Class Inclusion Research Articles

Mapping the HLA Ligandome Landscape of Chronic Myeloid Leukemia Identifies Novel CD8+ and CD4+ T Cell-Epitopes for Immunotherapeutic Approaches

While the discovery of BCR-ABL and the respective tyrosine kinase inhibitors (TKI) resulted in a significant prolongation of patient survival rates, there still is no curative treatment for chronic myeloid leukemia (CML) except for allogeneic stem cell transplantation. The concept of T cell-based immunotherapy is a promising opportunity to eliminate residual leukemic cells, which might promote disease relapse after TKI discontinuation. As effective antigen-specific immunotherapy requires exact knowledge of tumor-associated epitopes that can act as rejection antigens, we have developed a mass spectrometry-based approach, which allows for the direct identification of naturally presented tumor-associated HLA ligands in hematological malignancies. In this study we used this approach to identify HLA class I and II CML-associated peptides as targets for T cell-based immunotherapy.Analysis of HLA class I ligandomes of primary CML cells (n=16) identified 8,291 HLA ligands representing 4,337 source proteins. Comparative ligandome profiling using a benign HLA class I database, which includes various healthy tissues (n=188, 65,949 HLA ligands, 14,030 source proteins) originating from peripheral blood, bone marrow, kidney, lung, liver, colon, spleen and others, revealed 38 CML-exclusive HLA class I ligands with frequencies ≥ 25% of CML patients. Because of the important indirect and direct roles of CD4+ T cells in anti-cancer immune responses, an optimal immunotherapy approach requires the inclusion of HLA class II epitopes. Hence we also analyzed the HLA class II ligandomes of primary CML cells (n=15, 2,822 HLA ligands, 794 source proteins). Comparative ligandome analysis (benign tissue, n=114, 54,149 HLA ligands, 8,584 source proteins) identified 44 CML-associated HLA class II ligands showing CML-exclusive representation in > 25% of the analyzed CML samples.To validate the immunogenicity of our HLA class I and II CML-associated peptides, we performed IFNγ- ELISPOT assays after 12-days of in vitro peptide stimulation. For HLA class II antigens, a panel of 4 peptides was implemented for stimulation of PBMCs obtained from CML patients and healthy volunteers (HV). The ELISPOT assay revealed peptide-specific immune recognition of 4/4 (100%) CML-exclusive peptides in CML patients. The frequencies of the detected immune responses ranged from 17% (4/23 patients) to 4% (1/23 patients) within the tested CML samples. These immune responses were mediated by functional CML patient-derived CD4+ T cells and strictly CML-directed, as no immune response against CML-associated peptides could be detected in HV (0/8).For HLA class I antigens, ELISPOT assays were performed using a panel of 8 peptides. Immune responses were only detected for 1/8 (13%) peptides with a low frequency of 6% (1/18 patients) of tested CML patient samples. A possible explanation for the observed weak immune response to our HLA class I CML-associated peptides compared to the immune responses shown for HLA class II peptides and for HLA class I peptides in other hematological malignancies (e.g. CLL (Kowalewski et. al. PNAS 2015)) might be an inhibition of CD8+ T cell-responses, that reportedly occurs upon TKI treatment of CML patients. To prove this hypothesis in our CML patient cohort (all patients included were under TKI treatment at the time of sample collection), we compared the ELISPOT positive controls (stimulated with a set of 5 Epstein-Barr viral peptides) of all analyzed CML samples with positive controls derived from HV and CLL samples. We could show a highly significant mean spot count reduction (per 100,000 cells) in CML samples (mean 74±16 spots, n=19) compared to HV (mean 241±24 spots, n=42, p<0.001, two-tailed t-test) or CLL (mean 218±16 spots, n=125, p=0.008) samples, confirming the general debilitated CD8+ T cell-response in CML patients under TKI treatment.To prove the immunogenicity of our HLA class I CML-associated peptides, we performed in vitro artificial antigen-presenting cell (aAPC)-based priming experiments of HV CD8+ cells. For one HLA-A*03-restricted peptide we observed tetramer-positive CD8+ populations with frequencies ranging from 0.12% to 1.41% of viable cells in 2/2 HVs so far.Taken together, these results are a first step towards a successful validation of these newly defined HLA class I and II CML-associated antigens as prime targets for further T cell-based immunotherapy approaches in CML patients. DisclosuresKowalewski:Immatics Biotechnologies GmbH: Employment. Brümmendorf:Ariad: Consultancy, Honoraria; Bristol-Myers Squibb: Consultancy, Honoraria; Pfizer: Consultancy, Honoraria; Novartis: Consultancy, Honoraria, Research Funding; Patent on the use of imatinib and hypusination inhibitors: Patents & Royalties. Niederwieser:Amgen: Speakers Bureau; Novartis Oncology Europe: Research Funding, Speakers Bureau.

