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AIM To filtrate breast cancer resistance protein(BCRP)-mediated resistance agents and investigate the mechanism,so as to provide valuable datum for optimization clinical chemotherapy scheme to tumor with evaluation marker of BCRP expression. METHODS MTT assay was used to filtrate BCRP-mediated resistance agents with PA317/Tet-on/TRE-BCRP cell of different expression levels of BCRP after treated with different concentration anticancer agents. High performance liquid chromatography(HPLC) was applied to measure relative dose of intracellular retention resistance agents. Nuclear DNA fluorescence dye,Hochest 33258, staining and flow cytometry were adopted to detect apoptotic cells after treated with drugs. RESULTS There were shown increasing durg-resistance to 5-fluorouracil,methotrexate, doxirubicin, pirarubicin,etoposide and mitoxantrone followed with increasing expression of BCRP on PA317/Tet-on/TRE-BCRP cells(P＜0.05, n=3),but shown sensitive to paclitaxel, cisplatin, vincristine, mitomycin and vindesine. There also was shown significant negative correlation between the intracellular retention dose of 5-fluorouracil with different expression of BCRP(r=-0.885, P＜0.05, n=3).There were shown parallel results of that decreasing cellular apoptotic rate with increasing cellular expression of BCRP after treated with 5-fluorouracil by fluorescence dye staining and flow cytometry(P＜0.05, n=3),and also shown significate rise of the apoptotic rate of BCRP expression cells after treated with Ko143 (P＜0.05, n=3). Every group of cells could be different extently blocked in phase of G0/G1 treated with 5-fluorouracil. CONCLUSION Resistance of 5-fluorouracil could be especially mediated by conjugated with BCRP and acted as drug exclude-pump substrate. Cellular ability resistant to 5-fluorouracil-induced apoptosis could be reinforced by BCRP expression. 相似文献
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作为人类灵魂的工程师和社会成人文化的代表,教师的精神对其自身形象、职业实践和教育效果都将产生重大影响。从“万世师表”的孔子开始,教师所特有的社会和文化心态,教育观、人才观和价值观,无不是在与其所代表的传统文化的互动过程中模塑和建构起来的。传统社会所形成的教师人格标的、道德自讼和利他主义的社会理想,赋予了教师崇高的职业尊严和良好的社会声誉。到现代,由于社会的急剧转型,道德场境发生了深刻变化,教师职业传统的一元价值关系正在向多元化方向发展,教师的自我价值、个性解放和生命自由,以及教师劳动的经济属性和物质利益,给教师的传统精神带来了巨大的冲击和挑战。现代教师如何担负起教育重任,现代教育能否持续健康发展,教师的精神品质已经成为至关重要的决定因素。 首先,现代教师必须具有以促进人类社会文明进步为目 相似文献
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