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M Strang

Publications and source records attributed to M Strang.

6 recordsLinked to original sources

A microtitre plate method for isolation and typing of poliovirus using a blue-cell ELISA.

A simple, sensitive, specific and rapid procedure for isolating and typing polioviruses is described. Specimens are inoculated onto confluent monolayers of cell lines (Hep-2C, L20B or RD) seeded into microtitre plates. After 24-48 h, the infected cells are stained with monoclonal antibodies specific for poliovirus types 1,2,3 or a blend of the three antibodies followed by an anti-mouse IgG-horseradish peroxidase conjugate. On addition of substrate, infected cells stain an intense blue colour and are easily distinguished from uninfected cells by light microscopy. Poliovirus infection can be detected before the appearance of cytopathic effects (CPE). This Blue-Cell ELISA test was evaluated against conventional culture and seroneutralisation on a range of polio isolates and clinical specimens. The sensitivity and specificity of the Blue-Cell ELISA compared to neutralisation was 100% (87/87) on culture supernatants of poliovirus isolates sent to our reference laboratory for confirmation. All the poliovirus isolates were typed within 24 h of specimen inoculation using the new method compared to 6-10 days by conventional culture and neutralisation. The method proved to be more sensitive than conventional culture when clinical specimens were examined. Of 43 clinical specimens from which poliovirus had been previously isolated by various laboratories in the U.K., 30/43 (69.8%) were positive for poliovirus by the Blue-Cell ELISA compared to 29/43 (67.4%) by conventional culture and neutralisation. Neutralisation of specimens exhibiting CPE indicated that all of the polioviruses were correctly typed with the new method. CPE was not observed by conventional culture in any specimen that was negative in the Blue-Cell ELISA. There were no cross-reactions with a range of other enteroviruses.

Antibodies, Monoclonal↗

Evidence that phospholipase A2 activity is required for Golgi complex and trans Golgi network membrane tubulation.

Membrane tubules of uniform diameter (60-80 nm) and various lengths (up to several micrometers) emanate from elements of the Golgi stack and trans Golgi network (TGN). These organelle membrane tubules are thought to be involved in membrane trafficking and maintenance of Golgi/TGN architecture. The number of these tubules, and their frequency of formation, can be greatly enhanced by the fungal metabolite brefeldin A (BFA), an inhibitor of Golgi/TGN-associated coated vesicle formation. We show here that BFA stimulation of Golgi and TGN membrane tubulation, and the resultant retrograde transport of resident Golgi enzymes to the endoplasmic reticulum, was potently inhibited by a number of membrane-permeant antagonists of phospholipase A2 (PLA2; EC 3.1.1.4) activity. In addition, PLA2 inhibitors on their own caused a reversible fragmentation of the Golgi complex into juxtanuclear, stacked cisternal elements. We conclude from these observations that tubulation of Golgi complex and TGN membranes requires a PLA2 activity, and that this activity may participate not only in Golgi tubule-mediated retrograde trafficking to the endoplasmic reticulum, but also in the maintenance of Golgi complex architecture.

Animals↗

What do children know about preventing sexual assault? How can their awareness be increased?

Recent awareness of the pervasiveness of sexual abuse of children has resulted in a move to implement prevention programs. In conducting these programs the question of effectiveness is frequently asked. In an attempt to answer some of this concern, a questionnaire was developed and tested to determine children's base level of knowledge. The video format prevention program, "Feeling Yes, Feeling No", available from the National Film Board (Canada) was tested as a method of increasing awareness. A school with a cross section of town and rural children, with differing socioeconomic backgrounds, participated in the study. The study consisted of a pretest of knowledge, a structured video interactive classroom prevention program, and a post-test measure of change. One hundred and thirty-seven students in grades 4, 5, and 6 participated. The program took 4 weeks to complete. When asked about their feelings with regard to the program, 97% of the children stated that they enjoyed it. The results indicated that while most children have a basic level of self-protective knowledge and assertiveness, they can, in a classroom setting, learn significant and additional facts about avoiding sexual assault. Eight of twenty-nine knowledge questions elicited a large change in response, suggesting increased awareness of self-protection. The most significant changes occurred with girls, the same group apparently most at risk.

Adolescent↗