Angiogenic Potential,Circulating Angiogenic Factors and Insulin Resistance in Subjects with Obesity

Altered vascular function and pathological angiogenesis are important factors common to the development of obesity and obesity-associated diseases. Most human studies relating obesity and angiogenesis have compared levels of angiogenic factors in obesity without looking at the serum angiogenic capacity which reflects the balance between the effects of angiogenic and angiostatic factors. Therefore, in this cross-sectional study, the serum angiogenic potential and levels of angiogenic factors in serum of obese (BMI > 25 kg/m²) and lean subjects (BMI < 23 kg/m²), with no history of obesity associated co-morbidities, were assessed. Serum angiogenic potential was significantly higher (p < 0.0001) in both male (n = 67) and female (n = 35) obese subjects and showed a positive correlation (r = 0.4, p < 0.0001) with BMI. Serum levels of the angiogenic factors, vascular endothelial growth factor (VEGF) and angiopoietin were significantly higher in obese subjects. Levels of angiostatic factors such as angiostatin, endostatin were not altered in obese male subjects but were elevated in female obese subjects. Angiogenic potential and levels of VEGF did not vary in obese subjects with high HOMA-IR compared to obese subjects with low HOMA-IR. These results suggest that the angiogenic potential of serum was elevated in obesity and that insulin resistance may not contribute to the increased angiogenic potential in obesity.     

Alteration of serum beta 2-microglobulin in oral carcinoma

Serum β₂-microglubin (β₂-m) levels were measured in oral carcinoma patients and compared with normal healthy controls. It was observed that there was a significant rise in serum β₂-microglobulin in oral carcinoma patients. Progressively higher values were obtained as the cancer advanced clinically. Therefore the estimation of serum β₂-microglobulin may be useful as one of a battery of tests in the assessment of oral carcinoma patients.     

Exploring the Role of ‘Gendered' Discourse Styles in Online Science Discussions

In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically ‘feminine' discourse style and female use of the stereotypically ‘masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.     

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

Reading and Writing - One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in...     

Preparation for Future Collaboration: Cognitively Preparing for Learning From Collaboration

In a study investigating different ways to engage students in an individual preparation activity, we assessed learning from collaboration with a peer. Learning was measured at pretest, individual preparation, collaboration, and posttest. Two conditions were compared: generative preparation and nongenerative preparation. With no differences in knowledge at pretest, we found that students who prepared by engaging in the generative compared to the nongenerative preparation task performed worse to a statistically significant degree in both the preparation and collaboration phases. However, in a postactivity transfer task, the students performed to a similar degree as the comparison group evidencing productive failure. In addition, students in the generative condition showed greater learning gains from the preparation to the collaboration phase. We introduce the notion that generative preparation may better invoke learning mechanisms that help students to learn from subsequent collaboration.     

Do GPAs Differ Between Longer Classes and More Frequent Classes at Liberal Arts Colleges?

Colleges and universities offer classes that meet for different lengths of time and different numbers of days per week, such as classes that meet 2 days and those that meet 3 days. Traditionally triweekly classes that met for a shorter duration were more common than classes that met biweekly for a longer duration. Biweekly classes are becoming more popular with time. However, there is some concern that classes that meet more often are better suited for student learning than others. This paper, using data from a small liberal arts college, finds that after controlling for the starting time of the class meeting and course fixed effects as well as faculty and student fixed effects, student learning across 2 and 3 days classes is essentially the same.     

Serum calcium levels in patients with essential hypertension and their first degree relatives

Calcium plays an important role in the pathophysiology of essential hypertension. Serum calcium levels were measured in 117 subjects with essential hypertension and 77 first-degree relatives. The results showed that serum calcium levels were significantly (p<0.01) decreased in both males and females with essential hypertension and their first-degree relatives when compared with the normotensive controls. This is the first study in Indian population.     

Reverse Osmosis

Osmosis is a phenomenon which regulates many biological functions in plants and animals. That the plants stand upright, or the water reaches the tip of every leaf of a plant is due to osmotic pressure. The fact that we cannot survive by drinking seawater is also linked to this same phenomenon. J H van’ t Hoff showed in 1886 that osmotic pressure is related to concentration and temperature of the solution by a law that is similar to the gas law. An understanding of this phenomenon paved the way not only in explaining the biological functions which depend on osmosis, but also in creating conditions for reversing it known as ‘reverse osmosis’. Reverse osmosis has many applications, one of which is desalination of seawater. The inaugural Nobel Prize in Chemistry was awarded in 1901 to van’ t Hoff for his seminal work in this area. The present article explains the principle of osmosis and reverse osmosis.