\r\n\tAmerican Psychiatric Association defines eating disorders as behavioral conditions characterized by severe and persistent disturbance in eating behaviors and associated distressing thoughts and emotions. They can be very serious conditions affecting physical, psychological, and social function. Types of eating disorders include anorexia nervosa, bulimia nervosa, binge eating disorder, and others.
\r\n\r\n\tThe current book aims to offer some new aspects related to anorexia and bulimia nervosa. Bearing in mind that it is impossible to display all the facets of these disorders, we have chosen some of those which nowadays seem to be relevant. In this regard, we focus on some neuropsychological aspects, the role of "modern" families in eating disorders, the influence of social networks, mainly among adolescents, and the beautiful tool named storytelling, which facilitates the relationship between patients and therapists as well as between families and therapists during the therapeutic process. The book aims to be a new approach to some factors which could be involved in the prevention and treatment of eating disorders.
",isbn:"978-1-80356-522-4",printIsbn:"978-1-80356-521-7",pdfIsbn:"978-1-80356-523-1",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"c8f5d69fff84a3687e5511bade9cc261",bookSignature:"Prof. Ignacio Jáuregui-Lobera and Dr. José V Martínez Quiñones",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11590.jpg",keywords:"Neuropsychology, Anorexia Nervosa, Bulimia Nervosa, Family, Influence, Eating Habits, Imitation, Adolescence, Social Networks, Emotional Communication, Histories, Storytelling",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 9th 2022",dateEndSecondStepPublish:"May 13th 2022",dateEndThirdStepPublish:"July 12th 2022",dateEndFourthStepPublish:"September 30th 2022",dateEndFifthStepPublish:"November 29th 2022",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"12 days",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"One of the pioneers of the interdisciplinary treatment of eating disorders in Spain. The researcher focused on the neuropsychology of eating disorders and psychometrics. He is an Academician of the Royal Academies of Medicine in Seville and Valladolid (Spain) and an editorial board member for several International Journals.",coeditorOneBiosketch:"Neuroscientist versed in brain health. Concerned about the healthy growth of the adolescent brain and the prevention of eating disorders. Since 2017 he has been the coordinator of the Scientific Council of the Spanish Storytelling Association (ASEST).",coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"55769",title:"Prof.",name:"Ignacio",middleName:null,surname:"Jáuregui-Lobera",slug:"ignacio-jauregui-lobera",fullName:"Ignacio Jáuregui-Lobera",profilePictureURL:"https://mts.intechopen.com/storage/users/55769/images/system/55769.png",biography:"Ignacio Jáuregui-Lobera MD, PsyD, MSc is Director of the Behavioral Science Institute (Seville, Spain) and Associate Professor at Pablo de Olavide University (Seville, Spain). He is the director of the postgraduate course in Eating Disorders and Obesity at the same university. Dr. Jáuregui-Lobera developed his career as a psychiatrist, family practitioner, and psychologist, working in the field of eating disorders and obesity since 1993. 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Venkateswarlu",coverURL:"https://cdn.intechopen.com/books/images_new/371.jpg",editedByType:"Edited by",editors:[{id:"58592",title:"Dr.",name:"Arun",surname:"Shanker",slug:"arun-shanker",fullName:"Arun Shanker"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}]},chapter:{item:{type:"chapter",id:"73290",title:"Indian Education: Ancient, Medieval and Modern",doi:"10.5772/intechopen.93420",slug:"indian-education-ancient-medieval-and-modern",body:'Technological improvement has boosted the economic growth in India. Science and technology have an important role in the economic development of India. Compared to other developed countries, India has more youth manpower. Proper education will play a significant role in making youth future-ready and increasing economic growth by providing skilled persons which will also boost industrial development. In the modern era of education, every institution or university is adapting new teaching methods using their teaching methodologies. Indian education is the biggest and well-known education systems in the world. During ancient education, there were 5 big well-known universities like Takshashila, Nalanda, Vallabhi, etc., which focus on the all-round development of students and those in the medieval period there exists 2 institutions madrasah and maqtabs which mostly focus on building student religious and leaders of the future. In modern education, there are well known autonomous institutes like IITs and IIMs which are famous all around the world.
During ancient education, students live away from their parents, their education comprises of subjects like physical education, mental education, politics, economics, etc. They were shaped in a way that they can live in any condition considering how difficult the situation will be? Medieval education also followed the same protocol as ancient education in spite that their education mostly focuses on religion. In today’s modern era of big institutes like the Indian Institute of Technology (IITs) and Indian Institute of Management (IIMs), everything is changed like the living standard of students, curriculum, all-round development. The principle objective of the student has been to just achieve its goal and be successful. Only the big institutes like IITs, IIMs, and some other private and aided universities have adopted modern methods of learning. There is a difference in curriculum, teaching methods, and living standards of students in every institute. The syllabus of the current education system is not industry-oriented and also not according to new upcoming trends. The main objective of education is mostly theoretical and not practically implemented [1].
