Review: proteins c-Myc and Myc-nick as potential targets for the melignant melanoma treatment

Malignant melanoma is the most aggressive and life-threatening skin cancer with increasing incidences over the past decades. Despite accounting for only 4 % of all skin cancers, melanoma confers 80 % of skin cancer induced death. The underlying cause of melanoma progression and metastasis is poorly understood. Myc is a very strong proto-oncogene and it is very upregulated in many types of cancers. c-Myc protein is a transcription factor that activates expression of many genes. It drives cell proliferation, plays a very important role in regulating cell growth, apoptosis and differentiation. High c-Myc expression is associated with tumor metastasis and poor prognosis in human melanoma. Full-length c-Myc is converted into Myc-nick by calcium-dependent on cytosolic proteases that are members of the calpain family. In connection with the key role of the cytoplasmic protein Myc-nick in the autophagy activativation, increasing the resistance to chemotherapy and overall survival of tumor cells, it can be a target for treatment tumors under the conditions of c-Myc overexpression. That fact that the expression of Myc-nick increases the survival of cells after UV radiation can indicate the key role of the Myc-nick in tumorogenesis of melanoma cells

Review: proteins c-Myc and Myc-nick as potential targets for the melignant melanoma treatment

Malignant melanoma is the most aggressive and life-threatening skin cancer with increasing incidences over the past decades. Despite accounting for only 4 % of all skin cancers, melanoma confers 80 % of skin cancer induced death. The underlying cause of melanoma progression and metastasis is poorly understood. Myc is a very strong proto-oncogene and it is very upregulated in many types of cancers. c-Myc protein is a transcription factor that activates expression of many genes. It drives cell proliferation, plays a very important role in regulating cell growth, apoptosis and differentiation. High c-Myc expression is associated with tumor metastasis and poor prognosis in human melanoma. Full-length c-Myc is converted into Myc-nick by calcium-dependent on cytosolic proteases that are members of the calpain family. In connection with the key role of the cytoplasmic protein Myc-nick in the autophagy activativation, increasing the resistance to chemotherapy and overall survival of tumor cells, it can be a target for treatment tumors under the conditions of c-Myc overexpression. That fact that the expression of Myc-nick increases the survival of cells after UV radiation can indicate the key role of the Myc-nick in tumorogenesis of melanoma cells

The role of interfering RNA in immune response proliferative processes regulation in experimental model of endometrial cancer associated with thyroid disease

Оценка выраженности экспрессии маркёров пролиферации и дендритных клеток на фоне рака эндометрия при трансфекции siРНК (от англ. short interference — короткие интерферирующие молекулы рибонуклеиновой кислоты) в условиях экспериментальной патологии щитовидной железы. Было показано, что ингибирующее действие siРНК проявляется в большей степени при гипотиреоидном состоянии, указывая на важную роль гормонов щитовидной железы в регуляции экспрессии генов, контролирующих клеточный цикл. Трансфекция siРНК приводит к повышению экспрессии зрелых дендритных клеток (СD83) в опухолевой ткани при гипотиреоидном состоянии и повышению экспрессии незрелых дендритных клеток (CD1a) при гипертиреоидном состоянии.To assess the proliferation and dendritic cells markers expression degree at short interference RNA (siRNA) transfection in endometrial cancer associated with experimental thyroid disease. siRNA inhibitory effect was more marked in animals with hypothyroidism, indicating an important role of thyroid hormones in regulating cell cycle controlling genes expression. Transfection of siRNA increased mature dendritic cells (CD83) expression in tumor tissue in animals with hypothyroidism and increased immature dendritic cells (CD1a) expression in tumor tissue in animals with hyperthyroidism

The role of the hyper- and hypofunction of thyroid gland in the pathoginesis of the malignant tumours of endometrium

Рак эндометрия занимает одно из первых мест среди опухолей женских половых органов и в 65,5 % ассоциируется с патологией щитовидной железы. Анализ литературных данных показывает, что нарушение функции щитовидной железы является толчком для возникновения расстройств менструального цикла у женщин, в результате чего в эндометрии происходит постоянная взаимосвязь между эстрогенами и эстрогеновими рецепторами. Показано, что как гипер- так и гипотиреоз могут быть провоцирующим моментом в развитии рака эндометрия, тригером как промоторного, так и генотоксического механизмов канцерогенеза.Рак ендометрія посідає одне з перших місць серед пухлин жіночих статевих органів та в 65,5 % асоціюється з патологією щитоподібної залози. Аналіз літературних даних показує, що порушення функції щитоподібної залози є поштовхом для виникнення розладів менструального циклу у жінок, у результаті чого в ендометрії відбувається постійний взаємозв’язок між естрогенами та естрогеновими рецепторами. Показано, що як гіпер- так і гіпотиреоз можуть бути провокувальним моментом у розвитку раку ендометрія, тригером як промоторного, так і генотоксичного механізмів канцерогенезу.The cancer of endometrium takes one of the first places among the tumours of women’s genital organs and in 65,5 % is associated with the pathology of thyroid gland. The analysis of literary data shows that the breach of function of thyroid gland is a shove for the origin of disorders of menstrual cycle for women, as a result there is permanent intercommunication between estrogens and estrogen receptors in endometrium. It is rotined that both hyper- and hypothyroisis may be a provocation in the development of the cancer of endometrium, triggering both promoter and genotoxic mechanisms of cancerogenesis

Diagnostic thinking and information used in clinical decision-making: a qualitative study of expert and student dental clinicians

<p>Abstract</p> <p>Background</p> <p>It is uncertain whether the range and frequency of Diagnostic Thinking Processes (DTP) and pieces of information (concepts) involved in dental restorative treatment planning are different between students and expert clinicians.</p> <p>Methods</p> <p>We video-recorded dental visits with one standardized patient. Clinicians were subsequently interviewed and their cognitive strategies explored using guide questions; interviews were also recorded. Both visit and interview were content-analyzed, following the Gale and Marsden model for clinical decision-making. Limited tests used to contrast data were t, χ², and Fisher's. Scott's π was used to determine inter-coder reliability.</p> <p>Results</p> <p>Fifteen dentists and 17 senior dental students participated in visits lasting 32.0 minutes (± 12.9) among experts, and 29.9 ± 7.1 among students; contact time with patient was 26.4 ± 13.9 minutes (experts), and 22.2 ± 7.5 (students). The time elapsed between the first and the last instances of the clinician looking in the mouth was similar between experts and students. Ninety eight types of pieces of information were used in combinations with 12 DTPs. The main differences found in DTP utilization had dentists conducting diagnostic interpretations of findings with sufficient certainty to be considered definitive twice as often as students. Students resorted more often to more general or clarifying enquiry in their search for information than dentists.</p> <p>Conclusions</p> <p>Differences in diagnostic strategies and concepts existed within clearly delimited types of cognitive processes; such processes were largely compatible with the analytic and (in particular) non-analytic approaches to clinical decision-making identified in the medical field. Because we were focused on a clinical presentation primarily made up of non-emergency treatment needs, use of other DTPs and concepts might occur when clinicians evaluate emergency treatment needs, complex rehabilitative cases, and/or medically compromised patients.</p

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association

National Standards for Diabetes Self-Management Education and Support

By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2–6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and self-management support. The Standards are applicable to educators in solo practice as well as those in large multicenter programs—and everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association