Phagocytic Activities of Reactive Microglia and Astrocytes Associated with Prion Diseases Are Dysregulated in Opposite Directions

Phagocytosis is one of the most important physiological functions of the glia directed at maintaining a healthy, homeostatic environment in the brain. Under a homeostatic environment, the phagocytic activities of astrocytes and microglia are tightly coordinated in time and space. In neurodegenerative diseases, both microglia and astrocytes contribute to neuroinflammation and disease pathogenesis, however, whether their phagocytic activities are up- or downregulated in reactive states is not known. To address this question, this current study isolated microglia and astrocytes from C57BL/6J mice infected with prions and tested their phagocytic activities in live-cell imaging assays that used synaptosomes and myelin debris as substrates. The phagocytic uptake by the reactive microglia was found to be significantly upregulated, whereas that of the reactive astrocytes was strongly downregulated. The up- and downregulation of phagocytosis by the two cell types were observed irrespective of whether disease-associated synaptosomes, normal synaptosomes, or myelin debris were used in the assays, indicating that dysregulations are dictated by cell reactive states, not substrates. Analysis of gene expression confirmed dysregulation of phagocytic functions in both cell types. Immunostaining of animal brains infected with prions revealed that at the terminal stage of disease, neuronal cell bodies were subject to engulfment by reactive microglia. This study suggests that imbalance in the phagocytic activities of the reactive microglia and astrocytes, which are dysregulated in opposite directions, is likely to lead to excessive microglia-mediated neuronal death on the one hand, and the inability of astrocytes to clear cell debris on the other hand, contributing to the neurotoxic effects of glia as a whole

Оценка риска развития профессионального эмоционального выгорания школьных педагогов с разным профилем деятельности

Introduction. The relevancy of the study is attributed to the increase of professional and social requirements for teachers work in the course of school education reforming, which is accompanied, undoubtedly, by their high emotional tension. In this study, we aimed to assess the risk of professional emotional burnout in school teachers with different activity profiles. It is the first time that the authors make a comparative study of phase development and pronounced burnout symptoms in primary school teachers, subject teachers and school authorities. Analysis of correlation relationships between age, teaching experience, neuropsychic adaptation performance and emotional burnout in school teachers with different activity profiles is carried out. Methods. The study included 145 teachers at the age of 24–68 years old from 6 Magadan schools. In the course of the study, the teachers were divided into three groups taking into account teachers’ activity profile. Emotional burnout indices were measured using questionnaire “Diagnostics of Emotional Burnout Level” by V. V. Boyko. To determine the level of neuropsychic adaptation, the questionnaire by I. N. Gurvich was used. Results and Discussion. Stage formation and evidence of burnout symptoms in school teachers with different activity profiles are studied in comparative aspect. Correlation relationships between age, teaching experience and emotional burnout in school teachers with different activity profiles are found out. The level of teachers’ neuropsychic adaptation is studied. Correlation relationships between neuropsychic adaptation and emotional burnout in school teachers with different activity profiles are found out. It is shown that the development of emotional burnout syndrome in school teachers takes place against the background of neuropsychic adaptation disorder and neuroticizm formation.Введение. Актуальность исследования связана с возрастанием профессиональных и общественных требований к деятельности педагогов в процессе реформирования школьного образования, что, несомненно, сопровождается их высоким эмоциональным напряжением. Цель исследования – оценка риска развития профессионального эмоционального выгорания у школьных педагогов с разным профилем деятельности. Авторами впервые в сравнительном аспекте исследованы формирование фаз и выраженность симптомов выгорания у педагогов начальных классов, предметников и представителей школьной администрации. Анализируются корреляционные связи показателей возраста, педагогического стажа и нервно-психической адаптации с симптомами эмоционального выгорания педагогов с разным профилем деятельности. Методы. В исследовании приняли участие 145 педагогов из 6-ти школ г. Магадана в возрасте 24–68 лет. В ходе исследования педагоги были разделены с учетом профиля деятельности на три группы. Показатели эмоционального выгорания определяли опросником «Диагностика уровня эмоционального выгорания» В. В. Бойко, уровень нервно-психической адаптации – опросником И. Н. Гурвича. Результаты и их обсуждение. В работе изучены в сравнительном аспекте формирование фаз и выраженность симптомов выгорания у педагогов с разным профилем деятельности. Установлены корреляционные связи возраста и педагогического стажа с симптомами эмоционального выгорания у педагогов с разным профилем деятельности. Исследован уровень нервно-психической адаптации педагогов. Выявлены корреляционные связи показателя нервно-психической адаптации с симптомами эмоционального выгорания педагогов с разным профилем деятельности. Показано, что формирование синдрома эмоционального выгорания у педагогов происходит на фоне нарушения нервно-психической адаптации, развития невротизации