ABSTRACT
Abstract The prolonged entry of large amounts of calcium into the mitochondria through the mitochondrial calcium uniporter complex (MCUC) may cause the permeability transition pore (mPTP) to open, which contributes to the pathogenesis of several diseases. Tissue-specific differences in mPTP opening due to variable expression of MCUC components may contribute to disease outcomes. We designed this study to determine differential mPTP opening in mitochondria isolated from different regions of mouse brain and kidney and to compare it with the expression of MCUC components. mPTP opening was measured using mitochondria isolated from the left/right brain hemispheres (LH/RH, respectively) and from kidney cortex/medulla, while the expression level of MCUC components was assessed from total cellular RNA. Interestingly, LH mitochondria showed less calcium-induced mPTP opening as compared to RH mitochondria at two different calcium concentrations. Conversely, mPTP opening was similar in the renal cortex and renal medulla mitochondria. However, the kidney mitochondria demonstrated bigger and faster mPTP opening as compared to the brain mitochondria. Furthermore, asymmetric mPTP opening in the LH and RH mitochondria was not associated with the expression of MCUC components. In brief, this study demonstrates thus far unreported asymmetric mPTP opening in mouse brain hemispheres that is not associated with the mRNA levels of MCUC components.
Subject(s)
Animals , Male , Female , Mice , Brain , Calcium/agonists , Cerebrum/abnormalities , Mitochondrial Permeability Transition Pore/analysis , Mice , Mitochondria , 1-Methyl-4-phenyl-1,2,3,6-tetrahydropyridine/adverse effects , Kidney CortexABSTRACT
La enseñanza universitaria de las ciencias morfológicas suele presentar dificultades en la comprensión de sus imágenes, dada una aparente limitación de los estudiantes para la percepción eficiente de éstas. Estudios sobre las capacidades y especializaciones cognitivas asimétricas cerebrales, han evidenciado una actividad preponderante del hemisferio derecho en el procesamiento de las formas, colores y en el reconocimiento de sus patrones. Se analizaron las cohortes 1990 a 2004 (Grupo 1) y 2005 a 2009 (Grupo 2) de la asignatura Anatomía Patológica, Cátedra B, Facultad de Odontología de la Universidad Nacional de Córdoba, Argentina. En el Grupo 1 se implementó una metodología de exposición de imágenes en soporte póster y dibujo de las mismas, mientras que el Grupo 2 se aplicaron las técnicas de visualización de Edwards (bloqueo del hemisferio cerebral izquierdo y activación del derecho) modificadas para la exposición de imágenes en soporte guía impresa. Mientras que la estructura lógico-matemática de las preparaciones en el Grupo 1 indujo al estudiante a memorizar una determinada posición de la fotografía ó a desarrollar destrezas no competentes a los contenidos procedimentales de esta asignatura, las técnicas empleadas en el Grupo 2 permitieron potenciar la observación de formas, texturas y colores y las relaciones espaciales entre las estructuras, elementos inherentes a la exploración de imágenes en Anatomía Patológica. Se concluye que el abordaje de imágenes desde esta perspectiva neurobiológica y como estrategia de enseñanza, favorece y estimula el aprendizaje significativo en esta asignatura morfológica.
University education of the morphological sciences presents difficulties in the comprehension of its images because of an apparent limitation of the students to efficiently perceive these images. Studies on the capacities and cognitive asymmetric cerebral specializations, have demonstrated a preponderant activity of the right hemisphere in the processing of forms, colors, and in the recognition of their patterns. The 1990-2009 (Group 1) and 2005-2009 (Group 2) cohorts and B Department of Pathology of the School of Dentistry, National University of Cordoba, Argentina were studied. In Group 1 a methodology was implemented including exhibition and drawing of images in support poster and drawing of the same, whereas in Group 2 the modified Edwards techniques of visualization were applied, (blocking of the cerebral left hemisphere and the activation of the right hemisphere, for the exhibition of images in support printed guide. Whereas the logical mathematical structure of the preparation in Group 1 led the student to memorize a certain position of the photography, or to develop skills unrelated to the procedural contents of this subject, the techniques used in Group 2 allowed the development of observation of forms , textures and colors, and the spatial relations between the structures and elements inherent in the exploration of images in pathology. In conclusion, the discussion of images viewed from this neurobiological perspective and as a strategy of education, favors and stimulates significant learning of this morphological subject.