77 research outputs found
CFTR limits F-actin formation and promotes morphological alignment with flow in human lung microvascular endothelial cells
No full textMicro- and macrovascular endothelial dysfunction in response to shear stress has been observed in cystic fibrosis (CF), and has been associated with inflammation and oxidative stress. We tested the hypothesis that the cystic fibrosis transmembrane conductance regulator (CFTR) regulates endothelial actin cytoskeleton dynamics and cellular alignment in response to flow. Human lung microvascular endothelial cells (HLMVEC) were cultured with either the CFTR inhibitor GlyH-101 (20 µM) or CFTRinh-172 (20 µM), tumor necrosis factor (TNF)-α (10 ng/ml) or a vehicle control (0.1% dimethyl sulfoxide) during 24 and 48 h of exposure to shear stress (11.1 dynes/cm2) or under static control conditions. Cellular morphology and filamentous actin (F-actin) were assessed using immunocytochemistry. [Nitrite] and endothelin-1 ([ET-1]) were determined in cell culture supernatant by ozone-based chemiluminescence and ELISA, respectively. Treatment of HLMVECs with both CFTR inhibitors prevented alignment of HLMVEC in the direction of flow after 24 and 48 h of shear stress, compared to vehicle control (both p < 0.05). Treatment with TNF-α significantly increased total F-actin after 24 h versus control (p < 0.05), an effect that was independent of shear stress. GlyH-101 significantly increased F-actin after 24 h of shear stress versus control (p < 0.05), with a significant (p < 0.05) reduction in cortical F-actin under both static and flow conditions. Shear stress decreased [ET-1] after 24 h (p < 0.05) and increased [nitrite] after 48 h (p < 0.05), but neither [nitrite] nor [ET-1] was affected by GlyH-101 (p > 0.05). CFTR appears to limit cytosolic actin polymerization, while maintaining a cortical rim actin distribution that is important for maintaining barrier integrity and promoting alignment with flow, without effects on endothelial nitrite or ET-1 production
Consumptive death in Victorian literature: 1830 - 1880.
No full textPhDVictorian medical men, writers, relatives of the dying and consumptive sufferers
themselves seized on the narrative potential of representations of the disease in a
variety of ways.
I argue that both medical and lay writers subscribed to a common set of beliefs
about the disease and that medical knowledge, moreover, shared a common
narrative way of knowing and understanding it. I analyse aspects of general
clinical expository texts, including accompanying illustrations, showing how a
narrative knowledge of death and the tubercular body was elaborated.
Furthermore, I show how documents used in the compilation of medical statistics
on the cause of death were fundamentally narrative through their reliance on case
narratives.
It is demonstrated that Dickens uses a seldom noticed consumptive death and
decline to offset his heroine's development in Bleak House, in ways similar to
those developed in Jane Eyre. Similarly, it is shown that Mrs Gaskell's use of a
consumptive alcoholic 'fallen woman' unsettles her account of her heroine in Mary
Barton. George Eliot's 'Janet's Repentance' is analysed, showing how the
psychological struggle between an orientation towards life or death is played out
across both alcoholism and consumption. I also examine how consumption
presents a narrative opportunity whereby plots involving setbacks in love are
resolved through women's consumptive deaths in popular fiction by Rhoda
Broughton,Ladv Georgiana Fullerton and others. Through an examination of the Journal of Emily Shore and accounts of other actual
deaths, I illustrate how experiences and accounts of consumptive deaths were
structured and rendered intelligible through reliance on beliefs encountered in both
fiction and medicine. In conclusion, the thesis alerts readers to the presence of
signifiers of consumption in Victorian texts, showing how various narrative
strategies are integral to any understanding of representations of its dying victim
Discussion of Green's "Melanie Klein and the Black Mammy: An Exploration of the Influence of the Mammy Stereotype on Klein's Maternal and its Contribution to the 'Whiteness' of Psychoanalysis"
No full textThis article is a response, in cinematic, historical and autobiographical terms, to Emily Green’s ‘Melanie Klein and the Black Mammy: An Exploration of the Influence of the Mammy Stereotype on Klein’s Maternal and Its Contribution to the “Whiteness” of Psychoanalysis’. The author attempts to open up Green’s analysis to a wide range of aesthetic, emotional and political implications, moving between a consideration of the ‘passing’ motif in Douglas Sirk’s film Imitation of Life (1959); thoughts on racialization and trauma in psychoanalytic history more generally; and reflections on the author’s own experiences of racialization and collective disavowal in psychotherapeutic training
Violent femmes : identification and the autobiographical works of Virginia Woolf, Radclyffe Hall, and Emily Carr
No full textThe questions posed and examined in Violent Femmes take their genesis from psychoanalytic arguments which contend that identity is not a stable monadic thing but rather a continuing process of engagement and negotiation between the self and others. Sigmund Freud, Melanie Klein, D. W. Winnicott, and Christopher Bollas, amongst others, have noted the temporary, coalitional, and provisional nature of the ways in which identity is apprehended and experienced. This thesis expands upon such a theoretical framework of identity formation to specifically question the ways in which the formation and maturation of an artistic identity may, in part, be predicated upon the psychological capacity to enact violence within the realm of the imaginary. Violent Femmes examines the complex relationship between psychological violence and artistic identity as that relationship is recorded in the autobiographical writings of Virginia Woolf, Radclyffe Hall, and Emily Carr.This project traces the written vestiges of Woolfs, Hall's, and Carr's individual internalised struggles to formulate an artistic identity in specific relationship with an already established 'model' of artistic creativity and identity. Woolfs, Hall's, and Carr's struggles to claim a personal artistic identity, in some ways from their individual model of the artist, are waged within the minds of the authors themselves. However, the violence enacted within their imaginations---the violence perpetrated against the models of the artist---is thrust into the external world, not only within the writings of these three women, but also by the ways in which each author resolves or fails to resolve her own violent conflict with her imaginary model of the artist
Life beckoning. A thematic analysis of change in a deprived boy in long-term foster care, during intensive psychoanalytic psychotherapy
No full textThis research is based on a single case study of psychoanalytic therapy with a young adolescent boy in care. It is part of a growing movement to identify research methods for exploring the place of unconscious expectations, emotion and affect, in relationships. It experiments with methods for testing out psychoanalytic theory and contributing findings to evidence, modify or expand theory in new directions.
The patient Simon, had a history of deprivation and showed many features of ADHD and oppositional conduct disorder. The research locates him in a “family” of children who share histories of early traumas and serious behavioural difficulties. Therefore findings, while grounded in clinical material from a single case, and restricted in scope, are of relevance to work with a very needy and challenging population of children, who are often a major cause of concern to their carers, teachers, social workers and to mentalhealth professionals.
The research examines clinical material through the framework of Bion’s theoretical claim that identifies thinking as at bottom an emotional process, and relates symbolic capacity to early emotional experiences of communication and containment. The framework was selected because of its relevance to the particular features of the patient, which emerged through the detailed study of session records. The analysis of patient therapist
interaction follows Bion in looking at thinking and learning, side by side with the sort of internal objects active in the therapeutic relationship, and the emotions
connected to them.
Through a detailed focus on these aspects of clinical material, the author assesses some current ideas about what interferes with a deprived child’s capacity to think and learn from experience; and what are the factors in a therapeutic relationship that can help a child’s capacity in these areas to grow
Global correlations of ocean ridge basalt chemistry with axial depth and crustal thickness.
No full textThermal modeling independently predicts the observed relationships among basalt chemistry, ridge depth, and crustal thickness resulting from temperature variations in the mantle. Beneath the shallowest and deepest ridge axes, temperature differences of approximately 250oC in the subsolidus mantle are required to account for the global systematics. -from Author
Psychological Misconceptions and Their Relation to Students’ Lay Beliefs of Mind
No full text© The Author(s) 2020. Psychological misconceptions are common among students taking psychology courses. In this study, we show an association between student endorsement of misconceptions and two prevalent and well-researched lay beliefs about the human mind, specifically the belief in free will and dualism. This study also revisits and builds upon past research investigating the relationship between believing in psychological misconceptions and other student beliefs such as opinions about psychology as science and beliefs in extrasensory perception, and student characteristics such as critical thinking ability, number of psychology courses taken, and grade point average. The findings are discussed in the context that differences among students in beliefs in free will and dualism may lead some students to endorse a greater number of common psychological misconceptions. We discuss the implications of these findings for instruction and for research on techniques to correct student misconceptions
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