An overview of angiogenesis in bladder cancer

Purpose of the review: Angiogenesis plays a key role in bladder cancer (BC) pathogenesis. In the last two decades, increasing number of publications depicting a multitude of novel angiogenic molecules and pathways have emerged. The growing complexity necessitates evaluation of the breadth of current knowledge to highlight key findings and guide future research. Recent findings: Angiogenesis is a dynamic biologic process that is inherently difficult to assess. Clinical assessment of angiogenesis in BCs is advancing with the integration of image analysis systems and dynamic contrast-enhanced and magnetic resonance imaging (DCE-MRI). Tumour associated macrophages (TAMs) significantly influence the angiogenic process and further research is needed to assess their potential as therapeutic targets. A rapidly growing list of non-coding RNAs affect angiogenesis in BCs, partly through modulation of vascular endothelial growth factor (VEGF) activity. Vascular mimicry (VM) has been repeatedly associated with increased tumour aggressiveness in BCs. Standardised assays are needed for appropriate identification and quantification of VM channels. Summary: This article demonstrates the dynamic and complex nature of the angiogenic process and asserts the need for further studies to deepen our understanding

Analysis of methylation status of CGB genes in common non trophoblastic cancer

hCG is a complex heterodimeric glycoprotein hormone essential during pregnancy. The hormone and its unique β-subunit are recognised tumour markers involved in enabling anti-apoptotic pathways, promotion of invasion and angiogenesis, and supporting tumour proliferation leading to more aggressive cancer and poor prognosis. The limiting factor for the hCG production is the presence of the β-subunit which is encoded by 4 non-allelic genes, CGB3-9. These genes are regulated via transcription factors AP2α, SP1, OCT3/4 and possibly DNA methylation. DNA methylation is a repressive mark found in cytosines in DNA. The aim of this study is to investigate the role of DNA methylation in relation to CGB3-9 genes activation and hCG/hCGβ production in non-trophoblastic cancer cell lines. Bioinformatics methods were used to establish the region of interest and predict CpG islands (CGIs) within the promoter region of the target genes. Methylation-sensitive PCR and next generation sequencing were used to assess CGB3-9 promoter methylation in the cancer cell lines. The transcription level of CGB3-9 genes was investigated using qRT-PCR with TaqMan probes. Secretion in media of hCG/hCGβ was investigated with ELISA. The results demonstrated the presence of a CGI associated with CGB7 which matches previous reports of the transcription of the gene in normal and cancer tissue. Notably, this study confirmed previously reported hypomethylation in trophoblastic cell lines. Hypomethylation of the genes was found in HeLa cell line which matches literature reported transcription studies. However, other results were discordant or inconclusive leading to no significant correlation between methylation and transcription levels. This first sequencing study of CGB3-9 methylation in non-trophoblastic cancer cell lines was inconclusive for the role of the epigenetic mark in CGB3-9 genes. Further investigations need to be performed to elucidate the role of methylation

Intentionality for inclusivity - the journey at Middlesex University

Education has changed in a myriad of ways over the millennia, but one of the most noticeable areas is the makeup of the groups being taught. Centuries ago, learners were grouped based on their local area. Their backgrounds and ethnicities would usually be similar and in many cases, even their genders would be the same. Fast forward to the current day, and we find that across education settings, local learners make up a smaller percentage of the total group than those from further afield. In higher education especially, the number of students studying outside the country they were born in is notably high. Indeed, lecturers share anecdotes of their cohorts being made up of learners from over 60 nationalities. The variety of countries represented in a group of learners is not the only difference to consider in teaching today. Consideration needs to be given now to the different genders of learners, their sexuality, their marital and employment status, their mental health, their ability level and their preferred method of assessment, to name a few. As such, issues of diversity are integral to teaching in 2022. The discourse around it and its sister topics, equity and inclusion, has become increasingly pertinent in the learning and education space. As a result, many institutions are years into their thinking about how best to support diversity, equity and inclusivity (DEI). In this paper, we shine a light on how DEI efforts at one university in the UK are being combined strategically with something else: intentionality. By definition, intentionality is the act of being deliberate or taking an action with purpose. At Middlesex University, it is explained as the difference between thinking about a topic passively and thinking about it proactively and then acting upon those thoughts. In this paper, we look at how the institution has built a robust and holistic approach to DEI, blending intentionality with action, which has had excellent results