Activation of proteinase 3 contributes to Non-alcoholic Fatty Liver Disease (NAFLD) and insulin resistance

Contains fulltext : 169891.pdf (publisher's version ) (Open Access)Activation of inflammatory pathways is known to accompany development of obesity-induced non-alcoholic fatty liver disease (NAFLD), insulin resistance and type 2 diabetes. In addition to caspase-1, the neutrophil serine proteases proteinase 3, neutrophil elastase and cathepsin G are able to process the inactive pro-inflammatory mediators IL-1beta and IL-18 to their bioactive forms, thereby regulating inflammatory responses. In the present study, we investigated whether proteinase 3 is involved in obesity-induced development of insulin resistance and NAFLD. We investigated the development of NAFLD and insulin resistance in mice deficient for neutrophil elastase/proteinase 3 and neutrophil elastase/cathepsin G and in wild-type mice treated with the neutrophil serine proteinase inhibitor human alpha-1 antitrypsin. Expression profiling of metabolically relevant tissues obtained from insulin resistant mice showed that expression of proteinase 3 was specifically upregulated in the liver, whereas neutrophil elastase, cathepsin G and caspase-1 were not. Neutrophil elastase/proteinase 3 deficient mice showed strongly reduced levels of lipids in the liver after fed a high fat diet. Moreover, these mice were resistant to high fat diet-induced weight gain, inflammation and insulin resistance. Injection of proteinase 3 exacerbated insulin resistance in caspase-1(-/-) mice, indicating that proteinase 3 acts independently of caspase-1. Treatment with alpha-1 antitrypsin during the last 10 days of a 16 week high fat diet reduced hepatic lipid content and decreased fasting glucose levels. We conclude that proteinase 3 is involved in NAFLD and insulin resistance and that inhibition of proteinase 3 may have therapeutic potential

Studies of Chlorinated Oxides

Three oxidation processes were employed to study the effects of chlorine on growth rate and device characteristics of capacitors. Oxide was grown without the use of TCA, with TCA prior to growth, and TCA during growth. An increased growth rate of the oxide, 450 angstroms in 42 minutes with TCA, as opposed to 50 minutes without TCA, was observed. Contrary to what was expected, the TCA processed oxides larger flatband shifts than the standard oxide growth wafers

THE WILD IN THE CITY: DIFFERENT CONCEPTS AND THEIR ROLE IN THE CONSTRUCTION OF URBAN COMMUNITY GARDENS OF GOUTTE D'OR DISTRICT OF PARIS

In this article, I explore how urban landscape and nature are conceived and constructed within the context of community gardens in the Goutte d'Or neighborhood of Paris, drawing on key concepts that help us understand them, such as wild, laissez-faire nature, and biodiversity. I examine how different perspectives on the relationship between humans and nature shape the definition of these spaces. Ideas such as the rights of non-human living beings influence decisions that lead to more minimal interventions in the environment. However, the need for these gardens to also serve as spaces for human use contrasts with this objective. How can a garden be designed to provide a rightful place for non-human living beings while remaining open to the public? Another goal that comes into tension with this notion is the effort to increase biodiversity in cities, which requires intervention in these environments to enhance the viability of different species. The strategy of dividing gardens into separate areas with distinct purposes appears to be a way of reconciling these objectives. I also discuss the aesthetic importance of garden elements. The idea of wild traits—an aesthetic that evokes a sense of wildness—is also highly significant in shaping this landscape. Examining how these concepts are applied and rebuild in the creation of community gardens helps us better understand the formation and construction of these visible and important urban green spaces.En este artículo, analizo cómo se conciben y construyen el paisaje y la naturaleza urbana en el contexto de los jardines comunitarios del barrio de Goutte d'Or en la ciudad de París, a partir de conceptos clave que nos ayudan a comprenderlos, como lo salvaje, laissez-faire la naturaleza y biodiversidad. Examino cómo diferentes concepciones sobre la relación entre los seres humanos y la naturaleza influyen en la definición de estos espacios. Ideas como los derechos de los seres vivos no humanos inciden en decisiones que conducen a intervenciones más mínimas en el entorno. Sin embargo, la necesidad de que estos jardines también sean espacios para el uso humano contrasta con este objetivo. ¿Cómo diseñar un jardín que garantice un lugar legítimo para los seres vivos no humanos y, al mismo tiempo, permanezca abierto al público? Otro objetivo que entra en tensión con esta idea es el esfuerzo por aumentar la biodiversidad en las ciudades, lo cual requiere intervenciones en estos entornos para mejorar la viabilidad de distintas especies. La estrategia de dividir los jardines en áreas separadas con diferentes propósitos parece ser un medio de conciliación entre estos objetivos. También discuto la importancia estética de los elementos del jardín. La idea de wild traits, es decir, una estética que remite a la noción de lo salvaje, también desempeña un papel fundamental en la configuración de este paisaje. Examinar cómo se aplican y se reconstruyen estos conceptos en la construcción de jardines comunitarios nos permite comprender mejor la formación y el desarrollo de estos espacios verdes urbanos, que son de gran importancia y visibilidad

