Reducing calcium-mediated endoplasmic reticulum stress could attenuate beta-amyloid peptide neurotoxicity

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Research strategies in molecular signaling of neuronal apoptosis in Alzheimer's disease

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Development of a school-based neuroscience curriculum in a high school in Hong Kong

Ref. No. 23.5/NNN44We are the pioneer to develop a school-based neuroscience curriculum in a high school in Hong Kong. Although the functions and basic structure of the brain and neurons, neuromuscular junction, neurotransmission, spinal reflexes, roles of cone and rod cells in vision and cochlea in audition are included in Hong Kong’s high-school science curricula including Integrated Science and Biology, a comprehensive neuroscience curriculum and neuroscience teachers to cultivate young neuroscientists and to raise student’s awareness and understanding on some common neurodegenerative diseases such as Alzheimer disease and Parkinson’s disease are absent. Since 2004, our school has set up a school-based neuroscience program in which research-based learning mode is applied to engage students in learning neurodegenerative diseases. Neuronal cell culture is also included as a tool for students to study the growth and death of neurons. To further promote neuroscience education, student’s participation in neuroscience research and attendance in neuroscience conferences are encouraged. Collaboration with neuroscientists in university is highly supportive to neuroscience education in our school. To further develop the school-based neuroscience curriculum, more diverse examples about neuroscience such as studies on invertebrate nervous system will be introduced. To evaluate our school-based neuroscience curriculum, student’s awareness and interest on neuroscience are enhanced. This implicates that our school-based neuroscience curriculum is constructive to the neuroscience education in our school.postprin

Association between employer’s knowledge and attitude towards smoking cessation and voluntary promotion in workplace: a survey study

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Elicitation of a pungent sensation does not implicate memory modulation in adolescents aged 14-16

Ref no. 701.12/KKK33Pungent sensation induced by allyl isothiocyanate which is a functional ingredient in a Japanese horseradish called wasabi involves the activation of transient receptor potential ankyrin 1 (TRPA1). It has been suggested that TRPA1 is associated with cognitive impairment in Alzheimer’s disease and neuroprotection on dentate gyrus granule cells. As our previous studies focus on daily-life strategies such as physical exercise and sleep for memory enhancement in adolescents, we further investigate whether elicitation of a pungent sensation would modulate memory recall. In the present study, children aged 14-16 spend 1 minute to orally taste wasabi to acquire a pungent sense, followed by an immediate 5-minute memory recall test displaying ten random combinations of three to four English alphabets plus one to two Arabic numbers in each attempt. Our results showed that the pungent sensation induced by wasabi showed no significant modulation on memory recall in the adolescents. This implicates that immediate elicitation of a pungent sensation in which TRPA1 may be involved does not help memory recall in adolescents.postprin

The role of zinc in the anti-tumour and anti-cachectic activity of D-myo-inositol 1,2,6-triphosphate

Background: D-myo-inositol-1,2,6-triphosphate (a-trinositol, AT) is a polyanionic molecule capable of chelating divalent metal ions with anti-tumour and anti-cachectic activity in a murine model. Methods: To investigate the role of zinc in this process, mice bearing cachexia-inducing MAC16 tumour were treated with AT, with or without concomitant administration of ZnSO4. Results: At a dose of 40mgkg-1, AT effectively attenuated both weight loss and growth of the MAC16 tumour, and both effects were attenuated by co-administration of Zn2+. The concentration of zinc in gastrocnemius muscle increased with increasing weight loss, whereas administration of AT decreased the levels of zinc in plasma, skeletal muscle and tumour, which were restored back to control values after administration of ZnSO4. Conclusion: These results suggest that zinc is important in both tumour growth and cachexia in this animal model

Engineering a novel self-powering electrochemical biosensor

This paper records the efforts of a multi-disciplinary team of undergraduate students from Glasgow University to collectively design and carry out a 10 week project in Synthetic Biology as part of the international Genetic Engineered Machine competition (iGEM). The aim of the project was to design and build a self-powering electrochemical biosensor called ‘ElectrEcoBlu’. The novelty of this engineered machine lies in coupling a biosensor with a microbial fuel cell to transduce a pollution input into an easily measurable electrical output signal. The device consists of two components; the sensor element which is modular, allowing for customisation to detect a range of input signals as required, and the universal reporter element which is responsible for generating an electrical signal as an output. The genetic components produce pyocyanin, a competitive electron mediator for microbial fuel cells, thus enabling the generation of an electrical current in the presence of target chemical pollutants. The pollutants tested in our implementation were toluene and salicylate. ElectrEcoBlu is expected to drive forward the development of a new generation of biosensors. Our approach exploited a range of state-of-the-art modelling techniques in a unified framework of qualitative, stochastic and continuous approaches to support the design and guide the construction of this novel biological machine. This work shows that integrating engineering techniques with scientific methodologies can provide new insights into genetic regulation and can be considered as a reference framework for the development of biochemical systems in synthetic biology

Mitochondrial fusion is regulated by Reaper to modulate Drosophila programmed cell death

In most multicellular organisms, the decision to undergo programmed cell death in response to cellular damage or developmental cues is typically transmitted through mitochondria. It has been suggested that an exception is the apoptotic pathway of Drosophila melanogaster, in which the role of mitochondria remains unclear. Although IAP antagonists in Drosophila such as Reaper, Hid and Grim may induce cell death without mitochondrial membrane permeabilization, it is surprising that all three localize to mitochondria. Moreover, induction of Reaper and Hid appears to result in mitochondrial fragmentation during Drosophila cell death. Most importantly, disruption of mitochondrial fission can inhibit Reaper and Hid-induced cell death, suggesting that alterations in mitochondrial dynamics can modulate cell death in fly cells. We report here that Drosophila Reaper can induce mitochondrial fragmentation by binding to and inhibiting the pro-fusion protein MFN2 and its Drosophila counterpart dMFN/Marf. Our in vitro and in vivo analyses reveal that dMFN overexpression can inhibit cell death induced by Reaper or γ-irradiation. In addition, knockdown of dMFN causes a striking loss of adult wing tissue and significant apoptosis in the developing wing discs. Our findings are consistent with a growing body of work describing a role for mitochondrial fission and fusion machinery in the decision of cells to die

How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE)

BACKGROUND: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. METHODS: Cross-sectional study at Harvard Medical School, 1997–1999, for 489 second-year students. RESULTS: Average total OSCE score was 57% (range 39–75%). Among clinical skills, students scored highest on patient interaction (72%), followed by examination technique (65%), abnormality identification (62%), history-taking (60%), patient presentation (60%), physical examination knowledge (47%), and differential diagnosis (40%) (p < .0001). Among 16 OSCE stations, scores ranged from 70% for arthritis to 29% for calf pain (p < .0001). Teaching sites accounted for larger adjusted differences in station scores, up to 28%, than in skill scores (9%) (p < .0001). CONCLUSIONS: Students scored higher on interpersonal and technical skills than on interpretive or integrative skills. Station scores identified specific content that needs improved teaching