Renal Cell Carcinoma: Molecular Aspects

Renal cell carcinoma is the most common form of the kidney cancer accounting for more than 85% of the cases of which clear cell renal cell carcinoma (ccRCC) is the major histological subtype. The central molecular signature for ccRCC pathogenesis is the biallelic inactivation of VHL gene due to the presence of mutations/hyper-methylation/complete gene loss, which results in the downstream HIF activation. These events lead to increased tyrosine kinase receptor signalling pathways (RAS/MEK/ERK pathway, PI3K/AKT/mTOR pathway and NF-κB pathway), which through their downstream effector proteins causes the cell to proliferate and migrate. Recent studies have shown that VHL inactivation alone is not sufficient to induce the tumor. Mutations in numerous other genes that codes for chromatin modifiers (PBRM1, SETD2 and BAP1) and signalling proteins (PTEN and mTOR) have been identified along with activation of alternate signalling pathways like STAT and Sonic Hedgehog (SHH) pathway. It has also been shown that STAT pathway also works cooperatively with HIF to enhance the tumor progression. However, SHH pathway reactivation resulted in tumor regardless of the VHL status, indicating the complex nature of the tumor at the molecular level. Therefore, understanding the complete aetiology of ccRCC is important for future therapeutics.     

Biochemical Profile of Nonalcoholic Fatty Liver Disease Patients in Eastern India with Histopathological Correlation

Aminotransferase assay is often used as a screening test as well as an endpoint for resolution of disease in nonalcoholic fatty liver disease (NAFLD). Aim of the study was to evaluate the relationship of transaminase level with metabolic variables and histology in NAFLD. Single center observational study was conducted in a gastroenterology clinic at Cuttack in coastal Odisha. Subjects were consecutive patients presenting with functional bowel disease and undergoing abdominal sonography. All participants were evaluated for the presence of metabolic syndrome (MS), insulin resistance, liver function test and lipid profile. Various parameters were compared between NAFLD subjects and controls. 53.5 % of NAFLD had normal serum transaminases, whereas 20.8 % of healthy controls had transaminitis. NAFLD patients had significantly higher BMI, fasting plasma glucose, serum transaminases, serum triglycerides, serum insulin and homeostatic model assessment (HOMA) IR than controls. NAFLD patients who had transaminitis had significantly higher incidence of MS and higher mean HOMA IR than those without. There was no significant difference in histopathological features between NAFLD with and without transaminitis. To conclude, over half of NAFLD subjects do not have transaminitis while transaminitis is present in a fifth of healthy people without fatty liver. Hence serum transaminase should not be used as screening test for NAFLD. NAFLD patients with transaminitis had a higher incidence of MS and insulin resistance than those without. However, there was no significant difference in histopathological features between these two groups.     

Are there any questions? one teacher’s view of students and their questions in a fourth-grade classroom

While many teachers agree that the questions students ask are valuable, researchers have found that student questions are notably absent from most classrooms. We know almost nothing about the exceptions to this—classrooms where teachers manage to elicit and use student questions effectively in instruction. One fourth grade teacher, known for her use of student questions, was selected for this study. Classroom observations and interviews were used to gather data; qualitative methods were utilized to analyze the teacher interviews and the interactions surrounding 260 questions students asked during observations. This paper highlights the teacher’s stance toward her students and their questions. 1) The teacher viewed her students as learners who asked questions to increase their understanding. 2) The teacher viewed the assumptions revealed by student questions, as ‘steps’ to the curriculum. 3) The teacher viewed her students’ questions through the lens of potential; that is, she responded to questions based on how they might promote the understanding of her students.     

Prevention and Intervention Programming: Lessons from an After-School Program

Given that thoughtfully developed formal after-school programs can make a difference in the academic performance of schoolchildren, and that some public schools are implementing their own on-site after-school curricula, this study sought to identify programmatic features that appear to be associated with successful after-school programming. Qualitative methods were used and the study site was the Manchester Youth Development Center, which has a twenty-five-year record of effective service. The six elements found as salient were that both structure and autonomous space are provided; academic achievement is supported; the program is culturally consistent (in the present case, African-American cultural patterns are evidenced); there is a core of committed authoritative adults; the leadership is child-centered; and the environment is safe.     

