The 5 ' untranslated region of protein kinase C delta directs translation by an internal ribosome entry segment that is most active in densely growing cells and during apoptosis.

Protein kinase Cdelta (PKCdelta) is a member of the PKC family of phospholipid-dependent serine/threonine kinases and is involved in cell proliferation, apoptosis, and differentiation. Previous studies have suggested that different PKC isoforms might be translationally regulated. We report here that the 395-nt-long 5' untranslated region (5' UTR) of PKCdelta is predicted to form very stable secondary structures with free energies (DeltaG values) of around -170 kcal/mol. The 5' UTR of PKCdelta can significantly repress luciferase translation in rabbit reticulocyte lysate but does not repress luciferase translation in a number of transiently transfected cell lines. By using a bicistronic luciferase reporter, we show that the 5' UTR of PKCdelta contains a functional internal ribosome entry segment (IRES). The activity of the PKCdelta IRES is greatest in densely growing cells and during apoptosis, when total protein synthesis and levels of full-length eukaryotic initiation factor 4G are reduced. However, the IRES activity of the 5' UTR of PKCdelta is not enhanced during serum starvation, another condition shown to inhibit cap-dependent translation, suggesting that its potency is dependent on specific cellular conditions. Accumulating data suggest that PKCdelta has a function as proliferating cells reach high density and in early and later events of apoptosis. Our studies suggest a mechanism whereby PKCdelta synthesis can be maintained under these conditions when cap-dependent translation is inhibited

A glass half full or half empty?: A comparison of diversity statements among Russell group UK vs US Research universities

The term diversity is ubiquitous in university mission statements, strategic plans, recruitment brochures, and university websites. This paper argues aims to compare university diversity statements from US Research Tier 1 universities with those from the elite UK Russell group universities In order to compare the language of diversity, we have used the techniques of corpus linguistics. A corpus is an electronic collection of sample texts which can then be processed by software, in this case the Oxford Wordsmith Tools (Scott 1996) package. This enables a corpus to be searched for frequent words, concordances (the linguistic environment of target words), and collocations (the company that those words keep). The resulting analysis suggests that there are differences between US and UK diversity statements, significant enough that they cannot be said to conform to the same 'genre'. There is overall similarity in terms ofvocabulary choice and of grammatical structures used (nominalizations, modalities etc), however, the UK Russell group diversity statements display a modality position of certainty, which resonates with the noun commitment. In contrast, US Research university diversity statements are formulated more as aspirations, and focus on benefit to the community, but claim a less certain outcome. Diversity is seen as 'a good thing' and signified by multiple linguistic markers of appreciation. The word frequency analysis of the diversity statements suggests that they are largely made up ofsemantically vague lexical items - Strategically Deployable Shifters - which contribute little to the overall meanings of the statements. These words, e.g. excellence, diversity, respect, even equality are multi-functional, polysemic abstractions which invoke fair play. Discursively embracing diversity commits institutions to recognizing little difference, and certainly not to institutional or structural change, rather diversity is seen as the property of individuals, and is congruent with the project of the neoliberal university

Gender and sexuality: the discursive limits of 'equality' in higher education

This special issue sets out to investigate a number of areas of concern, regarding gender and sexuality, which are identifiable in the current British higher education environment. We argue that current dominant 'neoliberal' discourses, which emphasise the commodification of higher education in the UK, function to set limits upon 'equality'. While these discourses often suggest a widening of opportunities within higher education, with an emphasis upon unlimited individual freedom and choice, the lived experience can be rather different for women and sexual minorities. This issue explores the impact such discourses are having upon gender and sexuality identities and practices in the academy

Sustainable Fashion Tailoring: An approach for creating a heightened emotional attachment to garment apparel at undergraduate level, through pedagogy, story telling, digital technologies and traditional craftsmanship.

