Differentiation of a Human Neuroblastoma Into Neuron-Like Cells Increases Their Susceptibility to Tr

Differentiation of a Human Neuroblastoma Into Neuron-Like Cells Increases Their Susceptibility to Transduction by Herpesviral Vectors
(3区 西班牙马德里自治大学QS150-210 泰晤士351-400)
神经细胞系正在增殖的细胞并不总是表现出成熟神经元的典型标记。(Barlow C, Lockhart DJ. 2002. DNA arrays and neurobiology—what’s new and what’s next? Curr Opin Neurobiol 12:554–561.)认为,有必要对涉及人类神经元样细胞的新型模型培养系统进行特征描述。接种细胞密度为2–3*103 cells/cm2,培养基为5%FBS(为了维持更少的有丝分裂环境,我们在分化的第一阶段使用低浓度的血清,使细胞更容易达到静止状态)、10μM RA,两天换液一次,诱导五天。随后将其培养在添加了B-27(可以增强SH-SY5Y细胞的神经样分化)、2mM谷氨酸盐、2mM dibutyryl-cyclic AMP, 20 mM KCl, 50 ng/ml rhBDNF(重组人脑元神经营养因子),and antibiotics,培养五天。
诱导细胞分化的过程中,有许多要注意的点:
1 传代时,避免过度稀释(1:3/1:4);
2 尽可能使用低传代数的细胞,若细胞转变成纤维母细胞样表型,则不可;
3 检测血清,能使细胞每24h倍增最佳;
4 接种前控制密度,对神经分化至为重要;
在这里插入图片描述
Morphology and cytoskeletal polarity of differentiated SHSY5Y cells. SH-SY5Y were plated onto Matrigel-coated coverslips and differentiated upon 10 lM retinoic acid treatment with 5% FBS supplemented DMEM for 5 days and then changed to another medium made up of Neurobasal-B27 medium supplemented with 2 mM db-cAMP and 50 ng/ml BDNF for another 5 days. SH-SY5Y cellswere then fixed and immunostained at different time points (0 days, 5 days, 10 days, and 12 days referred to as 0d, 5d, 10d, and 12d, respectively) throughout differentiation for axonal MAP1B and HMW-NFP phosphoepitopes with the SMI-31 antibody and for somatodendritic high-molecular-mass MAP2 with the 514 antiserum. Scale bars ¼ 20 lm in A (applies to A–F); 100 lm in G (applies to G,H).
我们首先用识别细胞骨架极性标志物的两种抗体(mi -31和514)对细胞进行分析。该抗体识别细胞骨架蛋白的轴突特异性磷酸化表位,包括MAP1B和高分子量神经丝蛋白(HMWNFP);Ulloa等。相比之下,514抗血清可以识别MAP2的高分子量亚型,MAP2优先位于SH-SY5Y成熟神经元的体细胞树突状包涵体中,抗体为SMIm31和514,免疫染色显示细胞骨架的极化与原代培养的神经元几乎相同(图1).因此,分化的SH-SY5Y细胞呈现典型的神经元形态。
在这里插入图片描述
Western blot of cell lysates from different stages of neuronal cell differentiation (from day 0 to day 12; 0d–12d) using antibodies against several neuronal markers (bIII-tubulin, Tau, and NF-160 kDa); the cell cycle progression marker, Cdc2/Cdk1; and bactin (as a loading control).
利用Western blot技术对分化的SHSY5Y细胞的神经元特性进行了分析。这些细胞显示出一些典型的成熟神经元的神经特异性细胞骨架蛋白水平的显著增加,如MAP Tau和160-kDa神经丝蛋白(图2A)。值得注意的是,神经丝蛋白在未分化细胞中几乎不存在,其表达主要在分化过程的第二阶段被触发(图2A)。神经特异性biii -小管蛋白在增殖和分化的SH-SY5Y细胞中的表达是许多神经母细胞瘤细胞系的典型特征(图2A)。我们还观察到,在神经元蛋白表达增强的同时,细胞周期调控激酶,即细胞周期蛋白依赖性激酶1的表达显著下降(cdc2/ cdk1)。在分化过程的第一阶段后,该激酶的表达几乎消失(图2A),其丢失表明该激酶从细胞周期中退出。事实上,当与BrdU孵育24小时后,分化的SH-SY5Y细胞未被这种化合物标记,这种化合物被结合到增殖细胞的DNA中(图2B)。这些结果证实了分化的SH-SY5Y细胞是有丝分裂后的细胞,并表现出良好的极化神经形态。
总结:该文章以分化后的SY5Y为神经元模型,前期工作做了蛋白印迹分析和细胞骨架染色来确定细胞分化完成。他所使用的检测SY5Y分化的标志物和检测技术是我所感兴趣的。

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School-Based Curriculum Development (SBCD) refers to the process of developing a curriculum that is tailored to the specific needs and goals of a particular school or district. Curriculum Differentiation (CD) is the process of modifying the curriculum to meet the needs of individual learners, groups of learners or communities of learners. The following are ways in which SBCD can facilitate CD. 1. Flexibility: SBCD allows for flexibility in curriculum development, which makes it easy to adjust the curriculum to meet the diverse needs of learners. By using a flexible approach, educators can easily modify the curriculum to suit the learning styles and abilities of different learners. 2. Collaboration: SBCD involves collaboration among educators, administrators, parents, and students. This collaboration allows for the exchange of ideas and input on how to develop a curriculum that will cater to the needs of learners. This collaboration ensures that the curriculum is differentiated to meet the needs of all learners. 3. Needs Assessment: SBCD involves conducting a needs assessment to identify the learning needs and goals of learners. This assessment helps educators to identify areas of the curriculum that need to be modified to meet the needs of learners. By using this approach, educators can differentiate the curriculum to meet the needs of individual learners or groups of learners. 4. Professional Development: SBCD provides opportunities for professional development for educators. This professional development enables educators to acquire skills and knowledge on how to modify the curriculum to meet the needs of learners. This professional development also helps educators to develop strategies for differentiated instruction, which is essential in CD. In conclusion, SBCD can facilitate CD by providing a flexible approach to curriculum development, promoting collaboration among educators, conducting needs assessment, and providing professional development opportunities for educators. By using these approaches, educators can develop a curriculum that meets the diverse needs of learners.

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