bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of [6]-Gingerol on Myofibroblast Differentiation in Transforming Growth Factor Beta 1–Induced Nasal polyp–Derived Fibroblasts
Authors: Park Sook A. , Park Il-Ho , Cho Jung-Sun , Moon You-Mi , Lee Seung Hoon , Kim Tae Hoon , Lee Sang Hag , Lee Heung-Man 
Published: April 2012

Background [6]-Gingerol is one of the major pungent principles of ginger and has diverse effects, including anti-inflammatory, and antioxidative effects. Reactive oxygen species (ROS) are released during the phenotypic transformation of fibroblasts to myofibroblasts, a process that is involved in the growth of nasal polyps by inducing extracellular matrix (ECM) accumulation. The purpose of this study was to determine the effect of [6]-gingerol on myofibroblast differentiation and collagen production of nasal polyp–derived fibroblasts (NPDFs) and to determine if the effect of [6]-gingerol is linked to an antioxidant effect. Methods NPDFs were incubated and treated with transforming growth factor (TGF) beta 1. The ROS generated by NPDFs were determined using 2″,7″-dichlorfluorescein-diacetate. The fluorescence was captured by a fluorescent microscope and measured using a fluorometer. The expression of alpha-smooth muscle actin (SMA) and collagen type IV mRNA was determined by a reverse transcription-polymerase chain reaction, and the expression of α-SMA protein and pSmad2/3 was determined by immunofluorescence microscopy and or Western blotting. The amount of total soluble collagen production was analyzed by the SirCol collagen dye-binding assay. Results TGF-beta 1 stimulation increased ROS production by NPDFs. [6]-Gingerol decreased the production of ROS in TGF-beta 1–induced NPDFs. Myofibroblast differentiation, collagen production, and phosphorylation of Smad2/3 were prevented by [6]-gingerol and inhibition of ROS generation with antioxidant such as diphenyliodonium, N-acetylcysteine, and ebselen. Conclusion These results suggest the possibility that [6]-gingerol may play an important role in inhibiting the production of the ECM in the development of nasal polyps through an antioxidant effect.
Surfactant Protein A and D in Chronic Rhinosinusitis with Nasal Polyposis and Corticosteroid Response
Authors: Salman Serkan , Akpinar Meltem Esen , Yigit Ozgur , Gormus Uzay 
Published: April 2012

Background Corticosteroids are a mainstay of treatment for chronic rhinosinusitis with nasal polyposis (CRSwNP). Data related to the effect of systemic methylprednisolone on surfactant protein (SP) expression in CRSwNP is limited. This study aimed to reveal the consequences of systemic methylprednisolone treatment on levels of SP-A and SP-D, which play a role in innate immunity, in patients with CRSwNP. Methods Twenty-one patients with CRSwNP were included in the study, along with 15 control patients scheduled for dacryocystorhinostomy. A polypoid tissue biopsy was taken under local anesthesia, and 15 CRSwNP patients were scheduled for endoscopic sinus surgery after 3 weeks of oral methylprednisolone. Posttreatment biopsies were performed perioperatively. Pre- and posttreatment endoscopic polyp grades were determined, as were symptom scores regarding nasal obstruction, headache, and nasal discharge using a visual analog scale (VAS). SP-A and SP-D levels were measured using enzyme-linked immunosorbent assay and the results were compared. Results All patients reported relief from clinical symptoms through VAS after methylprednisolone treatment. The posttreatment polyp grade was reduced (p < 0.0001). SP-A and SP-D levels did not yield a significant difference between CRSwNP patients and controls (p = 0.25 and p = 0.13, respectively). Statistically significant up-regulation was detected in SP-A and SP-D levels after oral methylprednisolone (p = 0.0002 and p = 0.0004, respectively). Conclusion In this study, significant up-regulation of SP-A and SP-D was revealed in patients with CRSwNP after systemic steroid treatment. The role of SP-A and SP-D up-regulation in CRSwNP pathogenesis and therapeutic outcomes of corticosteroids have potential importance for the introduction of new therapeutic modalities that are more effective and produce fewer adverse effects.
The Effect of Topical FK506 (Tacrolimus) in a Mouse Model of Allergic Rhinitis
Authors: Shin Ji-Hyeon , Park Hyang Rim , Kim Sung Won , Park Chan-Soon , Cho Jin-Hee , Park Yong-Jin , Kim Soo Whan 
Published: April 2012

