Yangxueqingnao particles inhibit rat vascular smooth muscle cell proliferation induced by lysophosphatidic acid

Objective: To observe the effect of Yangxueqingnao particles on rat vascular smooth muscle cell (VSMC) proliferation induced by lysophosphatidic acid (LPA). Methods: The amount of3H-TdR (3H-thymidine) admixed in cultured rat VSMC was measured and mitogen-activated protein kinase (MAPK) activity and lipid peroxidation end product malondialdehyde (MDA)content of the VSMC were assayed. Results: 1×10-9, 1×10-8, 1×10-7 mol/L LPA in a concentration dependent manner, induced the amount of 3H-TdR admixed, MAP kinase activity, and MDA content of the cultured rat VSMC to increase. However, 5%, 10%,and 15% Yangxueqingnao serum preincubation resulted in a decrease of 23.0%, 42.0%, and 52.0% (P＜0.01) respectively in the amount of 3H-TdR admixed, a decline in VSMC MAP kinase activity of 13.9% (P＜0.05), 29.6% (P＜0.01), and 48.9% (P＜0.01)respectively, and also, a decrease in MDA content of VSMC of 19.4%, 24.7%, and 43.2% (P＜0.01) respectively, in the 1×10-7mol/L LPA-treated VSMC. Conclusions: LPA activates the proliferation and lipid peroxidation of VSMC in a concentration dependent manner. The LPA-induced VSMC proliferation is related to the activity of MAP kinases, enzymes involved in an intracellular signalling pathway. The results of the present study showed that Yangxueqingnao particles can effectively inhibit LPA-induced VSMC proliferation, MAP kinase activation, and reduce lipid peroxidative lesion.     

The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties

This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.     

Investigation on apoptosis of neuronal cells induced by Amyloid beta-Protein

Objective: To construct a PC12 cell strain with neuronal differentiation, and observe the apoptosis and pro-liferation activity effects induced these cells by Amyloid beta-Protein (Aβ-43). Methods: 1) PC12 cells in logarithmicgrowth phase were subcultured for 24 h. After the culture fluid was changed, the cells were treated with Rat-β-NGF andcultured for 9 days. 2) Neuronal differentiation of PC12 cells in logarithmic growth phase were divided into four groups:control group (0), experimental group (1), experimental group (2) and experimental group (3). The concentrations of Aβ inthe four groups were 0 μmol/L, 1.25 μ mol/L, 2.5 μ mol/L and 5 μmol/L, respectively. The cells were harvested at 24, 48 and72 h later and stained with AnnexinV-FITC/PI after centrifugation and washing. Then flow cytometry was conducted toexamine the apoptosis percentage. 3) NGF-induced PC12 cells were selected and Aβ with different concentrations wasadded. The final concentrations of Aβ were 0 μmol/L, 1.25 μmol/L, 2.5 μmol/L and 5 μ mol/L, respectively. After the cellswere incubated in an atmosphere of 5% CO2 at 37 ℃ in an incubator for 72 h, the OD values were examined. Results: 1)Neuronal differentiated PC 12 cell lines were successfully established. 2) Flow cytometric examination indicated that Aβ(1.25, 2.5, and 5.0 μmol/L) could effectively induce apoptosis of neuronal-differented cells at the 24 h, 48 h and 72 h timepoints. 3) Aβ (0-5.00 μ mol/L) had no obvious effect on proliferation or restraining of the neuronal differentiation of thePC 12 cells after a 72 h interacting process. Conclusion: This investigation revealed successful neuronal differentiation of thePC12 cell strain. The induction of apoptosis of the neurocytes by various concentrations of Aβ was observed and the in-fluence of Aβ on induced proliferation of PC 12 cells by Rat-β-NGF was revealed. This study -05 provide basis for futureresearch on the molecular cure of AD and interdiction of AD evolution.     

Implementing dynamicity in research designs for collaborative digital writing

This paper implements a dynamic (i.e. temporal and local) research design for collaborative digital writing (CDW) in writing assignments in higher education. This research design builds on my paper “Temporality revisited: Dynamicity issues in collaborative digital writing research”, published in this journal (Engerer 2020). The design identifies current state-of-the-art approaches to digital writing and introduces 1) the components of text (the process and products of writing and learning communication), 2) external variables such as learning orientations and group composition, 3) an intermediate layer of time management that is related to organizing the assignment, and 4) the sphere of knowledge construction. The main modification, however, is the addition of four features specifically connected to time-related aspects: 5) micro-analysis, 6) dynamicity, 7) writer relevance and 8) source status. This dynamized research design is applied in a study of writing assignments carried out by the author with students of information science in the spring term of 2016. It is demonstrated how the temporal organization of a CDW process can be visualized and how central concepts such as Task structure, Reference structure and Final target structure are construed, operationalized and dynamically related to each other. Furthermore, a real-time analysis of sequential concept building is provided. The discussion shows that the study integrates all the above elements 1)-8) of a dynamic research design for CDW, although to different degrees. The study presented here can provide a general background for designing research in CDW and can inspire CDW researchers to capture in their research designs the dynamic, time-related features in CDW.