The main purpose of this paper is to convey what all the things need to adopt in our current education system from ancient and medieval times and also some new trends associated with it. The paper is mainly categorized into three sections Ancient, Medieval and Modern education system, including sub-sections such as curriculum, method of learning, the aim of education, characteristics of education, educational institutes, higher educational institutes, advantages, and disadvantages of the particular education system.
During the ancient period, two systems of education were developed, Vedic, and Buddhist. The medium of language during the Vedic system was Sanskrit, while those in the Buddhist system were pali. During those times the education was of Vedas, Brahmanas, Upnishads, and Dharmasutras. From the Rigveda onwards, our ancient education started with the objective of developing the students not only in the outer body but also on the inner body. The ancient education focused on imparting ethics like humility, truthfulness, discipline, self-reliance, and respecting all creations to the students. The education was mostly imparted in ashrams, gurukuls, temples, houses. Sometimes pujaris of the temples used to teach students. The education system of ancient India has some special features and uniqueness which was not found in any other ancient education system of the other countries. The education was mostly given in forests under the blue sky, which keeps the student’s mind fresh and alive. During ancient times people used to live a simple life and doing their work with devotion and hard work [2].
The main objective of education was to equip the students with a good quality of education. The education mostly focused on the enrichment of culture, character, and personality, development, and cultivation of noble ideals. The objective was gaining the mental, physical, and intellectual personality of students, to make the students future-ready and survive in any situation [3].
During the ancient period, the state government and the people did not interfere in designing curriculum, payments of fees, regulation of teaching hours. There was a strong bonding between teacher and student. Every student was allotted with one teacher and more emphasis was given to the student-teacher relationship, each student used to meet teachers personally to learn and gain instructions from them. During ancient times, royal families, as well as kings of states, used to donate their wealth to improve the education system and quality. The syllabus was designed in accordance with the demands of that era. At that time students used to leave their houses and went to live with their gurus until their education was completed. During the early Vedic period, women’s education was also given more emphasis. The education focuses on the physical and mental development of students. The course duration was about 10–12 years, as there were no books so students used to memorize all things, memory played a crucial role during learning. The education was imparted in forests away from cities and peoples to give students a pleasant and silent environment of study.
Curriculum plays an essential role in the education system. It was dynamic and not static; it was made up of different stages. The fundamental goal of building a good curriculum was to develop students physically and mentally. The curriculum consists of four Vedas, six vedangas, Upnishads, darshanas, Puranas, Tarka Shastra. The six vedangas were Shiksha, Chhandas, Vyakarana, Nirukta, Jyotisha, and Kalpawhile the darshanas were Nyaya, Baiseshika, Yoga, Vedanta, Sankhya, Mimasa. Algebra, Geometry, and grammar were also given more importance at that time. Panini was famous in the domain of grammar at that time. The curriculum of the Buddhist system consists of pitakas, Abhidharma, and sutras. Besides this medicine, Vedas were also given importance. Hindu learning was a part of Buddhist learning, although more emphasis was given to Buddhist learning. Both the systems were going hand in hand at that time. The education was totally through orals and debates, and the exams were conducted every year. The education system of the ancient period focused on subjects like warfare, military, politics, religion.
The teachers at that time paid special focus to their students and teach them according to their knowledge and skill level. Teaching was basically via orals and debates, and the different methods were as follows:
At that time books were not there, so students had the habit to learn and memorize all the things taught in the class, and teachers also helped them in memorizing.
The students used to deep dive into the concepts taught by their teachers and explore new methods to learn it.
Listening, Contemplation, and concentrated contemplation were some new methods of exploring the way of learning.
The teachers used the storytelling methods to teach the students.
Students used to ask questions about the topics taught by the teachers and these topics were discussed and then answered to the students.
The education of that time mainly focused on practical knowledge of the topics taught in the class.
The students got plenty of knowledge through seminars and debates conducted at frequent intervals.
Gurukul was the hometown of teachers where students come after completing their initiation ceremony and learn until the completion of their study. The parishads or academies were the places of higher learning and education where students learn through discussions and debates. Goshti or conferences were the places where the kings of the states used to invite scholars from every institute to meet and exchange their views. Ashramas or hermitages were the other learning centers where students from various parts of the country used to come and learn from saints and sages. Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc. Agraharas was an institution of Brahmins in villages where they used to teach. Viharas were the educational institutions founded by Buddhists where the students were taught the subjects related to Buddhism and philosophy.
The system focuses on the all-round development of students.
More emphasis was given to practical knowledge rather than theoretical knowledge.
The students were not just involved in bringing the ranks, but their main focus was on knowledge.
Classrooms were built-in forests which provide a pleasant study environment to the students.
There was no pressure laid on students related to studies so that they can learn effectively.
The government did not interfere with the formation of curriculum, kings at that time helped in the development of education.
Women were not admitted to the Gurukuls.
There was caste discrimination as only Kshatriya was allowed, Eklavya was not given admission to the Gurukul.
