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Resumo Este artigo trata da promoção da leitura na escola. Há diversas razões teóricas e evidências prévias a favor da integração do movimento físico no processo de ensino-aprendizagem. Busca-se entender se essa integração é plausível especificamente para a aprendizagem da leitura e como ela pode ocorrer. Por meio de uma revisão de literatura, considerando predominantemente estudos da Alemanha, objetiva-se identificar as razões relacionadas ao processo da leitura, da alfabetização e do letramento. Discutem-se as razões à luz do modelo de processamento textual de Walter Kintsch e Teun van Dijk e da teoria de rubicão de Heinz Heckhausen. Apresentam-se razões a respeito de processos cognitivos de leitura, da volição e da motivação que apoiam o pressuposto de que a aquisição da competência de leitura recebe estímulos importantes pela oferta de aulas em movimento. É plausível que a inserção de movimento atue sobre os objetivos que o leitor quer alcançar por meio da leitura. A autoestima corporal parece ter um impacto positivo na volição pela leitura e uma influência no autoconceito do leitor. Expõem-se também algumas atividades de ensino e aprendizagem para aulas fisicamente ativas de leitura ao nível da alfabetização e do letramento, encontradas na literatura específica. Realiza-se uma diferenciação entre atividades de ensino e aprendizagem em movimento que acompanham a aprendizagem e que a facilitam. Abstract The current article addresses the promotion of reading at school. There is previous evidence and several theoretical arguments in favor of the integration of physical movement in the teaching-learning process. The question is raised as to whether this integration is plausible, specifically for learning to read, and how it could occur. Through a literature review, considering predominantly German studies, the objective is to identify the arguments related to the process of reading and literacy. The arguments are discussed in the light of the Text Processing Model by Walter Kintsch and Teun van Dijk and Heinz Heckhausen’s Rubicon theory. Arguments are presented regarding cognitive reading processes, volition, and motivation, which support the assumption that the acquisition of reading competence gains important stimuli through the offer of classes on the move. It seems plausible that the insertion of movement acts on the goals that the reader wants to achieve through reading. Body self-esteem seems to have a positive impact on volition through reading and an influence on the reader’s self-concept. Some teaching and learning activities are put forward for physically active reading classes in terms of literacy, found in the specific literature. Differentiation is made between teaching and learning activities on the move, which accompany and facilitate learning.

Background: To evaluate the effects of the introduction of physically active lessons on movement behaviors, cognitive, and academic performance in schoolchildren. Methods: This was a cluster-controlled trial. A total of 61 students from the second year of elementary school in a public school in Brazil made up 2 intervention classes (n = 34) with the introduction of physically active lessons and 2 control classes (n = 27). Sedentary behavior, physical activity, cognitive, and academic performance were evaluated in 3 moments, which were compared using models of generalized estimating equations. Results: The intervention was effective for reducing the standing time between the baseline and 3 months while increasing the walking time between baseline and 3 months and baseline and 9 months. There was a reduction in time in stationary activities and increased time in light physical activities between all moments. The intervention group increased their performance in the go/no go test, showing a smaller number of errors between the baseline and 3 months and baseline and 9 months, and a reduction in the test time between baseline and 3 months. No impact on students’ academic performance was observed. Conclusion: Physically active lessons improve movement behaviors and cognitive functions among elementary schoolchildren.

The study was evaluated the effect of physically active lessons (PAL) on cognitive performance (ED) during two years of follow-up in children. Four classes were divided into two intervention classes (IG: n = 34) and two control classes (CG: n = 27). Five evaluations were performed; before the intervention (M1), after three (M2) and nine (M3) months in the first year, and fourteen (M4) and eighteen (M5) months in the second year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. ED was evaluated using three computerized test for response inhibition, selective attention and cognitive flexibility. The children in the IG presented improved ED in the execution of all task along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For IG, in most of the task, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of the IG between M1 versus M5 were significant different with high values of effect size (cohen -d > 1). PAL promote modest improvements in diverse cognitive functions in children.

Analisamos se o planejamento da gestão escolar é coletivo e estratégico. Durante sete meses, realizamos uma pesquisa empírica em uma escola municipal em Aracaju-Sergipe. O estudo é predominantemente qualitativo, recorrendo à critérios da gestão de qualidade (modelo PDCA). Realizamos análises documentais (Projeto Político Pedagógico, projetos didáticos e comunicações internas), a aplicação de questionários semiabertos (professores, coordenação pedagógica e colaboradores) e de entrevista semiestruturada (coordenação pedagógica), observações não-participativas em reuniões e visitas na escola. Há uma participação dos professores, mas não dos colaboradores, no planejamento dos projetos didáticos. Apenas de modo incipiente o planejamento é estratégico. Não constatamos um desenvolvimento organizacional estratégico e participativo.

Para compreender a escolha dos instrumentos de avaliação da aprendizagem pelos professores no Ensino Fundamental I, realizou-se uma pesquisa de campo em duas escolas da rede municipal de Aracaju/SE. Após uma análise do projeto político pedagógico de cada escola, verificou-se a percepção e a opinião dos professores por meio de questionários e entrevistas abertas com grupos focais, assim como entrevistas semiestruturadas com a gestão e a coordenação pedagógica. Constatamos que os instrumentos de avaliação da produção escrita do aluno predominam na prática pedagógica. Acordos internos na escola, o número de alunos por turma, a escassez de tempo do professor e seu conhecimento limitado sobre instrumentos da avaliação, foram argumentos alegados pelos participantes. Para entender la elección de los maestros por los instrumentos de evaluación del aprendizaje, se llevó a cabo una investigación de campo de dos escuelas de la red municipal de Aracaju/SE. Después de un análisis del proyecto político pedagógico de cada escuela, se verificó la percepción y la opinión de los maestros por medio de cuestionarios y entrevistas abiertas colectivas, así como entrevistas semiestructuradas con la gestión y la coordinación pedagógica. Observamos que los instrumentos de evaluación de la producción escrita del alumno predominan en la práctica pedagógica. Acuerdos internos en la escuela, el número de alumnos por clase, la escasez de tiempo del maestro y su conocimiento limitado sobre instrumentos de la evaluación, fueron argumentos presentados por los participantes. To understand the teachers' choice of learning assessment instruments in Elementary School (Ensino Fundamental I), a field research was conducted in two schools of the Municipal Education System of Aracaju (Sergipe). After an analysis of the Political-Pedagogical Project of each school, the teachers' perceptions and opinions were verified through questionnaires and open interviews with focus groups, as well as semi-structured interviews with the schools' management and pedagogical coordination. We found out that, in the pedagogical practice, the evaluation tools focus on the students' written production. Arguments put forward by the participants were internal agreements at school, the number of students per class, the shortage of teacher time and their limited knowledge of assessment instruments.

Aicardi-Goutières syndrome (AGS) is a hereditary early onset encephalopathy. AGS patients display variable clinical manifestations including intracranial calcification, cerebral atrophy, white matter abnormalities and characteristic leukocytosis as well as a constitutive upregulation of type I IFN production indicative of a type I interferonopathy. Seven genes (SAMHD1, TREX1, RNASEH2B, RNASEH2C, RNASEH2A, ADAR1, IFIH1) have been associated with the AGS phenotype, up to now. Here, we describe the generation of three induced pluripotent stem cell lines from a patient with a deletion of coding exons 14 and 15 of the SAMHD1 gene.

Chimeric Antigen Receptor (CAR)-redirected T cells show great efficacy in the patient-specific therapy of hematologic malignancies. Here, we demonstrate that a DARPin with specificity for CD4 specifically redirects and triggers the activation of CAR engineered T cells resulting in the depletion of CD4+ target cells aiming for elimination of the human immunodeficiency virus (HIV) reservoir.

