Developmentally regulated IL6-type cytokines signal to germ cells in the human fetal ovary

Fetal ovarian development and primordial follicle formation are imperative for adult fertility in the female. Data suggest the interleukin (IL)6-type cytokines, leukaemia inhibitory factor (LIF), IL6, oncostatin M (OSM) and ciliary neurotrophic factor (CNTF), are able to regulate the survival, proliferation and differentiation of fetal murine germ cells (GCs) in vivo and in vitro. We postulated that these factors may play a similar role during early human GC development and primordial follicle formation. To test this hypothesis, we have investigated the expression and regulation of IL6-type cytokines, using quantitative reverse transcription polymerase chain reaction and immunohistochemistry. Expression of transcripts encoding OSM increased significantly across the gestational range examined (8-20 weeks), while expression of IL6 increased specifically between the first (8-11 weeks) and early second (12-16 weeks) trimesters, co-incident with the initiation of meiosis. LIF and CNTF expression remained unchanged. Expression of the genes encoding the LIF and IL6 receptors, and their common signalling subunit gp130, was also found to be developmentally regulated, with expression increasing significantly with increasing gestation. LIF receptor and gp130 proteins localized exclusively to GCs, including oocytes in primordial follicles, indicating this cell type to be the sole target of IL6-type cytokine signalling in the human fetal ovary. These data establish that IL6-type cytokines and their receptors are expressed in the human fetal ovary and may directly influence GC development at multiple stages of maturation.

Larval development of the pedunculate barnacles Octolasmis angulata Aurivillius 1894 and Octolasmis cor Aurivillius 1892 (Cirripedia: Thoracica: Poecilasmatidae) from the gills of the mud crab, Scylla tranquebarica Fabricius, 1798

Detailed studies of larval development of Octolasmis angulata and Octolasmis cor are pivotal in understanding the larval morphological evolution as well as enhancing the functional ecology. Six planktotrophic naupliar stages and one non-feeding cyprid stage are documented in details for the first time for the two species of Octolasmis. Morphologically, the larvae of O. angulata and O. cor are similar in body size, setation patterns on the naupliar appendages, labrum, dorsal setae-pores, frontal horns, cyprid carapace, fronto-lateral gland pores, and lattice organs. Numbers of peculiarities were observed on the gnathobases of the antennae and mandible throughout the naupliar life-cycle. The setation pattern on the naupliar appendages are classified based on the segmentation on the naupliar appendages. The nauplius VI of both species undergoes a conspicuous change before metamorphosis into cyprid stage. The cyprid structures begin to form and modify beneath the naupliar body towards the end of stage VI. This study emphasises the importance of the pedunculate barnacle larval developmental studies not only to comprehend the larval morphological evolution but also to fill in the gaps in understanding the modification of the naupliar structures to adapt into the cyprid life-style.

Carbon distribution within the plant and rhizosphere in laboratory and field-grown Lolium perenne at different stages of development

Carbon distribution within perennial ryegrass was determined at different stages of plant development, by pulse-labelling laboratory and field-grown plants with ¹⁴C-CO₂. During the early stages of growth (23-51 days), C distribution of laboratory grown plants was not markedly affected by plant age, with 12.4-24% of net assimilated label lost into the soil as root-soil respiration. The percentage of net assimilate translocated below ground was 20-28% during this stage of growth. At 65 days, the percentage of the label translocated below ground decreased to 8.1% of the net assimilate, with a subsequent decrease in root-soil respiration to 3.9%. The ability of the plant to fix the label (expressed in MBq g^-1 oven dry total plant weight) decreased steadily as the plants aged. When the 30 day old plants were subjected to water stress (soil water potential -1.5 MPa) for 2 days before pulse-labelling, root-soil respiration of the pulse-label decreased compared with plants grown at field capacity. The distribution of a ¹⁴C pulse-label within perennial ryegrass grown under field conditions was found to be dependent on the age of the plants. For 4 week old plants, 67% of net assimilated label was translocated below ground, with 64.8% of this respired by the roots and soil. Less label was translocated below ground at subsequent pulse-labels from weeks 8 to 24. The proportion of label translocated below ground respired by the roots and soil also decreased. The investment of label in the plant shoots was found to be greater in field grown plants as compared to plants of the same age grown in a controlled, laboratory environment. © 1990.

Making Social Work Education App’ier : The Process of Developing Information-based Apps for Social Work Education and Practice

Mobile App technology in social work education remains in the embryonic stages of development with a few notable exceptions. The use of Apps in College and University settings has been reported in other sectors of higher education, although there is a paucity of research in relation to its relevance to social work education and practice. The following article describes the creation of four social work education and practice Apps by a team of social work educators. The primary focus is on the design process and the partnership approach to the creation of the tools. It also outlines the rationale for the App development, the working process and the theoretical framework underpinning mobile learning. Furthermore, it provides information on the level of usage of the Apps according to geographical location, download information and time spent on each section of the App. The article also incorporates a pragmatic summary of developmental guidelines which may aid social work educators in the development and implementation of specialist information-based Apps for education and practice.

Evaluation of Restorative Dentistry Specialty Registrars’ Clinical Experience of Developmental Disorders: A Survey

Background

Specialty Registrars in Restorative Dentistry (StRs) should be competent in the independent restorative management of patients with developmental disorders including hypodontia and cleft lip/palate upon completion of their specialist training.1 Knowledge and management may be assessed via the Intercollegiate Specialty Fellowship Examination (ISFE) in Restorative Dentistry.2

Objective

The aim of this study was to collate and compare data on the training and experience of StRs in the management of patients with developmental disorders across different training units within the British Isles.

Methods

Questionnaires were distributed to all StRs attending the Annual General Meeting of the Specialty Registrars in Restorative Dentistry Group, Belfast, in October 2015. Participants were asked to rate their confidence and experience of assessing and planning treatment for patients with developmental disorders, construction of appropriate prostheses, and provision of dental implants. Respondents were also asked to record clinical supervision and didactic teaching at their unit, and to rate their confidence of passing a future ISFE station assessing knowledge of developmental disorders.

Results

Responses were obtained from 32 StRs (n=32) training within all five countries of the British Isles. The majority of respondents were based in England (72%) with three in Wales, and two in each of Scotland, Northern Ireland, and the Republic of Ireland. Approximately one third of respondents (34%) were in the final years of training (years 4-6). Almost half of the StRs reported that they were not confident of independently assessing (44%) new patients with a developmental disorder, with larger numbers (72%) indicating a lack of confidence in treatment planning. Six respondents rated their experience of treating obturator patients as ‘poor’ or ‘very poor’. The majority (56%) rated their experience of implant provision in these cases as ‘good’ or ‘excellent’ with three-quarters (75%) rating clinical supervision at their unit as ‘good’ or ‘excellent’. Less than half (41%) rated the didactic teaching at their unit as ‘good’ or ‘excellent’, and only 8 StRs indicated that they were confident of passing an ISFE station focused on developmental disorders.

Conclusion

Experience and training regarding patients with developmental disorders is inconsistent for StRs across the British Isles with a number of trainees reporting a lack of clinical exposure.