Cardioprotective response to chronic administration of vitamin E in isoproterenol induced myocardial necrosis: Hemodynamic,biochemical and ultrastructural studies

The present study evaluated the cardioprotective potential of vitamin-E by studying its effect on hemodynamic parameters, lipid peroxidation, myocyte injury marker and ultrastructural changes in model of isoproterenol-induced myocardial necrosis in rats. Wistar albino male rats (150–200 g) were randomly divided into saline, ISP control, and vit E groups. Vitamin E group was administered vitamin E at a dose of 100mg/kg/day while saline and ISP control groups received saline orally for one month. On 29^th and 30^th day, ISP (85 mg/kg, sc) was administered at an interval of 24 h to vit E and ISP control rats. On 31^st day, rats of all groups were anesthetized and hemodynamic parameters were recorded. At the end of experimentation, animals were sacrificed; hearts were excised and processed for biochemical and ultrastructural studies. ISP administration produced marked cardiac necrosis as evidenced by significant decrease in my ocardial creatine kinase-MB as well as increase in malonaldialdehyde levels. ISP-induced myocardial necrosis resulted in myocardial dysfunction as evidenced by significant depression in heart rate and mean arterial pressure in the ISP control group as compared to saline control. Salient ultrastructural changes including extensive loss of myofibrils, muscle necrosis, loss of mitochondria, and formation of several intracytoplasmic vacuoles and lipid droplets further confirmed the ISP-induced myocardial damage. However, subsequent to ISP challenge, vit E treatment significantly preserved the myocardium by restoring myocardial CK-MB activity, inhibiting the ISP-induced lipid peroxidation and ultrastructural changes. Additionally, pre-and co-treatment of vit E prevented the deleterious ultrastructural changes caused by ISP. These beneficial effects of chronic vit E treatment also translated into significant restoration of the altered hemodynamic parameters. The present study clearly demonstrated the cardioprotective potential of vit E at dose of 100 mg/kg in ISP-induced model of myocardial necrosis in rats. The significant restoration of altered hemodynamic parameters, myocardial CK-MB activity, prevention of ISP-induced rise in lipid peroxidation and ultrastructural changes may confirm its cardioprotective effect.     

Brain type natriuretic peptide (BNP)—A marker of new millennium in diagnosis of congestive heart failure

The burden of disease in patients with congestive heart failure is high. The future of BNP looks promising as it may be a better diagnostic tool for the diagnosis of CHF in developing countries in new millennium. Natriuretic peptide hormones, a family of vasoactive peptides with many favourable physiological properties, have emerged as important contenders for development of diagnostic tools and therapeutic agents in cardiovascular disease. Measurement of B-type natriuretic peptide has become as an easy-to-perform bedside test. The clinical and diagnostic significance of the measurement of plasma Nt-proBNP in the diseases of the cardiovascular system with particular emphasis on the assessment of patients with heart failure and their effects on predicting survival rate. The plasma levels of Nt-proBrain Natriuretic peptide responds more vigorously after myocardial infarction than those of other natriuretic peptides. This article is an attempt to give a short overview on the utility of BNP-blood levels for the diagnosis and treatment of heart failure     

Effect of intrauterine contraceptive device on concentration of inorganic phosphorus and cholesterol in human uterine fluid

Uterine fluid, basically the endometrial secretion, is in dynamic exchange by influx and efflux with the oviducal and cervical fluids. During investigation the uterine fluid of both parous and IUCD women was collected and evaluated for inorganic phosphorus and cholesterol. The results of parous women were compared with the results of IUCD women. The trend of fluctuation in inorganic phosphorus concentration during different phases of menstrual cycle were same in both parous and IUCD women. But there was an increase in concentration in case of IUCD women in all stages of the menstrual cycle. After comparison with parous women a decrease in uterine fluid cholesterol concentration during proliferative period and increase during luteal period of IUCD women was observed. This increase in inorganic phosphorus and decrease and an increase in cholesterol concentration in IUCD women might be responsible in making uterine fluid environment unfavourable for sperm survival and blastocyst implantation.     

Ethnic Minority Experience in Higher Education

It appears that institutions of higher education in Britain are far behind the schools and colleges of further education in assessing the experience and success of ethnic minorities, and in developing and monitoring equal opportunity policies. The article starts with a review' of currently available evidence from the literature on the participation rate of various ethnic groups in higher education. This is followed by a brief discussion of some key factors influencing their entry into higher education institutions. The information available to date indicates an uneven distribution of ethnic minorities between these institutions and the subjects they offer. The article contains the preliminary findings, from a research project, on the performance of students f om ethnic minority groups at Bradford & Ilkley Community College and four other institutions of higher education in the North of England. There is a brief discussion of some important issues, including racial discrimination and racial harassment, acting as barriers to the success of ethnic minorities in higher education. It is suggested that further research in this area is urgently needed to ensure that students from ethnic minority communities benefit equally from the higher education provision in Britain.     