A school reform has been marking the German educational scenery in the last decade. There was a significant increase in the number of schools offering fulltime education. Their implementation requires a reorganization of schools. The aim is, through a review of the German scientific literature, to systematize characteristics of fulltime-schools, based on the quality model for fulltime-schools by Holtappels, which considers organizational and pedagogical dimensions of an organizational development of the fulltime school. Based on this, a reference Chart of quality for fulltime schools was developed, structuring characteristics, criteria and indicators evidenced by educational theories and empirical evidences. ________________________________________________________________________________________________________________________________ En el panorama educacional de Alemania se observa una reforma de las escuelas en la última década. Hubo un aumento significativo de escuelas que ofrecen educación a tiempo integral. Su implementación requiere una reorganización de la escuela. Se propone, en este caso, sistematizar, a través de una revisión de la literatura científica alemana, las características de la escuela a tiempo integral, con referencia al modelo de calidad de la escuela a tiempo integral de Holtappels, en el que es considerada tanto la dimensión organizacional como la pedagogía de la institución escolar y a partir de la cual se elaboró un cuadro de referencia de la calidad para las escuelas a tiempo integral, estructurando características, criterios e indicadores destacados por teorías educacionales y por evidencias empíricas. Observa-se, no panorama educacional na Alemanha, uma reforma das escolas na última década. Houve um crescimento significativo de escolas que ofertam educação em tempo integral, que para sua implementação exige uma reorganização da instituição. Propõe-se aqui sistematizar, por meio de uma revisão da literatura científica alemã, características da escola em tempo integral com referência ao modelo de qualidade da escola em tempo integral de Holtappels, no qual são consideradas tanto a dimensão organizacional da instituição escolar como a pedagógica. Esse modelo apresenta um quadro de referência da qualidade para escolas em tempo integral no qual estrutura características, critérios e indicadores destacados por teorias educacionais e evidências empíricas. Rio de Janeiro

Methods that combine motor activities with cognitive activities under the principle of constantly challenging the brain with new combinations of activities, permanently increasing their degree of difficulty, but without requiring a mastery in the execution, are promising for the teaching and learning process. An example is the Life Kinetik method, developed by Lutz (2014). In the present study, the objective was to analyze, based on the neuroscientific literature, whether the processes that occur in the brain, attributed to the learning phenomenon, could be stimulated by this method. The results of this study show that neuroscience research reveals that brain plasticity processes that mediate learning processes are potentialized through activities that include three key factors: challenge, variety and non-perfection, which are considered essential methodology of Life Kinetik. Finally, due to easy application and its potential to optimize teaching-learning processes, is recommend an empirical evaluation of this method, especially in school environments.________________________________________________________________________________________________________________________________ Los métodos que combinan actividades motoras con actividades cognitivas sobre el principio de desafiar constantemente el cerebro con nuevas combinaciones de actividades, aumentando permanentemente su grado de dificultad, pero sin exigir un dominio en la ejecución, se muestran promisorios para el proceso de enseñanza aprendizaje. Un ejemplo es el método de LifeKinetik, desarrollado por Lutz (2014). En el presente estudio, se objetivó, con base en la literatura del área neurocientífica, analizar si los procesos que ocurren en el cerebro, atribuidos al fenómeno del aprendizaje, podrían ser estimulados por ese método. Los resultados de este estudio mostraron que las investigaciones en el área de las neurociencias revelan que los procesos de plasticidad cerebral que intermedian los procesos de aprendizaje se potencian mediante actividades que incluyan los siguientes tres factores: desafío, variedad y no perfección, siendo que esos factores son considerados esenciales en la metodología del LifeKinetik. Métodos que combinam atividades motoras com atividades cognitivas sob o princípio de desafiar ao cérebro constantemente com novas combinações de atividades, aumentando permanentemente o seu grau de dificuldade, porém, sem exigir um domínio na execução, mostram-se promissores para o processo de ensino e aprendizagem. Um exemplo é o método do Life Kinetik (LK), desenvolvido por Lutz (2014). No presente estudo, objetivou-se, com base na literatura da área neurocientífica, analisar se os processos que ocorrem no cérebro, atribuídos ao fenômeno da aprendizagem, poderiam ser estimulados por esse método. Os resultados desse estudo mostraram que pesquisas, na área das neurociências, revelam que os processos de plasticidade cerebral que medeiam os processos de aprendizagem são potencializados mediante atividades que incluam três fatores-chave: desafio, variedade e não-perfeição, sendo que esses são considerados metodologia essencial do Life Kinetik. Natal

O aumento de números de escolas em tempo integral é objetivo da política educacional do Brasil e da Alemanha. Cada país implementou uma política federal em âmbito nacional e encomendou pesquisas sobre a mesma no panorama educacional. Objetiva-se aqui descrever o conceito da educação em tempo integral e o perfil das pesquisas, e discutir alguns dos seus resultados. Por meio de uma revisão da literatura científica, da análise de documentos oficiais e de relatórios dessas pesquisas, identificaram-se diferenças e semelhanças entre os dois casos. Na Alemanha, o conceito da escola em tempo integral apresenta maior flexibilidade; o apoio políticofinanceiro oferecido pela União focaliza a construção e a reforma da infraestrutura escolar. No Brasil, com uma definição legal menos flexível, as verbas federais são destinadas para a aquisição de equipamento pedagógico e compensação financeira de voluntários. As pesquisas nacionais são de natureza quantitativa transversal. A pesquisa da Alemanha é, além disso, longitudinal, identificando quantitativamente efeitos da educação em tempo integral e condições favoráveis para sua implementação. Ambos os países apresentam um aumento quantitativo significante de escolas com jornada ampliada, mas o número de alunos atendidos deixa a desejar.O grande desafio, nos dois casos, é de integrar melhor a oferta extraclasse nos projetos pedagógicos das escolas.

Chimeric Antigen Receptor (CAR)-redirected T cells show great efficacy in the patient-specific therapy of hematologic malignancies. Here, we demonstrate that a DARPin with specificity for CD4 specifically redirects and triggers the activation of CAR engineered T cells resulting in the depletion of CD4+ target cells aiming for elimination of the human immunodeficiency virus (HIV) reservoir. Electronic supplementary material The online version of this article (10.1007/s00430-020-00692-0) contains supplementary material, which is available to authorized users.

