The biological consequences associated with the conversion of soluble proteins into insoluble toxic amyloids are not only limited to the onset of neurodegenerative diseases but also to the potential health risks associated with supplements of protein therapeutic agents as well. Hence, finding inhibitors against amyloid formation is important, and natural product-based anti-amyloid compounds have gained much interest because of their higher efficacy and biocompatibility. Plumbagin has been identified as a potential natural product with multiple medical benefits; however, it remains largely unclear whether plumbagin can act against amyloid formation of proteins. Here, we show that plumbagin can effectively inhibit the temperature-induced amyloid aggregation of important proteins (insulin and serum albumin). Both experimental and computational data revealed that the presence of plumbagin in protein solutions, under aggregating conditions, promotes a direct protein–plumbagin interaction, which is predominantly stabilized by stronger H-bonds and hydrophobic interactions. Plumbagin-mediated retention of the native structures of proteins appears to play a crucial role in preventing their conversion into insoluble β-sheet-rich amyloid aggregates. More importantly, the addition of plumbagin into a suspension of protein fibrils triggered their spontaneous disassembly, promoting the release of soluble proteins. The results highlight that a possible synergistic effect via both the stabilization of protein structures and the restriction of the monomer recruitment at the fibril growth sites could be important for the mechanism of plumbagin’s anti-aggregation effect. These findings may inspire the development of plumbagin-based formulations to benefit both the prevention and treatment of amyloid-related health complications.
Background: Mental health problems are increasing at an alarming rate throughout the world, and teenagers are no exception. They experience high levels of stress in their formative years which often leads to poor social behavior. In the present study, we examine the effect of Sudarshan Kriya Yoga (SKY), a yogic breathing technique on perceived stress and social behavior of school going teenagers. Method: A cross-sectional survey was conducted. Teenagers who practiced SKY daily constituted the study group and teenagers who did not practice any form of yoga or meditation formed the control group. Child Perceived Stress scale (C-PSS) and Strength and Difficulty questionnaire (SDQ) were used to evaluate the mental health and social behavior of both groups. Results: Lower stress scores were observed among students who practiced SKY compared to their peers. A significant difference was observed between the groups with respect to emotional problems, conduct problems, peer problems, and pro-social behavior. Gender wise comparison highlighted that the females from the SKY group scored lower on emotional problems sub-scale compared to their counterparts from control group. Results also highlighted an improved peer to peer interaction among both boys and girls in the SKY group. Conclusion: The results indicate the practice of SKY is associated with reduced stress, improved self-awareness, and social behavior.
Purpose: To study the difficulties (if any) faced in the admission process of Children With Special Needs (CWSN) and the reason for these difficulties (if any) and also to suggest possible solutions for overcoming the difficulties.Methods: The data was collected from 16 resource teachers working in Delhi. The anecdotal narratives provided by resource teachers were qualitatively analyzed via content shifting.Results: Majority (more than 80 %) of the resource teachers faced lot of difficulties while acting as facilitator for admission of CWSN.Conclusion: Existing lack of awareness about the zero rejection policy by the school authorities (principal/head teacher), fear of accidents in the school, bullying of CWSN by non-CWSN, non-availability of resource teacher and the required support, were found to be the main challenges in implementation of zero rejection policy in admission of CWSN. The possible solution lies in preparing the regular teachers for addressing the needs of CWSN in the inclusive classroom and in turn making them responsible and accountable for teaching learning of CWSN, just like they are for children without special needs.
Purpose:To study the difficulties (if any) faced in the admission process of Children With Special Needs (CWSN) and the reason for these difficulties (if any) and also to suggest possible solutions for overcoming the difficulties. Methods:The data was collected from 16 resource teachers working in Delhi. The anecdotal narratives provided by resource teachers were qualitatively analyzed via content shifting.Results: Majority (more than 80%) of the resource teachers faced lot of difficulties while acting as facilitator for admission of CWSN. Conclusion:Existing lack of awareness about the zero rejection policy by the school authorities (principal/head teacher), fear of accidents in the school, bullying of CWSN by non-CWSN, non-availability of resource teacher and the required support, were found to be the main challenges in implementation of zero rejection policy in admission of CWSN. The possible solution lies in preparing the regular teachers for addressing the needs of CWSN in the inclusive classroom and in turn making them responsible and accountable for teaching learning of CWSN, just like they are for children without special needs.
Cryptography is the technique for hiding data and information from unauthorized users. It is the art of achieving security by encoding messages to make them non-readable. When we send simple message from one location to another then this message called plain text is visible to anybody. If we want to codify the message called cipher text so that no one can easily understand the meaning of message then we use cryptography techniques. There are numerous applications where this technology is used such as ATM pin, Password, Credit Card number or any other secret communication. Cryptography can be divided into following three categories depending upon the types of key used: secret key (symmetric) cryptography, public key (asymmetric) cryptography and hash functions. In this paper we provide review of various types of cryptography techniques.
The education system in India is experiencing a period of innovation and evolution. Achievement gaps and disparate outcomes have shown that efforts to implement educational equality (the attempt to treat every student the same) has failed students from certain backgrounds. This highlights the need to progress towards new approach based on educational equity (addressing each student's individual needs) for the benefit of students, who failed to respond in desired manner to equality-based efforts, and also those who have been neglected, or marginalized. The broad objectives of present study is (1) to study the role and functions of enabling units/cells, (2) to understand the challenges faced by students with special needs in higher education institutes and colleges, and (3) to list the ICT solutions provided and practiced. The opinion of students was gathered on barrier faced due to infrastructure such as laboratories, washrooms, classrooms, library, cafeteria, conference halls, the pedagogy practices and ICT solutions available within the programs offered.
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