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Pterocephalus hookeri (C. B. Clarke) Höeck, recorded in the Chinese Pharmacopoeia (2015 version) as a Tibetan medicine for the treatment of various diseases, especially rheumatoid arthritis, was believed to possess a slight toxicity. However, hardly any research has been carried out about it. The present study aimed to evaluate the toxicity in vivo and in vitro. Toxicity was observed by the evaluation of mice weight loss and histopathological changes in the liver. Then, the comparison research between ethyl acetate extract (EAE) and n-butanol extract (BUE) suggested that liver toxicity was mainly induced by BUE. The mechanical study suggested that BUE-induced liver toxicity was closely associated with necrosis detected by MTT and propidium iodide (PI) staining, via releasing lactate dehydrogenase (LDH), reducing the fluidity, and increasing the permeability of the cell membrane. Western blot analysis confirmed that the necrosis occurred molecularly by the up-regulation of receptor-interacting protein kinase 1 (RIP1) and receptor-interacting protein kinase 3 (RIP3), as well as the activation of the nuclear factor-kappa-gene binding (NF-κB) signaling pathway in vivo and in vitro. This finding indicated that the liver toxicity induced by BUE from P. hookeri was mainly caused by necrosis, which provides an important theoretical support for further evaluation of the safety of this folk medicine.
The authors advocate that every primary grade program needs a carefully planned social-emotional component. All children--those who enter first or second grade with an ability to control their emotions and make friends and those for whom these skills are more difficult--benefit from intentional teaching in this area. Some school systems adopt a schoolwide approach to social-emotional learning, while others use a particular approach across a grade level. Three programs that may be implemented at grade level and also lend themselves to schoolwide use are: (1) Responsive Classroom; (2) Second Step: A Violence Prevention Curriculum; and (3) Interplay Solutions. In addition to using one or more of these programs, some school systems and some teachers develop their own activities for building a social-emotional curriculum. In this article, the authors describe these programs and a teacher-created activity and indicate how three Massachusetts school systems have implemented or been impacted by them. The authors conclude that programs like these help teachers move away from a fragmented and reactive approach to children's social-emotional well-being to a proactive approach and a shared responsibility for children's social-emotional health.