PI3K activity determines positive and negative selection of B cells, a key process for immune tolerance and B cell maturation. Activation of PI3K is balanced by phosphatase and tensin homolog (Pten), the PI3K's main antagonistic phosphatase. Yet, the extent of feedback regulation between PI3K activity and Pten expression during B cell development is unclear. Here, we show that PI3K control of this process is achieved post-transcriptionally by an axis composed of a transcription factor (c-Myc), a microRNA (miR17-92), and Pten. Enhancing activation of this axis through overexpression of miR17-92 reconstitutes the impaired PI3K activity for positive selection in CD19-deficient B cells and restores most of the B cell developmental impairments that are evident in CD19-deficient mice. Using a genetic approach of deletion and complementation, we show that the c-Myc/miR17-92/Pten axis critically controls PI3K activity and the sensitivity of immature B cells to negative selection imposed by activation-induced cell death.
Let A be an abelian variety over a number field F , and suppose that Z[ζn] embeds in End F A, for some root of unity ζn of order n = 3 m . Assuming that the Galois action on the finite group A[1 − ζn] is sufficiently reducible, we bound the average rank of the Mordell-Weil groups A d (F ), as A d varies through the family of µ2n-twists of A. Combining this with the recently proved uniform Mordell-Lang conjecture, we prove near-uniform bounds for the number of rational points in twist families of bicyclic trigonal curves y 3 = f (x 2 ), as well as in twist families of theta divisors of cyclic trigonal curves y 3 = f (x). Our main technical result is the determination of the average size of a 3-isogeny Selmer group in a family of µ2n-twists.
In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.
Recent years have seen an increase in conversations in higher education around academic integrity. The subject of plagiarism in traditional written assessments has been much discussed and well researched. Considerably less is known about visual plagiarism. For the purposes of this chapter, we are defining “visuals” as mechanisms that convey meaning without articulation of, or dependence on language. Although some scholarly literature on visual plagiarism exists, there is a dearth of comprehensive literature on the topic and even less published are instructional or best-practice resources for instructors. Further complicating this topic are the differing ethical, legal, professional, and academic standards across fields. Here, we discuss practical ways to pre-emptively approach the topic of visual plagiarism through the education of faculty and students. We address prevention with suggestions for best practices in four distinct disciplines. Additionally, academic policy and administrative challenges are explored. Finally, we make recommendations for further research. This chapter will be of use both across Canada and globally, by providing a framework for defining and examining visual plagiarism in academic contexts and offering guidelines for pedagogical approaches to educate faculty, administration, and students on this important issue.
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