Antinuclear Antibody Profiling in Patients of a Tertiary Care Centre in Central India

The incidence of autoimmune disorders that includes the connective tissue diseases has seen a rise in India in recent times. Antinuclear antibodies, the telltale sign of systemic autoimmune response, thus can be used as a screening tool and also to support the diagnosis of systemic autoimmune disease. The present retrospective cross- sectional analysis aimed to study the antinuclear antibodies profile (patterns and specific antibody reactivity) amongst suspected cases of auto-immune disorders at a tertiary care teaching hospital. The study retrieved and reviewed reports of 644 patients sent for ANA testing by indirect immunofluorescence assay over a period of 1 year by different specialty departments. Positive samples were further processed for anti-ds-DNA antibody and antibodies to extractable nuclear antigen. Data collected was statistically analysed. ANA pattern positivity was observed in 31% of cases and a positive antibody reactivity was seen in 66% of them. Female predominance (82%) was noted in both pattern positivity and antibody reactivity. High levels of pattern positivity and antibody reactivity was found in the young adults (45.9%). Amongst the ANA patterns, the nuclear homogenous pattern was found the commonest. The common antibodies associated with this pattern were anti-dsDNA and U1 Sm/RNP antibodies. A stronger fluorescence intensity on initial screening showed a higher confirmation rate for specific antibodies on immunoassay. High occurrence of positive ANA patterns in autoimmune disorders suggests its utilization as a screening tool for them and would also play an adjuvant to the diagnosis. Early knowledge about future autoimmunity will earn better prognostic achievements through better treatment interventions.     

Perspectives of ‘STEM education and policies’ for the development of a skilled workforce in Australia and India

ABSTRACT

In an increasingly competitive world, it has been proved that invention, development, and profusion of new technologies through science and technology are the fundamental source of economic progress. Australia, which is one of the world leaders in education and India, which has the capacity to produce the highest number of young skilled manpower to lead the world, both understand the current situation and have signalled their commitment to restoring the national strategy for STEM education. The proposed study focuses on a comparative understanding of the interplay of inclusive policies, government’s initiatives, knowledge gap from the literature and potential future challenges that Australia and India could face in STEM education at the school level. The question we asked is: what are the important inferences and best practices in STEM education that can be mutually beneficial to broaden the Strategic Partnership? It is identified that the governments of both the countries are determined to utilise the young population to train them as skilled workforce in order to meet the future demand of industries. Australia’s constructivist approach to education and the well-defined system of vocational training outperform India, which is still following the traditional approach. However, Australia has failed to engage students adequately in STEM and needs to revisit the efficacy of the current education model, while India needs to espouse the well-defined Australian framework, which could help to enhance quality infrastructure, curriculum, constructivist teaching and transparent policy implementation. In addition, both the nations must work hard to attract bright students in the teaching profession in order to promote a conducive environment for scientific learning.     

Tools of the profession submission (for AIAEE) European Seminar in Extension Education perspective of a first-time seminar participant

Abstract

The threats to traditional cultural landscapes and the concomitant demands from society for remedial landscape management represent a new challenge for agricultural education. The research described here examined the extent to which relevant landscape management skills and knowledge are transferred to would-be farmers (if at all) within the Austrian agricultural school system. A plurilateral approach was taken, involving a standardised text evaluation of curricula (as defined in legislative documents), examination of further vocational training programmes for teachers, and investigation of the actual teaching situation in selected schools. This combination of methods produced a comprehensive overview of the situation in agricultural schools and academies with regard to landscape management teaching. The teaching programmes prescribed by law and the actual programmes carried out by teachers were compared with a theoretical ‘best-case’ programme for teaching landscape management, and this revealed considerable shortcomings in current teaching. The research also identified potential constraints to the integration of landscape management elements within the agricultural school system.     

Nobel Prize in Physiology or Medicine 2016

The Nobel Prize in Physiology or Medicine 2016 was awarded to Yoshinori Ohsumi of the Tokyo Institute of Technology, Japan, for his discoveries of mechanisms for autophagy [1].     

Eco-friendly alternative refrigeration systems

Refrigeration applications at the domestic, commercial and industrial levels are becoming an integral part of the present day living. The demand and supply of refrigeration systems is increasing day by day with the changing lifestyle. The existing compressor-based refrigeration (i.e., mechanical refrigeration) system has reached the maximum level of innovation. For the last few decades, there has not been any significant increase in the efficiency (i.e., coefficient of performance, COP) of the system. Moreover, with the increasing awareness of environmental degradation, the production, use and disposal of ChloroFluoro Carbons (CFCs) and HydroChloroFluoroCarbons (HCFCs) as refrigerants in mechanical refrigeration system has become a subject of great concern. However, such systems are being developed using more ecofriendly refrigerants viz., air, CO₂, NH₃, etc. Besides, efforts are being directed to develop other types of refrigeration technologies e.g., magnetic refrigeration, thermoelectric refrigeration (discussed in Part 1) and thermoacoustic refrigeration (discussed in Part 2), which will be moreecofriendly, cost effective, efficient, simple in design, convenient and reliable.     

Cognitive preferences of secondary science teachers in India: The example of uttar pradesh

Earlier studies on cognitive preferences have concentrated on students, whereas the subjects here are teachers of science. The study seeks to compare how cognitive preferences differ in groups of secondary school teachers identified by type of curriculum taught (traditional vs. enquiry-oriented), gender, length of teaching experience, and educational qualification.The Combined Cognitive Preference Inventory compiled by Pinchas Tamir was applied to 103 subjects drawn by random cluster sampling from urban schools. Inferential statistical analysis was employed, with a matched group design. With few exceptions the overall pattern of cognitive preferences that emerged for all the groups is Recall-Principles-Application-Questioning. These results do not confirm anticipated differences, and bring home the fact that teachers' congnitive preferences remain constant. The implications for implementation of innovative curricula and teacher education are discussed.

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Zusammenfassung Frühere Studien über kognitive Präferenzen konzentrierten sich auf Studenten, während Thema dieses Artikels Lehrer im wissenschaftlichen Bereich sind. Die Studie will einen Vergleich anstellen, wie kognitive Präferenzen sich nach Gruppen von Sekundarschullehrern unterscheiden, die nach verschiedenen Kriterien wie Art des unterrichteten Curriculums (traditionell gegen Frageorientierte), Geschlecht, Länge der Berufserfahrung und Qualifikationen bestimmt wurden.Das von Pinchas Tamir aufgestellte zusammengefaßte Inventar der kognitiven Präferenzen wurde bei 103 Lehrern an städtischen Schulen durch Zufallsstichprobenerhebung angewandt. Eine zu Schlußfolgerungen führende statistische Analyse wurde erstellt, und zwar mit einem matched group design (parallelisiertes Gruppendesign). Das sich mit wenigen Ausnahmen für alle Gruppen ergebende Grundmuster der kognitiven Präferenzen ist Erinnerung-Grundsätze-Anwendung-Fragestellung. Diese Ergebnisse bestätigen die angenommenen Unterschiede nicht, und sie lassen erkennen, daß die kognitiven Präferenzen der Lehrer konstant bleiben. Die Auswirkungen auf die Einführung innovativer Curricula und auf die Lehrerausbildung werden diskutiert.

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Résumé Les études effectuées sur les préférences cognitives étaient focalisées au départ sur les apprenants, tandis que les questions étudiées ici portent sur les enseignants de science. La présente étude tente d'établir une comparaison entre les préférences cognitives des différents groupes d'enseignants du secondaire qui ont été identifiés d'après le type de programme enseigné (programme traditionnel contre programme orienté vers la recherche), le sexe, la longueur de l'expérience didactique et les qualifications pédagogiques.L'inventaire des préférences connitives combinées compilé par Pinchas Tamir a été appliqué à 103 matières sélectionnées au hasard à partir d'un échantillonnage d'écoles urbaines. On a employé l'analyse statistique déductive, avec un plan de groupe correspondant. Mises à part quelques exceptions, la structure générale des préférences cognitives qui s'est dégagée pour tous les groupes est la suivante: Rappel-Principes-Application-Interrogation. Ces résultats ne corroborent pas les différences anticipées et font comprendre le fait que les préférences cognitives des enseignants sont constantes. On examine les implications de ces résultats pour la mise en oeuvre de programmes d'étude novateurs et la formation des formateurs.

     

Commentary on Cross‐Cultural Perspectives on Positive Youth Development With Implications for Intervention Research

There is a growing focus on youth positive development issues among researchers and practitioners around the world. In this special issue of Child Development, each of the international authors provides new perspectives and understanding about youth developmental assets in different cultural settings. The present commentary (a) examines some of the cross‐cultural themes that emerge from the four articles by international authors in this issue with implications for positive youth development (PYD) and (b) how intervention science can benefit by incorporating a PYD approach. As evident, youth involved in contexts that provide positive resources from significant others not only were less likely to exhibit negative outcomes, but also were more likely to show evidence of positive development.     

The influence of warning messages on the public's perception of substance use: A theoretical framework

We bring different theories together to develop a theoretical framework that helps to understand how early warning messages about (new) dangerous drugs can influence the public's perception of substance use. We bring together the agenda setting theory, framing theory, dual processing theory, social learning theory, health belief model, theory of planned behavior, and cultivation theory in order to explain how warning messages diffused through the mass media can have an impact on the receivers' perceptions. Based on these insights we construct the Integrated Media Effect Framework (IMFE) that takes into account the role of cultural and structural contexts in the realm of early warning systems (EWS). Ultimately, this framework provides valuable guidelines for conceptualizing EWS and for developing applications by governments.