Contraceptive use among high-risk adolescents

Despite awareness of the growing number of pregnant teens in the US, little information has been published concerning factors that predict early childbirth among individual girls. To begin to address this issue, the influence of specific life and social factors was examined in 50 adolescent girls with documented histories of good and poor contraception use. Patients selected for participation were 50 indigent nulliparous adolescent and young adult females from 14-22 years old receiving health care at the Teen Health Clinic at the Jefferson Davis Hospital in Houston, Texas. 25 adolescents who indicated that they had been able to use oral contraception prescribed by the clinic for at least 6 months without major problems or complaints were classified as good contraceptors. 25 adolescents assigned to the poor contraceptors group were those who missed 2 or more appointments in a 6-month interval, experienced at least one suspected pregnancy during this time, and indicated verbally that they had not been completely compliant. Each subject was assessed with a structured interview consisting of 25 questions on the patient's past history of contraception, school performance, family birth, employment, residence patterns, and accessibility to contraceptive services. Data from each of the 25 questions of the interview were pooled for the good and poor contraceptors. Where applicable, Chi-square frequency tests and t-tests were used to determine whether differences were statistically significant. Some of the results follow. 1) Reasons for occasional nonuse of oral contraception in the 12 months prior to the interview were assessed in both samples; no statistical differences were observed. The majority of nonusers attributed it to a random event, such as a memory lapse. 2) Sources of birth control education were equivalent in the 2 groups. 3) Good contraceptors reported intercourse 2.6 times/month, as compared to 4.7 times/month for poor contraceptors. 4) 3 of 25 good contraceptors had dropped out of school, while 9 out of 25 poor contraceptors had left school. 5) 72% of the good contraceptors intended to complete at least 2 years of college, but only 52% of the poor contraceptors did. 6) Poor contraceptors had a greater frequency of sisters who had become pregnant relative to good contraceptors. 7) Good contraceptors were more likely to be employed either part- or full-time (52%) than were the poor contraceptors (28%). 8) Good contraceptors reported fewer changes in residence relative to the poor contraceptors in the preceding 5 years. 9) Poor contraceptors had significantly longer travel times to the clinic (mean of 54.5 minutes) relative to good contraceptors (mean of 33 minutes).     

The nature of peer sexual health communication among college students enrolled in a human sexuality course

Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education.     

Reading Literacy Performance in Norway: current practice and critical factors

This qualitative study explored reading literacy performance of Norwegian students (Grades 1–10). Semistandardised interviews were conducted with 36 academics, school administrators, and teachers to investigate reading literacy development, factors associated with literacy performance, and recommendations for improvement. Reading literacy lessons were also observed in 10 classrooms to determine how reading literacy is developed. Data from the International Association for the Evaluation of Educational Achievement study ( Elley, 1994 ) and the Programme for International Student Achievement study ( OECD, 2001 ) were analysed to enrich understanding of the Norwegian literacy situation. Recommendations include greater reading education for teachers, communication and collaboration between stakeholders, engagement and interest in reading, balanced reading instruction, development of linguistic awareness, use of early intervention programmes, explicit strategy instruction, and use of bilingual education.     

The Sacred and the Profane in Recent Struggles to Promote Official Pedagogic Identities

This paper begins by highlighting the concerns of a number of commentators about what they perceived as an unprecedented incursion of market-oriented instrumental values in higher education in the last quarter of the twentieth century. Bernstein's analysis of these issues is shown to draw upon Durkheimian concepts of the sacred and the profane. Similarities and differences between Durkheim's and Bernstein's definitions of these concepts are examined, and Bernstein's use of them in relation to the formation of pedagogic identities is a major focus of the paper. The second part of the paper examines two particular aspects of Bernstein's exploration of the consequences of growing marketization and managerialization for identity change in education: the displacement of 'singulars' by 'regions', and the introduction of 'generic' pedagogic modes. In both cases, although perhaps to differing degrees, the sacred is displaced and, under certain conditions, the profane 'outer' is in danger of becoming the subjective 'inner'. Bernstein's discussion of generic modes is illustrated by reference to recent changes in teacher training in England and Wales.