RESUMEN
OBJECTIVE: Enhanced cell survival and drug resistance in tumor cells have been linked to the overexpression of antiapoptotic members of the Bcl-2 family proteins, including Bcl-2 and Mcl-1. The aim of this study was to explore the impact of formononetin and dihydroartemisinin combination on the growth and apoptosis of acute myeloid leukemia (AML) cells. MATERIALS AND METHODS: In this experimental study, the cell survival and cell proliferation were tested by MTT assay and trypan blue staining. The evaluation of cell apoptosis was conducted using Hoechst 33342 staining and a colorimetric assay to measure caspase-3 activity. To determine the mRNA levels of Mcl-1, Bcl-2, Bax, and Cyclin D1, a quantitative real-time polymerase chain reaction (qRT-PCR) was performed. RESULTS: We showed that treatment with either formononetin or dihydroartemisinin alone, led to significant decrease in the cell survival and growth, and triggered apoptosis in U937 and KG-1 AML cell lines. Moreover, treatment with each of the compounds alone significantly decreased the mRNA levels of Mcl-1, Bcl-2 and Cyclin D1 mRNA, while, the expression level of Bax mRNA was enhanced. Combination of two compounds showed a synergistic anti-cancer effect. CONCLUSION: The anti-leukemic potential of formononetin and dihydroartemisinin is exerted through the effect on cell cycle progression and intrinsic pathway of apoptosis. Therefore, they can be considered as a potential anti-leukemic agent alone or along with existing chemotherapeutic drugs.
RESUMEN
The purpose of this study is to analyze the Linguistic and Metalinguistic abilities of Persian-speaking individuals with Intellectual disorder to identify the areas and results of the research carried out in order to recognize their main linguistic features, the research gaps, and also guide future research. To this end, first, related keywords were searched and related topics were separated. Then, by reading the abstracts and, if necessary, the entire articles, the unrelated articles were removed. The articles were categorized and studied on linguistic and metalinguistic characters in four areas such as semantics, phonetics and phonology, morphology and syntax, and pragmatics. In addition, to investigate the effect of bilingualism and gender on the linguistic abilities of these individuals, the findings related to studies in the field of bilingualism and gender were examined in a separate section. From the general review of about 39 studies found, we found that in the fewest studies, the field of pragmatics was dealt with. The general results of the investigation were presented in the table of the results section in addition, in phonological studies, there was no significant difference in phonological awareness between girls and boys. In bilinguals, phonological awareness skills were related to their spelling skills.
RESUMEN
Studies of ASD children have mainly focused on pragmatics, but research showed they have problems in other language dimensions. The present systematic review aims to analyze the literature related to linguistic and metalinguistic studies to determine linguistic characteristics and their correlation with reading and writing. After reviewing 43 articles founded, the studies were divided into four main categories: descriptive, comparative, linguistic, and finally nonlinguistic interventional studies. 42% of studies are descriptive, 14% were comparative, and 5% were about the effect of linguistic and metalinguistic training on reading and writing. Studies on the effect of other training on linguistic and metalinguistic skills were about 39% of the studies. They have deficiencies in different linguistic and metalinguistic skills, especially grammar. There were no studies investigating the relationship between linguistic and metalinguistic abilities. The relationship between language and reading skills has been neglected and only one study has examined the correlation between phonological awareness and reading skills. Thus, there is a serious gap in metalinguistic studies. However, it is necessary to study these relationships due to the change in the reading education system from a phonological to a lexical path in schools. The effect of nonlinguistic interventions has been studied more than linguistic ones.
