Insulin-sensitizing and Anti-proliferative Effects of Argania spinosa Seed Extracts

Argania spinosa is an evergreen tree endemic of southwestern Morocco. Many preparations have been used in traditional Moroccan medicine for centuries to treat several illnesses including diabetes. However, scientific evidence supporting these actions is lacking. Therefore, we prepared various extracts of the argan fruit, namely keel, cake and argan oil extracts, which we tested in the HTC hepatoma cell line for their potential to affect cellular insulin responses. Cell viability was measured by Trypan Blue exclusion and the response to insulin evaluated by the activation of the extracellular regulated kinase (ERK1/2), ERK kinase (MEK1/2) and protein kinase B (PKB/Akt) signaling components. None of the extracts demonstrated significant cytotoxic activity. Certain extracts demonstrated a bi-phasic effect on ERK1/2 activation; low doses of the extract slightly increased ERK1/2 activation in response to insulin, whereas higher doses completely abolished the response. In contrast, none of the extracts had any significant effect on MEK whereas only a cake saponin subfraction enhanced insulin-induced PKB/Akt activation. The specific action of argan oil extracts on ERK1/2 activation made us consider an anti-proliferative action. We have thus tested other transformed cell lines (HT-1080 and MSV-MDCK-INV cells) and found similar results. Inhibition of ERK1/2 activation was also associated with decreased DNA synthesis as evidenced by [(3)H]thymidine incorporation experiments. These results suggest that the products of Argania spinosa may provide a new therapeutic avenue against proliferative diseases

Evaluation of the role of genital human papillomavirus in the pathogenesis of ungual squamous cell carcinoma

SCOPUS: cp.jinfo:eu-repo/semantics/publishe

Multinucleate cell angiohistiocytoma: Report of two cases with no evidence of human herpesvirus-8 infection

SCOPUS: ar.jFLWINinfo:eu-repo/semantics/publishe

Les écoles maternelles en Espagne au XIXe siècle

Kleinkinderschulen lassen sich in Spanien seit Beginn des Industrialisierungsprozesses fassen, und wie überall in Europa lassen sie sich in einen Kontext von Wohltätigkeit und Bildungsbewußtsein einbetten. Die erste Kleinkinderschule wurde 1838 in Madrid von einer philantropischen Gesellschaft eingerichtet. Von diesem Zeitpunkt an begann sich dieser Schultyp allmählich auszubilden, doch kam es erst zwischen 1873 und 1889 zu einschneidenden Neuentwicklungen, die sich nicht nur in steigenden Schulerzahlen, sondern auch in der Adaptation neuer pädagogischer Vorbilder - nämlich der Fröbelschen Kindergärten -, einem Bemuhen um neue Lehrinhalte und eine gezielte Ausbildung des Betreuungspersonals niederschlagen. 1889 beginnt in der öffentlichen Kleinkindererziehung freilich eine Phase der Atonie, die erst im folgenden Jahrhundert überwunden wird.Infant schools appeared in Spain accompanying the process of industrialization. As in the rest of Europe, their creation stemmed from a growing interest in charity and education. The first infant school was thus created in Madrid in 1838 by a philanthropic society. From that date onwards, preschool education developed slowly. The period 1873-1889 constituted a major phase in its evolution, characterized not only by an increase in the number of children attending infant school, but also by the introduction of the new method developed by Fröbel in his kindergartens, and by the attention given both to the content of preschool education and to the training of a specialized teaching staff. A temporary standstill in the development of preschool education then followed this phase of progress and lasted from 1889 up to the twentieth century.Les écoles enfantines sont apparues en Espagne au début du processus d'industrialisation et, comme dans le reste de l'Europe, elles s'inscrivent dans un contexte à la fois charitable et éducatif. La première école enfantine fut ouverte en 1838, à Madrid, par une société philanthropique. Ces écoles connurent à partir de cette date un lent développement. C'est entre 1873 et 1889 que se situe la phase la plus importante : l'évolution ne se traduit pas seulement par une augmentation des effectifs, mais aussi par l'introduction d'une méthode nouvelle, celle des Kindergarten de Froebel, et par l'attention particulière qui est portée aux contenus de l'enseignement et à la formation d'un professorat spécialisé. Pourtant, à partir de 1889, l'éducation enfantine entre dans une période d'atonie, dont elle ne sortira qu'au siècle suivant.Colmenar Orzaes Carmen, Borderies-Guereña Josette, Luc Jean-Noël. Les écoles maternelles en Espagne au XIXe siècle. In: Histoire de l'éducation. n° 82, 1999. L'École maternelle en Europe. XIXe-XXe siècles, sous la direction de Jean-Noël Luc. pp. 125-141

Longitudinal melanonychia revealing an intraepidermal carcinoma of the nail apparatus: Detection of integrated HPV-16 DNA

SCOPUS: ar.jinfo:eu-repo/semantics/publishe

Tumeur plexiforme fibrohistiocytaire

SCOPUS: ar.jinfo:eu-repo/semantics/publishe

Multiple HPV-positive basal cell carcinomas on the abdomen in a young pregnant woman

SCOPUS: cp.jinfo:eu-repo/semantics/publishe