The extension of the school day that provides for expanded education opportunities and that for this purpose includes the insertion of extracurricular actors means challenges for pedagogical school planning, especially when the school curriculum and the extracurricular offer have to be linked to each other. The planning is reflected in the pedagogical proposal that, according to legislation, has to be elaborated with the teachers` participation. It seems to be plausible to include all other actors that are involved in the school teaching processes in full-time schools. By a descriptive case study in four municipal schools in Lagarto / Sergipe, it was sought to understand if and how the extracurricular actors cooperate with the school actors. The responses of the pedagogical coordinators, teachers and workshop instructors revealed difficulties in the multiprofessional cooperation, mainly between teachers and workshop instructors, but the cooperation in the planning and operationalization of the activities betw een the workshop instructors and the coordinators of the extra class offer and between these coordinatores and the school coordination was confirmed. In several aspects, the results of this descriptive study are similar to the findings of a quantitative German study that has been used in this paper for discussion.________________________________________________________________________________________________________________________________ La ampliación de la jornada escolar que busca aumentar las oportunidades educativas, y que predice la inserción de actores extraescolares, coloca desafíos a la planificación pedagógica escolar, particularmente cuando se exige la articulación entre el currículo escolar y la oferta extraescolar. La planificación se refleja en la propuesta pedagógica a ser, conforme con la legislación, elaborada con la participación de los profesores. Parece plausible envolver en las escuelas a tiempo completo los demás actores involucrados en los procesos escolares de enseñanza. Por medio de un estudio de caso descriptivo, en cuatro escuelas municipales de Lagarto / Sergipe, se buscó comprender si y cómo cooperan los actores extraescolares con los actores escolares. Las respuestas de los coordinadores pedagógicos, los profesores y los monitores revelaron dificultades en la cooperación multiprofesional, principalmente entre profesores y monitores, pero se confirmó una cooperación en la planificación y en la operacionalización de las actividades entre monitores y coordinadores de la oferta extraclase y entre ellos y la coordinación escolar. En diversos aspectos los resultados de este estudio descriptivo son similares a las revelaciones de un estudio alemán, de naturaleza cuantitativa, que también se utilizó para delinear la discusión. A extensão da jornada escolar, que visa ampliar oportunidades educativas e que prevê para tal fim a inserção de atores extraclasse, implica desafios no planejamento pedagógico escolar, particularmente quando se exige a articulação entre o currículo escolar e a oferta extraclasse. O planejamento se reflete na proposta pedagógica a ser, conforme legislação, elaborada com participação dos professores. Parece plausível envolver nas escolas em tempo integral também os demais atores envolvidos nos processos escolares de ensino. Por meio de um estudo de caso descritivo em quatro escolas municipais de Lagarto/Sergipe, buscou-se compreender se e como cooperam os atores extraclasse com os atores escolares. As respostas das coordenadoras pedagógicas, professores e monitores revelaram dificuldades para uma cooperação multiprofissional principalmente entre professores e monitores, mas foi confirmada uma cooperação no planejamento e na operacionalização das atividades entre monitores e coordenadoras da oferta extraclasse e entre estas e a coordenação escolar. Em diversos aspectos, os resultados desse estudo descritivo são semelhantes às revelações de um estudo alemão, de natureza quantitativa, a que se recorreu aqui para a discussão. Santarém, PA

In this policy analysis we focus on the conception of learning evaluation of the Programa Novo Mais Educação(PNME). In order to define criteria for our analysis, we make use of the quality parameters for all-day schools, as systematized by the German researchers Holtappels, Kamski e Schnetzer (2009). Our goal is to answer which quality criteria of all-day schools are considered in the concept of evaluation of the PNME. Therefore, we analyze official documents of the current program’s policy as well as, for comparative purposes, documents containing regulations and orientations from the previous Program More Education (PME). As a main result of PMEs principal documents’ analysis, we ascertain that there is no mentioning of learning evaluation regarding the implementation phase. In documents concerning the implementation phase of the PNME the evaluation of cognitive competencies is predominantly mentioned, primarily concerning Portuguese and Mathematics, leaving other competencies and abilities, such as cooperation and self-competences of secondary importance. Nesta análise focalizamos no conceito de avaliação da aprendizagem no Programa Novo Mais Educação (PNME). Para estabelecer os critérios de análise, recorreu-se ao Quadro de referência de qualidade para escolas em tempo integral, sistematizado pelos pesquisadores alemães Holtappels, Kamski e Schnetzer (2009). Propõe-se responder quais desses critérios de qualidade da escola em tempo integral são também implícitos no conceito de avaliação aplicada no PNME. Para isso foram analisados os documentos oficiais do programa, como também, para fins de comparação, os documentos oficiais da implementação do antigo Programa Mais Educação (PME). Como principal resultado da análise, constata-se que na fase da implementação do PME não foi explicitado a avaliação da aprendizagem dos alunos. No PNME há uma preocupação com a avaliação, mas predomina a avaliação de competências cognitivas, principalmente em Português e Matemática, deixando outras competências e habilidades, como a cooperação e autocompetências, em segundo plano. Vitória da Conquista, BA

Induced pluripotent stem cells (iPSCs) are a useful tool to investigate pathomechanistic and cellular processes due to their differentiation potential into different somatic cell types in vitro. Here, we have generated iPSCs from an apparently healthy male individual using an integration-free reprogramming method. The resulting iPSCs are pluripotent and display a normal karyotype. Furthermore, we demonstrate that this iPSC line can be differentiated into all three germ layers. Keywords: Induced pluripotent stem cells from an apparently healthy individual, Induced Pluripotent stem cells capable of differentiation into all three germ layers

The implementation of an inclusive education as intended in the educational policy laws since 1996 still faces difficulties. In this research the implementation of inclusive education has been studied from the point of view of involved parties. After reviewing scientific literature and analyzing legislative documents, a field study, researching a public as well as a private school in Salvador da Bahia, has been conducted in order to describe the possibilities and limits of this implementation process. The collected data was categorized according to internal school conditions. The results show that the schools lack sufficient accessibility for students with disabilities, reveal complaints about insufficient level of knowledge regarding inclusive education of the teachers and an insufficient transparency of institutional communication. A implementação da educação inclusiva conforme prevista na legislação educacional desde 1996 ainda enfrenta obstáculos. Nesta pesquisa investigou-se a sua implementação a partir da perspectiva dos sujeitos envolvidos. Após uma revisão de literatura e uma pesquisa documental da legislação buscou-se, por meio de uma pesquisa de campo realizada em uma escola particular e uma escola pública, situadas no município de Salvador-Bahia, descrever as possibilidades e os limites que se apresentam no decorrer do processo de implementação. Os dados levantados, categorizados conforme de condicionantes internos da escola, constataram que as escolas não apresentam suficiente acessibilidade para alunos com deficiências, que se queixam de uma formação deficitária dos professores em respeito da educação inclusiva e que a comunicação institucional não se apresentou suficientemente transparente. São Paulo, SP

Este estudo trata da gestão da informação na implementação do Programa Mais Educação, que prevê no seu desenho administrativo uma cooperação entre diferentes entes federados. A gestão da informação se torna, desta forma, um fator crucial para sua implementação. São apresentados os resultados de uma análise da gestão da informação na Secretaria de Estado da Educação de Sergipe, alcançados numa pesquisa qualitativa, na qual foram realizadas análises de documentos, observações diretas e entrevistas semiestruturadas com os integrantes da equipe coordenadora do programa na rede estadual de ensino. Enfatizou-se os canais utilizados para disseminar as informações entre as diferentes instâncias responsáveis pela sua implementação, em especíico, entre o Ministério da Educação e a Secretaria de Estado da Educação e entre a Secretaria e as Escolas. Como resultados principais constataram-se a falta ou carência no funcionamento de instâncias previstas no desenho administrativo do programa e as dissonâncias na disseminação de informações relacionadas, principalmente, ao seu inanciamento. Também, chama a atenção o predomínio dos canais de comunicação oral. Pouco se utiliza das vantagens das tecnologias eletrônicas da comunicação, o que levou a recomendar o investimento na infraestrutura tecnológica administrativa, na capacitação das pessoas e na adaptação da linguagem da informação ao seu usuário.

Emerging marine observation technologies provide new opportunities to learn about phytoplankton communities with greater spatiotemporal resolution. Autonomous vehicles enable real-time ocean data collection and communications over long durations, in varying sea states and at lower cost than crewed ships. The Jupiter Research Foundation is developing a novel device to obtain near real-time phytoplankton observations from a mobile unmanned platform. The Jupiter Autonomous Microscope (JAM) is an autonomous microscope imaging system that acquires, crops and geo-tags phytoplankton images and sends them to a shore-based server via mobile phone or satellite networks. On-shore processing includes automated object measurements and classification, as well as statistical calculations. Images and corresponding data are made accessible on a dedicated website that allows filtering, annotation and sharing. Successfully deployed on Wave Gliders for several weeks at a time, JAM provides a unique view of phytoplankton community structure. This paper describes the overall JAM design and operation.

