Mesenchymal Stem/Stromal Cells and Fibroblasts: Their Roles in Tissue Injury and Regeneration, and Age-Related Degeneration

Mesenchymal stem/stromal cells (MSCs) and fibroblasts are present in normal tissues to support tissue homeostasis. Both share common pathways and have a number of common features, such as a spindle-shaped morphology, connective tissue localization, and multipotency. In inflammation, a nonspecific response to injury, fibroblasts and MSC are the main players. Two mechanisms of their mode of action have been defined: immunomodulation and regeneration. Following tissue injury, MSCs are activated, and they multiply and differentiate, to mitigate the damage. With aging and, in particular, in degenerative disorders of the musculoskeletal system (i.e., joint and bone disorders), the regenerative capacity of MSCs appears to be lost or diverted into the production of other nonfunctional cell types, such as adipocytes and fibroblasts. Fibroblasts are stromal cells that provide the majority of the structural framework of almost all types of tissues; i.e., the stroma. As such, fibroblasts also have significant roles in tissue development, maintenance, and repair. In their immunosuppressive role, MSCs and fibroblasts contribute to the normal resolution of inflammation that is a prerequisite for successful tissue repair. In this chapter, we review the common and opposing properties of different tissue-derived MSCs and fibroblasts under physiological and pathophysiological conditions. We consider injury and age-related degeneration of various tissues, and also some immunological disorders. Specifically, we address the distinct and common features of both cell types in health and disease, with a focus on human synovial joints. Finally, we also discuss the possible approaches to boost the complementary roles of MSCs and fibroblasts, to promote successful tissue regeneration

Biodegradation Kinetics of Phenol, 2,4,6-Trichlorophenol and Pentachlorophenol with ligninolytic enzymes from Dichomitus Squalens

Biodegradation of phenol, 2,4,6-trichlorophenol and pentachlorophenol was investigated using Dichomitus squalens cultivation media filtrates with initial laccase and manganese peroxidase activities of 1000 U L-1 and 300 U L-1, respectively. Decomposition of all three biocides was studied at T = 28 °C, pH = 4.5 and initial concentrations around 6 mg L-1 and the kinetics evaluated on the basis of the time course of the biocide concentration data. Integral analysis revealed 1st order reaction for all three pollutants and the corresponding reaction rate constants and initial concentrations for phenol, 2,4,6-TCP and PCP were estimated from linearized experimental data. The rate equations obtained allow estimation of the times necessary for a particular biocide conversion. The toxicity of reactants and products to the bacterium Vibrio fischeri before and after 48-hours degradation showed that the products were less toxic than the reactants in all three cases. The initial solutions of the three toxic substances caused 54 - 62 % inhibition of the bacterium Vibrio fischeri, while after 48 hours of degradation, 57 % reduction in the toxicity of phenol, 50 % reduction of 2,4,6-TCP and 29 % reduction of PCP was achieved.Â

Osteoimmunology and the influence of pro-inflammatory cytokines on osteoclasts

Bone and immune system are functionally interconnected. Immune and bone cells derive from same progenitors in the bone marrow, they share a common microenvironment and are being influenced by similar mediators. The evidence on increased bone resorption associated with inappropriate activation of T cells such as during inflammation, is well established. However, the molecular mechanisms beyond this clinical observation have begun to be intensively studied with the advancement of osteoimmunology. Now days, we have firm evidence on the influence of numerous pro-inflammatory cytokines on bone cells, with the majority of data focused on osteoclasts, the bone resorbing cells. It has been shown that some pro-inflammatory cytokines could possess osteoclastogenic and/or anti-osteoclastogenic properties and can target osteoclasts directly or via receptor activator of nuclear factor κB (RANK)/RANK ligand(RANKL)/osteoprotegerin (OPG) system. Several studies have reported opposing data regarding (anti)osteoclastogenic properties of these cytokines. Therefore, the first part of this review is summarizing current evidence on the influence of pro-inflammatory cytokines on osteoclasts and thus on bone resorption. In the second part, the evidence on the role of pro-inflammatory cytokines in osteoporosis and osteoarthritis is reviewed to show that unravelling the mechanisms beyond such complex bone diseases, is almost impossible without considering skeletal and immune systems as an indivisible integrated system