     

Impact of degree program satisfaction on the persistence of college students

Many theories on college retention recognize the significance of student satisfaction as a positive factor in students’ persistence. Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This paper explores the impact of degree program satisfaction on academic accomplishment and dropout. The impact of degree program satisfaction was studied within a multitheoretical framework. The results of the study show that student accomplishment not only depends on differences in academic ability but also on degree program satisfaction. Decreased degree program satisfaction appears to diminish both study motivation and study behaviour. The authors discuss some implications for current educational practice.     

African Oral Traditions: Riddles Among The Haya of Northwestern Tanzania

This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern Tanzania, the Haya people, the present study challenges the views of those social and cultural anthropologists who hold that African riddles have no substantially meaningful educational value. Instead, it is maintained that riddles make an important contribution to children’s full participation in the social, cultural, political, and economic life of African communities, especially by fostering critical thinking and transmitting indigenous knowledge.

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Zusammenfassung MÜNDLICHE TRADITIONEN IN AFRIKA: DER ERZIEHERISCHE WERT VON RÄTSELN BEI DEN HAYA IM NORDWESTLICHEN TANSANIA – Diese Studie argumentiert für die Einbeziehung afrikanischer mündlicher Traditionen und anderer Elemente traditionellen Lernens in den modernen schulischen Lehrplan. Sie fördert somit die gestiegene Bedeutung der Bildung für die örtlichen Gemeinschaften. Insbesondere begegnet die vorliegende Studie, indem sie das Beispiel von Rätseln gebraucht, die bei einer der Hauptvolksgruppen im nordwestlichen Tansania, dem Volk der Haya, gesammelt wurden, den Ansichten derjenigen Sozial- und Kulturanthropologen, die behaupten, dass afrikanische Rätsel keinen wesentlich bedeutungsvollen erzieherischen Wert haben. Stattdessen wird die These aufgestellt, dass Rätsel einen wichtigen Beitrag zur vollständigen Teilnahme von Kindern am gesellschaftlichen, kulturellen, politischen sowie wirtschaftlichen Leben afrikanischer Gemeinschaften leisten, besonders durch die Förderung von kritischem Denken und die Weitergabe des Wissens der Eingeborenen.

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Resumen TRADICIONES ORALES AFRICANAS: EL VALOR EDUCATIVO DE LAS ADIVINANZAS PARA EL PUEBLO DE LOS HAYA EN EL NOROESTE DE TANZANÍA – Con este trabajo, el autor aboga por una integración de tradiciones orales africanas y de otros elementos de aprendizaje tradicional en los actuales planes de estudios de las escuelas. Al mismo tiempo, hace énfasis en la creciente relevancia que la educación tiene para las comunidades locales. Con este estudio, el autor desafía la posición de aquellos antropólogos sociales y culturales que sostienen que las adivinanzas africanas no tienen ningún valor educativo digno de mención, ante todo presentando el ejemplo de adivinanzas que ha recopilado entre los miembros del pueblo de los haya, uno de los principales grupos étnicos del noroeste de Tanzanía. Por lo contrario, el autor afirma que las adivinanzas promueven en gran medida la participación plena de los niños en la vida social, cultural, política y económica de las comunidades africanas, ante todo porque incentivan el pensamiento crítico y transmiten conocimientos indígenas.

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Résumé TRADITIONS ORALES AFRICAINES : LA VALEUR ÉDUCATIVE DES ÉNIGMES CHEZ LES HAYAS DE LA TANZANIE DU NORD-OUEST – Cette étude argumente en faveur de l’intégration des traditions orales africaines et autres éléments de l’apprentissage traditionnel dans le programme d’étude de l’école moderne. Elle contribue ainsi à soutenir la pertinance accrue de l’éducation au sein des communautés locales. En particulier, utilisant l’exemple des énigmes recueillies chez l’un des principaux groupes ethniques de la Tanzanie du Nord-Ouest, le peuple Haya, l’étude présente conteste les vues de ces anthropologues sociaux et culturels qui soutiennent que les énigmes africaines n’ont pas de valeur éducative substantiellement significative. Au lieu de cela, on maintient que les énigmes apportent une contribution importante à la pleine participation des enfants à la vie sociale, culturelle, politique et économique des communautés africaines, spécialement en ce qu’elles favorisent la pensée critique et transmettent les connaissances indigènes.

     

Photoresists for microlithography

Photoresist technology, which is used for micro-patterning exploits changes in properties of polymeric materials, such as their solubility or volatility, upon photo-irradiation. This process has greatly benefitted from the knowledge base of organic chemistry and photo-induced organic transformations. The role of chemistry in the development of photoresists is described in this article.     

Home again: effects of the Mother-Child Home Program on mother and child

4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk.