Perilipin regulates the thermogenic actions of norepinephrine in brown adipose tissue

In response to cold, norepinephrine (NE)-induced triacylglycerol hydrolysis (lipolysis) in adipocytes of brown adipose tissue (BAT) provides fatty acid substrates to mitochondria for heat generation (adaptive thermogenesis). NE-induced lipolysis is mediated by protein kinase A (PKA)-dependent phosphorylation of perilipin, a lipid droplet-associated protein that is the major regulator of lipolysis. We investigated the role of perilipin PKA phosphorylation in BAT NE-stimulated thermogenesis using a novel mouse model in which a mutant form of perilipin, lacking all six PKA phosphorylation sites, is expressed in adipocytes of perilipin knockout (Peri KO) mice. Here, we show that despite a normal mitochondrial respiratory capacity, NE-induced lipolysis is abrogated in the interscapular brown adipose tissue (IBAT) of these mice. This lipolytic constraint is accompanied by a dramatic blunting (∼70%) of the in vivo thermal response to NE. Thus, in the presence of perilipin, PKA-mediated perilipin phosphorylation is essential for NE-dependent lipolysis and full adaptive thermogenesis in BAT. In IBAT of Peri KO mice, increased basal lipolysis attributable to the absence of perilipin is sufficient to support a rapid NE-stimulated temperature increase (∼3.0°C) comparable to that in wild-type mice. This observation suggests that one or more NE-dependent mechanism downstream of perilipin phosphorylation is required to initiate and/or sustain the IBAT thermal response

University Success, 2nd edition

1. You and Your University Experience2. Staying Motivated, Organized, and On Track3. Listening, Taking Notes, and Remembering4. Thinking about Thought5. Reading to Learn6. Preparing for and Taking Tests7. Interacting with Instructors and Classes8. Writing in University: It�s All About the Process!9. The Social World of University10. Taking Control of Your Health11. Taking Control of Your Finances12. Taking Control of Your FutureUniversity Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, University Success is accessible - information is presented concisely and as simply as possible. University Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You'll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life - and get the most out of your university education

University Success

1. You and Your University Experience2. Staying Motivated, Organized, and On Track3. Listening, Taking Notes, and Remembering4. Thinking about Thought5. Reading to Learn6. Preparing for and Taking Tests7. Interacting with Instructors and Classes8. Writing for Classes9. The Social World of University10. Taking Control of Your Health11. Taking Control of Your Finances12. Taking Control of Your FutureUniversity Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university. This is not a textbook full of theory and extensive detail that merely discusses student success; rather, this is a how-to manual for your first year of study. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, University Success is accessible - information is presented concisely and as simply as possible. University Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You'll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life - and get the most out of your university education

Can forest management based on natural disturbances maintain ecological resilience?

Given the increasingly global stresses on forests, many ecologists argue that managers must maintain ecological resilience: the capacity of ecosystems to absorb disturbances without undergoing fundamental change. In this review we ask: Can the emerging paradigm of natural-disturbance-based management (NDBM) maintain ecological resilience in managed forests? Applying resilience theory requires careful articulation of the ecosystem state under consideration, the disturbances and stresses that affect the persistence of possible alternative states, and the spatial and temporal scales of management relevance. Implementing NDBM while maintaining resilience means recognizing that (i) biodiversity is important for long-term ecosystem persistence, (ii) natural disturbances play a critical role as a generator of structural and compositional heterogeneity at multiple scales, and (iii) traditional management tends to produce forests more homogeneous than those disturbed naturally and increases the likelihood of unexpected catastrophic change by constraining variation of key environmental processes. NDBM may maintain resilience if silvicultural strategies retain the structures and processes that perpetuate desired states while reducing those that enhance resilience of undesirable states. Such strategies require an understanding of harvesting impacts on slow ecosystem processes, such as seed-bank or nutrient dynamics, which in the long term can lead to ecological surprises by altering the forest's capacity to reorganize after disturbance

