Apolipoprotein A-I: A Molecule of Diverse Function

Apolipoprotein A-I (apo A-I) an indispensable component and a major structural protein of high-density lipoprotein (HDL), plays a vital role in reverse cholesterol transport and cellular cholesterol homeostasis since its identification. Its multifunctional role in immunity, inflammation, apoptosis, viral, bacterial infection etc. has crossed its boundary of its potential of protecting cardiovascular system and lowering cardiovascular disease risk, attributing HDL to be known as a protective fat removal particle. Its structural homology with prostacyclin stabilization factor has contributed to its anti-clotting and anti-aggregatory effect on platelet which has potentiated its cardio-protective role as well as its therapeutic efficacy against Alzheimer’s disease. The binding affinity and neutralising action against endotoxin lipopolysaccharide, reduces the toxic manifestations of septic shock. As a negative acute phase protein, it blocks T-cell signalling of macrophages. However the recently identified anti-tumor activity of apo A-I has been highlighted in various models of melanoma, lung cancer, ovarian cancer, lymphoblastic leukaemia, gastric as well as pancreatic cancers. These cancer fighting effects are directed towards regression of tumor size and distant metastasis by its immuno modulatory activity as well as its clearing effect on serum lysophospholipids. This lowering effect on lysophospholipid concentration is utilized by apo A-I mimetic peptides to be used in retarding tumor cell proliferation and as a potential cancer therapeutic agent. Not only that, it inhibits the tumor associated neo-angiogenesis as well as brings down the matrix degrading enzymes associated with tumor metastasis. However this efficient therapeutic potential of apo A-I as an anti tumor agent awaits further future experimental studies in humans.     

The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety in pre-service teachers. Also, the majority of instances of participants’ mathematics anxiety are caused by the teachers, their behavior or teaching approaches in their past.     

What is the best way to achieve broader reach of improved practices in higher education?

This article examines a common problem in higher education – how to create more widespread use of improved practices, often commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers’ push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations in higher education.     

Impact of Increased Academic Intensity on Transfer Rates: An Application of Matching Estimators to Student-Unit Record Data

The impact of increased academic intensity on transfer rates from community colleges to 4-year institutions has been estimated only from observational data, with the possibility of selection bias. This study uses matching estimators to overcome possible selection bias and estimate the causal impact of increased academic intensity on transfer rates. Using student unit record data from Tennessee for the years 1995 through 2004, I find that taking 12 or more credit hours increases the probability of transfer from between 11% and 15%.