Este texto se inserta en el escenario de debates sobre la educación integral/tiempo integral, que ha sido objeto de atención en Brasil en los últimos años. El análisis problematiza los límites de las actuales evaluaciones externas de gran escala para verificar la calidad de la escuela en tiempo integral. El objetivo del artículo es el de reflexionar sobre una posible sistematización de criterios de calidad de la escuela en tiempo integral, con miras a evaluar su eficacia. Los argumentos fueron construidos a partir de una revisión de la literatura científica, del análisis documental y del análisis secundario de investigaciones, predominantemente de cuño cualitativo, y toma como referencia las contribuciones de Holtappels, en diálogo con estudios sobre la ampliación de la jornada escolar en Brasil. Las conclusiones señalan que el modelo presentado puede contribuir como herramienta heurística para orientar el desarrollo organizativo de la escuela.________________________________________________________________________________________________________________________________ This paper focuses on the debates concerning full time-education, which has been subject of attention in Brazil in recent years. The analysis discusses the limits of current large-scale external assessments to check the quality of full-time schools. The objective of this article is to reflect on a possible criteria systematization concerning the quality of full-time schools, in order to assess their effectiveness. The arguments were based on a review of the scientific literature, documentary analysis and secondary research analysis, mainly of qualitative nature, and take as reference Holtappels’ contributions, as well as studies about the expansion of the school day in Brazil. The findings indicate that the model presented may contribute as a heuristic tool to guide the schools’ organizational development. Este texto se insere no cenário de debates sobre a educação integral/ tempo integral, que tem sido objeto de atenção no Brasil nos últimos anos. A análise problematiza os limites das atuais avaliações externas de larga escala para verificar a qualidade da escola em tempo integral. O objetivo do artigo é refletir sobre uma possível sistematização de critérios de qualidade da escola em tempo integral, com vistas a avaliar a sua eficácia. Os argumentos foram construídos a partir de uma revisão da literatura científica, de análise documental e de análise secundária de pesquisas, predominantemente de cunho qualitativo, e toma como referência as contribuições de Holtappels, em diálogo com estudos sobre a ampliação da jornada escolar no Brasil. As conclusões apontam que o modelo apresentado pode contribuir como ferramenta heurística para nortear o desenvolvimento organizacional da escola. São Paulo, SP

Neste texto, argumentamos que as avaliações das cotas universitárias precisam incorporar o conceito de reconhecimento social. Se as ações afirmativas que beneficiam alunos de escolas públicas e não brancos nas universidades públicas se tornaram um fenômeno de grande visibilidade, ainda há muito o que se avançar na interpretação dos seus reais efeitos. Desse modo, propomos discutir as mudanças introduzidas por essas políticas no quotidiano da Universidade Federal de Sergipe, dando prioridade à autopercepção dos alunos cotistas e às interações por eles estabelecidas com outros alunos e com os professores. Para isso, utilizou-se uma metodologia que alia métodos qualitativos (grupos focais) com métodos quantitativos (survey). Os principais resultados da pesquisa apontam para o aumento da autoestima dos cotistas e, ao mesmo tempo, para a existência, por razões econômicas e de classe, de tensões entre eles e os alunos não cotistas e, principalmente, entre os professores dos cursos mais prestigiosos._________________________________________________________________________________________ ABSTRACT: In this paper, we argue that evaluations of university quotas must incorporate the concept of social recognition. Indeed, even if affirmative action in public universities for students from public schools and non-whites has become a phenomenon of great visibility, we still have much to advance in the interpretation of its actual effects. Thus, we propose to discuss the changes introduced by these policies into everyday life in the Federal University of Sergipe, giving priority to self-perception of quota students and to the interactions established by them with other students and with teachers. For this purpose, we used a methodology that combines qualitative (focus groups) and quantitative (survey) methods. The main research results point out increased self-esteem of these students and, at the same time, the existence, for economic and class reasons, of tensions between them and the non-quota students, and especially between them and teachers of the most prestigious courses._________________________________________________________________________________________ RESUMEN: En este artículo se argumenta que las evaluaciones de las cuotas universitarias deben incorporar el concepto de reconocimiento social. En efecto, si la acción afirmativa en las universidades públicas a favor de los estudiantes de las escuelas públicas y los no blancos se han convertido en un fenómeno de gran visibilidad, todavía tenemos mucho que avanzar en la interpretación de sus efectos reales. Por lo tanto, proponemos discutir los cambios introducidos por estas políticas en el cotidiano de la Universidad Federal de Sergipe, dando prioridad a la auto-percepción de los cuotistas y las interacciones establecidas por ellos con otros estudiantes y con los profesores. Para esto, se utilizó una metodología que combina métodos cualitativos (grupos focales) y cuantitativos (encuesta). Los principales resultados de la investigación apuntan a un aumento de la autoestima de ellos y, al mismo tiempo, la existencia, por razones económicas y de clase, a las tensiones entre ellos y los estudiantes non cuotistas y especialmente los profesores de los cursos más prestigiosos.

A gestão escolar do ensino público baseia-se no princípio democrático, conforme alegislação brasileira, abrindo espaço para a participação da comunidade escolar nadefinição da proposta pedagógica da escola pública. Estudos científicos mostraram,contudo, certas dificuldades na implantação da gestão democrática. Pergunta-se,por isso, como se apresenta a situação atual da gestão democrática após mais deduas décadas. Objetiva-se identificar as possibilidades e limites da participação dacomunidade escolar e local na gestão escolar da escola pública. Em um estudo de caso em duas escolas da rede municipal de Aracaju (SE), Brasil, foi realizada uma análise documental do Projeto Político Pedagógico das referidas escolas e levantada a percepção da sua comunidade sobre a participação na gestão escolar por meio de entrevista, aplicação de questionário e dinâmica de diagnóstico participa-tivo. A pesquisa revela a necessidade de melhor consolidar uma gestão democrática eficaz e de se exigir maior aproximação entre escola e comunidade por meio de uma gestão estratégica.

Da liegt L’Amour von Duras auf dem Tisch. Es ist rot mit einer weisen Schrift, daneben das blaue Buch Die Verzuckung der Lol V. Stein, der grune Einband der Orte der Marguerite Duras schaut darunter hervor. Duras, Lol, S.Tahla … ich schreibe keinen Text uber Lol … seit Monaten gart dieser ungeschriebene, unschreibbare Text uber Lol in mir. Ich hole kein weises Blatt aus dem Schrank, diese sauberen weisen Blatter, auf denen man den Stift so ansetzt, als musse nun eine feierliche Prozession von Buchstaben darauf entlangziehen, eine reprasentative Prozession, ein Text uber Lol, eine falsche Ubersetzung — ein Begrabniszug …? Lol ist das, was sie daraus machen, anders existiert das nicht, hat Duras gesagt. Ich weigere mich, etwas aus Lol zu machen, wider jedes Wollen anderer Art. Ich wollte einen Text uber Lol schreiben und habe versagt, bin gescheitert. Trotz dieses euphorischen Ausrufs “Ich weis! Ich weis!”, den ich nach der Lekture aussties, auf einem Roggenfeld liegend, als ein toter Hund am Strand. Ich verschwende heute Lol, ich bin groszugig. Ich weis nicht! Ich weis nicht! Eine ganz merkwurdige “Wahrheit”, die sich mit Lol zuruckzieht? Ich will nichts wissen. Was habe ich in den letzten Monaten darum gerungen, nichts zu wissen, die falschen Fragen aufzugeben, immer weniger zu wissen. Mit der Zeit schien es mir zu gelingen. Ich legte den Stift hin, das Blatt Papier blieb weis, ich ging spazieren mit dem Willen, nichts aus Lol machen, nichts uber sie aussagen zu konnen.

