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Intestinal stem cell response to injury: lessons from Drosophila

Overview of attention for article published in Cellular and Molecular Life Sciences, May 2016
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  • Above-average Attention Score compared to outputs of the same age (51st percentile)
  • Average Attention Score compared to outputs of the same age and source

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Title
Intestinal stem cell response to injury: lessons from Drosophila
Published in
Cellular and Molecular Life Sciences, May 2016
DOI 10.1007/s00018-016-2235-9
Pubmed ID
Authors

Huaqi Jiang, Aiguo Tian, Jin Jiang

Abstract

Many adult tissues and organs are maintained by resident stem cells that are activated in response to injury but the mechanisms that regulate stem cell activity during regeneration are still poorly understood. An emerging system to study such problem is the Drosophila adult midgut. Recent studies have identified both intrinsic factors and extrinsic niche signals that control the proliferation, self-renewal, and lineage differentiation of Drosophila adult intestinal stem cells (ISCs). These findings set up the stage to interrogate how niche signals are regulated and how they are integrated with cell-intrinsic factors to control ISC activity during normal homeostasis and regeneration. Here we review the current understanding of the mechanisms that control ISC self-renewal, proliferation, and lineage differentiation in Drosophila adult midgut with a focus on the niche signaling network that governs ISC activity in response to injury.

X Demographics

X Demographics

The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 115 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 <1%
Unknown 114 99%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 22 19%
Researcher 20 17%
Student > Master 16 14%
Student > Bachelor 16 14%
Professor > Associate Professor 4 3%
Other 12 10%
Unknown 25 22%
Readers by discipline Count As %
Agricultural and Biological Sciences 35 30%
Biochemistry, Genetics and Molecular Biology 30 26%
Immunology and Microbiology 6 5%
Chemistry 4 3%
Medicine and Dentistry 4 3%
Other 8 7%
Unknown 28 24%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 May 2016.
All research outputs
#13,687,586
of 23,794,258 outputs
Outputs from Cellular and Molecular Life Sciences
#2,657
of 4,151 outputs
Outputs of similar age
#143,079
of 300,137 outputs
Outputs of similar age from Cellular and Molecular Life Sciences
#47
of 88 outputs
Altmetric has tracked 23,794,258 research outputs across all sources so far. This one is in the 41st percentile – i.e., 41% of other outputs scored the same or lower than it.
So far Altmetric has tracked 4,151 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.0. This one is in the 35th percentile – i.e., 35% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 300,137 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 51% of its contemporaries.
We're also able to compare this research output to 88 others from the same source and published within six weeks on either side of this one. This one is in the 46th percentile – i.e., 46% of its contemporaries scored the same or lower than it.