Background The management of allergic rhinitis (AR) encompasses education, pharmacotherapy, immunotherapy, and surgery. FK506 (tacrolimus) is an immunosuppressant that inhibits allergic reactions. The purpose of this study was to reveal whether FK506 treatment reduces allergic inflammation in an AR mouse model and to elucidate the mechanisms. Methods Forty mice were divided into four groups: control, AR, FK (FK506), and dexamethasone (DEX). All mice except for the control group were sensitized by an i.p. injection of ovalbumin (OVA). After sensitization, the FK and DEX groups were treated with FK506 and DEX intranasally. All sensitized mice were challenged intranasally with OVA. Allergic symptoms and tissue eosinophil counts were recorded. Interleukin (IL)-5, interferon gamma, and IL-10 levels in nasal lavage fluid (NALF) and serum OVA-specific IgE levels were measured. T-bet, GATA-3, and Foxp3 mRNA expression in splenic mononuclear cells were determined by real-time polymerase chain reaction. Results In the FK group and DEX group, allergic symptoms, serum OVA-specific IgE, tissue eosinophil counts, IL-5 in NALF, and GATA-3 mRNAs expression decreased (p < 0.05), and IL-10 in NALF and Foxp3 mRNAs expression increased compared with the AR group (p < 0.05). No significant difference was observed between the FK group and the DEX group. Conclusion These results suggest that topical FK506 may reduce allergic inflammation and have potency equal to DEX in the AR model. This mechanism may involve not only Th2 cells but also regulatory T cells. Additional studies are needed on FK506, but in the future, we can consider FK506 as an alternative to topical steroids in the treatment of AR.
Immunomodulatory Treatments for Aspirin Exacerbated Respiratory Disease
Authors: Moebus Rachel G. , Han Joseph K. 
Published: April 2012

Background Aspirin triad is a subclass of chronic sinusitis characterized by nasal polyposis, nonallergic induced asthma, and aspirin sensitivity. Also known as Samter's triad or aspirin-exacerbated respiratory disease, aspirin triad commonly affects the adult population and is seldom found in pediatric patients. Methods This rhinosinusitis has multiple layers of pathological process, but the ultimate predicament is caused by cysteinyl leukotrienes (cysLTs). Results Pharmacotherapies include oral steroid, lipoxygenase inhibitor, and cysLT receptor inhibitor drugs, which can provide some relief for these patients. Conclusion Immunomodulation via aspirin desensitization is considered when pharmacotherapy has failed. When aspirin triad is unmanageable with medical treatment alone, endoscopic sinus surgery with polypectomy can alleviate the patient's symptoms, allowing for a better response to postoperative medical management such as topical medication as well as delivery of topical medications.
Longitudinal Evolution of Risk of Coronary Heart Disease in Systemic Lupus Erythematosus
Authors: KARP IGOR , ABRAHAMOWICZ MICHAL , FORTIN PAUL R. , PILOTE LOUISE , NEVILLE CAROLYN , PINEAU CHRISTIAN A. , ESDAILE JOHN M. 
Published: April 2012