During the eighth century Anno Domini (A.D) a huge number of Mohammadian invaded India. Mahmud Ghaznavi captured India and set up a large number of schools and libraries in the country by the looted wealth. Later Muslim leaders established their permanent empire in India, they brought a new system of education. The ancient education system was drastically changed. The Arabs and the Turks bought some new cultures, traditions, and institutions in India, in that the most remarkable change was the Islamic pattern of education which was different from the Buddhist and Brahmanic education system. The medieval age, education system primarily focused on the Islamic and Mughal System.
The main objective of education during the medieval period was the spread of knowledge and the propagation of Islam. The objective behind this era of education was to spread Islamic education its principles, and social conventions. The purpose of the education system was to make people religious minded [4].
The rulers helped in the spread and development of education. They helped in the establishment of different educational institutes and funded it, big landlords also gave them some wealth in the development of institutes. There was no control of rulers over the educational institutes and also to their management. The student-teacher relation was also good like the Buddhist and Brahmanic period, although students did not live with their teachers at that time. Teachers took interest in learning, at that time teachers were used to teaching students individually.
During that time books were not there, therefore the students were used to write on taktis. The stress was laid on teaching the student from the beginning that is teaching them first alphabets and then words. Calligraphy and grammar were the most important subjects taught during those days. Students also learned “paharas”(multiple of numbers), and also they memorized it while learning. Arabic and Persian were the main languages of communication and these languages were important for the students who wanted to get higher posts. The recitation of the Quran was made compulsory, the students used to learn the Quran by heart as this was an important part of their curriculum. The students at their early ages were taught to recite the first 13 chapters of the Quran as a poem. Ibn Sina, an Islamic Persian scholar, and a teacher write that students during the age of 14 should be given the choice of selecting their favorite subjects for masters, for example, reading, manual skills, literature, medicine, geometry, trade, and commerce. There were two types of education during medieval times like secular and religious education. Religious education consists study of the Quran, Mohammad, and his invasions Islamic laws and Islamic history. The secular education consists of the study of Arabic literature, grammar, history, philosophy, mathematics, geography, politics, economics, Greek language, and agriculture.
Orals, discussions, and recitations of the lesson taught were the main methods of learning at that age.
Emperor Akbar encouraged the students to focus more on reading and writing and to reform the scripts. He wanted the education system to be systematic and advised teachers to first teach students about the knowledge of alphabets, then words-knowledge, and then sentence formation.
More emphasis was given on practical education.
There was no half-yearly or annual examination fixed for students, but the students were evaluated based on practical situations of life.
Maktabs:-Maktabs were the center of the primary education for the children of general people. Along with religious education, students were also taught subjects like reading, writing, and arithmetic. They were also taught some romantic literature of Persian example, Laila-Majnu, Yusuf-Julekha, etc. Along with practical education, letter writing applications, and accountancy were also taught in Maktabs.
Madrasas:- After completing the primary education in Maktabs, the students were sent to the Madarsas for higher education. Madarsas were the centers of higher learning and Emperor Akbar did remarkable development in the education of the medieval era. Along with religious and practical education, Akbar stopped the tradition of the Islamic religion and instructed to teach Hinduism and philosophy in many Madrasas. The subjects such as medicine, history, geography, economics, political science, astrology, philosophy, and mathematics were taught in Madarsas. Akbar made subjects like Vedanta, Jurisprudence, and Patanjali compulsory for Sanskrit students.
Practical education was given more importance, students and teacher’s relations were good. Students were taught from the basics and rulers also supported the development of education.
Religious and Islamic education was given more importance.
The student aimed to focus on leadership for ruling the country.
In the middle of the medieval age, the British invaded India and started to capture it. The modern education was introduced during the British empire. In the 1830s Lord Thomas Babington Macaulay introduced the English language. The subjects and the syllabus were limited to some extent, the main aim of modern education of the British was to spread Christianity. As time passed education started to develop and entered into the modern era that is in the twenty-first century, the era of science, technology, and innovations. And the demand and the need for education stills remain the same as it was in ancient and medieval times. In the modern era of science and technology, the industrial sector is increasing day by day. As demand increases our education sector also needs to change and adapt to that environment [5, 6].
The objective of modern education was to inculcate values in students such as equality, secularism, education for all, and environmental protection, etc. To understand the culture as well as people of our country, every student must be provided at least a minimum level of education and also to provide education to the people who cannot afford it, to prepare the students with the ever-increasing demands.
The student-teacher relations remained the same as it was in ancient and medieval, but students did not live in the teacher’s house. As technology is increasing day by day, the education sector is also following the trend of technology by teaching the students through online lectures and Massive Open Online Course (MOOC). In Aviation and the medical sector, more emphasis is on practical knowledge as compared to other sectors. Women’s education is giving more importance, and the Government has launched many programs to encourage women’s education. In the modern era electronics gadgets like projectors, Light Emitting Diode (LED), and computers are used to teach the students. The Government has established many programs and there are many organizations that promote education in India.
