Sedlin and prostaglandin E2 dehydrogenase - interactions and implications for spondyloepiphyseal dysplasia tarda

Session D - Genomic Disorders: abstract no. D020Spondyloepiphyseal dysplasia tarda (SEDT) is a rare X-linked, late-onset skeletal disease. Affected individuals develop phenotypes in their early childhood, displaying barrel-shaped chests, vertebral bodies malformation, flattened disc spaces and premature osteoarthritis in weight-bearing joints. The disease was found linked to the gene SEDL coding for the protein sedlin. Sedlin is one of the subunits of the TRAPP (Transport Protein Particle) complex, which is responsible for vesicle tethering during endoplasmic reticulum-to-golgi transport. Although sedlin is known to function in intracellular trafficking, the reason why mutations in a trafficking protein lead to a skeletal disease remains unknown. To address this, four missense mutations (D47Y, S73L, F83S and V130D) of sedlin observed in SEDT patients were studied. Except D47Y, the other three mutations cause proteosomal degradation of sedlin in cultured cells, whereas the D47Y mutation had a minor effect on Bet3 binding to sedlin. Pull-down assay was performed to identify novel sedlin interacting partners. 15-hydroxyprostaglandin dehydrogenase (PGDH) was pulled down and the interaction was confirmed in cell culture system. Sedlin activates PGDH activity in vitro. By confocal microscopy, sedlin was also found to colocalize with PGDH in the cytosol. PGDH catalyzes the degradation of prostaglandin E2, which affects cartilage and bone growth. Further investigation is ongoing to understand the function of sedlin and the mechanism of disease for SEDT.postprintThe 1st International Congress on Research of Rare and Orphan Diseases (RE(ACT) 2012), Basel, Switzerland, 29 February-2 March 2012. In Brochure of RE(ACT)® 2012, 2012, p. 11

China's changing landscape during the 1990s : large-scale land transformations estimated with satellite data

Author Posting. © American Geophysical Union, 2005. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Geophysical Research Letters 32 (2005): L02405, doi:10.1029/2004GL021649.Land-cover changes in China are being powered by demand for food for its growing population and by the nation's transition from a largely rural society to one in which more than half of its people are expected to live in cities within two decades. Here we use an analysis of remotely sensed data gathered between 1990 and 2000, to map the magnitude and pattern of changes such as the conversion of grasslands and forests to croplands and the loss of croplands to urban expansion. With high-resolution (30 m) imagery from Landsat TM for the entire country, we show that between 1990 and 2000 the cropland area increased by 2.99 million hectares and urban areas increased by 0.82 million hectares. In northern China, large areas of woodlands, grasslands and wetlands were converted to croplands, while in southern China large areas of croplands were converted to urban areas. The land-cover products presented here give the Chinese government and international community, for the first time, an unambiguous understanding of the degree to which the nation's landscape is being altered. Documentation of these changes in a reliable and spatially explicit way forms the foundation for management of China's environment over the coming decades.This work has been supported by the Key Project of National Science Foundation of China (90202002), Ministry of Science and Technology (MOST) 973 Program (2002CB412500), the Key Knowledge Innovation Project of the Chinese Academy of Sciences K2CX2-308), NASA Interdisciplinary Science Program (NNG04GM39C), National Science Foundation of China (40128005)

Recruitment and Salary Disparity between Monolingual and Bilingual EFL Teachers in Oman

This is the final version. Available on open access from Hindawi via the DOI in this recordLiterature in the field of TESOL recruitment practices suggests that the myth of monolingual speakerism has impacted the employment methods in various countries in the world. The monolingual (native) speaker has a privileged position in English language teaching, representing both the model speaker and the ideal teacher. Bilingual teachers of English are often perceived as less competent than their monolingual counterparts in Oman. The aim of the study was to critically explore and problematize the recruitment practices that discriminate the bilingual English teachers in Oman. This article reports the findings of a small-scale qualitative study conducted at an English Language Center (ELC) at one of the colleges of technology in Oman (CoTs) through obtaining data from bilingual teachers of English. The results demonstrated that the native (monolingual) speakers’ fallacy is “alive and kicking” in Oman. All the recruiting agencies prefer to recruit monolingual speakers justifying this stance on the pretext that bilinguals are viewed as incompetent imitators of English. There is also a huge discrimination based on salary range between monolingual and bilingual teachers, despite doing same job. Colonial impact is another reason behind monolingual speakers’ preference. The impact of discrimination is that bilingual teachers of English are left feeling inferior. Hence, it is essential to adopt policies, which install greater sense of job security to enhance motivation and innovation. The study suggests that there is an urgent need to review the recruitment practices in Oman to establish equality and to create a healthy working environment

The capacities of institutions for the integration of ecosystem services in coastal strategic planning: The case of Jiaozhou Bay

This paper explains how the practice of integrating ecosystem-service thinking (i.e., ecological benefits for human beings) and institutions (i.e., organisations, policy rules) is essential for coastal spatial planning. Adopting an integrated perspective on ecosystem services (ESs) both helps understand a wide range of possible services and, at the same time, attune institution to local resource patterns. The objective of this paper is to identify the extent to which ESs are integrated in a specific coastal strategic planning case. A subsequent objective is to understand whether institutions are capable of managing ESs in terms of uncovering institutional strengths and weaknesses that may exist in taking ESs into account in existing institutional practices. These two questions are addressed through the application of a content analysis method and a multi-level analysis framework on formal institutions. Jiaozhou Bay in China is used as an illustrative case. The results show that some ESs have been implicitly acknowledged, but by no means the whole range. This partial ES implementation could result from any of four institutional weaknesses in the strategic plans of Jiaozhou Bay, namely a dominant market oriented interest, fragmented institutional structures for managing ESs, limited ES assessment, and a lack of integrated reflection of the social value of ESs in decision-making. Finally, generalizations of multi-level institutional settings on ES integration, such as an inter-organisational fragmentation and a limited use of ES assessment in operation, are made together with other international case studies. Meanwhile, the comparison highlights the influences of extensive market-oriented incentives and governments' exclusive responsibilities on ES governance in the Chinese context

Exploring the Perceptions of Iranian Intermediate EFL Learners about Reading Comprehension Ability

This is the final version. Available on open access from Sheikhbahaee University via the DOI in this recordLearners’ perception of culture on receptive skills more specifically on reading comprehension has been an area facing a big challenge contemporarily. The current research aimed to investigate the cultural perception of Iranian EFL learners on reading comprehension ability. To conduct the study, a mixed-methods design consisting of a questionnaire and interview study was used. Participants, 50 intermediate EFL learners (25 males, 25 females), were randomly selected using Oxford Placement Test. The participants were provided with two passages with different cultural contents (one containing Iranian culture and another containing culture of English spoken countries). Then participants were required to fill in a Likert-scale questionnaire which was distributed through Google form online platform. Also, an interview session was conducted to gather more detailed data. Interviews were recorded, transcribed, and coded to find common themes. Analysis of interview and questionnaire data showed that learners hold similar cultural perceptions on reading comprehension ability by gender and social class has no significant impact on learners' perceptions. The results of the study specified that Iranian EFL learners held a positive attitude towards the integration of cultural materials into reading passages to better comprehend the target language. Moreover, it was seen that gender and social class did not impact significantly learners' cultural perceptions of English reading comprehension. The findings imply that ESL students with various reading levels or capabilities can learn from materials that are culturally diverse, specifically the ones at higher reading proficiency levels

A Comparative Study of Power Distance of English Teachers and Non-English Teachers in Classroom Interaction in Iranian High Schools

