Molecular Profile of Barrett's Esophagus and Gastroesophageal Reflux Disease in the Development of Translational Physiological and Pharmacological Studies

Barrett's esophagus (BE) is a premalignant condition caused by gastroesophageal reflux disease (GERD), where physiological squamous epithelium is replaced by columnar epithelium. Several in vivo and in vitro BE models were developed with questionable translational relevance when implemented separately. Therefore, we aimed to screen Gene Expression Omnibus 2R (GEO2R) databases to establish whether clinical BE molecular profile was comparable with animal and optimized human esophageal squamous cell lines-based in vitro models. The GEO2R tool and selected databases were used to establish human BE molecular profile. BE-specific mRNAs in human esophageal cell lines (Het-1A and EPC2) were determined after one, three and/or six-day treatment with acidified medium (pH 5.0) and/or 50 and 100 µM bile mixture (BM). Wistar rats underwent microsurgical procedures to generate esophagogastroduodenal anastomosis (EGDA) leading to BE. BE-specific genes (keratin (KRT)1, KRT4, KRT5, KRT6A, KRT13, KRT14, KRT15, KRT16, KRT23, KRT24, KRT7, KRT8, KRT18, KRT20, trefoil factor (TFF)1, TFF2, TFF3, villin (VIL)1, mucin (MUC)2, MUC3A/B, MUC5B, MUC6 and MUC13) mRNA expression was assessed by real-time PCR. Pro/anti-inflammatory factors (interleukin (IL)-1β, IL-2, IL-4, IL-5, IL-6, IL-10, IL-12, IL-13, tumor necrosis factor α, interferon γ, granulocyte-macrophage colony-stimulating factor) serum concentration was assessed by a Luminex assay. Expression profile in vivo reflected about 45% of clinical BE with accompanied inflammatory response. Six-day treatment with 100 µM BM (pH 5.0) altered gene expression in vitro reflecting in 73% human BE profile and making this the most reliable in vitro tool taking into account two tested cell lines. Our optimized and established combined in vitro and in vivo BE models can improve further physiological and pharmacological studies testing pathomechanisms and novel therapeutic targets of this disorder

What do we teach them and what are they learning? Evaluation and assessment of the information literacy skills of science students

Information literacy ‘enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning’ (Council of Australian University Librarians 2001). Such skills are, therefore, a key element of undergraduate learning, a foundation for research activities, and a basis for lifelong learning within the workplace. A number of key generic graduate attributes can collectively be described as information literacy skills (ILS). These include: • a capacity to recognise the need for information and determine the nature and extent of the information needed; • a capacity to access required information effectively and efficiently; • the ability to evaluate information and its sources critically; and • the ability to create new knowledge by integrating prior knowledge and new understandings. The acquisition of such skills is an integral part of becoming a professional scientist, and there is an increasing impetus to include more overt teaching of such skills within the undergraduate degree (Parker 2003). It is acknowledged that the most effective learning outcomes occur when generic skills are an integral part of teaching within the discipline and taught to all students in a structured and progressive manner (Shapiro and Hughes 1996). Indeed, based on their own experiences of teaching ILS within the School of Zoology at the University of Tasmania (UTas), Dearden, Jones, Richardson and Barmuta (2004) have suggested that students’ acquisition of ILS should be incremental, iterative, embedded and assessed, as also proposed by Lupton (2002). Yet how can we determine what skills our students already possess, and at what level? And how can we best teach and assess their learning of information skills within the context of our own discipline? In this project we aimed to address these questions. In collaboration with Queensland University of Technology (QUT) Library staff, the project team developed a multipart survey to test students’ current knowledge, skills and practice against the Australian and New Zealand Information Literacy Framework (ANZIL) Framework standards. We surveyed students in all three undergraduate years to see if their knowledge and skills improved from years one to three, as a result of transferring skills acquired at lower levels into higher undergraduate levels. Second, we wished to investigate whether there are discipline-specific differences in students’ ILS. We therefore focussed on three schools that we anticipated might have rather different expectations of their graduates regarding ILS: Computing, Engineering and Zoology. Students in the first two disciplines are highly likely to be enrolled in specialist degrees, while Zoology students are most likely to be enrolled in the more generic BSc