Language learning styles of ESL learners in English classrooms in Technology College of Sarawak, Kuching / Nini Lenta Anak Peter Ballak

Learners’ proficiency levels and its relationship with the preferred learning styles are unique and can influence the way the individual deal with the second language and it can become a successful factor of the language acquisition. This study investigated on the learners’ preferred learning styles according to their proficiency levels based on the grades obtained in SPM (Sijil Pelajaran Malaysia) for English language subject. Besides that, it also investigated the relationship between learners’ proficiency levels in English subject with the choice of the preferred learning styles. The study was participated by 200 Semester 2 students of Technology College of Sarawak (TCS) who are currently taking subject of English for Academic Study ULAB 1022). Data was gathered using a modified questionnaire adapted from Ehrman & Leaver Self-Questionnaire (2002) on Ectenic and Synoptic Language Learning Theory. The results indicated a weak and negative relationship between learners’ proficiency levels and the choice of the learning styles. The findings revealed that both factors were isolated factors which did not affect one another. On a further analysis, it was found that majority of learners were classified under Synoptic category, followed by Ectenic category and finally category of learners that possessed both characteristics of Ectenic and Synoptic. In terms of the pedagogical methods and learning materials, educators should redesign and implement new methods to suit with learners’ learning styles

The contributions of fibre atrophy, fibre loss, in situ specific force and voluntary activation to weakness in sarcopenia

The contributions of fibre atrophy, fibre loss, in situ specific force and voluntary activation to weakness in sarcopenia remain unclear. To investigate, forty older (20 women; age 72±4yrs) and 31 younger adults (15 women, age 22±3yrs) completed measurements. The knee extensor maximal voluntary torque (MVC) was measured as well as voluntary activation, patella tendon moment arm length, muscle volume and fascicle architecture to estimate in situ specific force. Fibre cross-sectional area (FCSA), fibre numbers and connective tissue contents were also estimated from vastus lateralis biopsies. The MVC, quadriceps volume and specific force were 39%, 28% and 17% lower, respectively, in old compared with young, but voluntary activation was not different. The difference in muscle size was due in almost equal proportions to lower type II FCSA and fewer fibres. Five years later (n=23) the MVC, muscle volume and voluntary activation in old decreased an additional 12%, 6% and 4%, respectively, but there was no further change in specific force. Conclusions: in situ specific force declines relatively early in older age and reduced voluntary activation occurs later, but the overall weakness in sarcopenia is mainly related to loss of both type I and II fibres and type II fibre atrophy

