Estrogen attenuates TGF-ß1-induced EMT in intrauterine adhesion by activating Wnt/ß-catenin signaling pathway

Although estrogen has crucial functions for endometrium growth, the specific dose and underlying molecular mechanism in intrauterine adhesion (IUA) remain unclear. In this study, we aimed to investigate the effects of estrogen on epithelial-mesenchymal transition (EMT) in normal and fibrotic endometrium, and the role of estrogen and Wnt/β-catenin signaling in the formation of endometrial fibrosis. CCK-8 and immunofluorescence assay were performed to access the proliferation of different concentrations of estrogen on normal human endometrial epithelial cells (hEECs). qRT-PCR and western blot assay were utilized to explore the effect of estrogen on EMT in normal and fibrotic endometrium, and main components of Wnt/β-catenin signaling pathway in vitro. Hematoxylin and eosin and Masson staining were used to evaluate the effect of estrogen on endometrial morphology and fibrosis in vivo. Our results indicated that the proliferation of normal hEECs was inhibited by estrogen at a concentration of 30 nM accompanied by upregulation of mesenchymal markers and downregulation of epithelial markers. Interestingly, in the model of transforming growth factor β1 (TGF-β1)-induced endometrial fibrosis, the same concentration of estrogen inhibited the process of EMT, which might be partially mediated by regulation of the Wnt/β-catenin pathway. In addition, relatively high doses of estrogen efficiently increased the number of endometrial glands and reduced the area of fibrosis as determined by the reduction of EMT in IUA animal models. Taken together, our results demonstrated that an appropriate concentration of estrogen may prevent the occurrence and development of IUA by inhibiting the TGF-β1-induced EMT and activating the Wnt/β-catenin pathway.

Impacts of birth order and age difference on the emotional and behavioral problems among children from two-child family / 中国学校卫生

Objective@#This study aims to explore the influence of birth order and age difference on the emotional and behavioral problems among children from two-child family, so as to provide advice on parenting.@*Methods@#A total of 482 students in grades 2 to 5 from the 5 primary schools in Guangzhou were selected, all of whom came from two-child families (excluding twin children). Emotional and behavioral problems were investigated by using the Conner’s Parental Symptom Questionnaire (PSQ).@*Results@#Among children from two-child families, higher prevalence of behavioral problems, learning problems, impulsive hyperactivity and hyperactivity index in older compared with younger children (β=-0.09，-0.16，-0.09，-0.10,P<0.05). The scores of behavioral problems and hyperactivity index were significantly higher among those of children who were 6-9 years older than young siblings, compared to those who were 0-3 years older than younger siblings(β=0.20,0.21,P<0.05). No similar pattern was found among the younger siblings(P>0.05).@*Conclusion@#Among school-age children from two-child families, emotional and behavioral problems of the elder ones were more serious than the younger ones’. Age difference between siblings shows impact on the emotional and behavioral development among elder children, however no significant impact is noticed among the younger ones.

Literacy development and influencing factors in primary school students of grade 2 to 5 in Guangzhou / 中国学校卫生

Objective@#To understand literacy development of school-aged children of grade 2-5 and its influencing factors in Guangzhou,and to provide a reference for the reform of the teaching of Chinese subject.@*Methods@#By using cluster sampling method, 1 661 school-age children from grade 2 to grade 5 from 5 primary schools in Guangzhou were selected. The self-designed questionnaire was used to obtain demographic data of the participants. The Primary School Literacy Assessment Scale and the Pupil Rating Scale Revised Screening for Learning Disabilities was used to evaluate the literacy and the cognitive characteristics of participants.@*Results@#The average literacy of children of grade 2 to grade 5 in Guangzhou was as follows: grade 2 was (1 159±295), grade 3 was (1 919±394), grade 4 was (2 599±365), grade 5 was (2 947±303), higher than the norm(P<0.01). The average literacy of grade 2 students was lower than the national curriculum requirements while students of grade 3 to grade 5 met the requirements. Univariate analysis found differences in literacy among school-age children based on gender, reading experience before age 6, and parental education background (P<0.01). Multiple linear regression analysis revealed that grade (β=607.04), preschool reading experience (β=109.89), father’s education (β=27.14), language factor (β=27.21), social behavior (β=16.03) was positively correlated with literacy in boys (P<0.05). Grade (β=603.53), auditory comprehension and memory (β=29.39), language factor (β=16.74) was positively correlated with the literacy of girls (P<0.05), while time and orientation judgments were negatively correlated with the literacy of both boys (β=-18.95) and girls (β=-21.93) (P<0.05).@*Conclusion@#The literacy level of school-age children in grade 2 to 5 in Guangzhou has reached the national literacy requirements with students in grade 2 being relatively lower. Literacy is related to grade, preschool reading experience, father’s education, and child’s cognitive characteristics. Factors affecting literacy in boys and girls are different. Literacy education should vary according to gender.