Objective.To produce evidence on the longitudinal evolution of risk factors for coronary heart disease (CHD) in patients with systemic lupus erythematosus (SLE).Methods.Based on data for 115 patients from the Montreal General Hospital Lupus Clinic (1971–2003) and for 4367 control subjects from the Framingham Offspring Study (1971–1994), we investigated the temporal evolution of total serum cholesterol, systolic blood pressure (SBP), body mass index (BMI), blood glucose, and estimated risk for CHD (reflecting the balance of changes in different risk factors). In analyses limited to patients with SLE, we assessed the effect of SLE duration on each risk factor, adjusting for age, calendar time, sex, baseline level of the risk factor, and medication use. Next, we assessed how the adjusted difference in the values of the risk factors between SLE and controls changes over time.Results.Among patients with SLE, longer disease duration was independently associated with higher SBP and blood glucose levels. Compared with controls, these patients appeared to have accelerated rates of increase in total cholesterol, blood glucose, and overall estimated CHD risk. The rate of increase in BMI was lower in patients with SLE than in controls.Conclusion.Elevated CHD risk in patients with SLE appears to be at least partially mediated by accelerated increases in some CHD risk factors, longitudinal trajectories of which increasingly diverge over time from those of population controls.
Tocilizumab Treatment Decreases Circulating Myeloid Dendritic Cells and Monocytes, 2 Components of the Myeloid Lineage
Authors: RICHEZ CHRISTOPHE , BARNETCHE THOMAS , KHORYATI LILIANE , DUFFAU PIERRE , KOSTINE MARIE , CONTIN-BORDES CÉCILE , BLANCO PATRICK , SCHAEVERBEKE THIERRY 
Published: April 2012

Objective.Interleukin 6 (IL-6) and tumor necrosis factor-α (TNF-α) are proinflammatory cytokines involved in inflammatory response. Effective TNF-α blocker treatment is associated with an increase in circulating myeloid dendritic cells (mDC), suggesting their release from inflamed synovium. Currently, in vivo effects of IL-6 inhibition on DC are unknown. We monitored the changes in circulating mDC and plasmacytoid DC (pDC) during tocilizumab (TCZ) therapy in patients with rheumatoid arthritis (RA).Methods.DC subset levels were evaluated by flow cytometry in patients with RA (n = 43) and in healthy volunteers (n = 20). In patients with RA, these levels were measured before and during TCZ therapy (8 mg/kg every 4 weeks). Response to TCZ therapy was evaluated at 12 weeks. Statistical analysis was based on Mann-Whitney U tests or Wilcoxon signed-rank tests.Results.At baseline, patients with active RA were characterized by a significantly lower level of circulating mDC and pDC compared to healthy donors. However, this difference did not correlate with any disease activity score. TCZ-treated patients who met the European League Against Rheumatism (EULAR) improvement criteria at Week 12 had significant reductions in mDC and monocyte levels as compared with EULAR nonresponders. Levels of pDC, CD4+ T cells, and CD8+ T cells remained stable during the TCZ courses, regardless of treatment response.Conclusion.Our study reveals an unexpected reduction of circulating mDC and monocytes in patients with RA in response to TCZ therapy. In accord with reports on neutrophils and platelets decreasing during TCZ therapy, our data suggest an effect of IL-6 inhibition on cells from myeloid lineage.
Critical Media Literacy after the Media
Authors: Kendall Alex , McDougall Julian 
Published: April 2012

This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists recourse to the idea of ‘the media’ as external to media literate agents in social practice. The preservation of an unhelpful set of precepts for media education hinder the project of media literacy in the same way as the idea of ‘literature’ imposes alienating reading practices in school. Just as the formal teaching of English has obstructed the development of critical, powerful readers by imposing an alienating and exclusive model of what it means to be a reader, so has Media Studies obscured media literacy. Despite ourselves, we have undermined the legitimation of studying popular culture as an area by starting out from the wrong place. This incomplete project requires the removal of ‘the media’ from its gaze. The outcomes of our research thus lead us to propose a ‘pedagogy of the inexpert’ as a strategy for critical media literacy.
En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pensar –y enseñar– que se resiste a la idea de considerar los medios como algo ajeno a la ciudadanía en la vida cotidiana. Para el autor, la permanencia de preceptos y prácticas anquilosadas sobre educación en los medios dificulta la puesta en marcha de proyectos de alfabetización mediática, al igual que una visión tradicionalista de la literatura genera prácticas viciadas de lectura en el aula. La enseñanza formal de la lengua ha obstaculizado el desarrollo de lectores críticos y competentes, imponiendo un modelo de lector unidimensional. Igualmente, los estudios mediáticos han ensombrecido la alfabetización en los medios, subestimando la legitimidad del estudio de la cultura popular en sí misma desde un punto de partida erróneo. La educación en medios es aun una asignatura pendiente y requiere un cambio de perspectiva. En este artículo, fruto de investigaciones, se propone una «pedagogía del inexperto» como estrategia para la alfabetización crítica en los medios.
Pedagogy of Interactivity
Authors: Aparici Roberto , Silva Marco 
Published: April 2012

