Expression of TRPC6 in Renal Cortex and Hippocampus of Mouse during Postnatal Development

TRPC6, a member of the TRPC family, attracts much attention from the public because of its relationship with the disease. In both the brain and kidney, TRPC6 serves a variety of functions. The aim of the present study was to observe the expression and effects of TRPC6 in renal cortex and hippocampus during early postnatal development of the mouse. In the present study, immunohistochemistry and Western blotting were used to detect the expression of TRPC6 in the mouse kidney and hippocampus of postnatal day 1, 3, 5, 7, 14, 21, 28 and 49 (P1, P3, P5, P7, P14, P21, P28 and P49). Results showed that the expression of TRPC6 was increased in the mouse hippocampus, and there was a significant increase between P7 and P14 during the postnatal development. Meanwhile, the expression of TRPC6 was also detected in glomerulus and tubules, and a decreased expression was found during postnatal maturation of mouse renal cortex. From these in vivo experiments, we concluded that the expression of TRPC6 was active in the developing mouse kidney cortex, and followed a loss of expression with the development of kidney. Meanwhile, an increased expression was found in the hippocampus with the development. Together, these data suggested that the developmental changes in TRPC6 expression might be required for proper postnatal kidney cortex development, and played a critical role in the hippocampus during development, which formed the basis for understanding the nephrogenesis and neurogenesis in mice and provided a practically useful knowledge to the clinical and related research

Comparison of the Gene Expression Profiles from Normal and Fgfrl1 Deficient Mouse Kidneys Reveals Downstream Targets of Fgfrl1 Signaling

Fgfrl1 (fibroblast growth factor receptor-like 1) is a transmembrane receptor that is essential for the development of the metanephric kidney. It is expressed in all nascent nephrogenic structures and in the ureteric bud. Fgfrl1 null mice fail to develop the metanephric kidneys. Mutant kidney rudiments show a dramatic reduction of ureteric branching and a lack of mesenchymal-to-epithelial transition. Here, we compared the expression profiles of wildtype and Fgfrl1 mutant kidneys to identify genes that act downstream of Fgfrl1 signaling during the early steps of nephron formation. We detected 56 differentially expressed transcripts with 2-fold or greater reduction, among them many genes involved in Fgf, Wnt, Bmp, Notch, and Six/Eya/Dach signaling. We validated the microarray data by qPCR and whole-mount in situ hybridization and showed the expression pattern of candidate genes in normal kidneys. Some of these genes might play an important role during early nephron formation. Our study should help to define the minimal set of genes that is required to form a functional nephron

Hox10 Genes Function in Kidney Development in the Differentiation and Integration of the Cortical Stroma

Organogenesis requires the differentiation and integration of distinct populations of cells to form a functional organ. In the kidney, reciprocal interactions between the ureter and the nephrogenic mesenchyme are required for organ formation. Additionally, the differentiation and integration of stromal cells are also necessary for the proper development of this organ. Much remains to be understood regarding the origin of cortical stromal cells and the pathways involved in their formation and function. By generating triple mutants in the Hox10 paralogous group genes, we demonstrate that Hox10 genes play a critical role in the developing kidney. Careful examination of control kidneys show that Foxd1-expressing stromal precursor cells are first observed in a cap-like pattern anterior to the metanephric mesenchyme and these cells subsequently integrate posteriorly into the kidney periphery as development proceeds. While the initial cap-like pattern of Foxd1-expressing cortical stromal cells is unaffected in Hox10 mutants, these cells fail to become properly integrated into the kidney, and do not differentiate to form the kidney capsule. Consistent with loss of cortical stromal cell function, Hox10 mutant kidneys display reduced and aberrant ureter branching, decreased nephrogenesis. These data therefore provide critical novel insights into the cellular and genetic mechanisms governing cortical cell development during kidney organogenesis. These results, combined with previous evidence demonstrating that Hox11 genes are necessary for patterning the metanephric mesenchyme, support a model whereby distinct populations in the nephrogenic cord are regulated by unique Hox codes, and that differential Hox function along the AP axis of the nephrogenic cord is critical for the differentiation and integration of these cell types during kidney organogenesis

Työyhteisö tukee suomen kielen oppimista siivoustyössä

Kirja-arvostelu Maiju Strömmer: Mahdollisuuksien rajoissa. Neksusanalyysi suomen kielen oppimisesta siivoustyössä. Jyväskylä Studies in Humanities 336. Jyväskylä: Jyväskylän yliopisto 2017. 118 s. + neljä artikkelia. isbn 978-951-39-7264-6

Negotiating a New Culture of Doing Learning? A Study of Interaction in a Web Learning Environment with Special Focus on Teacher Approaches

The article examines aspects of interaction, learning and teacher approach in an international, web-supported learning project, which was organised between three universities as part of their programmes in teacher education. The study focuses on interpretative resources which may contribute to how students perceive teacher interventions and presence in web-based learning activity. The roles and actions of teachers and students in a web-learning environment are not merely interpreted on the basis of intentional verbalised moves. The negotiation of the presence and role of participants is also guided by a variety of visual and linguistic cues on the web as well as the discourses around the learning activities. From a research methodological point of view, the article emphasizes the importance of data-driven research paradigms and a wide scope of data-collection in mapping the complex context in which the participants act. As for pedagogical implications, it seems that developing successful pedagogies is not a matter of developing particular kinds of designs for learning environments, new task types or interaction patterns alone. What is important is to involve teachers and students alike in assessing the collaborative processes of learning, aware of the complexity of meaning-making in web-supported study

Towards a shared vision of language, language learning, and a school project in emergence

Abstract Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants’ interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants’ changing needs in modern learning environments, characterised by linguistic and technological hybridity, as well as novel pedagogical approaches. Language students, more familiar with teaching in the traditional classroom, need to appropriate new practices to orchestrate learning in settings requiring multiple activities simultaneously. This study explores how language students learn to manage complex pedagogical situations during a university course in which they create an online project for school children. During online chat sessions administered for the school pupils, the university lecturer’s office was an important site for negotiating and acting on pedagogical issues as well as practical matters arising from the work at hand. Nexus analysis was used as a research approach. Primary research materials include video recordings from the university lecturer’s office, chatlogs and reflection papers from students. The study is relevant for reconceptualising the changing roles of (language) teachers and provides new perspectives for language teacher education in a technology-rich world

Discourses in place:technology and language experts negotiating solutions for a language learning application

Abstract This study explores the nature of collaboration between language students and technology developers while designing an application for language teaching. This project was part of a university course on language learning and teaching in technology-rich environments. An important aspect of the course was to help the university students to explore and extend their understandings of language teaching and being language teachers. One of the student teams on the course had the opportunity of acting as language (pedagogy) experts while working with technology experts, negotiating directions for the application under development. Such a collaborative relationship together with the support of the course was expected to provide the participants with new perspectives, helping them to detach themselves from narrow conceptions of language pedagogy. Video materials were stored from different phases of the project. The design concepts and reflection papers produced by the students were also used in the analysis. The research drew on nexus analysis. The findings suggest that multidisciplinary collaboration can be fruitfully integrated into language teacher education to provide the students with experiences and perspectives for assuming an active role in technology development for language learning, and, additionally for seeing this type of cooperation as an essential element of their language teacher professionalism