Background: Higher Education undergraduate programmes of study have a responsibility to educate learners within their discipline bridging the gap between further education and industry. Never before has it been so important to equip students who can adapt and accommodate change within their practice responding to external socio-economic, cultural, political and environmental issues. With sustainability a key issue, high on companies agendas, it is imperative that educational institutions also educate its learners to help change the direction of a throwaway and environmentally unsustainable industry. Practice based subjects such as those within the Art and Design and in this case Fashion Design, have a responsibility to not only develop learners competencies with the creative, practical and technical skills required by future employers but also a responsibly in creating informed, socially aware and intelligent mind sets who are able to address global shifts and changes with sensitivity, empathy and creativity. It is widely reported through mixed media channels about the impact fashion and textiles industries have on the the environment and its mass contribution to landfill, pollution, climate change and one of encouraging a throw away consumer behaviour – fast fashion. What strategies can higher education programmes of study implement in order to encourage a practice problem solving approach while still encouraging innovation and creativity within design? In an attempt to counter fast fashion, students were challenged to embrace traditional artisan and craftsmanship methodologies of design and manufacture (slow fashion) combining new digital technologies, while underpinning their work through a consumer-connected narrative. This paper is a case study of four second year undergraduate students on a UK fashion design degree programme who were challenged by the luxury brand Ted Baker to design a collection of men’s formal wear suits that combine sports detailing with traditional tailoring for the brands DNA and their customer demographic. Students were encouraged to fully understand consumer behaviour and the brand ethos while simultaneously learning and developing not only the technical practical making skills of tailoring but also encouraged to embrace and experiment with CADCAM technologies and unorthodox design and pattern cutting methodologies. All students were asked to select an underpinning sports related narrative, linking their concepts to the brand while creating an emotional connection with the consumer through cut, detailing, branding and storytelling. In an attempt to develop a more self and globally aware design student, topics such as form and function, ethics and morals, sustainability, colour theory, marketing, behavioural phycology, semantics and semiotics and global issues affecting deign practice were included within the curriculum. Learners were asked to self reflect while also designing for a specific target market. This project is an attempt to address sustainability through forging an informed relationship between designer, brand, consumer and a heightened emotional connection. Purpose of the research: There were several objectives behind this project linking theory, practice and employability in educating fashion design students at undergraduate level. This project ultimately aimed to create fashion design students who are critical, reflective and informed in all stages of the design process, developing a responsible and empathetic design mentality. It is intended that by educating learners on consumer phycology and global issues affecting design, specifically those created by the fashion and textile industries and their environmental impact, it will generate a solution focused fashion forward design acumen. The project raises the question on whether creating garments with meaning and a heightened emotional connection will encourage a change in consumer behaviour and go one step closer to offering one solution for creating a more sustainable product by increasing its life cycle through a creator and consumer behaviour change. Methods: The project simultaneously interlocks theory, practice and employability in the creation of an informed rounded designer. A wide variety of pedagogy strategies encouraged not only a respect for traditional artisan skills and methodologies (tailoring and design) but also an inquisitive attribute to embrace, experiment and innovate by pushing the boundaries of formal tailoring while exploring and implementing strategies to effectively communicate stories through design and product aesthetics. Pedagogy methodologies included: technical demonstrations, and process inductions eLearning, tutorials, lectures, workshops, factory visit, client pitching, self-directed study and academic tutorial support. Processes to communicate story telling include: tailoring, machine sewing, hand sewing, transformational reconstruction (TR) and traditional pattern cutting, drawing, painting, screen, digital & sublimation printing, digital embroidery, weaving, piping, cording and branding. Research methods include; teaching observation, student interview, outcome analysis and student and client reflection and feedback. Principal Results: This paper will review and analyse the project work created by four selected students, highlighting how the different approaches and design/production methodologies applied to a manufactured product (suit) can not only effectively communicate a narrative but help to create an emotional connection between product, brand and consumer. The results will reveal how traditional skills and new technologies can work harmoniously to help create a perceived luxury product thus encouraging increased product longevity through consumer connectivity, specifically that of sentimentality, patriotism, image and perceived value. The results will evidence outcomes that not only challenge traditional formal menwear tailoring but provide forward thinking design directions for future tailoring, breaking the status quo and providing suggestions for a more individual and personalised approach. Conclusions: The conclusion of this project will include four examples of both 2D and 3D student outcomes in response to an industry set brief, giving an insight into how the outcomes communicate an informed and considered narrative (story), linking designer, brand and consumer. Each outcome will evidence diverse methodologies of communication by embracing traditional and new technologies, approaches and thinking, leading to a deeper understanding and questioning of personalisation within apparel. The outcomes will highlight the importance of the role higher education plays within creating future generations of informed design creatives and how this can be utilised to bring about change within society, consumer behaviour and a products life cycle. Status: Completed

Against REFonomics: Quantification cannot satisfy the demands of rationality, equity and tolerability.

Academics are assured by government ministers and institutional heads that research assessment is designed on their behalf. Liz Morrish looks at whether the assessment tools created have extended their reach and left academics exposed. At its best, the REF distorts research agendas and priorities. However, a graver hazard is that a new selective and competitive academic will be formed, whose research trajectory is entirely determined by a regime peripheral to their own intellectual curiosity and academic judgement

Enduring Ethnic Conflict: The Institutional Origins of Conflict in Myanmar

Myanmar has a history of divisive institutions built during the British colonial period and the Japanese occupation. Colonial legacies suggest Myanmar’s enduring ethnic conflict is path dependent, sustained by a self-reproductive system of violence. Yet, wartime disruption and Japanese institution building, as well as later ceasefire politics and limited ethnic defection, challenge theories of path dependency. This thesis compares distinct periods of institution building and the experiences of three ethnic minority groups in Myanmar, revealing a disastrous institutional trajectory that continues to reinforce ethnic conflict. In doing so, this thesis yields key insights to the conditions that precipitate change in the behavioral expression of ethnic identity during conflict

A Survey of the Ecclesiastical Building of the J.A. Dempwolf Architecture Firm, York, Pennsylvania

This thesis examines the ecclesiastical buildings of the J.A. Dempwolf architecture firm of York, Pennsylvania. The prolific firm brought architecture to small cities and rural areas of central Pennsylvania and northern Maryland during the late-nineteenth and early-twentieth centuries. During their tenure, the firm designed over six hundred buildings which included houses, churches, public buildings, hospitals, schools, and businesses; of these eighty-nine were ecclesiastical buildings. Included within this thesis are the survey of forty-five of the designed churches in chronological order by date of design and a list of the remaining forty-four. Also included are a history of the firm and examples of other buildings designed by the Dempwolfs