Repeated conventional UV depth lithography and electroplating allows us to produce microstructures of varying size in the third dimension. The structures are about 50 micrometers high and the bearing clearances are in the micrometers range. A number of alternative processes and applications are reviewed. The status of the UV depth lithography of positive photoresist and the TUB process for electroplating (Au) high depth-to-width aspect ratio microstructures is briefly described. Capacitive micromotors, a capacitive acceleration sensor, and 3D microcoils have been fabricated. These results are discussed and possible future steps and applications are mentioned.

Table of contents Oral presentations Session 1: Entry & uncoating O1 Host cell polo-like kinases (PLKs) promote early prototype foamy virus (PFV) replication Irena Zurnic, Sylvia Hütter, Ute Lehmann, Nicole Stanke, Juliane Reh, Tobias Kern, Fabian Lindel, Gesche Gerresheim, Martin Hamann, Erik Müllers, Paul Lesbats, Peter Cherepanov, Erik Serrao, Alan Engelman, Dirk Lindemann O2 A novel entry/uncoating assay reveals the presence of at least two species of viral capsids during synchronized HIV-1 infection Claire Da Silva Santos, Kevin Tartour, Andrea Cimarelli O3 Dynamics of nuclear envelope association and nuclear import of HIV-1 complexes Rya Burdick, Jianbo Chen, Jaya Sastri, Wei-Shau Hu, Vinay Pathak O4 Human papillomavirus protein E4 potently enhances the susceptibility to HIV infection Oliver T. Keppler Session 2: Reverse transcription & integration O5 Structure and function of HIV-1 integrase post translational modifications Karine Pradeau, Sylvia Eiler, Nicolas Levy, Sarah Lennon, Sarah Cianferani, Stéphane Emiliani, Marc Ruff O6 Regulation of retroviral integration by RNA polymerase II associated factors and chromatin structure Vincent Parissi Session 3: Transcription and latency O7 A novel single-cell analysis pipeline to identify specific biomarkers of HIV permissiveness Sylvie Rato, Antonio Rausell, Miguel Munoz, Amalio Telenti, Angela Ciuffi O8 A capsid-dependent integration program linking T cell activation to HIV-1 gene expression Alexander Zhyvoloup, Anat Melamed, Ian Anderson, Delphine Planas, Janos Kriston-Vizi, Robin Ketteler, Chen-Hsuin Lee, Andy Merritt, Petronela Ancuta, Charles Bangham, Ariberto Fassati O9 Characterisation of new RNA polymerase III and RNA polymerase II transcriptional promoters in the Bovine Leukemia Virus genome Anthony Rodari, Benoit Van Driessche, Mathilde Galais, Nadége Delacourt, Sylvain Fauquenoy, Caroline Vanhulle, Anna Kula, Arsène Burny, Olivier Rohr, Carine Van Lint O10 Tissue-specific dendritic cells differentially modulate latent HIV-1 reservoirs Thijs van Montfort, Renee van der Sluis, Dave Speijer, Ben Berkhout Session 4: RNA trafficking & packaging O11 A novel cis-acting element affecting HIV replication Bo Meng, Andrzej Rutkowski, Neil Berry, Lars Dölken, Andrew Lever O12 Tolerance of HIV’s late gene expression towards stepwise codon adaptation Thomas Schuster, Benedikt Asbach, Ralf Wagner Session 5: Assembly & release O13 Importance of the tax-inducible actin-bundling protein fascin for transmission of human T cell leukemia virus Type 1 (HTLV-1) Christine Gross, Veit Wiesmann, Martina Kalmer, Thomas Wittenberg, Jan Gettemans, Andrea K. Thoma-Kress O14 Lentiviral nef proteins antagonize TIM-mediated inhibition of viral release Minghua Li, Eric O. Freed, Shan-Lu Liu Session 6: Pathogenesis & evolution O15 SEVI and semen prolong the half-life of HIV-1 Janis Müller, Jan Münch O16 CD169+ macrophages mediate retrovirus trans-infection of permissive lymphocytes to establish infection in vivo Xaver Sewald, Pradeep Uchil, Mark Ladinsky, Jagadish Beloor, Ruoxi Pi, Christin Herrmann, Nasim Motamedi, Thomas Murooka, Michael Brehm, Dale Greiner, Thorsten Mempel, Pamela Bjorkman, Priti Kumar, Walther Mothes O17 Efficient replication of a vpu containing SIVagm construct in African Green Monkeys requires an HIV-1 nef gene Simone Joas, Erica Parrish, Clement Wesley Gnanadurai, Edina Lump, Christina M. Stürzel, Nicholas F. Parrish, Ulrike Sauermann, Katharina Töpfer, Tina Schultheiss, Steven Bosinger, Guido Silvestri, Cristian Apetrei, Nicholas Huot, Michaela Müller-Trutwin, Daniel Sauter, Beatrice H. Hahn, Christiane Stahl-Hennig, Frank Kirchhoff O18 Reprogramming initiates mobilization of endogenous mutagenic LINE-1, Alu and SVA retrotransposons in human induced pluripotent stem cells with consequences for host gene expression Gerald Schumann, Sabine Jung-Klawitter, Nina V. Fuchs, Kyle R. Upton, Martin Muñoz-Lopez, Ruchi Shukla, Jichang Wang, Marta Garcia-Canadas, Cesar Lopez-Ruiz, Daniel J. Gerhardt, Attila Sebe, Ivana Grabundzija, Patricia Gerdes, Sylvia Merkert, Andres Pulgarin, Anja Bock, Ulrike Held, Anett Witthuhn, Alexandra Haase, Ernst J. Wolvetang, Ulrich Martin, Zoltán Ivics, Zsuzsanna Izsvák, J. Garcia-Perez, Geoffrey J. Faulkner O19 NF-κB activation induces expression of human endogenous retrovirus and particle production Tara Hurst, Aris Katzourakis, Gkikas Magiorkinis Session 7a and b: Innate sensing & intrinsic immunity O20 Identification of the phosphatase acting on T592 in SAMHD1 during M/G1 transition Kerstin Schott, Rita Derua, Janna Seifried, Andreas Reuter, Heike Schmitz, Christiane Tondera, Alberto Brandariz-Nuñez, Felipe Diaz-Griffero, Veerle Janssens, Renate König O21 Vpx overcomes a SAMHD1-independent block to HIV reverse transcription that is specific to resting CD4 T cells Hanna-Mari Baldauf, Lena Stegmann, Sarah-Marie Schwarz, Maud Trotard, Margarethe Martin, Gina Lenzi, Manja Burggraf, Xiaoyu Pan, Oliver I. Fregoso, Efrem S. Lim, Libin Abraham, Elina Erikson, Laura Nguyen, Ina Ambiel, Frank Rutsch, Renate König, Baek Kim, Michael Emerman, Oliver T. Fackler, Oliver T. Keppler O22 The role of SAMHD1 in antiviral restriction and immune sensing in the mouse Sabine Wittmann, Rayk Behrendt, Bianca Volkmann, Kristin Eissmann, Thomas Gramberg O23 T cells expressing reduced restriction factors are preferentially infected in therapy naïve HIV-1 patients Sebastian Bolduan, Herwig Koppensteiner, Stefanie Regensburg, Ruth Brack-Werner, Rika Draenert, Michael Schindler O24 cGAS-mediated innate immunity spreads through HIV-1 env-induced membrane fusion sites from infected to uninfected primary HIV-1 target cells Aurélie Ducroux, Shuting Xu, Aparna Ponnurangam, Sergej Franz, Angelina Malassa, Ellen Ewald, Christine Goffinet O25 Perturbation of innate RNA and DNA sensing by human T cell leukemia virus type 1 oncoproteins Sin-Yee Fung, Ching-Ping Chan, Chun-Kit Yuen, Kin-Hang Kok, Chin-Ping Chan, Dong-Yan Jin O26 Induction and anti-viral activity of Interferon α subtypes in HIV-1 infection Ulf Dittmer O27 Vpu-mediated counteraction of tetherin is a major determinant of HIV-1 interferon resistance Dorota Kmiec, Shilpa Iyer, Christina Stürzel, Daniel Sauter, Beatrice Hahn, Frank Kirchhoff O28 DNA repair protein Rad18 restricts HIV-1 and LINE-1 life cycle Yasuo Ariumi, Mariko Yasuda-Inoue, Koudai Kawano, Satoshi Tateishi, Priscilla Turelli O29 Natural mutations in IFITM3 allow escape from post-translational regulation and toggle antiviral specificity Alex Compton, Nicolas Roy, Françoise Porrot, Anne Billet, Nicoletta Casartelli, Jacob Yount, Chen Liang, Oliver Schwartz Session 8: Adaptive immunity & immune evasion O30 Observing evolution in HIV-1 infection: phylogenetics and mutant selection windows to infer the influence of the autologous antibody response on the viral quasispecies Carsten Magnus, Lucia Reh, Penny Moore, Therese Uhr, Jacqueline Weber, Lynn Morris, Alexandra Trkola O31 Dose and subtype specific analyses of the anti-HIV effects of IFN-alpha family members Rashel V. Grindberg, Erika Schlaepfer, Gideon Schreiber, Viviana Simon, Roberto F. Speck Session 9: Novel antiviral strategies O32 LEDGIN-mediated inhibition of the integrase-LEDGF/p75 interaction reduces reactivation of residual latent HIV Zeger Debyser, Lenard Vranckx, Jonas Demeulemeester, Suha Saleh, Eric Verdin, Anna Cereseto, Frauke Christ, Rik Gijsbers O33 NKG2D-mediated clearance of reactivated viral reservoirs by natural killer cells O34 Inhibition of HIV reactivation in brain cells by AAV-mediated delivery of CRISPR/Cas9 O35 CRISPR-Cas9 as antiviral: potent HIV-1 inhibition, but rapid virus escape and the subsequent design of escape-proof antiviral strategies Ben Berkhout, Gang Wang, Na Zhao, Atze T. Das Session 10: Recent advances in HIV vaccine development O36 Priming with a potent HIV-1 DNA vaccine frames the quality of T cell and antibody responses prior to a poxvirus and protein boost Benedikt Asbach, Josef Köstler, Beatriz Perdiguero, Mariano Esteban, Bertram L. Jacobs, David C. Montefiori, Celia C. LaBranche, Nicole L. Yates, Georgia D. Tomaras, Guido Ferrari, Kathryn E. Foulds, Mario Roederer, Gary Landucci, Donald N. Forthal, Michael S. Seaman, Natalie Hawkins, Steven G. Self, Sanjay Phogat, James Tartaglia, Susan W. Barnett, Brian Burke, Anthony D. Cristillo, Song Ding, Jonathan L. Heeney, Giuseppe Pantaleo, Ralf Wagner O37 Passive immunisation with a neutralising antibody against HIV-1 Env prevents infection of the first cells in a mucosal challenge rhesus monkey model Christiane Stahl-Hennig, Viktoria Stab, Armin Ensser, Ulrike Sauermann, Bettina Tippler, Dennis Burton, Matthias Tenbusch, Klaus Überla O38 HIV antibody Fc-glycoforms drive B cell affinity maturation Galit Alter, Giuseppe Lofano, Anne-Sophie Dugast, Viraj Kulkarni, Todd Suscovich Poster presentations Topic 1: Entry & uncoating P1 Dynein light chain is required for murine leukemia virus infection Tatiana Opazo, Felipe Barraza, Diego Herrera, Andrea Garces, Tomas Schwenke, Diego Tapia, Jorge Cancino, Gloria Arriagada P2 Peptide paratope mimics of the broadly neutralising HIV-1 antibody b12 Christina Haußner, Dominik Damm, Anette Rohrhofer, Barbara Schmidt, Jutta Eichler P3 Investigating cellular pathways involved in the transmission of HIV-1 between dendritic cells and T cells using RNAi screening techniques Rebecca Midgley, James Wheeldon, Vincent Piguet P4 Co-receptor tropism in HIV-1, HIV-2 monotypic and dual infections Priyanka Khopkar, Megha Rohamare, Smita Kulkarni P5 Characterisation of the role of CIB1 and CIB2 as HIV-1 helper factors Ana Godinho-Santos, Allan Hance, Joao Goncalves, Fabrizio Mammano P6 Buffering deleterious polymorphisms in the highly constrained C2 region of HIV-1 envelope by the flexible V3 domain Romain Gasser, Meriem Hamoudi, Martina Pellicciotta, Zhicheng Zhou, Clara Visdeloup, Philippe Colin, Martine Braibant, Bernard Lagane, Matteo Negroni P7 Entry inhibition of HERV-K(HML-2) by an Env-IgG fusion protein Jula Wamara, Norbert Bannert Topic 2: Reverse transcription & integration P8 The R263K/H51Y resistance substitutions in HIV integrase decreases levels of integrated HIV DNA over time Thibault Mesplede, Nathan Osman, Kaitlin Anstett, Jiaming Calvin Liang, Hanh Thi Pham, Mark Wainberg P9 The Retrovirus Integration Database (RID) Wei Shao, Jigui Shan, Mary Kearney, Xiaolin Wu, Frank Maldarelli, John Mellors, Brian Luke, John Coffin, Stephen Hughes P10 The small molecule 3G11 inhibits HIV-1 reverse transcription Thomas Fricke, Silvana Opp, Caitlin Shepard, Dmitri Ivanov, Baek Kim, Jose Valle-Casuso, Felipe Diaz-Griffero P11 Dual and opposite regulation of HIV-1 integration by hRAD51: impact on therapeutical approaches using homologous DNA repair modulators Vincent Parissi P12 A flexible motif essential for integration by HIV-1 integrase Marine Kanja, Pierre Cappy, Matteo Negroni, Daniela Lener P13 Interaction between HIV-1 integrase and the host protein Ku70: identification of the binding site and study of the influence on integrase-proteasome interplay Ekaterina Knyazhanskaya, Andrey Anisenko, Timofey Zatsepin, Marina Gottikh P14 Normalisation based method for deep sequencing of somatic retroelement integrations in human genome Alexander Komkov, Anastasia Minervina, Gaiaz Nugmanov, Vadim Nazarov, Konstantin Khodosevich, Ilgar Mamedov, Yuri Lebedev Topic 3: Transcription and latency P15 BCA2/RABRING7 restricts HIV-1 transcription by preventing the nuclear translocation of NF-κB Marta Colomer-Lluch, Ruth Serra-Moreno P16 MATR3 post-transcriptional regulation of HIV-1 transcription during latency Ambra Sarracino, Anna Kula, Lavina Gharu, Alexander Pasternak, Carine Van Lint, Alessandro Marcello P17 HIV-1 tat intersects the SUMO pathway to regulate HIV-1 promoter activity Ann Marie McCartin, Anurag Kulkarni, Valentin Le Douce, Virginie Gautier P18 Conservation in HIV-1 Vpr guides tertiary gRNA folding and alternative splicing Ann Baeyens, Evelien Naessens, Anouk Van Nuffel, Karin Weening, Anne-Marie Reilly, Eva Claeys, Wim Trypsteen, Linos Vandekerckhove, Sven Eyckerman, Kris Gevaert, Bruno