In situ quantification of HER2–protein tyrosine kinase 6 (PTK6) protein–protein complexes in paraffin sections from breast cancer tissues

BACKGROUND: Protein tyrosine kinase 6 (PTK6; breast tumour kinase) is overexpressed in up to 86% of the invasive breast cancers, and its association with the oncoprotein human epidermal growth factor receptor 2 (HER2) was shown in vitro by co-precipitation. Furthermore, expression of PTK6 in tumours is linked with the expression of HER2. METHOD AND RESULTS: In this study, we used the proximity ligation assay (PLA) technique on formalin-fixed paraffin sections from eighty invasive breast carcinoma tissue specimens to locate PTK6-HER2 protein-protein complexes. Proximity ligation assay signals from protein complexes were assessed quantitatively, and expression levels showed a statistically significant association with tumour size (P=0.015) and course of the cancer disease (P=0.012). CONCLUSION: Protein tyrosine kinase 6 forms protein complexes with HER2 in primary breast cancer tissues, which can be visualised by use of the PLA technique. Human epidermal growth factor receptor 2-PTK6 complexes are of prognostic relevance

Etablierung der PLA-Technik an Paraffingewebe von Mammakarzinomen: Identifizierung von PTK6 co-exprimierten Proteinen und ihre medizinische Relevanz.

In Einzel-Proteinnachweisen wurde die Co- Expression von PTK6 und Her2/neu im Gewebe invasiver Mammakarzinome bereits beschrieben. In der vorliegenden Arbeit wurden mithilfe der PLA- Technik PTK6- Her2/neu- Proteinkomplexe im formalinfixierten, paraffinierten Gewebe invasiver Mammakarzinome spezifisch gefärbt und die klinische Relevanz dieser Proteinkomplexe untersucht und nachgewiesen. Zwischen dem Vorliegen von PTK6- Her2/neu- Proteinkomplexen, Tumorgröße und dem metastasenfreien Überleben konnte in dieser Arbeit eine signifikante Korrelation nachgewiesen werden

Semantic information and the network theory of account

The article addresses the problem of how semantic information can be upgraded to knowledge. The introductory section explains the technical terminology and the relevant background. Section 2 argues that, for semantic information to be upgraded to knowledge, it is necessary and sufficient to be embedded in a network of questions and answers that correctly accounts for it. Section 3 shows that an information flow network of type A fulfils such a requirement, by warranting that the erotetic deficit, characterising the target semantic information t by default, is correctly satisfied by the information flow of correct answers provided by an informational source s. Section 4 illustrates some of the major advantages of such a Network Theory of Account (NTA) and clears the ground of a few potential difficulties. Section 5 clarifies why NTA and an informational analysis of knowledge, according to which knowledge is accounted semantic information, is not subject to Gettier-type counterexamples. A concluding section briefly summarises the results obtained.Peer reviewe

Schooling, normalisation, and gendered bodies : adolescent boys\u27 and girls\u27 experiences of gender and schooling

Dominant discourses construct boys and girls as two homogenous groups in need of particular, and uniform, kinds of interventions (Martino, Mills, &amp; Lingard, 2005, Mills, Martino, &amp; Lingard, 2004; Jones &amp; Myhill, 2004). The boys and girls themselves, however, tell a much more complex story and challenge us to consider very different implications for addressing gender conformity and, more broadly, diversity in schools. In this chapter, the voices of students are used as text to explicate, first, how issues of gender, sexuality, social class, ethnicity and the body are implicated and interweave in girls&rsquo; and boys&rsquo; social experiences of schooling; and second, what the implications of this interweaving might be for addressing diversity in schools (Connell, 1995; 2002; Martino, 1999, 2000; Pallotta-Chiarolli, 1995, 1998, 2000, 2005). This work draws on and elaborates further our previous published research that investigates issues of gender and schooling. It locates such research within the broader international context of studies conducted into issues of gender and schooling that document student perspectives and voice (Fine &amp; Weiss, 2003; Ferguson, 2001; Renold, 2003; Mac an Ghaill, 1994; Lees, 1993; Ornstein, 1995; Thorne, 1993; Mills, 2001; Hey, 1997; Willis,1977; Walker, 1988). The use of student voice as text is considered within that broader context and highlights the significance of gender regimes and power relations in students&rsquo; lives at school (Martino &amp; Pallotta-Chiarolli, 2005; 2003; 2002; 2001; Pallotta-Chiarolli, 1998). We illustrate the extent to which the risky business of &lsquo;fitting in&rsquo; involves negotiations around normative and transgressive masculinities and femininities and how such practices intersect with sexuality, race/culture, class, and geographical location (see James, 2003; Kumashiro, 2002).<br /