Well-formed lists: specificational copular sentences as predicative inversion constructions

This article re-examines the case for analysing specificational NP be NP sentences as predicative inversions. Taking a constructional and functional perspective, I show that only predicational sentences exhibiting a relation of class inclusion permit a specificational interpretation, and argue, following Higgins (1979), that the form of specificational inversion sentences is dependent upon the construction-specific concept of specificational meaning. In this way, the account provides an explanation for the restrictions on NP predicative inversion that have posed a problem for inverse analyses developed from within the formalist tradition. Since the distributional facts can be better captured than with the alternative equative approach (which treats specificational sentences as instances of semantic equation), the article concludes that specificational copular sentences are best analysed as instances of predicative inversion.

&lt;p&gt;&lt;strong&gt;Classes, taxa and categories in hierarchical virus classification: a review of current debates on definitions and names of virus species&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Classes, taxa and categories in hierarchical virus classification: a review of current debates on definitions and names of virus species&lt;/strong&gt;&lt;/p&gt;

THE IMPACT OF COLLECTIVE INVESTMENT SCHEMES ON FINANCIAL INCLUSION IN KENYA

Purpose: The purpose of this study was to determine the impact of collective investment schemes in financial inclusion in Kenya.Methodology: The research design was descriptive survey study in nature since it focused on all collective investment schemes in Kenya. The target population was collective investment schemes. A sample of 11 collective schemes was selected using random sampling. The second stage of sampling involved the selection of the respondents using a stratified sampling approach. The strata were the various respondents in the schemes. Both qualitative and quantitative data was collected using a questionnaire that consisted of both open ended and close ended questions. Data was analysed using Statistical Package for Social Sciences (SPSS) and results presented in frequency tables to show how the responses for the various questions posed to the respondents. The data was then analysed in terms of descriptive statistics like frequencies, means and percentages.Results: The findings implied The study concludes that there was low access to financial products in the investment schemes. It is also possible to conclude that the there were several factors that affect financial inclusion in Kenya. These factors include age of the investor, gender, level of education and level of income.Unique contribution to theory, practice and policy: The study recommended that measures such as target marketing the segments with low access to collective investments and increasing the market budget to investors on financial matters, may be adopted. Such measures would ensure gendered financial inclusion, and inclusion of social economic classes characterized by age, level of income, education and rural urban classes.

Are housing tenure and car access still associated with health? A repeat cross-sectional study of UK adults over a 13-year period

BackgroundIt is usually assumed that housing tenure and car access are associated with health simply because they are acting as markers for social class or income and wealth. However, previous...

The role of Islamic asset classes in the diversified portfolios: Mean variance spanning test

This study investigates both conventional and Islamic investors' problems as to whether the inclusion of Islamic and conventional asset classes may expand the frontier of their respective portfolios. Our sample covers the global U.S. portfolios and Malaysian portfolios with multiple asset classes, as well as the portfolios with a specific asset class in several regions. This study uses the recent mean variance spanning test in multiple regimes, which not only accounts for tail risk but also identifies the source of value added (tangency portfolio or global minimum variance).For intra-asset allocation, our findings tend to show that both Islamic and conventional fund managers of a specific asset class can benefit from conventional and Islamic asset classes, respectively, in several regimes. For inter-asset allocation, conventional institutional investors cannot obtain any value added from Islamic asset classes. On the contrary, the U.S. Islamic institutional investors can expand their tangency portfolio by investing in U.S. TIPSs and REITs, and reduce their global minimum variance by allocating in U.S. high-yield bonds. Moreover, the Malaysian Islamic institutional investors can obtain risk reduction by investing in conventional bonds only in the high term premium regime. For the remaining asset classes, the opportunity sets are sufficient for Islamic investors to invest complying with Shariah rules. We provide some policy implications for the global Islamic financial industry.

