41. Endoglin (CD105) silencing mediated by shRNA under the control of Endothelin-1 promoter for targeted gene therapy of MelanomaNataša Tešić, Urška Kamenšek, Gregor Serša, Simona Kranjc Brezar, Monika Savarin, Urša Lampreht Tratar, Véronique Préat, Gaëlle Vandermeulen, Miha Butinar, Boris Turk, Maja Čemažar, 2015, original scientific article Abstract: Endoglin (CD105), a transforming growth factor (TGF)-% coreceptor, and endothelin-1, a vasoconstrictor peptide, are both overexpressed in tumor endothelial and melanoma cells. Their targeting is therefore a promising therapeutic approach for melanoma tumors. The aim of our study was to construct a eukaryotic expression plasmid encoding the shRNA molecules against CD105 under the control of endothelin-1 promoter and to evaluate its therapeutic potential both in vitro in murine B16F10-luc melanoma and SVEC4-10 endothelial cells and in vivo in mice bearing highly metastatic B16F10-luc tumors. Plasmid encoding shRNA against CD105 under the control of the constitutive U6 promoter was used as a control. We demonstrated the antiproliferative and antiangiogenic effects of both plasmids in SVEC4-10 cells, as well as a moderate antitumor and pronounced antimetastatic effect in B16F10-luc tumors in vivo. Our results provide evidence that targeting melanoma with shRNA molecules against CD105 under the control of endothelin-1 promoter is a feasible and effective treatment, especially for the reduction of metastatic spread.
Keywords: melanoma, electroporation, endoglin (CD105), endothelin-1, gene therapy
Published in RUP: 14.10.2015; Views: 3778; Downloads: 131
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42. Aktivno učenje - višja raven znanja?Tomaž Kranjc, 2015, independent scientific component part or a chapter in a monograph Abstract: V zadnjih dveh desetletjih je v večini držav privlačnost naravoslovnih ved, tudi fizike, upadala in hkrati z njo tudi vpis na naravoslovne smeri univerzitetnega študija. Na vsej vertikali učnega procesa so bili predlagani različni pristopi, da bi zaustavili tak trend. Zdi se, da so nekateri uspešni. V pričujočem prispevku bi radi predstavili t. i. ponovno aktualizacijo aktivnega (ali raziskovalnega) poučevanja in učenja, pri katerem učenci (dijaki, študenti) za pridobivanje znanja uporabljajo način, ki posnema znanstveno- -raziskovalni pristop. Pri fiziki (in drugih naravoslovnih področjih) je tako poučevanje pogosto povezano z eksperimentalnim in laboratorijskim delom. Tako nastane okolje za raziskovalno učenje naravoslovja (ISLE, investigative science learning environment), ki je močan motivacijski faktor in v katerem študenti zaradi večje samoudeležbe in angažiranja pri pridobivanju novih spoznanj bolje obvladajo učne vsebine (korpus znanja) in dosežejo boljše razumevanje osnovnih pojmov. Hkrati razvijajo znanstvene navade razmišljanja, ki jim pomagajo, da se uspešneje soočajo z novimi situacijami in problemi. V prispevku bomo prikazali nekaj primerov prakse aktivnega učenja s področja fizike, ki zadevajo tako eksperimentalno podprto kakor tudi teoretično raziskovalno učenje. Predstavili bomo tudi pomen prakse aktivnega poučevanja v študijskem procesu za študente bodoče učitelje naravoslovja.
Keywords: aktivno učenje, naravoslovje, fizika, eksperimenti, teorija, učenje/poučevanje
Published in RUP: 14.10.2015; Views: 5558; Downloads: 174
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46. Developmental levels of the child's storytellingLjubica Marjanovič Umek, Simona Kranjc, Urška Fekonja, 2002, published scientific conference contribution Abstract: The purpose of the present study was to explore the development of the child's storytelling, an important ability of the child's pragmatic use of language, within the broader context of the child's language development. Taking into account several already established criteria (e.g. Fein, 1995; Stein, 1997), we defined key elements for evaluating developmental levels of the child's storytelling, specifically in terms of story coherence and cohesion. The coherence of a story refers to its structure and the connection between different parts of the story. The cohesion refers to the construction of the story. The criteria for evaluating the coherence of the child's story were divided into five different developmental levels: 1. a story without a structure; 2. a story with a structure and simple descriptions of the illustrations; 3. a story with a structure and simple temporal ection sequences; 4. a story with a structure and descriptions of the characters' thoughts, emotions or the relations among them; 5. a story with a structure and causal goal-based sequence of events. The criteria for evaluating the coherence of the story were referring to the thematic arrangement (linear arrangement with and without thematic leaps) of the story and the means for preserving the reference (literal repetition and repetition with pronouns). Assuming that children of different ages do not possess the same concept of story, we used the criteria developed in the first part to analyze and compare 45 stories told by four-, six-, and eight-year-old boys and girls. The children were first read a story from a picture book and then asked to retell it freely while looking at pictures in the book. The results show differences among age groups both in story content and structure and as such support the significance of storytelling as an educational method for language development with consideration of the child's developmental abilities.
Keywords: pripovedovanje zgodb, razvojne stopnje, razvojna psihologija, razvoj jezika, starostne razlike
Published in RUP: 15.10.2013; Views: 4015; Downloads: 43
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