Students' reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration. Students' comments also suggest that their reluctance to participate regularly in class may be because they have not yet achieved the developmental level compatible with adult and active learning, on which the curriculum is based. Challenges include helping students better understand the nature of deep learning and their own developmental progress as learners, and providing robust faculty development to ensure the consistent deployment of higher-order learning activities linked with higher-order assessments.
Background:Health education is a process of transmission of knowledge and skills necessary for improvement in quality of life. The purpose of the present study was to evaluate the oral hygiene related knowledge and plaque scores of 12-year-old school children in Belgaum city before and after health education.Methods:Three schools of Belgaum city were randomly selected and assigned into one of three health educational groups – group I (audiovisual aids), group II (chalk and blackboard) and group III (no health education). Oral health related knowledge and plaque scores were assessed in all the groups before and after health education.Results:The mean knowledge score before intervention in group I was 7.94, in group II was 7.86 and in group III was 7.74 (P=0.86). After intervention, the mean knowledge score was 14.42 in group I, 12.7 in group II and 9.58 in group III (P<0.001). Plaque scores in the three groups were similar and statistically nonsignificant at baseline. After the oral health education, the mean plaque scores were 0.627 in group I, 0.8826 in group II and 1.0156 in group III. Within the group comparisons revealed a statistically improved oral hygiene with decreased plaque scores in all the three groups.Conclusion:Health education by audiovisual aids could be an effective preventive measure against plaque-related oral diseases.
The failure of the CNS neurons to regenerate axons after injury or stroke is a major clinical problem. Transcriptional regulators like Set- are well positioned to regulate intrinsic axon regeneration capacity, which declines developmentally in maturing CNS neurons. Set- also functions at cellular membranes and its subcellular localization is disrupted in Alzheimer's disease, but many of its biological mechanisms have not been explored in neurons. We found that Set- was upregulated postnatally in CNS neurons, and was primarily localized to the nucleus but was also detected in the cytoplasm and adjacent to the plasma membrane. Remarkably, nuclear Set- suppressed, whereas Set- localized to cytoplasmic membranes promoted neurite growth in rodent retinal ganglion cells and hippocampal neurons. Mimicking serine 9 phosphorylation, as found in Alzheimer's disease brains, delayed nuclear import and furthermore blocked the ability of nuclear Set- to suppress neurite growth. We also present data on gene regulation and protein binding partner recruitment by Set- in primary neurons, raising the hypothesis that nuclear Set- may preferentially regulate gene expression whereas Set- at cytoplasmic membranes may regulate unique cofactors, including PP2A, which we show also regulates axon growth in vitro. Finally, increasing recruitment of Set- to cellular membranes promoted adult rat optic nerve axon regeneration after injury in vivo. Thus, Set- differentially regulates axon growth and regeneration depending on subcellular localization and phosphorylation.
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