Hepcidin and Ferritin: Important Mediators in Inflammation Associated Anemia in Systemic Lupus Erythematosus Patients

Systemic Lupus Erythematosus is an autoimmune disease with female preponderance. Anemia is found in 50% of Systemic Lupus Erythematosus patients. This is a cross sectional case control study with 30 female Systemic Lupus Erythematosus patients having inflammation associated anemia (Hemoglobin < 10.0 gm/dl) and 30 age matched controls with the aim to measure serum hepcidin and ferritin levels, correlate and study their role as homeostatic regulators of iron metabolism and utility as markers. Serum transferrin, ferritin, iron, total iron binding capacity, hsCRP, liver enzymes and renal parameters were analyzed by using automated analyser. Hepcidin levels were estimated by Sandwich-ELISA method. There was significant decrease in Iron (p < 0.0001), Iron Binding capacity (p < 0.0001), Transferrin (p < 0.0001) in patients, and a significant increase in inflammatory markers: hs-CRP (p < 0.0001), ESR (p < 0.0001) compared to controls. Significant increase in both Hepcidin (p < 0.0001) and Ferritin (p < 0.0001) was observed in patients with significant positive correlation (r = 0.711) with each other. Additionally, ferritin and hepcidin significantly positively correlated with hs-CRP and ESR (r = 0.526, 0.735); (r = 0.427, 0.742) respectively. Negative correlation with hemoglobin, iron, total iron binding capacity and transferrin with hepcidin (r = ? 0.80, ? 0.307, ? 0.553, ? 0.584) and ferritin (r = ?0.722, ? 0.22, ? 0.654, ? 0.728) was observed respectively. On ROC analysis both hepcidin and ferritin has sensitivity of 96.7%, specificity of 100% at cut-off values of 110 and 49 respectively. AUC of hepcidin was 0.993 and ferritin was 0.978. We have established a positive linear correlation between Hepcidin and Ferritin levels in disease activity and the changes correlated with the inflammatory state and anemia in patients, making them important mediators and potential markers of inflammation associated anemia.     

Some Practical Guidelines for Measuring Youth's Race/Ethnicity and Socioeconomic Status

This short paper provides some guidelines to help researchers in child and adolescent development procure the racial/ethnic and socioeconomic information that will best determine how to assign youngsters to ethnic or SES groups. These guidelines are necessarily general. They will need to be adapted thoughtfully by each investigator because, as is generally true, how to define a measure depends intimately on the nature of the research problem. In preparing these guidelines, we have taken into account current practice at the Bureau of the Census, research traditions developed by sociologists who have mainly been concerned with adults, and challenges posed by the changing character of the U.S. population and its family forms. We are extremely grateful to the many social scientists listed below who have contributed so generously to our thinking, but especially to Robert Hauser. Naturally, any errors or opacities that remain are our responsibility.     

Imagined Adulthood: Resources,plans and contradictions

In this paper we illustrate the contradictory consequences of female individualization by exploring young people's imagined futures, drawing on an analysis of 'lifelines' collected as part of an ongoing longitudinal qualitative study of young people's transitions to adulthood. We discuss the method and compare lifelines across the sample. We suggest that while there are areas of consensus (such as the hetero-normative goal of marriage and children by 35) the traditionally gendered transitions to adulthood are under pressure, a pressure that is exerted most strongly by working class young people. Through three contrasting case studies we illustrate how the ways in which young people imagine their futures are constrained by the resources and possibilities of their particular social locations.     

The concepts of individual, self, and group in Japanese National, Japanese-American, and European-American samples: a semantic differential analysis

This study empirically investigated variations in the semantic/affective construction of the concepts of “individual”, “self”, and “group” in individualistic and collectivistic cultures. Data were collected on the semantic differential ratings for these concepts among 110 Japanese National (JN), 110 Japanese-American (JA), and 110 European-American (EA) university students. Compared to the other two samples, the JN sample rated the concept of “individual” as weaker and more fast, the concept of “self” as more fast, and the concept of “group” as more strong and more slow. It also was revealed that the JA sample’s ratings of the three concepts tended to fall between the JN and EA samples’ ratings. Altogether, the findings offer further evidence that the individualism-collectivism distinction has psychological implications and predictive power.     

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Engagement with online self-tests as a predictor of student success

Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests.