Role of Homocysteine in Cognitive Impairement and Alzheimer’s Disease

A high circulating concentration of the non proteinogenic amino acid homocysteine has been implicated as a risk factor for Alzheimer’s Disease and its prodromal stage, mild cognitive impairement. Furthermore, hyperhomocysteinaemia has been directly attributed to a deficiency in vitamins B12, folate, and B6. Several studies have demonstrated decrease in progression of mild cognitive impairement to Alzheimer’s Disease, and some have even shown an improvement in cognition after vitamin supplements with B12 and folate. Plausible mechanisms linking hyperhomocysteinaemia to Alzheimer’s and cognitive impairement have been hypothesized and demonstrated in hyperhomocysteinemic mice models. However, some studies have not elucidated any benefit of vitamin supplements in subjects with cognitive impairment. Hence, multicentric clinical studies need to be conducted to substantiate the mechanisms of neuronal degeneration due to hyperhomocysteinaemia and to demonstrate the beneficial effect of folate, B6 and B12 supplements on cognition.     

Mobile learning and integration of mobile technologies in education

Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so ‘one size fits all’ or ‘one technology for all contexts’ does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education.     

A charged particle in perpendicular electric and magnetic fields

This section of Resonance presents thought-provoking questions, and discusses answers a few months later. Readers are invited to send new questions, solutions to old ones and comments, to ‘Think It Over’, Resonance, Indian Academy of Sciences, Bangalore 560 080. Items illustrating ideas and concepts will generally be chosen.     

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.     

How effective is role play in supporting speaking and listening for pupils with English as an additional language in the Foundation Stage?

This research investigated how role play supports the development of speaking and listening skills for pupils who have English as an additional language in the Foundation Stage. The literature highlighted sociocultural perspective on language development, importance of role play within Early Years pedagogy and key strategies for language learning which may be promoted through role play. Data was triangulated through questionnaires and interviews in relation to the key questions. The findings were positive with pupils demonstrating an improved use of English and a wider range of language learning strategies.