The whole curriculum of a student is divided into three sections primary, secondary, and graduation. Primary education is from 1st to 10th standard, Secondary education is 11th and 12th, and in Graduation, students were given the choice to choose a field for further studies example computer, electrical, civil, etc. But after secondary education students also have choices to choose their career path. In primary education, students are taught subjects like history, geography, mathematics, science, Hindi, and Marathi. The languages may differ from state to state. At the early stages, students were taught alphabets, poem recitation, word formation, etc. Different prayers, the National Anthem is also in the schools. Along with studies different sports and extracurricular activities are also conducted in schools to keep the students fit and for their all-round development. The pupils are assessed based on the term exams conducted at frequent intervals. In secondary education, students are given choices to choose from science and commerce. According to the student’s choice, they were given an education. Secondary education is an advanced version of primary education. Pupils were assessed based on term examination. After secondary education, students were given entry to the universities through some entrance examination, according to their marks scored in entrance examination they are admitted to the universities. Pupils were assessed based on semester exams or in-sem exams.
In modern education along with studies, the emphasis is given on extracurricular activities and sports for all-round development of students.
Students mostly learn concepts through online platforms like YouTube, Coursera, and Udemy.
Students refer to the notes given by the teacher’s side by side while learning online.
During class hours doubts are solved through discussions, debates, etc.
Pupils were assessed based on mid-sem written exams and practical exams to check their practical knowledge.
The other top universities are Birla Institute of Technology and Science (BITS), National Institute of Technology (NIT), Indian Institute of Science (IISC).
Use of technology in learning, students is learning free-lancing and many other new technologies.
Many programs and missions have started to increase the employment of India.
Top class universities and colleges with good infrastructure and environment.
Interference of government in education, management, and syllabus.
Lack of quality teaching as well as the environment in government schools and colleges.
Increase in fees of schools and colleges of private institutes.
Lack of practical knowledge orientation.
Due to the increase in fees, the family, which is below the poverty line cannot afford education and hence there is an increase in the number of laborers in India.
Lack of connectivity of the students who lived in rural areas.
In the modern era, industries and technology are increasing day by day. Every industry sector is looking for a person who best suits their industry. With the ever-increasing demand for industrial sectors, our current education system also needs to be upgraded. In universities, students are learning just for competing with each other to come first, no practical knowledge is gained. There is a lot of pressure and burden of work and studies on them, due to this student are committing suicide. Our education system needs to learn from ancient and medieval education system regarding the implementation of practical knowledge, student-teacher relations, ways of life student lived in that age, the contribution of kings towards the education, there was no stress laid on students and much more. The future of industries and commercial sectors will be very tough and ever demanding, so our government has to provide such an education system which will bring all-round development in students and make them future-ready and also teach them to live in any critical situation.
The authors declare that there is no ‘conflict of interest’.
Recent progress in the understanding of the role tumor microenvironment (TME) plays in cancer development has identified intercellular communication within and outside the TME as one of the major mechanisms driving tumor progression. A detailed characterization of the crosstalk of the tumor with various immune and tissue cells has become a major goal in cancer research. For years, many soluble factors, including cytokines and chemokines, have been postulated to play a major role in the regulation of cellular interactions in healthy and pathological tissues. The recognition of extracellular vesicles, EVs, as major players in the intercellular communication network occurred only a few years ago [1]. Since then, EVs produced by cancer cells and by immune as well as non-immune cells residing in the TME have become the topic of numerous studies evaluating their involvement in the regulation of tumor progression on the one hand and of the host anti-tumor immune responses on the other. This double role of EVs in cancer as well as other diseases emphasizes their potential as reporters or markers of changes that preface or accompany the emergence of disease or its outcome.
Extracellular vesicles (EVs) are produced and released into the extracellular space by all cells. EVs are classified based on differences in their biogenesis, size and functions [2]. The current EV nomenclature recognizes exosomes (30–150 nm), microvesicles (MVs; 150–1000 nm) and apoptotic bodies (>1000 nm). However, within these EV categories, there is considerable heterogeneity. Thus, although all exosomes, now referred to as small EVs (sEVs), originate in multivesicular bodies (MVBs) and thus share the endocytic origin [3], they are divided into tiny exomeres (<35 nm), small exosomes (Exo-S, 50–100 nm) and large exosomes (Exo-L, 100–150 nm) [2]. In our studies of EVs, we consider sEVs derived from MVBs and sized from 50 to 150 nm as exosomes [4] and intermittently refer to them as either exosomes or sEVs. Unlike exosomes, MVs bud off from the surface of parent cells, differ broadly in size and molecular content from exosomes and are called ectosomes or, if they carry oncogenes, oncosomes [2].
