Differential regulation of monocyte cytokine release by αV and β2 integrins that bind CD23:
- Edkins, Adrienne L, Borland, Gillian, Acharya, Mridu, Cogdell, Richard, Ozanne, Bradford W, Cushley, William
- Authors: Edkins, Adrienne L , Borland, Gillian , Acharya, Mridu , Cogdell, Richard , Ozanne, Bradford W , Cushley, William
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165153 , vital:41213 , DOI: 10.1111/j.1365-2567.2012.03576.x
- Description: The human soluble CD23 (sCD23) protein displays highly pleiotropic cytokine‐like activity. Monocytic cells express the sCD23‐binding integrins αVβ3, αVβ5, αMβ2 and αXβ2, but it is unclear which of these four integrins most acutely regulates sCD23‐driven cytokine release. The hypothesis that ligation of different sCD23‐binding integrins promoted release of distinct subsets of cytokines was tested. Lipopolysaccharide (LPS) and sCD23 promoted release of distinct groups of cytokines from the THP‐1 model cell line.
- Full Text:
- Date Issued: 2012
- Authors: Edkins, Adrienne L , Borland, Gillian , Acharya, Mridu , Cogdell, Richard , Ozanne, Bradford W , Cushley, William
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165153 , vital:41213 , DOI: 10.1111/j.1365-2567.2012.03576.x
- Description: The human soluble CD23 (sCD23) protein displays highly pleiotropic cytokine‐like activity. Monocytic cells express the sCD23‐binding integrins αVβ3, αVβ5, αMβ2 and αXβ2, but it is unclear which of these four integrins most acutely regulates sCD23‐driven cytokine release. The hypothesis that ligation of different sCD23‐binding integrins promoted release of distinct subsets of cytokines was tested. Lipopolysaccharide (LPS) and sCD23 promoted release of distinct groups of cytokines from the THP‐1 model cell line.
- Full Text:
- Date Issued: 2012
Teacher education in post-apartheid South Africa: navigating a way through competing state and global imperatives for change
- Schäfer, Marc, Wilmot, P Dianne
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
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