This paper analyzes the pedagogy of transmission, with its unidirectional nature and features that it has in common with traditional media, and the pedagogy of interaction, one of participation, dialogue and co-authorship which harmonizes with the principles of Web 2.0. New media have implemented new communication models that allow every citizen to become a potential media communicator. This communicative ecosystem suggests a society of communicators in which everyone feeds each other with his or her creations and shares individual and collective knowledge. We review communication practices that utilize feedback as a strategy of interaction, when in fact these practices still favor the perspective of the sender. We then propose a model for the collective power of knowledge called the «feed-feed model», based on the individual and collective construction of knowledge. This knowledge, which can be organized in a virtual or real setting, characterizes the fundamental principles of interactivity, even though some sectors still view these as marketing strategies. We examine the virtual silence that exists in the culture of participation, and its implications for educommunication. The article concludes with a search for other pedagogical models, and the analysis of the consequences of perpetuating the transmission model in the face of the possibilities offered by the pedagogy of interaction.
En este artículo se analizan la pedagogía transmisiva, caracterizada por su sentido unidireccional, que tiene algunos rasgos comunes con los medios de comunicación, y la pedagogía interactiva, caracterizada por la participación, el diálogo, la coautoría que tiene rasgos comunes con los principios de la Web 2.0. Los nuevos medios ponen en práctica modelos comunicativos que permiten que cada ciudadano pueda ser, potencialmente, un medio de comunicación. Este ecosistema comunicativo permite pensar en una sociedad de comunicadores donde todos alimentan con sus creaciones y participaciones los saberes individuales y colectivos. Se hace una revisión de las prácticas comunicativas que utilizan la retroalimentación (feed-back) como estrategia de interacción, cuando en verdad no dejan de ser un refuerzo planteado desde la óptica del emisor, y se ofrece una propuesta centrada en la alimentación de saberes colectivos que denominamos «modelo feed feed», basado en la participación individual y colectiva para la construcción de conocimientos. Estos saberes, que pueden organizarse presencial o virtualmente, caracterizan los principios fundamentales de la interactividad, que para algunos sectores no deja de ser una estrategia de marketing. En la cultura de la participación se hace referencia al silencio virtual y a sus consecuencias en el campo de la educomunicación. El artículo concluye con las búsqueda de otros modelos pedagógicos, y con el análisis de las consecuencias que implicaría seguir reproduciendo el modelo transmisivo frente a las posibilidades que ofrece la pedagogía de la interactividad.
From Chess to StarCraft. A Comparative Analysis of Traditional Games and Videogames
Authors: Pérez-Latorre Óliver 
Published: April 2012

