SXP–RAL Family Filarial Protein,rWbL2, Prevents Development of DSS-Induced Acute Ulcerative Colitis     

Namdev S. Togre  Priyanka S. Bhoj  Vishal K. Khatri  Aditya Tarnekar  Kalyan Goswami  Moreshwar R. Shende  M. V. R. Reddy 《Indian journal of clinical biochemistry : IJCB》2018,33(3):282-289

Helminthic infections lead to the release of various molecules which play an important role in modulation of the host immune system. Such filarial proteins with immunomodulatory potential can be used for therapeutic purpose in inflammatory and immune mediated diseases. In the present study, we have explored the prophylactic effect of filarial SXP–RAL family protein of Wuchereria bancrofti i.e. rWbL2 protein in DSS induced inflammatory ulcerative colitis in a mouse model. Prior treatment of rWbL2, followed by induction of colitis, showed significantly reduced disease severity as indicated by the decreased disease manifestations and improved macroscopic and microscopic inflammation. This preventive effect was found to be associated with increased release of anti-inflammatory cytokine IL-10 and decreased release of proinflammatory cytokines IFN-γ, TNF-α, IL-6 and IL-17 by the splenocytes of treated mice. From this study, it can be envisaged that pretreatment with filarial protein, rWbL2, can prevent the establishment of ulcerative colitis in BALB/c mice. The underlying immunological mechanism may involve the up-regulation of Th2 immune response with down-regulation of Th1 response.  相似文献   

Mind, Brain, and Literacy: Biomarkers as Usable Knowledge for Education     

Usha Goswami 《Mind, Brain, and Education》2009,3(3):176-184

Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain develops networks of neurons specialized for the act of reading and how literacy is organized in the brain of a reader with developmental dyslexia. Yet quite how these findings can translate to the classroom remains unclear. One of the most exciting possibilities is that neuroscience could deliver "biomarkers" that could identify children with learning difficulties very early in development. In this review, I will illustrate how the field of mind, brain, and education might develop biomarkers by combining educational, cognitive, and neuroscience research paradigms. I will argue that all three kinds of research are necessary to provide usable knowledge for education.  相似文献   

Aflatoxins: Implications on Health     

Usha P. Sarma  Preetida J. Bhetaria  Prameela Devi  Anupam Varma 《Indian journal of clinical biochemistry : IJCB》2017,32(2):124-133

Environmental occurrence of Aspergillus and other fungal spores are hazardous to humans and animals. They cause a broad spectrum of clinical complications. Contamination of aflatoxins in agri-food and feed due to A. flavus and A. parasiticus result in toxicity in humans and animals. Recent advances in aspergillus genomics and aflatoxin management practices are encouraging to tackle the challenges posed by important aspergillus species.  相似文献   

News Consumption Habits of Culturally Diverse Australians in the Digital Era: Implications for Intercultural Relations     

Usha M. Rodrigues  Yin Paradies 《Journal of Intercultural Communication Research》2018,47(1):38-51

It is well-documented that news media (both traditional and social) have a significant impact on intercultural relations in contemporary societies. This paper compares results of two surveys where we asked Australians about their news sources. The study shows that Australian news consumers from diverse cultural backgrounds are alienated from Australian mainstream news media, increasingly relying on online and social media sources for their information. The paper situates this empirical research in the contemporary articulation of uses and gratification theory to understand audiences’ preferred media sources for news and information and the potential implications for intercultural relations in Australia.  相似文献   

Rhymes are important: a comment on Savage     

Usha Goswami 《Journal of Research in Reading》2001,24(1):19-29

Savage (2001) makes 3 basic claims about the scientific database concerning rhyme and analogy in reading. The first is that the relationship between rhyme and reading remains controversial. The second is that there is doubt about the relevance of children’s ability to make orthographic analogies for classroom reading instruction. The third is that training studies in reading have shown that rhyme is not important. These claims are considered in the current paper.  相似文献   

Phonological awareness, vocabulary, and word reading in children who use cochlear implants: does age of implantation explain individual variability in performance outcomes and growth?     

James D  Rajput K  Brinton J  Goswami U 《Journal of deaf studies and deaf education》2008,13(1):117-137

The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see James et al., 2005). Performance of CI users was compared against younger hearing children matched for reading level. Two standardized assessments of vocabulary and single word reading were administered. As a group, the children fitted early had better performance outcomes on PA, vocabulary, and reading compared to hearing benchmark groups. The early group had significant growth on rhyme awareness, whereas the late group showed no significant gains in PA over time. There was wide individual variation in performance and growth in the CI users. Two participants with the best overall development were both fitted with an implant late in childhood.  相似文献   

Learning to read     

Rukmini Banerji  Madhav Chavan  Usha Rane 《Changing English: An International Journal of English Teaching》2005,12(2):177-190

This paper traces the philosophical and programmatic evolution of Pratham's accelerated reading programme ‘Read India’. It outlines the experiences that led to the development of the accelerated reading technique and the organizational contexts in which this approach has been played out.  相似文献   

INTERGENERATING ACTIVITIES AND AGING APPRECIATION OF ELEMENTARY SCHOOL CHILDREN     

Usha Chowdhary  Carol M. Schultz  Peter Hasselriis  Harry A. Kujath  Dolores Penn  Sharon Henson 《Educational gerontology》2013,39(6):541-564

  相似文献   

The Future of Educational Neuroscience     

Kurt W. Fischer  Usha Goswami  John Geake  the Task Force on the Future of Educational Neuroscience 《Mind, Brain, and Education》2010,4(2):68-80

The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning.  相似文献   

Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia     

Usha Goswami  Danielle Gerson  Luisa Astruc 《Reading and writing》2010,23(8):995-1019

Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness. Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling. The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic sensitivity made largely independent contributions to reading.  相似文献