During exosome biogenesis, when MVBs filled with intraluminal vesicle fuse with the cellular plasma membrane, exosomes are released into the extracellular space. Due to their endosomal origin, exosomes carry endocytic markers, such as TSG101, ALIX, syntenin-1, flotillin and others but do not contain cytoplasmic proteins, such as calnexin or GRPp94. Importantly, the topography of exosome molecular surface as well as molecular and genetic contents of exosomes resemble those of their parent cells [5]. This similarity of molecular and genetic signatures of tumor-derived exosomes (TEX) to parent tumor cells is the main reason for considering TEX as a “liquid tumor biopsy” [6]. Tumor cells produce large numbers of exosomes, ranging, from 1010 to 1012/mL plasma, and plasma of cancer patients is thus variably but significantly enriched in TEX [7]. However, not only tumor cells but also non-malignant cells in the TME, e.g., immune cells, endothelial cells or cancer-associated fibroblasts (CAFs), produce exosomes, which account for a considerable fraction of total EVs present in cancer patients’ plasma [8, 9]. Thus, cancer plasma contains a diverse mix of small and large EVs of various cellular origins and presumably with different molecular content in the vesicle lumen and on the vesicle surface membrane. TEX represent a fraction of all circulating EVs that differs broadly among cancer patients; in patients with malignant melanoma, TEX constitute 20–80% of total plasma EVs (our data), and the ratio of TEX/non-TEX increases with melanoma progression Figure 1 [7].
Schematic view of an immune capture of tumor-derived exosomes (TEX) using an antibody (capture Ab) specific for an antigen epitope present on the surface of TEX. The capture Ab is labeled with biotin and is co-incubated with exosomes isolated by size exclusion chromatography (SEC) from plasma. These exosomes contain TEX and Non-TEX, which are produced by various non-malignant cells. TEX carry the target Ag and are captured by the Ab. Non-TEX do not carry the target Ag and are not recognized by the capture Ab. Streptavidin-labeled magnetic beads are added to the mix of exosomes and biotinylated Ab. TEX are captured on streptavidin beads and recovered using a magnet. Non-TEX are not captured and remain in solution. Captured TEX are then evaluated for their molecular content by on-bead flow cytometry.
Once exosomes are released from MVBs into the extracellular space, they are disseminated throughout all tissues, enter the circulation and freely cross the blood brain barrier (BBB) and all tissue barriers [10]. Exosomes are taken up and internalized by recipient cells in the circulation and tissues by a variety of mechanisms ranging from endocytosis, phagocytosis or membrane fusion to receptor-ligand mediated entry and signaling as reviewed elsewhere [11] and deliver their cargos to recipient cells, which may be either near or distantly located. Through this mechanism, “
Body fluids are a diverse mixture of various EV subsets, and in cancer patients, TEX constitute a substantial and functionally important EV subset that is engaged in immune regulation. Mechanistically, TEX-mediated immune suppression involves activation in recipient immune cells of numerous inhibitory pathways, leading to a loss of anti-tumor functions [9, 13]. The result of TEX-driven reprogramming of immune cells is that not only TEX but also immune cell-derived exosomes in the plasma of cancer patients are enriched in immunosuppressive proteins and upon co-incubation with primary normal immune cells or upon injection into experimental animals, these exosomes mediate immune suppression [14]. Although, TEX carry tumor-associated antigens (TAAs) and thus could be immunogenic, TEX interactions with reprogrammed antigen-presenting cells (APCs) in the TME do not support antigen processing/presentation which normally culminates in T cell responses [15]. Instead, T cells cross talking with TEX are suppressed or induced to acquire a suppressive phenotype (i.e., develop into Treg or myeloid-derived suppressor cells). Suppressive activities of TEX appear to be the major mechanism underlying negative regulation that prevails in the TME.
An existing barrier that has impeded the progress in EV research has been the lack of methods for their isolation from body fluids in a relatively “pure” form, i.e., without non-specifically attached plasma proteins, and in quantities sufficient for further studies. The current “gold standard” for the isolation of EVs has been the density gradient ultracentrifugation of pre-cleared plasma at 100,000x g for periods of time ranging from 12-24h [16]. Ultracentrifugation using iodixanol density gradients (24 spin time) is currently the preferred isolation method. However, for many reasons, including an inadequate recovery, vesicle aggregation and potential vesicle damage during prolonged ultracentrifugation as well as the isolation platform that does not lend itself to a high throughput required for clinical assessments, ultracentrifugation is being slowly replaced by other methods. The literature is replete in listing various technological advances for EV isolation from body fluids, including microfluidics and sophisticated ultrafiltration systems [17, 18]. Many factors need to be taken into account when selecting an EV isolation procedure, such as the volume of available fluid, desired recovery and purity of EVs and processing time. Among these various methods, size exclusion chromatography (SEC) emerges as the most efficient technique for the isolation of “purified” exosomes or sEVs from plasma [4, 19]. SEC is a readily applicable separation method based on differences in protein size, which removes unwanted soluble proteins from precleared plasma and allows for the recovery of partially “cleaned” exosomes in early fractions [4, 19]. Data from various studies indicate that upon sEV isolation by SEC, glycoprotein aggregates, albumin and other plasma proteins elute in the late fractions, while partly purified, tetraspanin-positive vesicles elute in the early fractions, allowing for a relatively simple, one-step separation of exosomes from most of “contaminating” plasma components. SEC outperforms various precipitation protocols which co-isolate contaminating plasma proteins [19]. It has been suggested that SEC has drawbacks, including relatively poor yield; however, as this results from removal of protein aggregates not a loss of vesicles, the lower yield is counterbalanced by increased sample purity. With relatively minor adjustments, SEC can be used for high throughput isolation of sEVs from serially collected body fluids, yielding partially purified sEVs in early fractions [4]. These exosomes retain their vesicular morphology and phenotypic as well as functional attributes, such as the ability to modify responses of recipient cells to exogenous signaling [4].