From their historical origins games have provided us with dramatic models of the fundamental activities of humankind, such as sowing and harvesting (mancala games), war (chess) and construction (puzzles). However, games based on the same activity change significantly depending on the place and time they belong to, and therefore a comparative analysis between traditional games and videogames can give us a valuable and novel insight into the popular culture of our times. What are the main distinctive features used to represent war in military strategy videogames compared to those used in chess? What are the main differences between the most popular videoludic metaphors of construction and traditional puzzles? The aim of this article is to explore questions like these by making a comparative analysis of the underlying meanings of traditional games and popular videogames. The theoretical and methodological framework is based on game history, game design theory and theory of videogame meaning. The findings reveal elements that shed light on the nuances of meaning that distinguish traditional games from popular videogames of the same genre, and show that the analysis model conceived for this study could be of interest for further research. Finally, we reflect on the relationship between the underlying meanings of the videogames analyzed and certain distinctive aspects of contemporary culture.
Desde su origen histórico, los juegos han planteado dramatizaciones sobre actividades fundamentales para la humanidad, como la siembra y recolección agrícola (juegos de mancala), la guerra (ajedrez) o la construcción (puzzles), pero los juegos más populares sobre un mismo tipo de actividad varían de forma significativa en función del lugar y la época a la que pertenecen. En este sentido, el análisis comparado entre juegos tradicionales y videojuegos puede aportarnos una mirada particular y valiosa para profundizar en nuestra comprensión sobre la cultura popular de nuestro tiempo. ¿Qué rasgos distintivos presenta en los videojuegos de estrategia la dramatización de la guerra, en comparación con el ajedrez?, ¿qué distingue a las principales metáforas videolúdicas sobre la actividad de construcción de los puzzles tradicionales?... El objetivo de este artículo es abordar este tipo de cuestiones, a través de un análisis comparativo de la significación de juegos tradicionales y videojuegos populares. Los fundamentos teórico/metodológicos del trabajo se encuentran en la Historia del Juego, la Teoría del Diseño de Juegos y la Teoría de la Significación del Videojuego. Los resultados revelan elementos distintivos significativos entre los juegos tradicionales y algunos de los videojuegos más populares, y permiten verificar el interés de un modelo de análisis concebido para este estudio. Finalmente, en las conclusiones se reflexiona sobre la relación entre la significación de los videojuegos analizados y aspectos distintivos de la cultura contemporánea.
The Academic Use of Social Networks among University Students
Authors: Gómez-Aguilar Marisol , Roses-Campos Sergio , Farias-Batlle Pedro 
Published: April 2012

This paper examines the academic use made of the social networks by university students through a survey conducted among a representative sample of students at Universidad de Málaga (Spain) (n=938) and two discussion groups. Given that network consumption has profoundly penetrated the daily routines of the students, the vast communication possibilities of these channels could be considered for educational use in the future despite a predominance of entertainment-related use. We discuss the most suitable networks for academic use, which type of activities may be most widely accepted among the students and which social networking tools could be most useful for academic purposes. The results indicate that consumption of social networks in the student population surveyed is very high. In addition, the students show a favourable attitude to lecturers using social networks as an academic resource. However, the frequency of use of such networks for academic activities was rather low and, on average, the most frequently used academic activities are those initiated by the students themselves, such as answering queries among peers or doing coursework. The perceived low academic support on social networks may mean that lecturers take only limited advantage of their potential.
El uso académico que hacen los universitarios de las redes sociales es el estudio que se presenta a partir de una encuesta administrada a una muestra representativa de estudiantes de la Universidad de Málaga (n=938) y dos grupos de discusión. Dado que el consumo de redes se ha implantado profundamente en las rutinas diarias de los estudiantes, las vastas posibilidades comunicativas de estos canales podrían considerarse para sacar provecho educativo en el futuro, a pesar del predominio del uso dirigido al entretenimiento. Se discuten cuáles son las redes más adecuadas para su uso académico, qué tipo de actividades pueden tener mejor acogida entre los estudiantes y qué herramientas de las redes sociales podrían ser más útiles para propósitos académicos. Los resultados indican que el consumo de redes sociales de la población estudiada es muy alto. Así mismo, los estudiantes presentan una actitud favorable a que los docentes utilicen las redes como recurso educativo. Sin embargo, la frecuencia con la que los estudiantes dan un uso académico a las redes es más bien escasa y, en promedio, las actividades académicas con frecuencia de uso más elevada son aquellas que parten de la iniciativa de los propios estudiantes, como la solución de dudas inter pares o la realización de trabajos de clase. Del escaso apoyo académico percibido en las redes por los estudiantes, se deduce un limitado aprovechamiento por parte de los docentes.