The rapid inactivation of p42mapk initiated five minutes after stimulation of endothelial, adipose and chromaffin cells with growth factor is not catalysed by CL100, but rather by protein phosphatase 2A and by a protein tyrosine phosphatase distinct from CL100. Induction of CL100 is not accompanied by the inactivation of p42mapk in a number of situations.

In monocyte/macrophage cells, the translation of tumor necrosis factor-␣ (TNF-␣) mRNA is tightly controlled. In unstimulated cells, TNF-␣ mRNA is translationally repressed. However, upon stimulation of the cells with various agents (e.g. lipopolysaccharides (LPS) and viruses), this repression is overcome and translation occurs. The key element in this regulation is the AU-rich sequence present in the 3-untranslated region of TNF-␣ mRNA. Several groups have described the binding of proteins on AU-rich elements (AREs). We have previously reported the binding of two cytosolic protein complexes (1 and 2) to the TNF-␣ mRNA ARE, one of which (complex 2) is observed only following induction of TNF-␣ production by LPS. In this report, we have demonstrated that complex 1 involves a long fragment of the ARE, whereas the formation of the LPSinducible complex 2 requires a minimal sequence which corresponds to the nonanucleotide UUAUUUAUU. Furthermore, we show that the RNA-binding protein involved in complex 2 has an apparent molecular mass of 55 kDa. Finally, we tested other AREs for their ability to form complex 2. We observed that the ARE derived from granulocyte/ macrophage colony-stimulating factor mRNA, which does contain the nonanucleotide, is able to sustain the LPS-induced binding of the 55-kDa protein. However, c-myc mRNA, which does not contain the nonanucleotide, is unable to promote the formation of any LPS-induced complex.

This longitudinal case study of a 10-year-old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different 'states' demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.Key words: autism, case study, engagement, intrinsic motivation IntroductionChildren with a wide range of disabilities tend to show reduced levels of engagement (Kemp et al., 2013;Kim & Mahoney, 2004), which inevitably impacts on their learning. Furthermore, children with autism are considered to have the lowest levels of engagement in terms of frequency and duration (Kemp et al., 2013;Simpson et al., 2013): it has been argued that the tendency of children with © 2016 NASEN DOI: 10.1111/1467-8578.12137 autism to engage more with objects than people can limit learning opportunities (Adamson et al., 2010). Additionally engagement can be reduced by maladaptive behaviours (Fulton et al., 2014), which tend to persist and become an embedded part of the child's repertoire.This article describes the ways in which engagement was fostered in a 10-yearold girl who was highly resistant to any adult intervention. The MORE (Means, Opportunities, Reasons and Expectations) approach was adopted to build intrinsic motivation to cooperate with adults as a foundation for learning. EngagementEngagement is the link between the person and their action (Kemp et al., 2013) and can determine a person's achievement and school behaviour . Students who are behaviourally engaged show attention, effort and persistence (Fredricks et al., 2004). In an education context, emotional engagement refers to the ways in which students relate to staff and peers and their willingness to participate in learning activities . Both positive and negative reactions to the learning setting are part of emotional engagement; students who are positively engaged are interested in learning and see its value. Emotional engagement therefore has a strong link to motivation and the terms are used interchangeably; while Appleton et al. (2006) distinguish between engagement and motivation, the latter typically relating to 'why' a person engages.Cognitive engagement includes investing in the process of learning, putting effort into studies and working towards mastery (Fredricks et al., 2004). It is reportedly increased by challenge (Jensen, 2005) and is characterised by coping with failure and persisting despite setbacks.These aspects of engagement (behavioural, emotional and cogn...

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