Is there a hormonal regulation of phagocytosis at unicellular and multicellular levels? A critical review

Phagocytosis is an ancient cell function, which is similar at unicellular and multicellular levels. Unicells synthesize, store, and secrete multicellular (mammalian) hormones, which influence their phagocytosis. Amino acid hormones, such as histamine, serotonin, epinephrine, and melatonin stimulate phagocytosis, whereas peptide hormones, such as adrenocorticotropic hormone (ACTH), insulin, opioids, arginine vasopressin, and atrial natriuretic peptide decreased it, independently on their chemical structure or function in multicellulars. Macrophage phagocytosis of multicellulars is also stimulated by amino acid hormones, such as histamine, epinephrine, melatonin, and thyroid hormones, however, the effect of peptide hormones is not uniform: prolactin, insulin, glucagon, somatostatin, and leptin have positive effects, whereas ACTH, human chorionic gonadotropin, opioids, and ghrelin have negative ones. Steroid hormones, such as estrogen, hydrocortisone, and dexamethasone are stimulating macrophage phagocytosis, whereas progesterone, aldosterone, and testosterone are depressing it. Considering the data and observations there is not a specific phagocytosis hormone, or a hormonal regulation of phagocytosis neither unicellular, nor multicellular level, however, hormones having specific functions in multicellulars also influence phagocytosis at both levels universally (in unicellulars) or individually (in macrophages). Nevertheless, the hormonal influence cannot be neglected, as phagocytosis (as a function) is rather sensitive to minute dose of hormones and endocrine disruptors. The hormonal influence of phagocytosis by macrophages can be deduced to the events at unicellular level

Community Engagement: Linking Preservice Education Students with Teachers through Work-Integrated Learning

This project aims to build and strengthen the roles of graduate diploma of education students as engaged learners in school contexts. Students are required to attend school one day per week for the duration of their degree (1 year). During this time, it is expected that students will pursue knowledge and skill development for effective teaching in early childhood classrooms whilst at the same time improving their academic performance and learning about becoming an educator. This project serves as a foundation for promoting the value and importance of learning within the school and university context. It connects students with appropriate and effective teaching and learning opportunities in schools. This paper reflects on the experiences of a university liaison person involved in the project with nine students and one school from the beginning of 2006. INTRODUCTION Changing demands in teacher university programs have been met with the expectation that higher education responds in innovative ways to meet the call for graduate employability (Orrell, 2004). Such ways have included supporting students with effective work related experiences that provide them with deliberate opportunities to access and participate in the field of teaching. For nine Graduate Diploma of Education students who are participating in a trial work-integrated learning project at QUT, this means the pursuit of knowledge and skill development for effective teaching in early childhood contexts. There is now a global recognition of work-integrated learning. Varying models are informing its implementation (Gibson, Brodie, Sharpe, Wong, Deane & Fraser, 2006). Such models involve partnerships and strong relations among the participating groups, recognition for the parties involved and clear agreements between them (Orrell, 2004). At first glance, these aspects appear feasible, indeed achievable, given that the practicum experience has been a well established practice of university teaching degrees. However, unlike the practicum experience, students participating in work-integrated learning experiences are confronted with a number of challenges, not the least, learning and engaging in two contexts, the university and the school, understanding the discourses and practices attached to both institutions, and developing and sustaining relations between all parties involved in a one year degree. Similarly, there are challenges for school staff and academic staff. These challenges include sustaining relationships between students and staff, support for staff, and a feeling of being valued (Bates, 2005)

Community Engagement: Linking Preservice Education\ud Students with Teachers through Work-Integrated Learning

This project aims to build and strengthen the roles of graduate diploma of education students as engaged learners in school contexts. Students are required to attend school one day per week for the duration of their degree (1 year). During this time, it is expected that students will pursue knowledge and skill development for effective teaching in early childhood classrooms whilst at the same time improving their academic performance and learning about becoming an educator. This project serves as a foundation for promoting the value and importance of learning within the school and university context. It connects students with appropriate and effective teaching and learning opportunities in schools. This paper reflects on the experiences of a university liaison person involved in the project with nine students and one school from the beginning of 2006.\ud \ud INTRODUCTION\ud Changing demands in teacher university programs have been met with the expectation that higher education responds in innovative ways to meet the call for graduate employability (Orrell, 2004). Such ways have included supporting students with effective work related experiences that provide them with deliberate opportunities to access and participate in the field of teaching. For nine Graduate Diploma of Education students who are participating in a trial work-integrated learning project at QUT, this means the pursuit of knowledge and skill development for effective teaching in early childhood contexts.\ud There is now a global recognition of work-integrated learning. Varying models are informing its implementation (Gibson, Brodie, Sharpe, Wong, Deane & Fraser, 2006). Such models involve partnerships and strong relations among the participating groups, recognition for the parties involved and clear agreements between them (Orrell, 2004). At first glance, these aspects appear feasible, indeed achievable, given that the practicum experience has been a well established practice of university teaching degrees. However, unlike the practicum experience, students participating in work-integrated learning experiences are confronted with a number of challenges, not the least, learning and engaging in two contexts, the university and the school, understanding the discourses and practices attached to both institutions, and developing and sustaining relations between all parties involved in a one year degree. Similarly, there are challenges for school staff and academic staff. These challenges include sustaining relationships between students and staff, support for staff, and a feeling of being valued (Bates, 2005)

Site selectivity in the addition of ketoximes to activated allenes and alkynes; n- versus o-alkylation

Reaction of ketoximes with methyl propiolate afforded geometrical isomers of the methyl 3-(hydroxyimino)propanoates 4 and of the O-vinyl oximes 5 as well as the 2-isoxazoline 6. With dimethyl penta-2,3-diendioate 8c reaction progressed via an O-alkylation to give the O-oxime ethers 9, only in the case of cyclopentanone oxime was the spirocyclic dihydroazepinol 11 also obtained, its identity has been confirmed by an X-ray structure determination

Site selectivity in the addition of ketoximes to activated allenes and alkynes; n- versus o-alkylation

Reaction of ketoximes with methyl propiolate afforded geometrical isomers of the methyl 3-(hydroxyimino)propanoates 4 and of the O-vinyl oximes 5 as well as the 2-isoxazoline 6. With dimethyl penta-2,3-diendioate 8c reaction progressed via an O-alkylation to give the O-oxime ethers 9, only in the case of cyclopentanone oxime was the spirocyclic dihydroazepinol 11 also obtained, its identity has been confirmed by an X-ray structure determination

Site selectivity in the addition of ketoximes to activated allenes and alkynes; N- versus O-alkylation

Reaction of ketoximes with methyl propiolate afforded geometrical isomers of the methyl 3-(hydroxyimino)propanoates 4 and of the O-vinyl oximes 5 as well as the 2-isoxazoline 6. With dimethyl penta-2,3-diendioate 8c reaction progressed via an O-alkylation to give the O-oxime ethers 9, only in the case of cyclopentanone oxime was the spirocyclic dihydroazepinol 11 also obtained, its identity has been confirmed by an X-ray structure determination

Additional file 2: of Synthetic versus autologous reconstruction (Syn-VAR) of the medial patellofemoral ligament: a study protocol for a randomised controlled trial

MPFL reconstruction postoperative rehabilitation protocol. (DOCX 22 kb