The heme oxygenase-1 and c-FLIP in acute myeloid leukemias: two non-redundant but mutually exclusive cellular safeguards protecting cells against TNF-induced cell death?

International audienceTNF-induced apoptosis is tightly regulated by the NF-κB pathway. Under physiologic conditions, TNFα stimulation induces NF-κB activation and cell survival, due to the regulation of anti-apoptotic genes, including c-FLIP, a caspase-8 inhibitor, whose expression is sufficient to protect cells against TNF-induced apoptosis. TNF triggers cell death only in circumstances where the NF-κB pathway is defective. Rushworth and collaborators have recently demonstrated, however, that the heme oxygenase-1 (HO-1), also known as Heat shock protein 32 (Hsp32) [1], like c-FLIP, can afford protection against TNF-induced cell death in AML cells, despite NF-κB inactivation [2]. They now provide evidence that TNF mediated HO-1 up-regulation, is negatively regulated by c-FLIP, revealing a novel negative regulatory feedback loop controlling apoptosis induced by TNRI

Building Relationship-Rich Opportunities Online

Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement

Ontology supported competency system

Traditionally representation of competencies has been very difficult using computer-based techniques. This paper introduces competencies, how they are represented, and the related concept of competency frameworks and the difficulties in using traditional ontology techniques to formalise them. A “vaguely” formalised framework has been developed within the EU project TRACE and is presented. The framework can be used to represent different competencies and competency frameworks. Through a case study using an example from the IT sector, it is shown how these can be used by individuals and organisations to specify their individual competency needs. Furthermore it is described how these representations are used for comparisons between different specifications applying ontologies and ontology toolsets. The end result is a comparison that is not binary, but tertiary, providing “definite matches”, possible / partial matches, and “no matches” using a “traffic light” analogy

Doing It Right: OT Meeting Population Needs with COVID-19

In 2010, the U.S. Department of Health and Human Services (HHS) identified strategic goals for health promotion and disease prevention in Healthy People 2020. Some of the overarching goals were to “achieve health equity, eliminate disparities, and improve the health of all groups” in order to address inequities tied to race and ethnicity, gender, socioeconomic status, geography, and disability (p. 3). The plan also targeted health disparities by recognizing social determinants of health and creating “social and physical environments that promote good health,” including the development of policy and programs (HHS, 2010, p. 3). Health disparities are population specific and quantify “differences in disease rates, health outcomes, and access to health care services” (American Occupational Therapy Association [AOTA], 2013, p. S48). In times of crisis, vulnerable populations may be particularly susceptible to disease, illness, and mortality because of health disparities related to social and environmental barriers and determinants of health. AOTA’s official stand on nondiscrimination and inclusion is that every individual be treated fairly and equitably (AOTA, 2014b); that an individual’s culture, race, ethnicity, age, and capacities be respected; and that all occupational therapy personnel avoid prejudice and bias (AOTA, 2015). As a profession, occupational therapy promotes access and inclusion and limits health disparities in daily practice. Advocacy is a critical role and value of the profession for promoting resilience for populations based on health equity and occupational justice

Using Video Technology for Discussion Forums: Building an Engaged Online Community

Faculty used various multimedia technology delivery methods within higher education in response to the COVID-19 pandemic. Instructors were urged to be more agile when considering tools to promote student engagement within the forced, online environment. Video technology is a mainstay in both online and hybrid education as well as in the workforce. Flipgrid, an agile learning tool, promotes asynchronous class discussions to reinforce higher levels of thinking in Bloom’s taxonomy of learning. Data collected from three courses suggests that Flipgrid promotes student engagement in a learner-centered approach. Implications are suggested for online learning

Transparent Roles in Feedback in the Student-Faculty Partnership for Teaching and Learning

Faculty devote effort and energy promoting learner-centered opportunities that reinforce course content. Through the use of varied pedagogical strategies, appreciating the transparency in learning and teaching (TILT) process, faculty-structured learning opportunities can promote students thinking critically about their performance, building a repertoire of skills to advance learning at higher levels. The feedback that faculty provide and the format given can enhance student-faculty partnerships and success in the service-learning or practicum classroom. Feedback considerations for type (verbal, written, or a combination) and time are paramount to promoting faculty and student partnerships. The method of feedback delivery should be taken into consideration to support student learning

Aboriginal girls circle: enhancing connectedness and promoting resilience for Aboriginal girls

This report presents an evaluation of the Aboriginal Girls’ Circle, an intervention targeted to increase social connection, participation and self-confidence amongst Aboriginal girls attending secondary schools. Overview The Aboriginal Girls’ Circle (AGC) is an intervention targeted to increase social connection, participation and self- confidence amongst Aboriginal girls attending secondary schools. Researchers from the University of Western Sydney (UWS)’s School of Education sought to evaluate the AGC pilot undertaken at Dubbo College and to provide recommendations for the program’s further development. The following specific aims were outlined for this pilot research. 1. To determine the effects of the AGC for participants’ resilience, connectedness, self-concept and cultural identity, 2. To investigate and track the development of culturally appropriate tools and methods for measuring these constructs, and 3. To evaluate the relative effectiveness of various components of the program and implementation processes. Ethical protocols for working with Aboriginal communities were an important aspect of the research design, which was approved by the UWS Human Research Ethics Committee and by the by the NSW Department of Education and Communities. The research was undertaken in two stages, beginning with a consultation process that sought the views of community Elders, the AGC program developers and key school-based personnel. The first stage of the research involved field observations of the AGC in action, together with a series of interviews and focus groups involving participants, group leaders, community Elders and school staff. The second stage used quantitative methods to measure the effects of the program on key variables relating to student connectedness, resilience, cultural identity and self-concept

Exciton spectroscopy of hexagonal boron nitride using non-resonant x-ray Raman scattering

We report non-resonant x-ray Raman scattering (XRS) measurements from hexagonal boron nitride for transferred momentum from 2 to 9 $\mathrm{\AA}^{-1}$ along directions both in and out of the basal plane. A symmetry-based argument, together with real-space full multiple scattering calculations of the projected density of states in the spherical harmonics basis, reveals that a strong pre-edge feature is a dominantly $Y_{10}$-type Frenkel exciton with no other \textit{s}-, \textit{p}-, or \textit{d}- components. This conclusion is supported by a second, independent calculation of the \textbf{q}-dependent XRS cross-section based on the Bethe-Salpeter equation