The Education of the Third Class in the Republic: Plato and the Locus Classicus of Formative Justice

Background/Context In one of the classics of educational philosophy, a key issue is remains unsettled. In Plato's Republic, Socrates makes a case for the importance of a comprehensive education. Socrates is unclear, however, about whether the producer class is eligible for this comprehensive education. Purpose/Objective/Research Question/Focus of Study Previous scholars have attempted to settle this question either on the side of exclusion or inclusion of the third class in the program of education in Plato's Republic. I ask whether Plato may have intentionally crafted this ambiguity. Research Design A philosophical analysis of Plato's Republic with reference to its historical context. Conclusions/Recommendations I offer an alternative interpretation of the eligibility of the third class for the program of education in The Republic. I endorse neither the position that Socrates designs the education for the guardian class alone nor, on the other hand, that Socrates’ call for class transfers logically requires the children of all classes to be educated together. Instead, I suggest that Plato's conflicting and confusing treatment of the third class's education in The Republic is a provocation for his readers—that is, there is reason to believe that Plato may have intentionally drawn readers into an inquiry about participation in common education in a just society.

Database Development Approach and Survey Design for Travel Mode Shift Behavior Study with Respect to Mass Transit in a Metropolitan Context

Travel behavior study is one of the most complex studies as it governs multi-parameter evaluation at a time and involves collection of huge data pertaining to human behavior in variety of situations (Rastogi and Krishna Rao in Segmentation analysis of commuters accessing transit: Mumbai study. J Transp Eng 135(8):506–515, 2009). Success of travel behavior studies is mostly dependent on healthy data collection. Aim of this paper, is to evaluate and suggest the most suitable database development approach and research strategies which can be adopted for travel behavior studies especially in context of Indian metro cities. It also presents entire survey design procedure adopted for travel mode shift study along with researchers’ experience in execution of survey and difficulties faced by field teams. Three level filtration processes are adopted for selection of variables for development of mode shift models. Initially the least important variables were omitted based on variable ranking results. Top ranked seven variables are identified for final survey design, out of which travel time (including transit access time, waiting time and in-vehicle time), travel cost and number of transfers are directly measurable variables while comfort, convenience, safety and security are latent variables. The latent variables are measured using psychometric scale constructed from various latent variable indicators and then converted into latent classes using principal component analysis. Research instrument developed and adopted for the present study was tested through pilot survey and corrected as per data compatibility requirement. Finally 1017 valid responses out of 1500 distributed questionnaires are analyzed to evaluate the effects of enhanced level of hypothetical public transport services on travel mode shift behavior through development of binary logistic regression models. Changes in the model performance with inclusion of latent classes are also evaluated using various statistical tools. This paper includes original work based on primary data from a field survey, findings of which are expected to provide a better understanding of entire database development process and effect of different variables on mode shift behavior in context of Indian metropolitan area.

INCLUSÃO E EDUCAÇÃO FÍSICA NO MUNICÍPIO DE RIO GRANDE: REFLEXÕES SOBRE AS PERCEPÇÕES DOS EDUCANDOS COM DEFICIÊNCIA

Este artigo tem por objetivo identificar e refletir sobre as percepções dos educandos com deficiência a respeito do seu processo de inclusão nas aulas de Educação Física na rede municipal da cidade do Rio Grande/RS. Participaram do estudo três alunos dos anos finais, que têm o acompanhamento de um monitor. Realizamos três observações, registradas em diário de campo e uma entrevista semiestruturada para cada um dos entrevistados. Para análise de dados foram criadas três categorias: mecanismos de in/exclusão, processos de vigilância e a normalização do anormal. Como ferramentas teórico-metodológicas utilizamos os Estudos Foucaultianos, principalmente os conceitos que versam sobre norma, normação e normalização. Como apontamentos desta pesquisa podemos refletir sobre o modo como os processos de inclusão se instalam como um imperativo, provocando professores e monitores a trabalharem como normatizadores e normalizadores de alunos com deficiência, os quais percebem o processo como positivo.

On boundary damped inhomogeneous Timoshenko beams and related problems

We consider the model equations for the Timoshenko beam as a first‐order system in the framework of evolutionary equations. The focus is on boundary damping, which is implemented as a dynamic boundary condition. A change of material laws allows the inclusion of a large class of cases of boundary damping. By choosing a particular material law, it is shown that the first‐order approach to Sturm–Liouville problems with boundary damping is also covered. Copyright © 2016 John Wiley &amp; Sons, Ltd.

The class inclusion question: a case study in applying pragmatics to the experimental study of cognition.

For more than 70 years, Piaget’s class-inclusion task (given, e.g., five asters and three tulips, the child is asked whether “there are more asters or more flowers”) has been the object of experimental investigation. Inclusion is of considerable importance for cognitive science as it is a key concept for logical operations and knowledge representation. It is shown that the question can be characterised by a kind of privative ambiguity which is at the source of the younger children’s answer, “more asters”. A relevance-theoretic explanation of children’s interpretation of the question and of the subsequent responses is expounded. This account can explain the effect of all the factors that are known to influence performance (e.g., role of collections, counting, typicality, qualification, syntax, etc.), a review of which is presented. It is further tested experimentally. The development of performance is explained on the basis of the way children disambiguate the question. This study exemplifies the two ways in which pragmatic analysis is pertinent to the study of children’s (as well as adults’) reasoning and judgement, namely in explaining and predicting participants’ comprehension of the statements and questions, and in taking into account attribution processes that occur in the experimental setting.

The Effect of Socioeconomic Classes on the Subjective Perception of Economic Situation

Abstract The paper deals with the influence of a consumer´s inclusion in a socioeconomic class on the rate of optimism or pessimism in anticipating the future, with regard to the consumer behaviour, the attitudes towards finances, savings, working efforts and lifestyle. The data are based on a large-scale research carried out with a representative sample of the Czech population in the latter half of 2014. The regression statistical analysis was used for calculating and explaining the variables. The outcomes show that people are more optimistic in foreseeing their own future than the future of the Czech Republic. As for the consumer behaviour and financial attitudes, the differences between the classes are not prominent. There are, however, differences in such issues as the fear of poverty or finding suitable jobs.

&lt;b&gt;A Educação nas Páginas da Imprensa Católica (Ribeirão Preto-SP, 1949-1959)

Este texto analisa as representações sobre educação veiculadas na imprensa católica entre 1949 e 1959, período de redemocratização da sociedade brasileira, no qual ocorreu uma grande expansão do ensino público, resultando na contenção da educação confessional e nos embates entre católicos e liberais em torno da discussão da Lei de Diretrizes e Bases. Para a análise, tomamos como referência o jornal Diário de Notícias que circulou na cidade de Ribeirão Preto, interior do estado de São Paulo, publicado pela Cúria Diocesana. O estudo assinala como a imprensa católica abordou a temática da infância, os objetivos e a expansão do ensino primário, a inserção das classes populares na escola, a Campanha de Alfabetização de Adultos e as finalidades do ensino secundário propedêutico ou profissionalizante, apresentando posições conservadoras, pautadas na valorização dos valores cívico-patrióticos e na formação religiosa como fundamento da família e da sociedade.

Inclusion in physical education classes

Das vorliegende Review liefert einen Uberblick uber den englisch- und deutschsprachigen Forschungsstand zur Inklusion im Sportunterricht. Hierzu wurden Studien einbezogen, die zwischen 2005 und 2014 in Zeitschriften oder Sammelbanden veroffentlicht wurden. Die Artikel wurden mittels einer systematischen Literaturrecherche kriteriengeleitet ausgewahlt. Insgesamt wurden 74 Artikel in das Review einbezogen und den drei ubergeordneten Themenfeldern Einstellung, Unterricht und Qualifikation zugeordnet. Die kompakte Ergebnisdarstellung deckt eine in der Tendenz positive Einstellung zum inklusiven Sportunterricht bei allen befragten Akteuren auf. Die Lehrkrafte betrachten die konkrete Umsetzung des inklusiven Unterrichts aber auch kritisch und geben an, in der Ausbildung nicht ausreichend darauf vorbereitet worden zu sein. Auch von den Schulern werden sowohl positive als auch negative Erfahrungen der Teilhabe am inklusiven Sportunterricht geausert. Einige Studienergebnisse deuten aber auch an, dass durch besondere Vermittlungsansatze die Akzeptanz gegenuber Kindern mit Behinderungen sowie deren Lerneffektivitat und Bewegungsaktivitat gesteigert werden kann. Ein zentrales Thema des inklusiven Unterrichts ist zudem die Zusammenarbeit zwischen verschiedenen Beteiligten. Hier werden Probleme aufgedeckt, die u. a. auf das teils wenig klar umrissene Aufgabenprofil sowie fachbezogene Ausbildungsdefizite mancher Akteure zuruckgefuhrt werden. Basierend auf einer kritisch-konstruktiven Diskussion werden abschliesend Empfehlungen fur weitere Forschungsvorhaben zum inklusiven Sportunterricht im deutschsprachigen Raum ausgesprochen.

Interprofessional Practice and Education Supports Tinnitus Management

Tinnitus has the potential to influence a wide range of routine and important activities in a person's life. It can impair sleep, communication, concentration, and in severe cases can be affected by depression, anxiety, and other mental health issues. Perhaps more important, tinnitus may influence the patient's psychological state; its bidirectional effects, although well established, often challenge patients and providers across a variety of clinical settings. Management of tinnitus requires audiologists to be adept at communicating and supporting coping strategies that may include, but should not be limited to, patient-centered counseling and delivery of sound therapy or hearing aids. In the short term, patient care may benefit from interprofessional collaborations and effective referral networks. In the long term, the inclusion of tinnitus clinic rotations, classes, and interprofessional opportunities for students in Audiology programs should provide AuD students the experiences and competencies to provide for patients with tinnitus.

Reflective journaling: fostering dispositional development in preservice teachers

This study investigated the self-identified dispositions of 183 preservice teachers enrolled in a required philosophy of education course. The researchers coded their reflective journaling for the two essential NCATE (National Council for Accreditation of Teacher Education) dispositions of fairness and the belief that all students can learn, as well as for other recurring, self-identified dispositions. These preservice teachers self-identified fairness much more frequently than the belief that all students can learn. The results point to additional recurring dispositional themes for consideration: critical thinking, caring, openness, moral education, and individual freedom. Further examination of the data revealed great variation in the preservice teachers’ interpretation of fairness, categorized as fairness through (1) inclusion of all socioeconomic classes and abilities; (2) culturally responsive teaching; (3) differentiation of instruction; and (4) fostering a safe learning environment.

Schooling Jim Crow: The Fight for Atlanta’s Booker T. Washington High School and the Roots of Black Protest Politics by Jay Winston Driskell Jr., Carter G. Woodson

