Presence of an expressed 13-tubulin gene (TUBB) in the HLA class I region may provide the genetic basis for HLA-linked microtubule dysfunction

An expressed beta-tubulin gene (TUBB) has previously been localized to chromosome region 6pter-p21 in man. By using a panel of deletion mutant cell lines and radiation-reduced hybrids containing fragments of chromosome 6, the TUBB locus could be mapped to the HLA class I region at 6p21.3. A long range restriction map including TUBB and several HLA class I genes was then generated by rotating field gel electrophoresis. The results show that TUBB maps to a segment 170-370 kb telomeric of HLA-C. This location suggests that a mutation at the TUBB locus could be the cause for certain forms of HLAlinked microtubule dysfunction, including immotile cilia syndrome

Psycho-physical theatre practice as embodied learning for young people with learning disabilities

In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educational contexts, which we call ‘mimetics’, has focused more keenly upon physicalised interaction as the core communication. In this form of communication, reading, interpreting and responding to the individuality of others happen through the development of non-verbal dialogue. This focus has illuminated the importance of an intuited or ‘felt’ understanding which is generated by and recognises such communications. In special education settings, being different is inherent, and physicalised interaction more routine, so ways of working different from the mainstream are required. The paper suggests that such settings are rich sites for research to develop, value and recognise the significance of embodied cognition and realise its potential for special and inclusive education

EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment

The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course

Comparative Genomics of Natural Killer Cell Receptor Gene Clusters

Many receptors on natural killer (NK) cells recognize major histocompatibility complex class I molecules in order to monitor unhealthy tissues, such as cells infected with viruses, and some tumors. Genes encoding families of NK receptors and related sequences are organized into two main clusters in humans: the natural killer complex on Chromosome 12p13.1, which encodes C-type lectin molecules, and the leukocyte receptor complex on Chromosome 19q13.4, which encodes immunoglobulin superfamily molecules. The composition of these gene clusters differs markedly between closely related species, providing evidence for rapid, lineage-specific expansions or contractions of sets of loci. The choice of NK receptor genes is polarized in the two species most studied, mouse and human. In mouse, the C-type lectin-related Ly49 gene family predominates. Conversely, the single Ly49 sequence is a pseudogene in humans, and the immunoglobulin superfamily KIR gene family is extensive. These different gene sets encode proteins that are comparable in function and genetic diversity, even though they have undergone species-specific expansions. Understanding the biological significance of this curious situation may be aided by studying which NK receptor genes are used in other vertebrates, especially in relation to species-specific differences in genes for major histocompatibility complex class I molecules

Evaluating ‘The Imagineerium’ : the Trowsdale Indices of Confidence in Competence, Creativity and Learning (TICCCL)

In order to evaluate the impact of The Imagineerium, an arts and engineering based curriculum project, a pilot sample of 135 year 5 (9- to 10-year-old) students completed a battery of tests both before and after participating in the 10-week programme. The battery of tests included three measures proposed by the Trowsdale Indices of Confidence in Competence, Creativity and Learning (TICCCL), together with the three indices proposed by the Junior Eysenck Personality Questionnaire Revised (abbreviated form), namely extraversion, neuroticism and psychoticism. In accordance with the hypothesised effect of the programme on student learning, the data demonstrated a significant increase in all three measures of confidence in competence, creativity and learning, but no change in the three control variables (extraversion, neuroticism, and psychoticism)

Peptide binding characteristics of the non-classical class Ib MHC molecule HLA-E assessed by a recombinant random peptide approach.

BACKGROUND: Increasing evidence suggests that the effect of HLA-E on Natural Killer (NK) cell activity can be affected by the nature of the peptides bound to this non-classical, MHC class Ib molecule. However, its reduced cell surface expression, and until recently, the lack of specific monoclonal antibodies hinder studying the peptide-binding specificity HLA-E. RESULTS: An in vitro refolding system was used to assess binding of recombinant HLA-E to either specific peptides or a nonamer random peptide library. Peptides eluted from HLA-E molecules refolded around the nonamer library were then used to determine a binding motif for HLA-E. Hydrophobic and non-charged amino acids were found to predominate along the peptide motif, with a leucine anchor at P9, but surprisingly there was no methionine preference at P2, as suggested by previous studies. CONCLUSIONS: Compared to the results obtained with rat classical class Ia MHC molecules, RT1-A1c and RT1-Au, HLA-E appears to refold around a random peptide library to reduced but detectable levels, suggesting that this molecule's specificity is tight but probably not as exquisite as has been previously suggested. This, and a previous report that it can associate with synthetic peptides carrying a viral sequence, suggests that HLA-E, similar to its mouse counterpart (Qa-1b), could possibly bind peptides different from MHC class I leader peptides and present them to T lymphocytes.RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are

Parental care shapes the evolution of molecular genetic variation

Cooperative social behaviors, such as parental care, have long been hypothesized to relax selection leading to the accumulation of genetic variation in populations. Although the idea has been discussed for decades, there has been relatively little experimental work to investigate how social behavior contributes to genetic variation in populations. Here, we investigate how parental care can shape molecular genetic variation in the subsocial insect, Nicrophorus vespilloides. Using whole-genome sequencing of populations that had evolved in the presence or absence of parental care for 30 generations, we show that parental care maintains levels of standing genetic variation. In contrast, under a harsh environment without care, strong directional selection caused a reduction in genetic variation. Furthermore, we show that adaptation to the loss of care is associated with genetic divergence between populations at loci related to stress, morphological development, and transcriptional regulation. These data reveal how social behavior is linked to the genetic processes that shape and maintain genetic diversity within populations, and provides rare empirical evidence for an old hypothesis

HIV/AIDS, health and wellbeing study among International Transport Workers’ Federation (ITF) seafarer affiliates

Background: Transport workers generally face a higher-than-average risk of HIV as well as other health challenges. In order to improve understanding of health issues in the maritime sector, including but not limited to HIV/AIDS, and to prepare appropriate responses the International Transport Workers’ Federation (ITF) conducted a study of the views and needs of those affiliates. Materials and methods: The ITF carried out two surveys. The first consisted of a questionnaire sent to all ITF seafarer affiliates to establish their concerns about health issues, including the impact of HIV/AIDS, and to assess the extent and nature of existing trade union programmes. The second consisted of a knowledge, attitude and behaviour survey on health, wellbeing and AIDS among a cross-section of individual members administered through anonymous and confidential questionnaires by maritime affiliates in four countries in different regions and an identical online questionnaire through Survey Monkey. Results: For the first survey, replies were received from 35 unions in 30 countries, including major seafarer supplying countries — India, Indonesia, Myanmar, Philippines, Turkey, Ukraine — and major beneficial ownership countries such as Germany, Italy, Norway, and South Korea. Health issues of concern included HIV and other sexually transmitted infections for over three-quarters of them, and then alcohol use, weight control, and mental health. All said they would welcome ITF support in starting or strengthening a programme on general health and/or HIV. Replies were received to the second survey from 615 individual seafarers. Half to three-quarters said they worried about their weight, lack of exercise and drinking; over half felt depressed sometimes or often. There were serious knowledge gaps in a number of areas, especially HIV transmission and prevention, as well as high levels of stigma towards workmates with HIV. Conclusions: A number of health issues and information gaps remain unaddressed on board and pre-departure. Mental health is especially neglected but the needs emerge clearly. Seafarers believe that companies should provide programmes but also look to their unions for health information and services. The ITF has an important role to play in supporting affiliated unions in developing activities and in providing technical and strategic guidance.

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

Purpose There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy. Design/methodology/approach The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make. Findings Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment. Originality/value The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers