Bladder cancer associated protein (Blcap) expression is commonly down-regulated in invasive bladder cancer, and may have prognostic value given that its expression is negatively correlated with patient survival. We have previously investigated the expression patterns and cellular localization of Blcap in bladder cancer, where we found that about 20% of the lesions examined displayed strong nuclear expression of Blcap, and that this phenotype was associated with overall poor disease outcome. Here we report on the analysis of possible functional associations between nuclear expression of Blcap and canonical signaling pathways. We performed serial immunohistochemistry (IHC) analysis of bladder tissue samples, with serial sections stained with phospho-specific antibodies recognizing key signaling intermediates, such as P-Stat3, P-Akt, and P-Erk1/2, among others, in an immunophenotyping approach we have established and reported previously. Using this approach, we found that nuclear localization of Blcap was associated with expression of P-Stat3. A parallel analysis, cytokine profiling of bladder tumor interstitial fluids of samples expressing (or not) Blcap, showed interleukin (IL)-6, IL-8, and monocyte chemotactic protein 1 (MCP-1) to be correlated with nuclear expression of Blcap, independently supporting a role for Stat3 signaling in localization of Blcap. Multiple indirect immunofluorescence analysis of tissue biopsies confirmed that Blcap co-localized with Stat3. Furthermore, we could also demonstrate, using an in situ proximity ligation assay that Blcap and Stat3 are in close physical proximity of each other in bladder tissue, and that Blcap physically interacts with Stat3 as determined by co-immunoprecipitation of these proteins. Our data indicates that Blcap is a novel Stat3 interaction partner and suggests a role for Blcap in the Stat3-mediated progression of precancerous lesions to invasive tumors of the bladder.
The purpose of this case study is to examine if and how working with homework in general and translanguaging homework (TLH) in particular can support collaboration between home and school. Our aim is also to find out if TLH provides the ground for teachers and parents of migrant background to feel and act as epistemic subjects, i.e., as participants whose knowledge is given credibility. Prior research has shown the importance of collaboration between home and school. However, for migrant parents, collaboration has often proved to be problematic and unequal, due to for example language barriers. Research has shown that translanguaging bridges such problems. How the implementation of translanguaging is appreciated by parents and teachers has scarcely been researched. Neither has collaboration through TLH been studied regarding how they perceive each other as epistemic subjects. In this study, thematic content analysis has been applied on interview data with parents and teachers. The epistemic (in)justice framework has then been used to discuss the found themes in their answers. The findings show that teachers’ and parents’ perceptions of working with TLH differs. Some parents perceive that TLH enhances their chances to collaborate with school as epistemic subjects. Conversely, TLH may obscure other parents’ possibilities to collaborate, thus creating epistemic injustice. Lastly, TLH might be ignored altogether by some parents, thus neither enhancing collaboration nor creating epistemic justice. Concludingly, in order for TLH to work, reciprocal sensitive listening to each other, from both the teachers’ and the parents’ side, is important, and teachers need to be aware of the students’ family situation regarding their language choices and language use.
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