Pre-treatment with selleck chemical 10-00 nM PT-3 significantly attenuated neuronal cell death induced by 10 mu M A beta(1-42). PT-3 was found to enhance cell viability through a significant reduction in the level of reactive oxygen species, down-regulated expression of pro-apoptotic activated caspase-3 and Bax, increased expression of anti-apoptotic Bcl-2, and mitigation

of A beta-induced morphological alterations. Regarding its effects on inflammatory responses, PT-3 pre-treatment decreased the expression of pro-inflammatory cytokines IL-1 beta and IL-6. The mechanisms of PT-3 neuronal protection against inflammation may be associated with the mitogen-activated protein kinases (MAPK) pathway. A beta(1-42)-induced phosphorylation of JNK and p38 MAPK was inhibited by pretreatment with PT-3 in a dose-dependent manner. However, phosphorylation of ERK1/2 was not affected by either PT-3 or A beta(1-42). PT-3 did not stimulate Akt phosphorylation,

which was inhibited by A beta(1-42). These findings Citarinostat in vivo suggest that PT-3 protects neurons from A beta(1-42)-induced neurotoxicity through its anti-apoptotic, anti-oxidative, and anti-inflammatory properties with inhibition of JNK and p38 MAPK phosphorylation as the potential underlying mechanism. (C) 2013 Elsevier Ireland Ltd. All rights reserved.”
“ContextReview studies of simulation-based education (SBE) consistently point out that theory-driven research is lacking. The literature to date is dominated by discourses of fidelity and authenticity – creating the real’ – with a strong focus on the developing of clinical procedural skills. Little of this writing incorporates the theory and research proliferating in professional Sotrastaurin studies

more broadly, which show how professional learning is embodied, relational and situated in social – material relations. A key concern for medical educators concerns how to better prepare students for the unpredictable and dynamic ambiguity of professional practice; this has stimulated the movement towards socio-material theories in education that address precisely this question. Objectives and MethodsAmong the various socio-material theories that are informing new developments in professional education, complexity theory has been of particular importance for medical educators interested in updating current practices. This paper outlines key elements of complexity theory, illustrated with examples from empirical study, to argue its particular relevance for improving SBE. ResultsComplexity theory can make visible important material dynamics, and their problematic consequences, that are not often noticed in simulated experiences in medical training. It also offers conceptual tools that can be put to practical use. This paper focuses on concepts of emergence, attunement, disturbance and experimentation.