Anti-NASP monoclonal antibody Made to order

The molecular chaperone Hsp90 has been found to be essential for viability in all tested eukaryotes, from the budding yeast to Drosophila. In mammals, two genes encode the two highly similar and functionally largely redundant isoforms Hsp90 alpha and Hsp90 beta. Although they are co-expressed in most if not all cells, their relative levels vary between tissues and during development. Since mouse embryos lacking Hsp90 beta die at implantation, and despite the fact that Hsp90 inhibitors being tested as anti-cancer agents are relatively well tolerated, the organismic functions of Hsp90 in mammals remain largely unknown. We have generated mouse lines carrying gene trap insertions in the Hsp90 alpha gene to investigate the global functions of this isoform. Surprisingly, mice without Hsp90 alpha are apparently normal, with one major exception. Mutant male mice, whose Hsp90 beta levels are unchanged, are sterile because of a complete failure to produce sperm. While the development of the male reproductive system appears to be normal, spermatogenesis arrests specifically at the pachytene stage of meiosis I. Over time, the number of spermatocytes and the levels of the meiotic regulators and Hsp90 interactors Hsp70-2, NASP and Cdc2 are reduced. We speculate that Hsp90 alpha may be required to maintain and to activate these regulators and/or to disassemble the synaptonemal complex that holds homologous chromosomes together. The link between fertility and Hsp90 is further supported by our finding that an Hsp90 inhibitor that can cross the blood-testis barrier can partially phenocopy the genetic defects.

The findings of a NASP-funded study designed to identify and document exemplary mental health programs in which school psychologists were involved in program design, implementation, and/or evaluation are described. "Exemplary" programming criteria include (a) integrates theory, research, and practice; (b) addresses links between ecological systems; (c) is framed within a continuum of services ranging from prevention to treatment; (d) uses a collaborative-participatory model; and (e) evaluates program acceptability, integrity, and effectiveness. Nominations from school psychology leaders and colleagues yielded 195 programs from 44 states, 87 (from 36 states) of which completed surveys documenting program features. Results suggest that school psychologists can assume a crucial role in providing mental health services in schools and communities. The exemplary programs provide models for mental health service provision and for redefinition of the school psychologist's role as a mental health service provider.