Analysis of the saponin isolated from the latex of Sapium biloculare (Wats.) Pax (Euphorbiaceae)

Hydrolysis of a saponin from the latex of Sapium biloculare (Wats.) Pax yielded the corresponding sapogenin and xylose. The structure of the sapogenin was established by spectroscopy. A bioassay was carried out to ascertain the effect of the sapogenin on "Guppy" fish

Systemic Sclerosis Pathogenesis and Emerging Therapies, beyond the Fibroblast

Systemic sclerosis (SSc) is a complex rheumatologic autoimmune disease in which inflammation, fibrosis, and vasculopathy share several pathogenic pathways that lead to skin and internal organ damage. Recent findings regarding the participation and interaction of the innate and acquired immune system have led to a better understanding of the pathogenesis of the disease and to the identification of new therapeutic targets, many of which have been tested in preclinical and clinical trials with varying results. In this manuscript, we review the state of the art of the pathogenesis of this disease and discuss the main therapeutic targets related to each pathogenic mechanism that have been discovered so far

Scaffolding and dialogic teaching in mathematics education: introduction and review

This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010–2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus. This is complemented with a brief review of the recent literature on dialogic teaching. We critically discuss some of the issues emerging from these reviews and provide some recommendations. We argue that scaffolding has the potential to be a useful integrative concept within mathematics education, especially when taking advantage of the insights from the dialogic teaching literature