Structure-function relationship and plasticity in old mouse muscle

Age-related muscle wasting and weakness (sarcopenia) ultimately lead to a dependent lifestyle. The relative contribution of myofibre loss, atrophy and reduced myofibre function to the age-related decline in muscle function is, however, unknown. Resistance exercise is an effective means to enhance muscle strength via muscle hypertrophy, but the hypertrophic response may be attenuated at old age. Therefore, the overall aim of this PhD-project was to examine the factors that contribute to the impaired muscle function and attenuated hypertrophic response in old age. To investigate this we assessed plantaris muscle function in vivo in adult (9-month-old) and old mice (25-month-old). An additional group of old mice received 0.4% resveratrol. To determine the hypertrophic response we overloaded one plantaris muscle, while the contra-lateral muscle served as internal control. This thesis identified a reduction in specific force, rather than myofiber atrophy and myofiber loss, as the main contributor to the age-related muscle weakness in a model representing the onset of sarcopenia. The reduced specific force was partly explained by an increase in intramuscular connective tissue. At the same time, it was observed that aged muscle also developed hypertrophy in response to chronic overload, although less so than in adult muscle. The blunted hypertrophic response in old muscle was associated with a lower SC density and impaired angiogenesis, but there was no evidence for a lower SC proliferation capacity. Resveratrol did not ameliorate muscle weakness or rescue the hypertrophic response, but even reduced the number of SCs in hypertrophic muscles. Finally, a literature study illustrated that effects of ageing on determinants of muscle force showed qualitatively the same patterns as observed in men. This overview showed that to translate data gained in rodent models of muscle ageing to humans, it is important to correct for relative ages. In conclusion, although with increasing age loss of muscle mass and function do take place, the capacity of muscle to adapt to overload, although weakened, remains until old age. This plasticity of muscles provides hope that exercise interventions are effective into old age and may be implemented to attenuate or even reverse the increased dependent life style and hence improve the quality of life in aged people. The side effect would be a decreased burden on healthcare systems

Processos educativos na prática de produção de alimentos: alternativas para a educação alimentar

