An analysis of astrocytic cell lines with different abilities to promote axon growth

The adult mammalian central nervous system (CNS) lacks the capacity to support axonal regeneration. There is increasing evidence to suggest that astrocytes, the major glial population in the CNS, may possess both axon-growth promoting and axon-growth inhibitory properties and the latter may contribute to the poor regenerative capacity of the CNS. In order to examine the molecular differences between axon-growth permissive and axon-growth inhibitory astrocytes, a panel of astrocyte cell lines exhibiting a range of axon-growth promoting properties was generated and analysed. No clear correlation was found between the axon-growth promoting properties of these astrocyte cell lines with: (i) the expression of known neurite-outgrowth promoting molecules such as laminin, fibronectin andN-cadherin; (ii) the expression of known inhibitory molecules such tenascin and chondroitin sulphate proteoglycan; (iii) plasminogen activator and plasminogen activator inhibitor activity; and (iv) growth cone collapsing activity. EM studies on aggregates formed from astrocyte cell lines, however, revealed the presence of an abundance of extracellular matrix material associated with the more inhibitory astrocyte cell lines. When matrix deposited by astrocyte cell lines was assessed for axon-growth promoting activity, matrix from permissive lines was found to be a good substrate, whereas matrix from the inhibitory astrocyte lines was a poor substrate for neuritic growth. Our findings, taken together, suggest that the functional differences between the permissive and the inhibitory astrocyte cell lines reside largely with the ECM.     

Attentional demands of continuously monitoring orientation using vestibular information.

The aim of this series of experiments was to determine whether attention is normally required for continuously processing vestibular information concerning orientation, or is required only when orientation is disrupted (eg by vestibular dysfunction or by conflicting visual and vestibular orientation cues). In the first two studies, healthy subjects were passively oscillated, and indicated when they perceived they were passing through their starting position. There was only weak evidence for interference between performance on this 'continuous orientation monitoring task' and on concurrent mental tasks. However, a third study showed that when patients with vestibular imbalance carried out the continuous orientation monitoring task their performance on a concurrent mental arithmetic task was substantially impaired. This dual task interference was correlated with inaccuracy in judging orientation on the continuous orientation monitoring task, which in turn correlated with severity of recent vestibular symptomatology (assessed by questionnaire). In a fourth experiment, disorientation was induced in healthy subjects by rotating the visual field about the line of sight. Bidirectional interference was observed between monitoring orientation (assessed by accuracy in setting a rod to the perceived vertical) and performance of an arithmetic task. Dual task interference was correlated with baseline levels of disorientation induced by the visual field, as indicated by inaccuracy in judging the visual vertical. These findings suggest that monitoring orientation makes significant demands upon cortical processing resources when disorientation is induced, whether the disorientation results from deficient sensory functioning or from ambiguous perceptual information.     

The etiology, treatment, and prevention of nonorganic failure-to-thrive in infants

Nonorganic failure-to-thrive is a medical-psychological disorder reflecting lack of growth in an infant without apparent physical causes. Children who fail to thrive as infants are at high risk for developmental delays, personality problems, abuse, and death. This article focuses on environmental failure-to-thrive, describing the behavioral characteristics of the nonthriving infant and the family milieu. Aspects of early environments of NOFT infants are profiled, specific intervention strategies are discussed, and recommendations regarding the promotion of intense, consistent multi-disciplinary intervention strategies are advanced.     

Beliefs and rituals in traditional birth attendant practice in Guatemala.

Childbearing women and infants in developing countries continue to experience unacceptably high rates of mortality and morbidity in spite of targeted initiatives to address the problem. The aim of this study was to identify the beliefs and rituals of traditional birth attendants (TBAs) in one indigenous Guatemalan community to better understand the cultural influences on perinatal care practices. Ethnographic methods were used to increase understanding of the practice of 10 Mayan TBAs. Three themes were constructed: sacred calling, sacred knowledge and sacred ritual.     

Comparing learning of cooking in home and clinic for people with schizophrenia.

OBJECTIVE: The purpose of this study was to compare learning of a functional living skill in two contexts for individuals with long-term schizophrenia. METHOD: Forty-four people with schizophrenia were matched on cognitive level. One of each pair was randomly designated to either a clinic or home cooking group, with the other assigned to the remaining group. Cooking skill was assessed using the Kitchen Task Assessment-Modified (KTA-M) both before and after the intervention. Learning for each group was analyzed using t tests. A multiple regression analysis to control for baseline differences was used to compare the learning of the two groups. RESULTS: Participants in both groups scored significantly higher on the KTA-M after cooking lessons (t = 5.57, df = 21, p < .0001--clinic; t = 7.81. df = 21, p < .0002--home) reflecting learning of cooking skill; there was no statistically significant difference in scores on the KTA-M between the two groups based on where the learning took place (beta = -1.8, df = 42, p < 0.23). Qualitative differences between the learning environments provide suggestions for teaching functional living skills to this population. CONCLUSIONS: Learning new skills in the home was not better than learning in the clinic for people with schizophrenia in this study. Further research on the effect of context on learning for people with cognitive dysfunction and schizophrenia is recommended.