Joint morphogenetic cells in the adult mammalian synovium

The authors thank all members of the Arthritis & Regenerative Medicine Laboratory, particularly Dr Ana Sergijenko; Drs David Kingsley, Grigori Enikolopov, Fernando Camargo and Lora Heisler for sharing transgenic mice; Drs Henning Wackerhage, Neil Vargesson, Lynda Erskine, Chris Buckley, Francesco Dell’Accio and Frank Luyten for support and helpful discussions; Staff at the University of Aberdeen’s Animal Facility, Microscopy & Histology Facility and Iain Fraser Cytometry Centre for their support. C.D.B. is grateful to Dr Frank Luyten’s support for the experiment in Fig. 8, performed in his laboratory at KU Leuven, Belgium. We are grateful for the following funding: Arthritis Research UK (Grants No. 20050, 19429 and 20775), Medical Research Council (Grant No. MR/L020211/1) and Tenovus Scotland (Grant No. G13/14). A.H.K.R. is supported by the Wellcome Trust through the Scottish Translational Medicine and Therapeutics Initiative (Grant No. WT 085664).Peer reviewedPublisher PD

The role of artichoke leaf tincture (Cynara scolymus) in the suppression of DNA damage and atherosclerosis in rats fed an atherogenic diet

Context: Polyphenols and flavonoids in artichoke leaf tincture (ALT) protect cells against oxidative damage. Objectives: We examined ALT effects on deoxyribonucleic acid (DNA) damage and lipid profiles in rat plasma and gene expression in rat aorta [haemeoxygenase-1 (HO1), haemeoxygenase-2 (HO2), NADPH oxidase 4 (NOX-4), monocyte chemoattractant protein-1 (MCP-1) and nuclear factor (erythroid-derived 2)-like 2 (Nrf2)]. Materials and methods: Eighteen male Wistar albino rats were divided into three groups (n=6/group): The control group (CG) was fed with standard pellet chow for 11 weeks; the AD group was fed for a similar period of time with pellet chow supplemented with 2% cholesterol, 3% sunflower oil and 1% sodium cholate. The ADA group was fed with pellet chow (for 1 week), the atherogenic diet (see above) for the following 4 weeks and then with ALT (0.1 mL/kg body weight) and atherogenic diet for 6 weeks. According to HPLC analysis, the isolated main compounds in ALT were chlorogenic acid, caffeic acid, isoquercitrin and rutin. Results: Normalized HO-1 [0.11 (0.04-0.24)] and MCP-1 [0.29 (0.21-0.47)] mRNA levels and DNA scores [12.50 (4.50-36.50)] were significantly lower in the ADA group than in the AD group [0.84 (0.35-2.51)], p = 0.021 for HO-1 [0.85 (0.61-3.45)], p = 0.047 for MCP-1 and [176.5 (66.50-221.25)], p = 0.020 for DNA scores. HO-1 mRNA was lower in the ADA group than in the CG group [0.30 (0.21-0.71), p = 0.049]. Conclusions: Supplementation with ALT limited the effects of the atherogenic diet through reduced MCP-1 expression, thereby preventing oxidative damage

The images of Eleusinian mysteries according to Pausanias

Diplomska naloga obravnava elevzinske misterije in poskuša prikazati, kaj o njih izvemo v Pavzanijevem delu Vodič po Grčiji. Za boljše razumevanje njegovih opisov misterijev je na začetku naloge en del posvečen razlagi homerske Himne Demetri in mita o boginji Demetri, ker sta pomembna vira za razumevanje samih misterijev in se nanju sklicuje tudi Pavzanija. V nadaljevanju izvemo, kakšni so materialni ostanki v Elevzini in katere pomembne osebnosti naj bi misteriji širili po grškem svetu (omenja jih tudi Pavzanija). V predzadnjem sklopu se naloga osredotoči na splošno predstavitev misterijev: na njihovo sestavo, potek in glavne bogove. Na koncu pa sledi še predstavitev Demetrinih kultov, svetišč in drugih zgradb, povezanih z elevzinskimi misteriji, o katerih izvemo preko Pavzanijinih opisov.The following work presents Eleusinian mysteries as are described by Pausanias in his work Description of Greece. For a better understanding of his descriptions, at the beginning are presented The Homeric Hymn to Demeter and the myth of the goddess Demeter, being very important for the general comprehension of the mysteries. They are mentioned by Pausanias in his work, as well. Further on, we find out what are the material remains in Eleusis and which figures were important for the distribution of mysteries in the Greek world (also mentioned by Pausanias). The second to last part is focused on the general presentation of Eleusinian mysteries: their structure, course and main gods. At the end of this work is presentation of Demeter’s cults, sanctuaries and other buildings connected with Eleusinian mysteries that we get to know throughout Pausanias’ descriptions

