Role of Brain Biomarker in Predicting Clinical Outcome in Hypertensive Cerebrovascular Ischemic Stroke

This study was undertaken to evaluate the role of serum neuron specific enolase (NSE) in prediction of disability and neurological worsening in hypertensive ischemic cerebrovascular stroke. 80 hypertensive ischemic stroke patients diagnosed by a neurologist as per WHO definition along with radiological findings suggestive of cerebrovascular stroke and differentiating from hemorrhagic stroke and 60 controls having essential hypertension coming to hospital because of regular checkup or headache but with no neurological disease were included in the study. Neurological disability was assessed by NIHSS at the time of admission (within 72 h from the onset of stroke) and on 7th day after admission and cases were categorized into mild, moderate and severe disability. Venous blood samples were drawn within 72 h from the onset of symptoms. The samples were processed as per the laboratory protocol. The serum NSE samples were analyzed using an enzyme immunoassay based on the sandwich technique. We observed raised serum NSE in hypertensive ischemic stroke (17.4 ± 5.4 ng/ml) with significant association between different hypertensive groups than in hypertensive controls (9.1 ± 0.75 ng/ml). Greater degree of disability was observed in hypertensive stroke patients with raised serum NSE and hypertensive patients with mean serum NSE level of 22.9 ± 3.6 ng/ml and dyslipidemia had greater probability of neurological worsening as compared to those with mean serum NSE level of 12.7 ± 1.2 ng/ml. Serum NSE levels can serve as a peripheral indicator of neuronal damage and assist in the prediction of disability and clinical outcome in hypertensive cerebrovascular ischemic stroke patients.     

The civic potential of Bollywood based dance flash mobs: on youth participation and digital networks

In this paper I argue that artists/activists in India use Bollywood dance and songs to choreograph flash mob performances with the aim of addressing issues of public importance because Bollywood is a common performative site that can be used to mobilize people. In order to understand how Bollywood based dance flash mobs have civic potential for activists-cum-performers, I conducted in-depth interviews with 20 flash mob choreographers in four cities of India. Based on my findings, I suggest that Bollywood based dance flash mobs are identified by the urban youth as inherently political and democratic in nature. These performances are often accompanied with the organizer-generated subgenre of flash mob videos recorded for the online audience. In archiving these performances, organizers also enable a virtual network of connections where individuals who share the same civic aspirations can come together and build solidarity around the cause.     

Meaning making: What reflective essays reveal about biology students’ conceptions about natural selection

The process of reflective writing can play a central role in making meaning as learners process new information and connect it to prior knowledge. An examination of the written discourse can therefore be revealing of learners’ cognitive understanding and affective (beliefs, feelings, motivation to learn) responses to concepts. Despite reflective writing being an important learning tool, the role of this genre in upper-division college biology courses has not been well studied. This paper examines how nineteen physiological ecology students wrote about their understanding of natural selection and adaptations in ten reflective essays and describes how a model of student meaning making was developed. Qualitative essay analysis (through a triangulation of data: class observations; essays; and transcribed interviews) revealed that students could be classified into four categories of writers: subjective (personal, affective connections); objective (conceptual, cognitive connections); authentic (both affective and cognitive connections); and superficial (no supportive connections or claims). In-depth case studies illustrating these four categories are presented. Implications for college science instruction are discussed.     

Effect of Resveratrol and Nicotine on PON1 Gene Expression: In Vitro Study

Dietary and lifestyle factors have been shown to have a profound effect on paraoxonase-1 (PON1) activity. Cigarette smoke has been shown to inhibit its mass and activity where as resveratrol has been shown to enhance it. We exposed hepatoma derived cell line (HepG2) to resveratrol and nicotine in varying doses and measured PON1 enzymatic activity and PON1 gene expression. In addition, total protein content of HepG2 cells was also measured. Resveratrol in a dose of 15 μmol/l or above significantly increased the PON1 enzyme activity (p > 0.001) where as nicotine in a dose of 1 μmol/l or higher significantly reduced it (p < 0.05). The resveratrol in this dose also enhanced the PON1 gene expression whereas nicotine decreased it as compared to controls. However, the protein conent of cells was not changed suggesting that they were not cytotoxic in the doses used. Till date the antioxidant vitamins have shown disappointing results against LDL oxidation and cardiovascular protection. However, the effect of resveratrol on PON1 gene expression and activity was significant, suggesting increase in PON1 activity and enhanced gene expression may be its alternative mechanism for offering protection against cardiovascular disease and may be an potential pharmacological agent which can be used for this.     

Classroom as Real World: Propositions for a pedagogy of difference

The article develops a proposal for learning from the differences that can be present in the milieu of postgraduate programmes that are based on a participative design. Drawing on illustrations of students' and tutors' experience of difference, the idea of 'classroom as real world' is offered as the basis of understanding differences and responses to them which could be applied in the wider, and arguably more significant, social context. The authors also explore tensions which tutors are likely to have to engage with if incorporating a pedagogy of difference into their practice. These tensions are between tendencies to conformity or fragmentation, and between participative ideals and incipient hierarchy, not least as implicated in their role.