The use of SEC has facilitated the: (i) “cleaning” of exosomes from most, although not all, “contaminating’ plasma proteins; (ii) separation of soluble Ags that might be weakly “associated” with exosomes from those embedded in or carried on the exosome membrane and (iii) recovery of morphologically intact, non-aggregated exosomes that retain their functional activity [4]. The isolation of non-aggregated vesicles is especially critical for the subsequent immunoaffinity capture of vesicles, because vesicle aggregation is likely to interfere with Ab-based capture. Equally important is the fact that the recovered vesicles retain their functional activity, e.g., are able to induce apoptosis following a brief co-incubation with activated T cells, after removal of soluble plasma proteins. It is for these reasons, that immune capture of EVs from body fluids should be preceded by SEC and not be used for direct EV isolation from plasma.
In cancer patients, total exosomes isolated from plasma by SEC contain various proportions of TEX. In patients with melanoma, 20–70% of total plasma exosomes are tumor cell-derived [7]. While total plasma exosomes with a high content of TEX might largely reflect the TEX characteristics, non-TEX present in the mix might influence the estimates of effects plasma exosomes to exert in recipient cells. Thus, the separation of TEX from a mix of other vesicles in plasma is a necessary step to evaluate their unique phenotypic, molecular and functional characteristics. This step may be especially important when TEX account for only a small fraction of total sEVs in plasma. Immunoaffinity capture of TEX from plasma has been introduced as an approach to the pulldown of TEX based on the use of Abs specific for the antigens selectively expressed or markedly overexpressed by cancer cells and carried by TEX [20]. Immunocapture-based exosome isolation from body fluids has been extensively used in diseases other than cancer, including neurological diseases, where Ab-based capture is broadly used for the isolation of neuron-derived L1CAM bearing EVs (NDEVs) [21]. In cancer, TEX separated from non-TEX are expected to serve as a liquid tumor biopsy that faithfully recapitulates molecular and genetic features of parental cancer cells.
In principle, EVs which resemble parent tumor cells and carry on their surface the antigens expressed by tumor cells, should be readily recognized and captured by Abs specific for these tumor-associated antigens (TAAs). There are two major components to this approach that are critical for immunocapture success: one concerns the general strategy used for capture and the other one is the selection of capture Abs.
The immunocapture-based methods generally use beads coated with selected Abs for EV pulldown. In the simplest approach, beads coated with Abs are added directly to plasma diluted in phosphate-buffered saline (PBS) with the expectation that all EVs bearing the target Ag on the surface will bind to the Ab coated beads. This strategy for capture may not be and usually is not very effective, because EVs in plasma carry a variety of soluble plasma proteins on the surface, such as albumin, immunoglobulins (Igs) and other “contaminating” plasma proteins. These plasma proteins form a protein “corona” associated with the sEV surface membrane which is likely to block the access of capture Abs to targeted Ags, leading to an incomplete pulldown or even lack of pulldown. Also, if the target Ag is present in soluble form in plasma, it might compete with the counterpart carried on the EV membrane, binding to the Ab coated beads either specifically as a soluble protein or as a “contaminating” EV surface-associated protein. The soluble target Ag present in plasma (especially when its abundance is high) could non-specifically associate with proteins/glycoproteins decorating EV surfaces. As a result, the target Ag could mediate the pulldown of EVs that do not constitutively express the Ag. The result will be a pulldown of EVs carrying a soluble Ag in addition to EVs genuinely endowed with the target Ag embedded in the EV membrane. Such capture will not distinguish between these two types of EVs, and thus the strategy is useless for selective capture of EVs carrying the targeted tumor-specific Ag. This capture strategy has been also used with EVs isolated from plasma by ExoQuick, which concentrates rather than “purifies” EVs, with the same unsatisfactory results [21].
Perhaps a good example of this strategy is immune capture from cancer patients’ plasma of EVs carrying PD-L1 as recently reported [22]. This protein, commonly carried by TEX in most cancers, is also present in the plasma of cancer patients both as a soluble protein derived from malignant and various non-malignant cells and as the integral membrane protein of non-TEX released by macrophages or other immune cells [23]. Therefore, beads coated with anti-PD-L1 Abs cannot be used for selective capture of PD-L1-positive TEX, because such beads will capture soluble PD-L1, non-TEX carrying PD-L1 as well as TEX carrying PD-L1, thus making it impossible to distinguish which EV subset delivers inhibitory signals to PD-1-positive recipient cells. The contribution of soluble PD-L1 to negative signaling by the captured vesicles may not be disregarded, because in addition to its specific binding to Ab-coated beads, soluble PD-L1 might non-specifically “associate” with all EVs in plasma, similar to albumin or other plasma proteins. Data in the literature [24] and the protein content of the ExoCarta data base [25] confirm that EVs isolated from plasma carry numerous non-specific plasma-derived proteins and suggest that the discrimination of “true” EV proteins from plasma “contaminants” is a major challenge in the field.
The selection of Abs for TEX immune capture depends on the convincingly demonstrated ability of such Abs to selectively bind to tumor cells expressing the target Ag on the cell surface, with the exclusion of any binding to non-malignant cells which do not express the Ag. This is a rigorous requirement and one that may be difficult to implement, because few tumor-specific antigens are known, except for mutated epitopes in cancer cells. To emphasize, the capture Abs selected for TEX capture must be specific for an antigen (or an epitope) present only in parent cells and in EVs these parent cells produce but not in any other cells or tissues. Even if such tumor Ag- specific Ab is available, it is necessary to ensure that its binding affinity for the target Ag is high and that the target antigen is not present in soluble forms in body fluids. Low-affinity Abs will not be effective in pulldowns, and the presence of a target Ag in soluble forms might not only interfere with Ab binding to TEX but upon its non-specific association with EVs, as described above, will lead to the capture of EVs derived from non-malignant cells, thus interfering with selective TEX capture. As most Ags expressed on the surface of cancer cells are enzymatically cleaved and are present in plasma, this requirement may not be readily addressed. Importantly, adding Ab coated beads directly to plasma without prior attention to these restrictions will jeopardize the selectivity and efficiency of TEX immune capture.
Clearly, the use of the best capture Abs is by far the most critical aspect of TEX immune capture from plasma. In the absence of such Abs, immune capture using a mix of Abs specific for Ags highly overexpressed on cancer cells relative to non-malignant cells and on the EVs these cells produce could be utilized for immune capture, and this approach has been successful [26]. It is possible to perform immune capture of TEX with a cocktail of Abs carefully selected for specificity to proteins overexpressed on tumor cells and weakly expressed on non-malignant cells. The complexity of immune capture increases with the use of Ab cocktails largely due to `Ab titration requirements and the need for extensive controls as well as the limitations imposed by the presence in plasma of the Ags recognized by the Abs used for immune capture, in soluble form.
Compelling evidence indicates the immune capture method to isolate TEX from patients’ plasma yields excellent results when essential requirements are met. For example, we have reported separation of TEX from non-TEX in plasma of patients with melanoma [20] that have allowed for extensive characterization of the molecular cargo and functional repertoire of these sEV fractions [27]. The immune capture of TEX was performed using chondroitin sulfate peptidoglycan 4 (CSPG4)-specific mAbs developed by one of us [28]. These mAbs recognize CSPG4 which is selectively expressed on melanoma cells (and on the EVs these cells produce) but is not detectable on any other non-malignant cells in the body except for activated pericytes in the TME [29, 30]. Immunohistochemical staining with mAbs of more than 2000 melanoma lesions has showed that CSPG4 is expressed on about 80% of all investigated melanoma specimens [29, 30]. In melanoma tissues, CSPG4-specific mAbs decorate the surface of malignant cells; flow cytometric analysis of EVs stained with mAbs visualizes CSPG4 on their membrane [31]. Monoclonal Abs recognizing distinct CSPG4 epitopes are available to be selectively used for the capture of TEX, which is isolated and “purified” by SEC, and for subsequent antigen detection by flow cytometry confirmed that CSPG4 is expressed on TEX but is not detectable on non-TEX [7]. As with all immune capture experiments, titrations of the capture and detection Abs are critical for success as are the vesicle/Ab ratios, and these must be determined a priori and strictly adhered to during capture. As described in detail elsewhere [7, 20], all immunocaptured melanoma TEX are positive for CSPG4 and for melanoma-associated antigens (MAA), while non-TEX are negative. The exosome recovery ranged from 60 to 100 μg protein/mL plasma, and the ratio of TEX/total exosomes in plasma varied among melanoma patients from 0.2 to 0.6. The separation by immune capture of melanoma TEX from non-TEX yielded sufficient numbers of both exosome fractions for studies of their protein content by on-bead flow cytometry and by high-resolution mass spectrometry (HRMS) as well as of their function in co-incubation assays with immune cell subsets [7]. TEX were enriched in immunosuppressive and non-TEX in immunostimulatory proteins, and co-incubation of the fractionated exosomes with immune cells confirmed their distinct immunoregulatory functions [7]. Melanoma TEX carrying CD39, CD73, FasL, PD-L1, TGF-β and TRAIL, among other suppressive proteins consistently inhibited functions of immune cells, while non-TEX were stimulatory in co-incubation assays. Using LC–MS/MS-based proteomics, we identified a profile of 16 proteins highly overexpressed in TEX which discriminated TEX from non-TEX. These proteins were components of molecular pathways mediating cellular events such as vesicle transport, immune reactivity, signal transduction, and disease activity [27]. Further, by dividing the analyzed melanoma patients into two groups of 7 patients with no evident disease (NED) and 8 with progressive disease (PD) at the time of phlebotomy for exosome isolation from plasma, we were able to identify a signature of 12 proteins significantly and consistently overexpressed in TEX of patients with PD relative to TEX of patients with NED [27]. This ability of TEX bearing the signature of 5/12 most significantly (
The T cell receptor (TCR) is expressed only on T lymphocytes, and an Ab specific for CD3, a protein component of the TCR complex, decorates the surface of sEV produced exclusively by T cells. A high-affinity Ab specific for CD3 proved to be an excellent candidate for immunocapture and subsequent characterization of sEV in plasma of patients with cancer or HDs [32].T cell-derived sEV account for a considerable proportion of total plasma exosomes in cancer patients, and their phenotypic profiles examined by on-bead flow cytometry recapitulate those expressed by various T cell subsets as we reported [32]. CD3-based immune capture allowed for isolation from plasma of CD3(−) sEV fraction enriched in TEX and CD3(+) sEV fraction that was useful for evaluations of phenotypic and functional changes induced in the cancer-reprogrammed T cells [33]. Thus, this type of immune capture allowed for simultaneous analysis of molecular profiles in tumor-derived and immune cell-derived sEVs in the same plasma sample. The procedure for immune capture of CD3+ EVs from the plasma of cancer patients is described in Current Protocols in Immunology [34].
TEX are rapidly emerging as the major component of immunoinhibitory signaling that prevails in the TME. TEX present in body fluids a subset of circulating EVs. The large quantity and enormous diversity of circulating EVs in plasma of patients with cancer with respect to cellular origin, molecular characteristics, genetic content and functions imposes a need for the isolation of TEX and their separation from non-malignant vesicles. This approach allows for studies of impact TEX exert on cells in the TME and of TEX value as potential cancer biomarkers. To dissect the EV diversity in body fluids, strategies are necessary for their capture, isolation from body fluids and separation of various EV subsets without interference with EV molecular identities and functions. Among various isolation strategies, immune capture with Abs specific for proteins carried on the EV surface has been most frequently utilized with a variable level of success. While in principle, immune capture is the rational strategy for EV pulldown from plasma, its application to nanovesicles requires an understanding of EV characteristics and EV biology. As the latter is still largely lacking, all EV immune capture strategies may backfire, for reasons that may not be anticipated, such as high levels of a soluble target Ag in plasma or the presence on vesicles of a “corona” of contaminating plasma proteins. The set of stringent requirements for vesicle immune capture from plasma that we have discussed allows for overcoming some, but probably not all, of the barriers we might face in the future while attempting to study the diversity EVs in body fluids. As this diversity is of key importance in understanding the role EV subsets such as, e.g., TEX, play in health and disease, immunoaffinity EV capture is likely to remain the method of choice for selective TEX pulldown. However, only when performed correctly, immunoaffinity capture of TEX yields valuable insights into their potential as cancer biomarkers and as markers of immune competence.
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He is a physiologist working in the field of skeletal muscle. He was awarded his sports science diploma in 1995 by the University of Tsukuba and began his scientific work at the Department of Physiology, Aichi Human Service Center, focusing on the molecular mechanism of congenital muscular dystrophy and normal muscle regeneration. His interest later turned to the molecular mechanism and attenuating strategy of sarcopenia (age-related muscle atrophy). 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He\nreceived a short-term scholarship to carry out his post-doctoral\nstudies abroad, from Japan International Cooperation Agency\n(JICA), in coordination with the Egyptian government. Dr.\nShalaby speaks fluent English and his native Arabic. He has 77\ninternationally published research papers, has attended 15 international conferences, and has contributed to 18 international books and chapters.\nDr. Shalaby works as a reviewer on over one hundred international journals and is\non the editorial board of more than twenty-five international journals. He is a member of seven international specialized scientific societies, besides his local one, and\nhe has won seven prizes.",institutionString:"Cairo University",institution:{name:"Cairo University",institutionURL:null,country:{name:"Egypt"}}}]}]},openForSubmissionBooks:{},onlineFirstChapters:{},subseriesFiltersForOFChapters:[],publishedBooks:{},subseriesFiltersForPublishedBooks:[],publicationYearFilters:[],authors:{}},subseries:{item:{id:"14",type:"subseries",title:"Cell and Molecular Biology",keywords:"Omics (Transcriptomics; Proteomics; Metabolomics), Molecular Biology, Cell Biology, Signal Transduction and Regulation, Cell Growth and Differentiation, Apoptosis, Necroptosis, Ferroptosis, Autophagy, Cell Cycle, Macromolecules and Complexes, Gene Expression",scope:"The Cell and Molecular Biology topic within the IntechOpen Biochemistry Series aims to rapidly publish contributions on all aspects of cell and molecular biology, including aspects related to biochemical and genetic research (not only in humans but all living beings). 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