus replication. Inhibition of TLR3 and TRIF using siRNA reduced rhinovirus induced RNA helicases. Furthermore, IFNAR1 deficient mice exhibited RIG-I and MDA5 induction early during RV1B infection in an interferon independent manner. Hence anti-viral defense within bronchial epithelium requires co-ordinated recognition of rhinovirus infection, initially via TLR3/TRIF and later via inducible RNA helicases

Empirical evidence for benefit? : Reviewing quantitative research on the use of digital tools in mathematics education

The benefit of using digital tools in education, and in mathematics education in particular, is subject to debate. To investigate this benefit, we focus on effect sizes on student achievement reported in reviews of experimental and quantitative studies. The results show significant positive effects with modest effect sizes. Possible causes for this are discussed and illustrated with one case study. We wonder if the review studies capture the subtlety of integrating digital tools in learning as much as qualitative studies do, and question their potential to address the “how” question. As a conclusion, a plea is made for replication studies and for studies that identify decisive factors through the combination of a methodologically rigorous design and a theoretical foundation in domain-specific theories from mathematics didactics