Réunion de chercheurs en éducation médicale à une conférence sur Twitter autour du sujet du professionnalisme et la construction de l’identité professionnelle

Implication Statement The Education Innovation Institute (EII) of Medical College of Georgia, Augusta University, hosted a conference on Twitter about Professional Identity Formation (PIF), #MCGConf2021PIF, on February 25, 2021. The conference featured five presentations by 15 authors from Canada and the U.S. A Twitter conference is a versatile, affordable, and accessible digital option for medical education groups interested in diversifying conference offerings and reaching a broader audience. It was low-cost, organized in six months, and garnered over 9,000 Twitter impressions. Small networks and interest groups can organize Twitter conferences for their constituencies and larger conference organizations can host online mini-conferences to supplement in-person events.Énoncé des implications de la recherche Le 25 février 2021, l’Educational Innovation Institute (EII) du Medical College of Georgia de l’Université Augusta a tenu une conférence sur la construction de l’identité professionnelle sur le réseau social Twitter (#MCGConf2021PIF). Cinq communications y ont été présentées par 15 chercheurs du Canada et des États-Unis. Elle a été organisée en six mois, à coût modeste, et elle a recueilli plus de 9 000 impressions sur Twitter. La conférence Twitter s’avère être une option numérique polyvalente, abordable et accessible pour les membres du milieu de l’éducation médicale désireux de diversifier leur offre de symposiums et de toucher un public plus large. Twitter offre aux petits réseaux et groupes d’intérêt la possibilité de convier leurs membres à des conférences restreintes et aux organisateurs de conférences plus importantes la possibilité de tenir des mini-conférences en ligne pour compléter leurs activités en personne

Relative distancing: a grounded theory of how learners negotiate the interprofessional.

A number of extant educational, psychological and sociological theories have been suggested as possessing utility for interprofessional education (IPE). However, there is limited theory proposed that has been derived directly from data. This article adds to the theoretical toolkit by theorizing from data using constructionist grounded theorizing. This article discusses the grounded theorizing of participants' approaches to IPE and describes the social process of relative distancing, a collection of strategies employed by participants to construct their own professional identities and negotiate their way through interprofessional interactions. The categories of relative distancing are conceptualized as (1) integrating the professional and the interprofessional; (2) constellating and maintaining distance; (3) tensioning and manipulating distance and (4) the dimensions of distance. The first, and most theoretically integrative, category will be discussed in detail here. It was found that participants valued certain learning outcomes over others. They favored learning opportunities that were perceived to be of direct relevance to their own professional development and contributed finite personal resources to these. Resources were committed to those interprofessional learning opportunities where relevance was perceived and the conditions of co-presence (with other professions) and a context for interaction were achieved. The discussion draws links between the data and contemporary discourses of economics and identity

Seasonal Migration of Sika Deer in the Oku-Chichibu Mountains, Central Japan

Movements and seasonal home ranges of 6 GPS collared sika deer were investigated at the Oku-Chichibu Mountains, central Honshu, from April 2009 to March 2010. All deer migrated between discrete summer and winter home ranges. The linear migration distance ranged from 2.5 to 31.9 km. Mean elevation during the summer and the winter ranged from 980 to 1,782 m, and from 1,204 to 1,723 m, respectively. Two deer were upward migrants and 4 deer were downward migrants. Taking into consideration of the relatively small snow accumulation in the summer home range, the possibility of autumn migration to avoid deep snow is low. The percentage of steep slope in the winter home range was higher than that in the summer. Bamboo grass was not found in the summer home range, but was predominant in the winter home range. Road density decreased in the winter home range compared to the summer. Only 2 out of 6 deer stayed mainly in the wildlife protection area during the winter. Our results indicate that the autumn migration was affected by winter forage and human disturbance, thereby assured the survival of the deer during winter.ArticleMAMMAL STUDY. 37(2):127-137 (2012)journal articl