Interpreting HbA1c in Presence of Deficiency Anemias

HbA1c is used extensively for the diagnosis and management of diabetes mellitus. It constitutes 80% of glycated HbA1(Glycated haemoglobin(GHb)A), and depends upon blood glucose and RBC life span. RBC life span varies with anemia, leading to a consequent alteration in the HbA1c value irrespective of the circulating blood glucose concentration. But to the best of our knowledge no Hb cut offs have been derived for appropriate interpretation of HbA1c. The prevalence of anemia in Indian population is nearly 40% as per its definition by WHO—Hb < 12 g/dL in females and < 13 g/dL in males—with most cases attributable to nutritional deficiencies. Hence, we aimed to identify Hb cut-off for accurate interpretation of HbA_1c in presence of deficiency anemias. Partial correlation between random blood glucose (RBG) and HbA_1c was studied in 1312 subjects, 470 of whom had deficiency-related anemia]. The data was adjusted for age, sex and Hb. Partial correlation between RBG and HbA1c was highly significant (p < 0.0001) till Hb of 8.1 gm/dL. Significance reduced to p = 0.003 and p = 0.006 as the cut off of Hb reduced to 7.1 gm/dL and 5.0 gm/dL, respectively, but was not lost. Hence, caution in interpretation of HbA_1c is not required till an Hb of 5 g/dL.     

Cartap and carbofuran induced alterations in serum lipid profile of Wistar rats

Wistar rats of 6–8 weeks in age weighing between 120–150 g were exposed to the fixed doses of each of the carbamate pesticides such as cartap (50% LD₅₀) and carbofuran (50% LD₅₀) as well as a combination of these two with 25% LD₅₀ of each for one week. The effect of treatments was studied in terms of serum lipid parameters such as high-density lipoprotein, total cholesterol, triglyceride, low-density lipoprotein and very low-density lipoprotein. Treatment with individual doses of carbofuran (50% LD₅₀) and cartap (50 % LD₅₀) caused significant alterations in the levels of serum lipid parameters. The pesticides treatment resulted in marked decrease in the level of serum high-density lipoprotein where as that of other lipids got significantly elevated. Further, the rats exhibited relatively higher impact of pesticides when treated with the compounds in combination (25 % LD₅₀ of each). The results indicated that these compounds when used together may exert enhanced effect on the levels of serum lipids in rat.     

Effect of ingestion of copper <Emphasis Type="Italic">bhasm</Emphasis> on red cell indices,iron parameters and essential elements in chicks

In order to scientifically evaluate the effect of copper bhasm, it was orally administered in a dose of 2 mg/day for seven days to one month old male chicks. There was significant fall in total red cells, and rise in plasma iron, PCV and MCV indicating hemolysis, compensated by increased heme synthesis. A significant increase in plasma iron binding capacity points to beneficial effect of copper bhasm on liver as transferrin is synthesized in liver. Ferritin (storage iron) was unaltered in seven days treatment. The effect of copper bhasm on tissue distribution of essential elements was variable. Calcium, sodium and potassium were significantly increased in all the tissues. The last two may have been contributed by the bhasm itself. Magnesium behaviour was similar to calcium. Iron and zinc showed variable effects. Copper level in whole blood, plasma and erythrocytes increased significantly showing that copper bhasm was well absorbed and the effect observed can be ascribed to it. The bhasm was well tolerated and no growth retardation was seen.     

Kolb,Liz (2011) Cell phones in the classroom ISTE & Eurospan (London) isbn 978‐156484299‐2 208 pp £28.50http://www.iste.org/Store/Product.aspx?ID=2108

A great resource and useful practical book for teachers and administrators, this offers practical guidelines, hints and tips on using cellphones in classrooms integrating Web 2.0 applications. Indeed, if its content is likely to be relevant to your work, I recommend you borrow a copy for a time. Ramesh Sharma     

Global Climate Change: What has Science Education Got to Do with it?

Despite a near universal consensus among scientists regarding the perils of climate change for human civilizations, climate change has not emerged as a key issue among science educators. This position paper advocates for the centrality of climate change in science education. Using Polanyi’s critique of market in capitalist societies, it positions global climate change as an outcome of commodification of nature in market dominated societies. Thus, the paper argues that global climate change is primarily a societal issue that needs a societal response much more than a technological one. Further, it presents a case for considering science education as an important element of societal response to global climate change. In the end, the paper presents some ideas for re-imagining science education for the global climate change era.     

UNIVERSITY STUDENTS’ UNDERSTANDING OF THERMAL PHYSICS IN EVERYDAY CONTEXTS

Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics.     

It’s a MATERIALS World!

In this article, we describe our experiences of conducting a series of workshops titled ‘It’s a MATERIALS world!’ to popularize Materials Science among school children in India. Some of the hands-on activities that can be performed with easily available ingredients/equipment in a classroom are described for the benefit of educators.