Evaluating the impact of online discussion boards on student engagement with group work

The purpose of this study is to examine the impact of the use of an online discussion board as an assessment item on students learning performance in relation to group work based on Social Learning Theory. The study uses survey questionnaires at the beginning and end of semester together with student grade information. The data analysis consists of (1) a regression analysis to explore the relationship between student interaction and performance and (2) a repeated measures ANOVA to explore changes in attitude and perceived encouragement. Student's perceptions at the outset were found to be important as was the use of the online discussion board as a learning tool even when it is not assessed. Further, students' attitude to the online discussion board improved through the semester however the online assessment task did not encourage domestic students to be more engaged in group-based activities. In contrast, international students were more encouraged to participate in group-based activities at the end of the semester. The study has implications for online group activities in education.     

Impact of AR-based collaborative learning approach on knowledge gain of engineering students in embedded system course

Education and Information Technologies - Collaborative learning is the favored approach educators use to inculcate social skills and promote peer interactions in students. Embedded Systems is a...     

Pedagogising Knowledge: Bernstein's theory of the pedagogic device

This paper explores one component of Basil Bernstein's complex theoretical framework dealing with the conversion or translation of knowledge into pedagogic communication. The pedagogic device is described by Bernstein as the ensemble of rules or procedures via which knowledge is converted into classroom talk, curricula and online communication. It is argued that Bernstein's theory of the pedagogic device provides researchers with explicit criteria/rules to describe the macro and micro structuring of knowledge, and in particular the generative relations of power and control constituting knowledge. The paper elaborates on the components of the pedagogic device and provides examples of empirical studies utilising this theoretical framework.     

Dialogue Across Cultural and Ethnic Differences

In a liberal, democratic, culturally plural society, it is to be expected that people will differ in their views of the good life and that they will proceed differently in cognitive, evaluative, moral and political matters. Such a society requires a sensibly managed social system where constructive interaction between culturally different groups of individuals can be accommodated. Dialogue as 'communicative relations' is suggested here as a means of containing inter-cultural conflict. Dialogue is seen as more than informal conversation, chat or amiable rambling. It involves two or more interlocutors, guided by the spirit of discovery, exploration and interrogation. It is developmental with a range of characteristics and outcomes. Its success requires 'communicative virtues' involving dispositions, emotion and cognition which should be fostered under particular conditions described here. Attention is given to factors influencing successes and failures, to the strengths and weaknesses, difficulties and challenges of dialogue across cultures. It is recognised that dialogue across cultural differences is never a smooth journey down the path toward agreement or understanding.     

Official Discourse,Pedagogic Practice and Tribal Communities: a case study in contradiction

This paper examines the apparent internal coherence of a programme of agrarian development in India and the distortions and contradictions arising out of its practical implementation. Our object is to examine official policy with regard to tribal residential schools in India, known as ashram shalas. These schools represent an innovation and are different from the general type of day primary schools seen in rural India. In ashram schools, tribal pupils are provided free boarding facilities, together with free school uniforms, text books and other learning materials. These schools are expected to impart elementary education in areas which are remote and sparsely populated and where, on account of the geographical spread of the numerous hamlets, single teacher schools cannot be established.

Our study is aimed at understanding official policy in the context of ashram schools, and at providing an arena for bringing to the surface the fundamental contradictions played out in areas of the school situation, specifically relating to: (a) the school organisational structure; (b) the teaching practice; (c) dropout; (d) school‐community relations; and (e) area development.

The paper is presented in two major parts: (a) the first section will try to relate the functioning of the ashram schools to how the state plans and administers schools with respect to access to them; (b) the second section examines the ashram school as a locus of a wider and general social problem of relating education to social, economic and developmental purposes.     

The relationships of dissociation and affective family environment with the intergenerational cycle of child abuse

OBJECTIVE: The purpose was to test a model that may explain how physically abused children become physically abusive parents. It was predicted that when the family's affective environment is uncohesive, unexpressive, and conflictual, a history of abuse experiences would be associated with elevated dissociation. It was hypothesized that dissociation would mediate between a childhood history of abuse and the current potential to be physically abusive. METHOD: Abuse history, affective environment in the family-of-origin, dissociation, and abuse potential were assessed in a sample of 76 mothers with elementary school-age children. RESULTS: Predictions were supported. Affective Family Environment moderated the relation between abuse history and dissociation, with abuse history relating to greater dissociation primarily when the family environment was conflictual, uncohesive and unexpressive. Further, dissociation significantly mediated the relation between abuse history and abuse potential (Z = 2.19, p < .05). CONCLUSIONS: Dissociation's strong association with abuse potential may partially explain why only some abused children later perpetuate the cycle of abuse, as those who are not dissociative into adulthood are likely to have lower abuse potential, in contrast to those displaying elevated dissociation. The extent of the dissociation may depend on the affective family environment in which the abuse took place.