Jennifer M. Turley

RRR‐α‐Tocopheryl succinate inhibits proliferation and enhances secretion of transforming growth factor‐β (TGF‐β) by human breast cancer cells

Abstract The RRR‐α‐tocopheryl succinate form of vitamin E inhibits the proliferation of estrogen receptor‐positive and estrogen receptor‐negative human breast cancer cell lines in a dose‐dependent manner in vitro. Analyses of cell‐conditioned medium from RRR‐α‐tocopheryl succinate growth‐inhibited cells revealed the presence of a potent antiproliferative activity. Characterization of the antiproliferative activity as transforming growth factor‐β (TGF‐β) was established by 1) growth inhibition of the TGF‐β‐responsive Mv1Lu‐CCL‐64 mink lung and murine CTLL‐2 cell lines, 2) combination of physical characteristics including heat stability, acid stability, and Bio‐Gel P‐60 column chromatography elution profile, and 3) neutralization of the antiproliferative activity in the conditioned media by antibodies specific for TGF‐β.

RRR‐α‐tocopheryl succinate modulation of human promyelocytic leukemia (HL‐60) cell proliferation and differentiation

Abstract HL‐60 human promyelocytic leukemia cells can be induced to differentiate to granulocytes by retinoic acid and dimethyl sulfoxide or monocyte‐macrophages by phorbol esters and 1,25‐dihydroxyvitamin D3. These studies show that RRR‐α‐tocopheryl succinate (TS) inhibits HL‐60 cell proliferation and induces the HL‐60 cells to differentiate toward a functionally deficient macrophage‐like cell. TS at (15 μg/ml) was found to suppress HL‐60 cell proliferation by 63% and 89% at 24 and 48 hours, respectively. This suppression of proliferation, however, is not permanent and requires the presence of TS. HL‐60 cells treated for 48 hours with TS (15 μg/ml) were found to be blocked in the G2/M phase of the cell cycle. HL‐60 cells blocked in the G2/M cell cycle phase by TS expressed normal levels of the transferrin receptor. TS‐treated HL‐60 cells exhibited binucleated morphological appearance; however, the cells did not exhibit chemo‐taxis, phagocytosis, or changes in the expression of the cell surf ace markers, ...

Nuclear localization of v-Abl leads to complex formation with cyclic AMP response element (CRE)-binding protein and transactivation through CRE motifs.

Deregulated expression of v-abl and BCR/abl genes has been associated with myeloproliferative syndromes and myelodysplasia, both of which can progress to acute leukemia. These studies identify the localization of the oncogenic form of the abl gene product encoded by the Abelson murine leukemia virus in the nuclei of myeloid cells and the association of the v-Abl protein with the transcriptional regulator cyclic AMP response element-binding protein (CREB). We have mapped the specific domains within each of the proteins responsible for this interaction. We have shown that complex formation is a prerequisite for transcriptional potentiation of CREB. Transient overexpression of the homologous cellular protein c-Abl also results in the activation of promoters containing an intact CRE. These observations identify a novel function for v-Abl, that of a transcriptional activator that physically interacts with a transcription factor.

Vitamin E succinate induction of HL‐60 cell adhesion: A role for fibronectin and a 72‐kDa fibronectin‐binding molecule

HL-60 cells, growing as single cells in suspension, exhibit marked cell-cell adhesion when treated for 24 hours with 10 micrograms/ml RRR-alpha-tocopheryl succinate, also called vitamin E succinate (VES). VES-induced cell-cell adhesion is dependent on divalent cations and a functional cytoskeleton and is protein mediated. Cell adhesion molecules CD11a/CD18, CD11b/CD18, CD29, and CD54 do not appear to be mediating VES-induced cell adhesion. HL-60 cells treated with VES adhere to fibronectin-coated plastic and secrete elevated levels of fibronectin. A 72-kDa fibronectin-binding membrane molecule was detected on VES-treated HL-60 cells, and antibodies to fibronectin were shown to inhibit VES-induced cell aggregation. VES induction of HL-60 cell-cell adhesion is proposed to result from increased amounts of extracellular fibronectin binding to VES-induced cell surface fibronectin-binding molecules.

using Fast Food nutrition Facts to make Healthier menu Selections

Abstract Objectives: This teaching idea enables students to (1) access and analyze fast food nutrition facts information (Calorie, total fat, saturated fat, trans fat, cholesterol, sugar, and sodium content); (2) decipher unhealthy and healthier food choices from fast food restaurant menus for better meal and diet planning to reduce obesity and minimize disease risk; and (3) discuss consumer tips, challenges, perceptions, and needs regarding fast foods. Target Audience: Junior high, high school, or college students, with appropriate levels of difficulty included in this paper.

Teaching the Food Guide Pyramid Using Multiple Intelligence Learning Centers

Teaching is an art! To facilitate student learning, teachers must provide educational experiences that are engaging, motivating, and challenging to all the students. Research shows that student attitudes can be improved when their learning experiences center around their talents, interests, and needs. In the early 1980s, Howard Gardner of Harvard University developed a theory of multiple intelligences. He defined intelligence as “the ability to solve problems, or to fashion products, that are valued in one or more cultural or community settings”(Checkley, 1997). He suggests that all students possess an array of skills and that they can be highly talented in at least seven distinct areas of mental activity. These eight intelligences operate in varying degrees depending on each person’s individual profile of intelligence. Gardner identified the original seven intelligences as linguistic, logical/ mathematical, spatial, body/kinesthetic, musical, interpersonal, and intrapersonal. In 1997 Gardner identified an eighth intelligence, which he refers to as the naturalist intelligence. Knowing the diversity of human intelligence and the different learning styles of students, it naturally follows that an educator should seek to implement the theory of multiple intelligences. Each type of intelligence has specific characteristics. They are as follows. Verbal/Linguistic Intelligence: This intelligence is related to words and language (written or spoken) and is used to express and communicate. Example: poet or writer. LogicaUMathematical Intelligence: This intelligence refers to a person’s ability to think mathematically, logically, and scientifically. Example: scientist or mathematician. VisuaVspatial Intelligence: This intelligence uses the ability to think visually and spatially. Example: artist or architect. Body/Kinesthetic Intelligence: This intelligence uses physical movement as a means of expression. Example: dancer or actor. MusicaURhythmic Intelligence: This intelligence recognizes one’s sensitivity to rhythm, beat, and melody. Example: singer or composer. Interpersonal Intelligence: This intelligence responds to and likes to interact with other people. Example: salesman or travel agent. Intrapersonal Intelligence: This intelligence relates to inner states of being, knowing oneself, and spiritual awareness. Example: entrepreneur or religious leader. Naturalist Intelligence: This intelligence relates to the earth‘ s physical environment. Example: gardener or geologist. There is no single route that teachers should take, but it is important that individual learning styles among students be recognized and understood. A lesson plan on the Food Guide Pyramid is provided. It uses learning centers for each intelligence.