Isolation, Chemical Characterization, Evaluation of Analgesic and Anti-Inflammatory Activities of Triterpenoids from the Tubers of Raphionacme vignei E. A. Bruce (Apocynaceae)

Raphionacme vignei E. A. Bruce (Apocynaceae) is a plant of the traditional African pharmacopoeia, whose parts are used in the treatment of various pathologies. Water-soaked R. vignei tubers are edible. The objective of this study was to isolate triterpenoids from the acetonic extract of R. vignei tubers, evaluate the analgesic and anti-inflammatory activities of each molecule. The isolated compounds, characterized by NMR and mass spectrometry, is composed of six triterpenoids: beta-amyrin dodecanoate 1(DDQ1), lupeol dodecanoate 2(DDQ2), beta-amyrin acetate 3(DDQ3), lupeol acetate 4(DDQ4), luepol 5(DDQ5) and β-sitosterol 6(DDQ6). These molecules (DDQ2, DDQ3, DDQ4, DDQ5, DDQ6) are anti-inflammatory in carrageenan induced rat paw edema, with better anti-inflammatory power for DDQ2 and DDQ4, which would be related to the presence of acetate function and cycle E. DDQ2 and DDQ4 are also analgesic in acetic acid induced contortions and the removal test of rat tail on the heating plate. The analgesic action of DDQ2 and DDQ4, superior to that salicylic acetyl acid, identical to that morphine, suggests a central action of these two molecules. The potent analgesic effect of DDQ2 and DDQ4, could be attributed to the presence of cyclopentane and isoprene substitution in position 19 of the lupane family. DDQ2 and DDQ4 represent a potential for the synthesis of structural analogues with analgesic and/or anti-inflammatory properties.

Anticompulsive effects of novel derivatives of coumarin in rats

BACKGROUND: Until now, the neurotropic effect, in particular the effect on the emotional behavior of oxy-coumarins, has not been adequately studied. There are only few data on their central action. Currently, research is underway on the synthesis of new compounds based on natural oxy-coumarins, which will potentially have a higher biological activity. AIM: Was to study the central action of new oxycoumarin-based compounds IEM-2886, LVM-99, LVM-S144, in particular, on compulsive behavior in rats. MATERIALS AND METHODS: To assess the behavior of Wistar rats, the Marble-test and Elevated plus maze methods were used. Oxycoumarin derivatives (IEM-2886, LVM-99, LVM-S144) were injected intraperitoneally at doses of 1, 10 and 25 mg/kg. The effectiveness of the drugs was judged by the number of balls buried in the Marble test and by the duration of staying in the open and closed sleeves of the Elevated plus maze. Results. It was shown that in the Marble test, oxycoumarin-based compounds (IEM-2886, LVM-99, LVM-S144) caused a decrease in the number of buried balls, which shows their anti-compulsive effect. After administration of IEM-2886, LVM-99, LVM-S144 (125 mg / kg) compounds, dose-dependent effects were observed (p 0.05). The elevated plus maze test did not show the anxiolytic effect typical for tranquilizers. Moreover, after the administration of IEM-2886 and LVM-S144 at a dose of 25 mg / kg, an increase in the time spent in the closed sleeve of the maze (p 0.05) was observed, i.e. an anxiogenic effect. CONCLUSION: Thus, oxy-coumarin-based compounds are selective for the assessment of anticompulsive effects.

Аcute paracetamol intoxication

Paracetamol is non-narcotic analgesic and antipyretic of the central action from group of anilides, widely used in clinical practice. This drug has pronounced hepatotoxic effect which amplifies with alcohol. Paracetamol intoxication most frequently happens as a result of deliberate peroral intake of excessive doses of drug with a suicidal purpose. Undeliberate medicine poisoning is possible as a result of self-treatment.

Teaching Grounded Theory. Analysis of an Epistemic Practice

In this paper, we look at our own teaching practice in seminars on Grounded Theory against the background of a pragmatist–interactionist perspective. We analyze situations that we have documented in the form of reflective notes focusing on central action problems of teachers and students, on their different positions for negotiation, and on strategies to “solve” and legitimize them. These problems arise in the course of teaching methodological classifications, the appropriateness of the methods, the logic of the research process, the analysis process, and analytical attitudes in the teaching process and must be worked on jointly by teachers and students. Using procedures of the Grounded Theory methodology, we conceptualize the action problems and reconstruct teaching Grounded Theory as a situational treatment of irritations as well as a negotiation and legitimation of (intersubjectively shared) meaning. Against this background, we show that teaching can be understood as a joint epistemic practice of teachers and students.