Processos educativos na prática de produção de alimentos: alternativas para a educação alimentar ResumoA fim de contribuir para a construção de uma perspectiva de educação alimentar e nutricional (EAN) que considere efetivamente a complexidade do ato alimentar, esta pesquisa buscou identificar processos educativos decorrentes da prática social de uma Comunidade que Sustenta a Agricultura (CSA), em São Carlos-SP. Com inspiração etnográfica, a coleta de dados baseada na fenomenologia de Merleau-Ponty, e a análise no método fenomenológico descritivo de Amadeo Giorgi. Os resultados mostram que na CSA há um equilíbrio entre aprendizagens de componentes conceituais, procedimentais e atitudinais. Além disso, os afetos são elementos centrais para os processos educativos ali vividos, pois pautam a relação entre sujeitos e o mundo, permitindo que os saberes se construam de forma integrada. Consideramos que as práticas escolares de EAN se beneficiariam muito redirecionando o enfoque exclusivamente conceitual para um balanço entre tipos de saberes e para a inclusão de elementos que favorecessem a afetividade, a fim de produzirem transformações mais profundas nos hábitos alimentares dos educandos.Palavras-chave: Educação Alimentar e Nutricional. Afetos. Educação não formal. Agricultura. Educational processes in the practice of producing food: Alternatives to food and nutritional education AbstractIn order to contribute to the construction of a perspective of a food and nutrition education (EAN) that effectively considers the complexity of the act of eating, this research sought to identify educational processes arising from the social practice of a Community that Supports Agriculture (CSA), in São Carlos-SP. With ethnographic inspiration, the data collection is based on Merleau-Ponty's phenomenology, and the analysis on Amadeo Giorgi's descriptive phenomenological method. The results show that in CSA there is a balance between learning of conceptual, procedural, and attitudinal components. In addition, the affections are central elements related to educational processes, because they guide the relationship between subjects and the world, allowing the knowledge to be built in an integrated way. We believe that the school practices of Nutrition and Nutrition Education would benefit greatly by redirecting the exclusively conceptual focus to a balance between types of knowledge and to the inclusion of elements that favor affectivity, in order to produce deeper changes in the students' eating habits.Keywords: Food and nutritional education. Affections. Non-formal education. Agriculture. Procesos educativos en la práctica de la producción de alimentos: alternativas para la educación alimentaria ResumenPara contribuir a la construcción de una perspectiva de la educación alimentaria y nutricional (EAN) que considere efectivamente la complejidad del acto de comer, esta investigación buscó identificar los procesos educativos que surgen de la práctica social de una Comunidad que Sustenta la Agricultura (CSA), en São Carlos-SP. De inspiración etnográfica, la recogida de datos se basa en la fenomenología de Merleau-Ponty y el análisis en el método fenomenológico descriptivo de Amadeo Giorgi. Los resultados muestran que en el CSA existe un equilibrio entre los componentes conceptuales, procedimentales y actitudinales del aprendizaje. Además, los afectos son elementos centrales para los procesos educativos vividos, porque guían la relación entre los sujetos y el mundo, permitiendo que el conocimiento se construya de forma integrada. Consideramos que las prácticas escolares de Educación Nutricional se verían muy beneficiadas si se reorientara el enfoque exclusivamente conceptual hacia un equilibrio entre tipos de conocimiento y la inclusión de elementos que promuevan la afectividad, con el fin de producir cambios más profundos en los hábitos alimentarios de los alumnos.Palabras clave: Educación alimentaria y nutricional. Afectos. Educación no formal. Agricultura.Processos educativos na prática de produção de alimentos: alternativas para a educação alimentar ResumoA fim de contribuir para a construção de uma perspectiva de educação alimentar e nutricional (EAN) que considere efetivamente a complexidade do ato alimentar, esta pesquisa buscou identificar processos educativos decorrentes da prática social de uma Comunidade que Sustenta a Agricultura (CSA), em São Carlos-SP. Com inspiração etnográfica, a coleta de dados baseada na fenomenologia de Merleau-Ponty, e a análise no método fenomenológico descritivo de Amadeo Giorgi. Os resultados mostram que na CSA há um equilíbrio entre aprendizagens de componentes conceituais, procedimentais e atitudinais. Além disso, os afetos são elementos centrais para os processos educativos ali vividos, pois pautam a relação entre sujeitos e o mundo, permitindo que os saberes se construam de forma integrada. Consideramos que as práticas escolares de EAN se beneficiariam muito redirecionando o enfoque exclusivamente conceitual para um balanço entre tipos de saberes e para a inclusão de elementos que favorecessem a afetividade, a fim de produzirem transformações mais profundas nos hábitos alimentares dos educandos.Palavras-chave: Educação Alimentar e Nutricional. Afetos. Educação não formal. Agricultura. Educational processes in the practice of producing food: Alternatives to food and nutritional education AbstractIn order to contribute to the construction of a perspective of a food and nutrition education (EAN) that effectively considers the complexity of the act of eating, this research sought to identify educational processes arising from the social practice of a Community that Supports Agriculture (CSA), in São Carlos-SP. With ethnographic inspiration, the data collection is based on Merleau-Ponty's phenomenology, and the analysis on Amadeo Giorgi's descriptive phenomenological method. The results show that in CSA there is a balance between learning of conceptual, procedural, and attitudinal