Reviewed by: Schooling Jim Crow: The Fight for Atlanta’s Booker T. Washington High School and the Roots of Black Protest Politics by Jay Winston Driskell Jr., Carter G. Woodson David F. Krugler Schooling Jim Crow: The Fight for Atlanta’s Booker T. Washington High School and the Roots of Black Protest Politics. By Jay Winston Driskell Jr. Carter G. Woodson Institute Series. (Charlottesville and London: University of Virginia Press, 2014. Pp. [xiv], 300. $45.00, ISBN 978-0-8139-3614-7.) In early-twentieth-century Atlanta, urban reform contributed to disenfranchisement, antiblack violence, and racial segregation. Suspicious of activist government, white southerners resisted Progressivism until black political power had been eradicated. From the late 1890s through World War I, Atlanta’s black elite led efforts, based on the politics of respectability, to halt disenfranchisement and to ensure that improvements to public infrastructure and education did not exclude black residents. Jay Winston Driskell Jr.’s primary interest is the limits of the politics of respectability and its replacement with black protest politics. Drawing on archival research and a close reading of a wide selection of secondary sources, Driskell has produced a fine-grained analysis of how one city’s black elite grappled with the limits of the politics of respectability and formulated a new urban politics. Driskell defines the politics of respectability as acceptance of limits on the franchise, efforts to reconfigure Jim Crow along class and gender lines, and cooperation with whites to “civilize” the lower classes of both races. Atlanta’s black male leaders advanced an ideal manhood based on morality, responsibility, and security for wives and daughters. The black elite shared white Atlantans’ anxiety that an undisciplined black working class threatened the social order. Yet white supremacy hamstrung the politics of respectability. In 1899 Booker T. Washington argued that a bill to disenfranchise blacks was unnecessary because the existing poll tax incentivized black men to be thrifty and industrious. The bill failed, but the Georgia Equal Rights Convention (GERC) was unable to halt subsequent disenfranchisement despite similar arguments. The belief of many whites that without “the discipline of slavery” African Americans were devolving into “barbarism” was too entrenched to be dislodged by rhetoric, as demonstrated by white mob attacks on black Atlantans of all classes during the 1906 riot (p. 55). Furthermore, the harsh economic realities of the black working class made it impossible to create the [End Page 196] GERC’s “idealized patriarchal household” (p. 53). Without the inclusion of the working class, the politics of respectability would fail. Black middle-class women met this challenge. Lugenia Burns Hope worked tirelessly to bring urban services to black residents. In 1908 she founded the Neighborhood Union (NU), which built cross-class solidarity by focusing on self-funded development rather than disenfranchisement. The NU “created a sort of volunteer welfare state nested within the racially exclusive whites-only Progressive Era state” (p. 121). In 1913 the NU publicized the woeful deficiencies of the city’s black schools and demanded improvements as the due right of black citizens and taxpayers, presaging the so-called New Negro militancy of World War I. The NAACP, which chartered a branch in Atlanta in 1916, built on the NU’s efforts, blocking a bid to eliminate the seventh grade from black schools in order to fund a new white school. Still able to vote on city referenda, black residents were mobilized by the NAACP and the NU to oppose bonds to upgrade Atlanta’s schools until the city’s white Progressive leaders finally committed to building four new grammar schools and a high school for black students as part of those improvements. The chief strength of Schooling Jim Crow The Fight for Atlanta’s Booker T. Washington High School and the Roots of Black Protest Politics is its granular attention to the evolving black response to Jim Crow in one city. The book will be most useful to scholars interested in learning how Atlanta’s black elite struggled to adapt the politics of respectability, while in the process building “a new framework for black politics in the South as well as the foundation for the NAACP’s political strategy for much of the...

Comparison of mathematical frameworks for modeling erythropoiesis in the context of malaria infection

Malaria is an infectious disease present all around the globe and responsible for half a million deaths per year. A within-host model of this infection requires a framework capable of properly approximating not only the blood stage of the infection but also the erythropoietic process that is in charge of overcoming the malaria induced anemia. Within this context, we compare ordinary differential equations (ODEs) with and without age classes, delayed differential equations (DDEs), and discrete recursive equations (DREs) with age classes. Results show that ODEs without age classes are fair approximations that do not provide a crisp temporal representation of the processes involved, and inclusion of age classes only mitigates the problem to some degree. DDEs perform well with respect to generating the essentially fixed delay between cell production and cell removal due to age, but the inclusion of any other processes, such as sudden blood loss, becomes cumbersome. The framework that was found to perform best in representing the dynamics of red blood cells during malaria infection is a DRE with age classes. In this model structure, the amount of time a cell remains alive is easily controlled, and the addition of age dependent or independent processes is straightforward. All events that populations of cells face during their lifespan, like growth or adaptation in differentiation or maturation rate, are properly represented in this framework.

Poteri e resistenze. Economie informali, illegalità, subalternità

The essay explores the links between «informal economies» and the concept of «resistance». The author argues that the illegalities of the marginal classes should be looked at through their connection to those of the elite classes and the Government. Within this framework, the informal economy is both the outcome of a set of material conditions aiming at the subordinated inclusion of entire classes of citizens, and a sign of the desire of those citizens to evade the limits imposed on them by legislations and social hierarchies. In contrast with the dominant rhetoric on public order, informal economy is seen in this context as a particular area of engagement and effort of the «marginals» aimed to create paradoxical forms of inclusion

The Nature of Science &amp; the Next Generation of Biology Education

The nature of science (NOS) is an often neglected part of science teaching, yet it provides a vital background for students, detailing how science and scientists work and how scientific knowledge is created, validated, and influenced. Here, I review the concept of NOS and some of the challenges to its inclusion in science classes. In addition, I outline proposals, including those in the Next Generation Science Standards, for those aspects of NOS that should be featured in science classes. Finally, I discuss distinctions in NOS specific to the science of biology and conclude with some thoughts on how NOS can be incorporated into science instruction.