A growing body of evidence suggests the involvement of connective tissue growth factor (CTGF) in the development and maintenance of fibrosis and excessive scarring. As the expression of this protein requires an intact actin cytoskeleton, disruption of the cytoskeleton represents an attractive strategy to decrease CTGF expression and, consequently, excessive scarring. The small heat-shock-related protein (HSP20), when phosphorylated by cyclic nucleotide signaling cascades, displaces phospho-cofilin from the 14-3-3 scaffolding protein leading to activation of cofilin as an actin-depolymerizing protein. In the present study, we evaluated the effect of AZX100, a phosphopeptide analogue of HSP20, on transforming growth factor-β-1 (TGF-β1)-induced CTGF and collagen expression in human keloid fibroblasts. We also examined the effect of AZX100 on scar formation in vivo in dermal wounds in a Siberian hamster model. AZX100 decreased the expression of CTGF and type I collagen induced by TGF-β1, endothelin, and lysophosphatidic acid. Treatment with AZX100 decreased stress fiber formation and altered the morphology of human dermal keloid fibroblasts. In vivo, AZX100 significantly improved collagen organization in a Siberian hamster scarring model. Taken together, these results suggest the potential use of AZX100 as a strategy to prevent excessive scarring and fibrotic disorders.
This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.1 It is intended that the report will be helpful to countries or states that are looking to review their existing methods of recruiting and selecting teachers, and to those who are advising them.
Reality aftershock and how to avert it: second year teachers' experiences of support for their professional development. Cambridge Journal of Education, 42(2),[177][178][179][180][181][182][183][184][185][186][187][188][189][190][191][192][193][194][195][196]
AbstractDrawing on analyses of data from a large-scale, mixed method study of new entrants to the teaching profession in England, this article presents new findings on beginner teachers' experiences of postinduction support for their professional development, about which little was previously known. As well as highlighting positive and negative aspects of support provision, it is shown that the recognised phenomenon of 'reality shock ' (Gaede, 1978) is not confined to the transition between initial teacher preparation and teachers' first year in post, since some second year teachers experience a new or additional shock associated with the cessation of the induction support introduced, in part, to cushion the impact of that transition. Amongst the potential implications of these findings, it is argued that where they do not already exist, formal mechanisms should be introduced to facilitate the provision of contingent support for beginner teachers' professional development beyond their first year.
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