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Antibodies are used in many areas of biomedical and clinical research, but many of these antibodies have not been adequately characterized, which casts doubt on the results reported in many scientific papers. This problem is compounded by a lack of suitable control experiments in many studies. In this article we review the history of the antibody characterization crisis, and we document efforts and initiatives to address the problem, notably for antibodies that target human proteins. We also present recommendations for a range of stakeholders - researchers, universities, journals, antibody vendors and repositories, scientific societies and funders - to increase the reproducibility of studies that rely on antibodies.

A group of Holstein first-calved heifers developed small pustules and ulcers on the vulva and in the vagina during the first 1-4 wk postpartum. The lesions varied from small red pinpoint foci to pustules and ulcers, 3-5 mm diameter. Some ulcers coalesced to form large ulcerated areas up to 15 mm diameter. In some animals, these ulcers progressed to become deep ulceration of the vaginal and vulvar mucosa with >50% of the mucosa involved. Vaginal biopsies from 4 heifers and vaginal individual swabs from 8 heifers for a combined sampling of 9 heifers were taken for clinical assessment. Six of the 9 heifers had parapoxvirus based on histopathology and/or PCR. Histologic examination of the biopsies of the pustules identified ballooning degeneration of the epithelium with degenerate epithelium containing eosinophilic intracytoplasmic inclusions consistent with a parapoxvirus in 3 of 4 biopsies. Testing for bovine herpesvirus 1, 2, and 4, bovine viral diarrhea virus, bovine papular stomatitis virus, and orf virus remained negative.

Antibodies are used in many areas of biomedical and clinical research, but many of these antibodies have not been adequately characterized, which casts doubt on the results reported in many scientific papers. This problem is compounded by a lack of suitable control experiments in many studies. In this article we review the history of the ‘antibody characterization crisis’, and we document efforts and initiatives to address the problem, notably for antibodies that target human proteins. We also present recommendations for a range of stakeholders – researchers, universities, journals, antibody vendors and repositories, scientific societies and funders – to increase the reproducibility of studies that rely on antibodies. [ABSTRACT FROM AUTHOR]

The author has argued that the central concern for the Frankfurt School of critical theory remains a foundationally necessary task for ecopedagogy generally: to understand the domination of nature in all of its complexity and totality as part of an ongoing transformative inquiry (inclusive of both theorization and transgressive action) into the possibilities of achieving a fully liberated world. Knowledge of nature is always mantic--it neither declares nor conceals itself absolutely, but rather takes the form of an enigmatic sign that demands one's diagnostic critique. Accordingly, ecopedagogy looks to emergent subcultural valences and avant-garde representations to critically listen for novel generative themes that might be the germinative subjects of multitudinous dialogues on behalf of a new science of life. It seeks to mount a form of posthuman cultural studies in accordance with the normative demands made by a revolutionary zoophilia. In this article, the author talks about the film "Avatar" as a representation of planetary zoophilia. He seeks to use the idea of zoophilia inclusively as a cognitive space in which the multitude of qualities common to the act of love can be affiliated with one another through theoretical reflection. While the author's claim is that zoophilia acts as an educative force, this essay's social focus on the pedagogy of love moves beyond teacher-student or school-focused discussions offered by theorists. The author offers an approach to educational love that shares sympathies with the larger cultural and political treatment given by Burch (2000) and hooks (2009), as well as Freire (1998). (Contains 10 notes.)

It is not altogether uncommon now to hear environmental educational theorists speak of the need to develop pedagogical methods that can work both for ecological sustainability and social justice. However, the majority of the socio-ecological turn in environmental education has failed to integrate nonhuman animal advocacy as a serious educational issue. In this essay, then, we critically inquire into the theoretical practices of these environmental educators and thereby offer the future promise of a total liberation pedagogy that works to further critical intersectional literacy on behalf of all oppressions and ecological sustainability. We then introduce and contextualize the practices of nine new paradigm educators at work in both formal and non-formal arenas. (Contains 12 notes.)