This is the final version. Available on open access from Richtmann Publishing via the DOI in this recordSince cultural factors play a crucial role in creating behavioral patterns, investigating the relationship between English teachers and students can be a good index for discovering the level of power distance in the classroom environment with different cultures manifesting in their interactions. The current study has attempted to compare female high school students' viewpoints towards English teachers and non-English teachers in the Iran context to discover the difference in power distance between English and non-English teachers and their students. To this end, the present research was conducted in 3 high schools for females with female teachers, and the data was gathered through a five-item Likert scale questionnaire investigating students' viewpoints towards five main elements: Acceptability, Respect, Teaching method, behavioral patterns, and Friendship. The findings revealed a high power distance between English teachers and their students in an English class interaction than non-English teachers such as science teachers, math teachers, physics teachers, chemistry teachers, and art teachers and their students. In turn, the results implied positive viewpoints towards English teachers. Regarding four factors, Acceptability, Respect, Teaching method, and Behavior, there is a significant difference between the viewpoints towards English and non-English teachers. On the other hand, there is no significant difference between the two variables in terms of friendship

Assessing English language teachers’ understanding and practices of student-centered learning in Oman

This is the final version. Available on open access from Springer via the DOI in this recordAvailability of data and materials: The data will be available upon request.Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers’ understanding and practices of SCL assessment. Therefore, this study seeks to explore English teachers’ understanding and practices of SCL assessment at UTAS in Oman. The findings could provide information regarding teachers’ understanding and practices of SCLA. The findings may contribute to how English teachers define SCLA, what SCL-related activities they conduct, and how often these are conducted. Sixty-one teachers participated in the study with an average of 24 years of experience. A series of interviews and questions were used to elicit data from the participants. A questionnaire was used to explore teachers’ understanding of SCLA. Interviews were used in conjunction with the questionnaires to obtain more detailed information from the participants. The findings of this study showed that each of the English teachers has their definitions and understandings of SCLA; however, it was difficult to understand teachers’ definitions of SCLA due to the lack of a common definition for this term in the literature. Teachers should be encouraged to empower students by working in mixed groups on the basis that the advanced students each head up separate groups. The implication is to allow less able students to mimic and imitate their peers and improve their comprehension, pronunciation, and vocabulary in and out of the classroom. Future research could be enhanced by other stakeholders, such as students and administrators, involvement

Development of a culturally sensitive life review program for Chinese patients with advanced cancer

2010-2011 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Broad host range plasmids can invade an unexpectedly diverse fraction of a soil bacterial community

Conjugal plasmids can provide microbes with full complements of new genes and constitute potent vehicles for horizontal gene transfer. Conjugal plasmid transfer is deemed responsible for the rapid spread of antibiotic resistance among microbes. While broad host range plasmids are known to transfer to diverse hosts in pure culture, the extent of their ability to transfer in the complex bacterial communities present in most habitats has not been comprehensively studied. Here, we isolated and characterized transconjugants with a degree of sensitivity not previously realized to investigate the transfer range of IncP- and IncPromA-type broad host range plasmids from three proteobacterial donors to a soil bacterial community. We identified transfer to many different recipients belonging to 11 different bacterial phyla. The prevalence of transconjugants belonging to diverse Gram-positive Firmicutes and Actinobacteria suggests that inter-Gram plasmid transfer of IncP-1 and IncPromA-type plasmids is a frequent phenomenon. While the plasmid receiving fractions of the community were both plasmid- and donor- dependent, we identified a core super-permissive fraction that could take up different plasmids from diverse donor strains. This fraction, comprising 80% of the identified transconjugants, thus has the potential to dominate IncP- and IncPromA-type plasmid transfer in soil. Our results demonstrate that these broad host range plasmids have a hitherto unrecognized potential to transfer readily to very diverse bacteria and can, therefore, directly connect large proportions of the soil bacterial gene pool. This finding reinforces the evolutionary and medical significances of these plasmids.Fil: Klumper, Uli. Technical University of Denmark; DinamarcaFil: Riber, Leise. Universidad de Copenhagen; DinamarcaFil: Dechesne, Arnaud. Technical University of Denmark; DinamarcaFil: Sannazzaro, Analía Inés. Universidad de Copenhagen; DinamarcaFil: Hansen, Lars H.. Universidad de Copenhagen; Dinamarca. Aarhus University. Roskilde; DinamarcaFil: Sørensen, Søren. Universidad de Copenhagen; DinamarcaFil: Smets, Barth F. Technical University of Denmark; Dinamarc