Verhasselt P19 The majority of reactivatable latent HIV are genetically distinct Hoi Ping Mok, Nicholas Norton, Axel Fun, Jack Hirst, Mark Wills, Andrew Lever P20 Do mutations in the tat exonic splice enhancer contribute to HIV-1 latency? Nicholas Norton, Hoi Ping Mok, Jack Hirst, Andrew Lever P21 Culture-to-Ct: A fast and direct RT-qPCR HIV gene reactivation screening method using primary T cell culture Valentin Le Douce, Ann Marie McCartin, Virginie Gautier P22 A novel approach to define populations of early silenced proviruses Dalibor Miklik, Filip Senigl, Jiri Hejnar Topic 4: RNA trafficking & packaging P23 Functional analysis of the structure and conformation of HIV-1 genome RNA DIS Jun-ichi Sakuragi, Sayuri Sakuragi, Masaru Yokoyama, Tatsuo Shioda, Hironori Sato P24 Regulation of foamy viral env splicing controls gag and pol expression Jochen Bodem, Rebecca Moschall, Sarah Denk, Steffen Erkelenz, Christian Schenk, Heiner Schaal Topic 5: Assembly & release P25 Transfer of HTLV-1 p8 to target T cells depends on VASP: a novel interaction partner of p8 Norbert Donhauser, Ellen Socher, Sebastian Millen, Heinrich Sticht, Andrea K. Thoma-Kress P26 COL4A1 and COL4A2 are novel HTLV-1 tax targets with a putative role in virus transmission Christine Gross, Sebastian Millen, Melanie Mann, Klaus Überla, Andrea K. Thoma-Kress P27 The C terminus of foamy virus gag protein is required for particle formation, and virus budding: starting assembly at the C terminus? Guochao Wei, Matthew J. Betts, Yang Liu, Timo Kehl, Robert B. Russell, Martin Löchelt P28 Generation of an antigen-capture ELISA and analysis of Rec and Staufen-1 effects on HERV-K(HML-2) virus particle production Oliver Hohn, Saeed Mostafa, Kirsten Hanke, Stephen Norley, Norbert Bannert P29 Antagonism of BST-2/tetherin is a conserved function of primary HIV-2 Env glycoproteins Chia-Yen Chen, Masashi Shingai, Pedro Borrego, Nuno Taveira, Klaus Strebel P30 Mutations in the packaging signal region of the HIV-1 genome cause a late domain mutant phenotype Chris Hellmund, Bo Meng, Andrew Lever P31 p6 regulates membrane association of HIV-1 gag Melanie Friedrich, Friedrich Hahn, Christian Setz, Pia Rauch, Kirsten Fraedrich, Alina Matthaei, Petra Henklein, Maximilian Traxdorf, Torgils Fossen, Ulrich Schubert Topic 6: Pathogenesis & evolution P32 Molecular and structural basis of protein evolution during viral adaptation Aya Khwaja, Meytal Galilee, Akram Alian P33 HIV-1 enhancement and neutralisation by soluble gp120 and its role for the selection of the R5-tropic “best fit” Birco Schwalbe, Heiko Hauser, Michael Schreiber P34 An insertion of seven amino acids in the Env cytoplasmic tail of Human Immunodeficiency Virus type 2 (HIV-2) selected during disease progression enhances viral replication François Dufrasne, Mara Lucchetti, Patrick Goubau, Jean Ruelle P35 Cell-associated HIV-1 unspliced to multiply spliced RNA ratio at 12 weeks ART correlates with markers of immune activation and apoptosis and predicts the CD4 T-cell count at 96 weeks ART Mirte Scherpenisse, Ben Berkhout, Alexander Pasternak P36 Faster progression in non-B subtype HIV-1-infected patients than Korean subclade of subtype B is accompanied by higher variation and no induction of gross deletion in non-B nef gene by Korean red ginseng treatment Young-Keol Cho, Jungeun Kim, Daeun Jeong P37 Aberrant expression of ERVWE1 endogenous retrovirus and overexpression of TET dioxygenases are characteristic features of seminoma Katerina Trejbalova, Martina Benesova, Dana Kucerova, Zdenka Vernerova, Rachel Amouroux, Petra Hajkova, Jiri Hejnar P38 Life history of the oldest lentivirus: characterisation of ELVgv integrations and the TRIM5 selection pattern in dermoptera Daniel Elleder, Tomas Hron, Helena Farkasova, Abinash Padhi, Jan Paces P39 Characterisation of a highly divergent endogenous retrovirus in the equine germ line Henan Zhu, Robert Gifford, Pablo Murcia P40 The emergence of pandemic retroviral infection in small ruminants Maria Luisa Carrozza, Anna-Maria Niewiadomska, Maurizio Mazzei, Mounir Abi-Said, Joseph Hughes, Stéphane Hué, Robert Gifford P41 Near full-length genome (NFLG) Characterisation of HIV-1 subtype B identified in South Africa Adetayo Obasa, Graeme Jacobs, Susan Engelbrecht P42 Acquisition of Vpu-mediated tetherin antagonism by an HIV-1 group O strain Katharina Mack, Kathrin Starz, Daniel Sauter, Matthias Geyer, Frederic Bibollet-Ruche, Christina Stürzel, Marie Leoz, Jean Christophe Plantier, Beatrice H. Hahn, Frank Kirchhoff P43 The human endogenous retrovirus type K is involved in cancer stem cell markers expression and in human melanoma malignancy Ayele Argaw-Denboba, Emanuela Balestrieri, Annalucia Serafino, Ilaria Bucci, Chiara Cipriani, Corrado Spadafora, Paolo Sinibaldi-Vallebona, Claudia Matteucci P44 Natural infection of Indian non-human primates by unique lentiviruses S. Nandi Jayashree, Ujjwal Neogi, Anil K. Chhangani, Shravan Sing Rathore, Bajrang R. J. Mathur P45 Free cervical cancer screening among HIV-positive women receiving antiretroviral treatment in Nigeria Adeyemi Abati P46 Molecular evolutionary status of feline immunodeficiency virus in Turkey B. Taylan Koç, Tuba Çiğdem Oğuzoğlu Topic 7: Innate sensing & intrinsic immunity P47 Cell-to-cell contact with HTLV-1-infected T cells reduces dendritic cell immune functions and contributes to infection in trans. Takatoshi Shimauchi, Stephan Caucheteux, Jocelyn Turpin, Katja Finsterbusch, Charles Bangham, Yoshiki Tokura, Vincent Piguet P48 Deciphering the mechanisms of HIV-1 exacerbation induced by Mycobacterium tuberculosis in monocytes/macrophages Shanti Souriant, Luciana Balboa, Karine Pingris, Denise Kviatcowsky, Brigitte Raynaud-Messina, Céline Cougoule, Ingrid Mercier, Marcelo Kuroda, Pablo González-Montaner, Sandra Inwentarz, Eduardo Jose Moraña, Maria del Carmen Sasiain, Olivier Neyrolles, Isabelle Maridonneau-Parini, Geanncarlo Lugo-Villarino, Christel Vérollet P49 The SAMHD1-mediated inhibition of LINE-1 retroelements is regulated by phosphorylation Alexandra Herrmann, Sabine Wittmann, Caitlin Shepard, Dominique Thomas, Nerea Ferreirós Bouzas, Baek Kim, Thomas Gramberg P50 Activities of nuclear envelope protein SUN2 in HIV infection Xavier Lahaye, Anvita Bhargava, Takeshi Satoh, Matteo Gentili, Silvia Cerboni, Aymeric Silvin, Cécile Conrad, Hakim Ahmed-Belkacem, Elisa C. Rodriguez, Jean-François