Preschool reading badge from the viewpoint of preschool teachers, children, and their parents

Reading badge was firstly introduced in elementary schools but as of 1998, it was implemented also in Slovene preschools as Preschool Reading Badge (PRB). However, the transition of Reading Badge from elementary schools to preschools has proven reckless and consequently problematic. Besides its advantageous goals, such as encouraging family reading, development of literacy and reading, and contacts with libraries, the project itself also reflects disadvantages, such as competition and rewarding that are not in accordance with some of the principles of Curriculum for Preschools (1999). The majority of teachers, parents, and experts from the field of youth literature are not aware of negative effects and carry out the PRB routinely without considering its negative effects. We acquired data for the research by means of questionnaires and half-structured interview. The results reveal that dilemmas and negative effects are not taken sufficiently into consideration, as more than a half of teachers and parents see PRB as presented to them by supporters and planners of the project. I find it rather unacceptable that the teachers who are aware of negative effects continue to execute this project due to expectations of their colleagues and management. We cannot neglect the fact that PRB is carried out in the same way as in schools. All of the interviewed teachers require from children to sum up a plot of a book read at home, disregarding their capabilities. Most preschool teachers offer to children various means of presentation (in front of the group, individually, with a drawing...), but still require a summary, which is contrary to development capabilities of preschool children. Almost half of the parents decide when their children are able to present the summary although the children might be thinking otherwise. All children receive awards for doing PRB, some while it is still in progress and some when the project is finished. Teachers and parents have listed some of the prizes the children receive: stickers and stamps for each read book, watching a show, “reading shirt” and books in the end. More than a half of interviewed children confirmed that in the end they receive praise or certificate. Awarding triggers competition that is additionally encouraged by teachers who publically present the achievements of all children. One third of parents compare their child's achievements with other children due to accessibility of the results. By doing so, they trigger pressure on their children to finish the PRB as soon as possible. The acquired results are not in accordance with Curriculum for Preschools (1999), as they reflect deviations in the principle of openness of curricula, autonomy and professional responsibilities of professional workers, as teachers carry out the PRB without taking into account the negative impacts. Those, who are aware of them and disregard them, forget about their autonomy due to requests of the management. The results reveal that the principle of enabling choices and differences is also not respected. The teachers formally offer to children the choice of participation and the form of presenting the book, but the children are in fact left with no actual choice, as they are not yet capable of making such decisions. With this research and findings, I want to encourage preschool management and professional workers to critically rethink the concept of PRB and to search others activities to encourage reading in families, as they may be carried out on different ways without the described negative effects

Preschool reading badge from the viewpoint of preschool teachers, children, and their parents