Predicting Coral Species Richness: The Effect of Input Variables, Diversity and Scale

Coral reefs are facing a biodiversity crisis due to increasing human impacts, consequently, one third of reef-building corals have an elevated risk of extinction. Logistic challenges prevent broad-scale species-level monitoring of hard corals; hence it has become critical that effective proxy indicators of species richness are established. This study tests how accurately three potential proxy indicators (generic richness on belt transects, generic richness on point-intercept transects and percent live hard coral cover on point-intercept transects) predict coral species richness at three different locations and two analytical scales. Generic richness (measured on a belt transect) was found to be the most effective predictor variable, with significant positive linear relationships across locations and scales. Percent live hard coral cover consistently performed poorly as anindicator of coral species richness. This study advances the practical framework for optimizing coral reef monitoring programs and empirically demonstrates that generic richness offers an effective way to predict coral species richness with a moderate level of precision. While the accuracy of species richness estimates will decrease in communities dominated byspecies-rich genera (e.g. Acropora), generic richness provides a useful measure of phylogenetic diversity and incorporating this metric into monitoring programs will increase the likelihood that changes in coral species diversity can be detected

Polymeric Nanoparticles that Combine Dexamethasone and Naproxen for the Synergistic Inhibition of Il12b

Recent studies have demonstrated in vivo synergistic immunosuppressive and anti-inflammatory capacity of dexamethasone (Dx) and naproxen (NAP) in collagen-induced arthritis (CIA) rats. However, the molecular basis of this synergistic effect is barely understood. The low solubility of these drugs and their adverse effects hamper their efficacy on the treatment of inflammatory processes making nanoparticulated systems promising candidates to overcome these drawbacks. The aim of this work is the preparation of polymeric nanoparticles (NPs) that combine NAP and Dx in different concentrations, and the evaluation of the expression of key genes related to autoimmune diseases like CIA. To do so, self-assembled polymeric NPs that incorporate covalently-linked NAP and physically entrapped Dx are designed to have hydrodynamic properties that, according to bibliography, may improve retention and colocalization of both drugs at inflammation sites. The rapid uptake of NPs by macrophages is demonstrated using coumarine-6-loaded NPs. Dx is efficiently encapsulated and in vitro biological studies demonstrate that the Dx-loaded NAP-bearing NPs are noncytotoxic and reduce lipopolysaccharide- induced NO released levels at any of the tested concentrations. Moreover, at the molecular level, a significant synergistic reduction of Il12b transcript gene expression when combining Dx and NAP is demonstrated.Authors would like to thank the Spanish Ministry of Science, Innovation and Universities (MAT2017-84277-R and SAF2017-82223-R) and CIBER-BBN for the financial support of this project. E.E.-C. and Y.P. would like to thank the training program for Academic Staff (FPU15/06109 and FPU15/06170, respectively) of the Spanish Ministry of Education Culture and Sport. The kind support by Alvaro González- Gómez, Rosana Ramírez, and David Gómez, in the synthesis, cell culture and SEM experiments is greatly appreciatedPeer reviewe

Symposium Presentation What do we teach them and what are they learning? Evaluation and assessment of the

Information literacy ‘enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning’ (Council of Australian University Librarians 2001). Such skills are, therefore, a key element of undergraduate learning, a foundation for research activities, and a basis for lifelong learning within the workplace. A number of key generic graduate attributes can collectively be described as information literacy skills (ILS). These include: • a capacity to recognise the need for information and determine the nature and extent of the information needed; • a capacity to access required information effectively and efficiently; • the ability to evaluate information and its sources critically; and • the ability to create new knowledge by integrating prior knowledge and new understandings. The acquisition of such skills is an integral part of becoming a professional scientist, and there is an increasing impetus to include more overt teaching of such skills within the undergraduate degree (Parker 2003). It is acknowledged that the most effective learning outcomes occur when generic skills are an integral part of teaching within the discipline and taught to all students in a structure