components. In addition, the affections are central elements related to educational processes, because they guide the relationship between subjects and the world, allowing the knowledge to be built in an integrated way. We believe that the school practices of Nutrition and Nutrition Education would benefit greatly by redirecting the exclusively conceptual focus to a balance between types of knowledge and to the inclusion of elements that favor affectivity, in order to produce deeper changes in the students' eating habits.Keywords: Food and nutritional education. Affections. Non-formal education. Agriculture. Procesos educativos en la práctica de la producción de alimentos: alternativas para la educación alimentaria ResumenPara contribuir a la construcción de una perspectiva de la educación alimentaria y nutricional (EAN) que considere efectivamente la complejidad del acto de comer, esta investigación buscó identificar los procesos educativos que surgen de la práctica social de una Comunidad que Sustenta la Agricultura (CSA), en São Carlos-SP. De inspiración etnográfica, la recogida de datos se basa en la fenomenología de Merleau-Ponty y el análisis en el método fenomenológico descriptivo de Amadeo Giorgi. Los resultados muestran que en el CSA existe un equilibrio entre los componentes conceptuales, procedimentales y actitudinales del aprendizaje. Además, los afectos son elementos centrales para los procesos educativos vividos, porque guían la relación entre los sujetos y el mundo, permitiendo que el conocimiento se construya de forma integrada. Consideramos que las prácticas escolares de Educación Nutricional se verían muy beneficiadas si se reorientara el enfoque exclusivamente conceptual hacia un equilibrio entre tipos de conocimiento y la inclusión de elementos que promuevan la afectividad, con el fin de producir cambios más profundos en los hábitos alimentarios de los alumnos.Palabras clave: Educación alimentaria y nutricional. Afectos. Educación no formal. Agricultura.Processos educativos na prática de produção de alimentos: alternativas para a educação alimentar ResumoA fim de contribuir para a construção de uma perspectiva de educação alimentar e nutricional (EAN) que considere efetivamente a complexidade do ato alimentar, esta pesquisa buscou identificar processos educativos decorrentes da prática social de uma Comunidade que Sustenta a Agricultura (CSA), em São Carlos-SP. Com inspiração etnográfica, a coleta de dados baseada na fenomenologia de Merleau-Ponty, e a análise no método fenomenológico descritivo de Amadeo Giorgi. Os resultados mostram que na CSA há um equilíbrio entre aprendizagens de componentes conceituais, procedimentais e atitudinais. Além disso, os afetos são elementos centrais para os processos educativos ali vividos, pois pautam a relação entre sujeitos e o mundo, permitindo que os saberes se construam de forma integrada. Consideramos que as práticas escolares de EAN se beneficiariam muito redirecionando o enfoque exclusivamente conceitual para um balanço entre tipos de saberes e para a inclusão de elementos que favorecessem a afetividade, a fim de produzirem transformações mais profundas nos hábitos alimentares dos educandos.Palavras-chave: Educação Alimentar e Nutricional. Afetos. Educação não formal. Agricultura. Educational processes in the practice of producing food: Alternatives to food and nutritional education AbstractIn order to contribute to the construction of a perspective of a food and nutrition education (EAN) that effectively considers the complexity of the act of eating, this research sought to identify educational processes arising from the social practice of a Community that Supports Agriculture (CSA), in São Carlos-SP. With ethnographic inspiration, the data collection is based on Merleau-Ponty's phenomenology, and the analysis on Amadeo Giorgi's descriptive phenomenological method. The results show that in CSA there is a balance between learning of conceptual, procedural, and attitudinal components. In addition, the affections are central elements related to educational processes, because they guide the relationship between subjects and the world, allowing the knowledge to be built in an integrated way. We believe that the school practices of Nutrition and Nutrition Education would benefit greatly by redirecting the exclusively conceptual focus to a balance between types of knowledge and to the inclusion of elements that favor affectivity, in order to produce deeper changes in the students' eating habits.Keywords: Food and nutritional education. Affections. Non-formal education. Agriculture. Procesos educativos en la práctica de la producción de alimentos: alternativas para la educación alimentaria ResumenPara contribuir a la construcción de una perspectiva de la educación alimentaria y nutricional (EAN) que considere efectivamente la complejidad del acto de comer, esta investigación buscó identificar los procesos educativos que surgen de la práctica social de una Comunidad que Sustenta la Agricultura (CSA), en São Carlos-SP. De inspiración etnográfica, la recogida de datos se basa en la fenomenología de Merleau-Ponty y el análisis en el método fenomenológico descriptivo de Amadeo Giorgi. Los resultados muestran que en el CSA existe un equilibrio entre los componentes conceptuales, procedimentales y actitudinales del aprendizaje. Además, los afectos son elementos centrales para los procesos educativos vividos, porque guían la relación entre los sujetos y el mundo, permitiendo que el conocimiento se construya de forma integrada. Consideramos que las prácticas escolares de Educación Nutricional se verían muy beneficiadas si se reorientara el enfoque exclusivamente conceptual hacia un equilibrio entre tipos de conocimiento y la inclusión de elementos que promuevan la afectividad, con el fin de producir cambios más profundos en los hábitos alimentarios de los alumnos.Palabras clave: Educación alimentaria y nutricional. Afectos. Educación no formal. Agricultura