Bralna značka se je najprej izvajala v osnovnih šolah, od leta 1998 pa jo izvajajo tudi v vrtcih kot predšolsko bralno značko (PBZ). Ravno ta prenos iz šole na vrtec je bil premalo premišljen in se kaže kot problematičen. Poleg pozitivnih ciljev, kot so spodbujanje družinskega branja, razvijanje pismenosti in branja, stik s knjižnico, pa ima projekt tudi negativne učinke, kot so: tekmovalnost, nagrajevanje in ni v skladu z nekaterimi načeli Kurikuluma za vrtce (1999). Večina pedagoških delavcev, staršev in strokovnjakov s področja mladinske književnosti se ne zaveda negativnih učinkov, PBZ pa večinoma izvajajo rutinsko, brez premisleka o njenih učinkih. Podatke za raziskavo smo pridobili z anketnimi vprašalniki in s polstrukturiranim intervjujem. Rezultati kažejo, da se premalo govori o dilemah in negativnih učinkih, saj več kot polovica vzgojiteljev in staršev vidi PBZ tako, kot jo predstavljajo zagovorniki in snovalci projekta. Nesprejemljiv se nam zdi podatek, da tudi tisti vzgojitelji, ki imajo pomisleke in se zavedajo negativnih učinkov, projekt še vedno izvajajo zaradi pričakovanj kolegov in vodstva. Ne moremo mimo tega, da se PBZ izvaja na šolski način, saj prav vse anketirane vzgojiteljice ne glede na otrokove sposobnosti od otrok zahtevajo, da povejo obnovo doma prebrane knjige. Otrokom oziroma njihovim staršem sicer v večini primerov ponudijo različne načine predstavitve (pred celo skupino, individualno, z risbo …), a vseeno zahtevajo obnovo, kar je v nasprotju z razvojnimi značilnostmi predšolskih otrok. Skoraj polovica staršev odloča, kdaj njihov otrok »zna« povedati obnovo in je pripravljen na predstavitev, četudi njihov otrok meni drugače. Vsi otroci za opravljanje PBZ prejmejo nagrade, nekateri že med izvajanjem, drugi pa na koncu projekta. Vzgojitelji in starši so našteli nagrade, ki jih prejmejo otroci: nalepke ali štampiljke za vsako prebrano knjigo, ogled predstave, »bralno majčko« in knjige na koncu. Več kot polovica intervjuvanih otrok je potrdilo, da na koncu prejmejo pohvalo ali diplomo. Nagrajevanje sproži tekmovanje, ki pa ga vzgojiteljice še dodatno spodbujajo z javno objavo dosežkov vseh otrok. Tretjina staršev zaradi dostopnosti dosežkov vseh otrok primerja dosežke svojih otrok z drugimi, s čimer sprožijo pritisk na otroke k hitrejši zaključitvi PBZ. Pridobljeni rezultati niso skladni s Kurikulumom za vrtce (1999), saj kažejo na odstopanja pri načelu odprtosti kurikula, avtonomnosti ter strokovne odgovornosti strokovnih delavcev vrtca, saj pedagoški delavci izvajajo PBZ brez razmisleka o negativnih učinkih. Tisti, ki se jih zavedajo, a jih »spregledajo« zaradi zahtev vodstva, pa pozabljajo na svojo lastno avtonomnost. Kot kažejo rezultati, ni upoštevano načelo omogočanja izbire in drugačnosti. Vzgojitelji otroku ponudijo formalno izbiro sodelovanja in načina izvajanja, dejanske izbire pa otrok nima, saj se o tem še ni zmožen samostojno odločiti. Z raziskavo in pridobljenimi ugotovitvami želimo vodilne in strokovne delavce vrtcev spodbuditi k kritičnemu razmisleku o PBZ ter iskanju dejavnosti za spodbujanje družinskega branja, ki se izvaja na drugačne načine, brez opisanih negativnih učinkov.Reading badge was firstly introduced in elementary schools but as of 1998, it was implemented also in Slovene preschools as Preschool Reading Badge (PRB). However, the transition of Reading Badge from elementary schools to preschools has proven reckless and consequently problematic. Besides its advantageous goals, such as encouraging family reading, development of literacy and reading, and contacts with libraries, the project itself also reflects disadvantages, such as competition and rewarding that are not in accordance with some of the principles of Curriculum for Preschools (1999). The majority of teachers, parents, and experts from the field of youth literature are not aware of negative effects and carry out the PRB routinely without considering its negative effects. We acquired data for the research by means of questionnaires and half-structured interview. The results reveal that dilemmas and negative effects are not taken sufficiently into consideration, as more than a half of teachers and parents see PRB as presented to them by supporters and planners of the project. I find it rather unacceptable that the teachers who are aware of negative effects continue to execute this project due to expectations of their colleagues and management. We cannot neglect the fact that PRB is carried out in the same way as in schools. All of the interviewed teachers require from children to sum up a plot of a book read at home, disregarding their capabilities. Most preschool teachers offer to children various means of presentation (in front of the group, individually, with a drawing...), but still require a summary, which is contrary to development capabilities of preschool children. Almost half of the parents decide when their children are able to present the summary although the children might be thinking otherwise. All children receive awards for doing PRB, some while it is still in progress and some when the project is finished. Teachers and parents have listed some of the prizes the children receive: stickers and stamps for each read book, watching a show, “reading shirt” and books in the end. More than a half of interviewed children confirmed that in the end they receive praise or certificate. Awarding triggers competition that is additionally encouraged by teachers who publically present the achievements of all children. One third of parents compare their child\u27s achievements with other children due to accessibility of the results. By doing so, they trigger pressure on their children to finish the PRB as soon as possible. The acquired results are not in accordance with Curriculum for Preschools (1999), as they reflect deviations in the principle of openness of curricula, autonomy and professional responsibilities of professional workers, as teachers carry out the PRB without taking into account the negative impacts. Those, who are aware of them and disregard them, forget about their autonomy due to requests of the management. The results reveal that the principle of enabling choices and differences is also not respected. The teachers formally offer to children the choice of participation and the form of presenting the book, but the children are in fact left with no actual choice, as they are not yet capable of making such decisions. With this research and findings, I want to encourage preschool management and professional workers to critically rethink the concept of PRB and to search others activities to encourage reading in families, as they may be carried out on different ways without the described negative effects