Guichou, Nathalie Bosquet, Matthieu Piel, Roger Le Grand, Megan King, Jean-Michel Pawlotsky, Nicolas Manel P51 Activation of TLR7/8 with a small molecule agonist induces a novel restriction to HIV-1 infection of monocytes Henning Hofmann, Benedicte Vanwalscappel, Nicolin Bloch, Nathaniel Landau P52 Steady state between the DNA polymerase and Rnase H domain activities of reverse transcriptases determines the sensitivity of retroviruses to inhibition by APOBEC3 proteins Stanislav Indik, Benedikt Hagen P53 HIV restriction in mature dendritic cells is related to p21 induction and p21-mediated control of the dNTP pool and SAMHD1 activity. José Carlos Valle-Casuso, Awatef Allouch, Annie David, Françoise Barré-Sinoussi, Michaela Müller-Trutwin, Monsef Benkirane, Gianfranco Pancino, Asier Saez-Cirion P54 IFITM protens restrict HIV-1 protein synthesis Wing-Yiu Lee, Chen Liang, Richard Sloan P55 Characterisation and functional analysis of the novel restriction factor Serinc5 Bianca Schulte, Silvana Opp, Felipe Diaz-Griffero P56 piRNA sequences are common in Human Endogenous Retroviral Sequences (HERVs): An antiretroviral restriction mechanism? Jonas Blomberg, Luana Vargiu, Patricia Rodriguez-Tomé, Enzo Tramontano, Göran Sperber P57 Ferroportin restricts HIV-1 infection in sickle cell disease Namita Kumari, Tatiana Ammosova, Sharmeen Diaz, Patricia Oneal, Sergei Nekhai P58 APOBEC3G modulates the response to antiretroviral drugs in humanized mice Audrey Fahrny, Gustavo Gers-Huber, Annette Audigé, Roberto F. Speck, Anitha Jayaprakash, Ravi Sachidanandam, Matt Hernandez, Marsha Dillon-White, Viviana Simon P59 High-throughput epigenetic analysis of evolutionarily young endogenous retrovirus presents in the mule deer (Odocoileus hemionus) genome Tomas Hron, Helena Farkasova, Daniel Elleder P60 Characterisation of the expression of novel endogenous retroviruses and immune interactions in a macaque model Neil Berry, Emmanuel Maze, Claire Ham, Neil Almond, Greg Towers, Robert Belshaw P61 HIV-1 restriction by orthologs of SERINC3 and SERINC5 Patrícia de Sousa-Pereira, Joana Abrantes, Massimo Pizzato, Pedro J. Esteves, Oliver T. Fackler, Oliver T. Keppler, Hanna-Mari Baldauf P62 TRIM19/PML restricts HIV infection in a cell type-dependent manner Bianca Volkmann, Tanja Kahle, Kristin Eissmann, Alexandra Herrmann, Sven Schmitt, Sabine Wittmann, Laura Merkel, Nina Reuter, Thomas Stamminger, Thomas Gramberg P63 Recent invasion of the mule deer genome by a retrovirus Helena Farkasova, Tomas Hron, Daniel Elleder P64 Does the antiviral protein SAMHD1 influence mitochondrial function? Ilaria Dalla Rosa, Kate Bishop, Antonella Spinazzola, Harriet Groom P65 cGAMP transfers intercellularly via HIV-1 Env-mediated cell–cell fusion sites and triggers an innate immune response in primary target cells Shuting Xu, Aurélie Ducroux, Aparna Ponnurangam, Sergej Franz, Gabrielle Vieyres, Mathias Müsken, Thomas Zillinger, Angelina Malassa, Ellen Ewald, Veit Hornung, Winfried Barchet, Susanne Häussler, Thomas Pietschmann, Christine Goffinet P66 Pre-infection transcript levels of FAM26F in PBMCS inform about overall plasma viral load in acute and postacute phase after SIV-infection Ulrike Sauermann, Aneela Javed, Nicole Leuchte, Gabriela Salinas, Lennart Opitz, Christiane Stahl-Hennig, Sieghart Sopper P67 Sequence-function analysis of three T cell receptors targeting the HIV-1 p17 epitope SLYNTVATL Christiane Mummert, Christian Hofmann, Angela G. Hückelhoven, Silke Bergmann, Sandra M. Müller-Schmucker, Ellen G. Harrer, Jan Dörrie, Niels Schaft, Thomas Harrer P68 An immunodominant region of the envelope glycoprotein of small ruminant lentiviruses may function as decoy antigen Laure Cardinaux, M.-L. Zahno, H.-R. Vogt, R. Zanoni, G. Bertoni P69 Impact of immune activation, immune exhaustion, broadly neutralising antibodies and viral reservoirs on disease progression in HIV-infected children Maximilian Muenchhoff, Philip Goulder, Oliver Keppler Topic 9: Novel antiviral strategies P70 Identification of natural compounds as new antiviral products by bioassay-guided fractionation Alexandra Herrmann, Stephanie Rebensburg, Markus Helfer, Michael Schindler, Ruth Brack-Werner P71 The PPARG antagonism disconnects the HIV replication and effector functions in Th17 cells Yuwei Zhang, Huicheng Chen, Delphine Planas, Annie Bernier, Annie Gosselin, Jean-Pierre Routy, Petronela Ancuta P72 Characterisation of a multiresistant subtype AG reverse transcriptase: AZT resistance, sensitivity to RNase H inhibitors and inhibitor binding Birgitta Wöhrl, Anna Schneider, Angela Corona, Imke Spöring, Mareike Jordan, Bernd Buchholz, Elias Maccioni, Roberto Di Santo, Jochen Bodem, Enzo Tramontano, Kristian Schweimer P73 Insigths into the acetylation pattern of HDAC inhibitors and their potential role in HIV therapy Christian Schölz, Brian Weinert, Sebastian Wagner, Petra Beli, Yasuyuki Miyake, Jun Qi, Lars Jensen, Werner Streicher, Anna McCarthy, Nicholas Westwood, Sonia Lain, Jürgen Cox, Patrick Matthias, Matthias Mann, James Bradner, Chunaram Choudhary P74 HPV-derived and seminal amyloid peptides enhance HIV-1 infection and impair the efficacy of broadly neutralising antibodies and antiretroviral drugs Marcel Stern, Oliver T. Keppler P75 D(−)lentiginosine inhibits both proliferation and virus expression in cells infected by HTLV-1 in vitro Elena Valletta, Caterina Frezza, Claudia Matteucci, Francesca Marino-Merlo, Sandro Grelli, Anna Lucia Serafino, Antonio Mastino, Beatrice Macchi P76 HIV-1 resistance analyses of the Cape Winelands districts, South Africa Sello Mikasi, Graeme Jacobs, Susan Engelbrecht Topic 10: Recent advances in HIV vaccine development P77 Induction of complex retrovirus antigen-specific immune responses by adenovirus-based vectors depends on the order of vector administration Meike Kaulfuß, Sonja Windmann, Wibke Bayer P78 Direct impact of structural properties of HIV-1 Env on the regulation of the humoral immune response Rebecca Heß, Michael Storcksdieck gen. Bonsmann, Viktoria Stab, Carsten Kirschning, Bernd Lepenies, Matthias Tenbusch, Klaus Überla P79 Lentiviral virus-like particles mediate gerenration of T-follicular helper cells in vitro Anne Kolenbrander, Klaus Überla, Vladimir Temchura P80 Recruitment of HIV-1 Vpr to DNA damage sites and protection of proviral DNA from nuclease activity Kenta Iijima, Junya Kobayashi, Yukihito Ishizaka