Effects on growth mindset development of a teaching/learning sequence on surface phenomena

In this paper we discuss some aspects of the design of a teaching/learning sequence (TLS) on surface phenomena for high school students, inspired by the ideas proposed by inquiry and investigative based learning approaches. A good understanding of surface phenomena is relevant in Physics and other scientific and technical fields. This, and the acknowledgement that traditional teaching methods used to introduce the basic concepts related to this topic have often proved to be not very effective in captivating students’ interest and in favoring authentic understanding of the related physical content drove us in choosing this physics topic. Furthermore, some considerations on a case study on the efficacy of the TLS on the development of a growth mindset are reported

DJ-1 is not a deglycase and makes a modest contribution to cellular defense against methylglyoxal damage in neurons

Human DJ-1 is a cytoprotective protein whose absence causes Parkinson\u27s disease and is also associated with other diseases. DJ-1 has an established role as a redox-regulated protein that defends against oxidative stress and mitochondrial dysfunction. Multiple studies have suggested that DJ-1 is also a protein/nucleic acid deglycase that plays a key role in the repair of glycation damage caused by methylglyoxal (MG), a reactive α-keto aldehyde formed by central metabolism. Contradictory reports suggest that DJ-1 is a glyoxalase but not a deglycase and does not play a major role in glycation defense. Resolving this issue is important for understanding how DJ-1 protects cells against insults that can cause disease. We find that DJ-1 reduces levels of reversible adducts of MG with guanine and cysteine in vitro. The steady-state kinetics of DJ-1 acting on reversible hemithioacetal substrates are fitted adequately with a computational kinetic model that requires only a DJ-1 glyoxalase activity, supporting the conclusion that deglycation is an apparent rather than a true activity of DJ-1. Sensitive and quantitative isotope-dilution mass spectrometry shows that DJ-1 modestly reduces the levels of some irreversible guanine and lysine glycation products in primary and cultured neuronal cell lines and whole mouse brain, consistent with a small but measurable effect on total neuronal glycation burden. However, DJ-1 does not improve cultured cell viability in exogenous MG. In total, our results suggest that DJ-1 is not a deglycase and has only a minor role in protecting neurons against methylglyoxal toxicity

Latent Membrane Protein 1 as a molecular adjuvant for single-cycle lentiviral vaccines

Background Molecular adjuvants are a promising method to enhance virus-specific immune responses and protect against HIV-1 infection. Immune activation by ligands for receptors such as CD40 can induce dendritic cell activation and maturation. Here we explore the incorporation of two CD40 mimics, Epstein Barr Virus gene LMP1 or an LMP1-CD40 chimera, into a strain of SIV that was engineered to be limited to a single cycle of infection. Results Full length LMP1 or the chimeric protein LMP1-CD40 was cloned into the nef-locus of single-cycle SIV. Human and Macaque monocyte derived macrophages and DC were infected with these viruses. Infected cells were analyzed for activation surface markers by flow cytometry. Cells were also analyzed for secretion of pro-inflammatory cytokines IL-1β, IL-6, IL-8, IL-12p70 and TNF by cytometric bead array. Conclusions Overall, single-cycle SIV expressing LMP1 and LMP1-CD40 produced a broad and potent T$_H$1-biased immune response in human as well as rhesus macaque macrophages and DC when compared with control virus. Single-cycle SIV-LMP1 also enhanced antigen presentation by lentiviral vector vaccines, suggesting that LMP1-mediated immune activation may enhance lentiviral vector vaccines against HIV-1

Efficacy and Safety of Rilpivirine-Based Antiretroviral Therapy in Treatment-Naïve and Treatment-Experienced HIV-1-Positive Patients: A Systematic Review and Meta-Analysis of Randomized Clinical Trials

n/

Effectiveness and durability of darunavir/ritonavir (DRV/r) in DRV/r-experienced HIV-1-infected patients in routine clinical practice

This was a descriptive non-interventional study in HIV-1-infected patients treated with DRV/r conducted in the clinical setting, with a single-arm prospective design. The primary objective was to collect data on utilization of darunavir/ritonavir (DRV/r) under the conditions described in the marketing authorization. Efficacy (measured as viral load [VL] <50 copies/mL and CD4+ cell count) was evaluated for DRV/r in combination with other antiretroviral (ARV) agents in routine clinical practice in Italy

An approach to research-based design of teaching-learning sequences in the context of physics education: Theoretical frameworks, pedagogical methods, and examples of Data Analysis

In this paper we discuss an example of the research approaches practiced at the University of Palermo Physics Education Research Group (UoP-PERG). Particularly, we discuss the design and development with groups of high school students of two Teaching-Learning Sequences (TLSs) on surface phenomena in liquids, and the data collection and analysis methods. In the introduction, we briefly discuss the educational reconstruction model, that we use as a theoretical framework for the designing of the TLSs, and a pedagogical methodology that in the last years has gained consensus among educators, i.e., active learning. Some considerations on active learning pedagogical and cognitive psychology foundations are also made. The main aim of the TLSs is to improve students’ learning of surface phenomena, a topic that is quite relevant in Physics and other scientific and technical fields. We provide a research-based, conceptual scheme of what we mean by “improvement of students’ learning”, and present the TLSs phases, that are based on the well-known inquiry- and investigation-based learning approaches, that are science-specific applications of the general idea of active learning. Then, we describe some methods we use in our researches to collect and give an example of the data analysis needed to study the progression of student learning, with respect to the conceptual scheme provided, and of some of the results obtained