One of the major hypotheses in the pathogenesis of vitiligo is the oxidative stress hypothesis. Pollution plays a major role in the production of free radicals. Gujarat, a highly industrialized state in India has a high prevalence of vitiligo patients. No previous studies were done on the age-dependent antioxidant status of vitiligo patients in Baroda city, Gujarat. Blood samples were collected from vitiligo patients of different age groups (5-15, 16-25, 26-35, 36-45 yr) and from age matched healthy volunteers. Antioxidant enzymes in blood such as catalase, superoxide dismutase, glutathione peroxidase and non-enzymatic antioxidants such as reduced glutathione and plasma vitamin E were estimated. Lipid peroxidation levels in erythrocytes and the reducing equivalent system, i.e. glucose-6-phosphate dehydrogenase were also measured. Significant increase in superoxide dismutase activity and lipid peroxidation levels in erythrocytes was observed in all age groups of vitiligo patients as compared with age-matched healthy controls, wherein an increase of 55% (P < 0.02) was observed in superoxide dismutase activity and lipid peroxidation levels in 36-45 yr age group. Whole blood glutathione levels, erythrocyte glutathione peroxidase and glucose-6-phosphate dehydrogenase activity were decreased significantly, whereas erythrocyte catalase activity and plasma vitamin E levels were not different in vitiligo patients as compared with age-matched healthy controls. No specific age group showed a significant difference. This is the first report on the age-dependent antioxidant status of vitiligo patients in Baroda. The disease affects individuals of any age group as shown in this study and systemic oxidative stress might precipitate the pathogenesis of vitiligo in susceptible patients.
The aim of this article is to discuss about rare representation of ankyloblepharon (an established chromosomal anomaly with aberration of p53 inherited as an autosomal dominant trait) with cleft of palate without any other feature of ectodermal dysplasia. The need to surgically address ankyloblepharon in order to avoid complications is also discussed.
Teaching and learning are two sides of a coin. Every faculty education stands upon two pillar teaching and learning similarly Ayurveda too. In present era in Ayurveda learning is teacher centring method which is called as faculty teaching. This method of teaching discouraging everyone. In faculty teaching every student is not take part in learning process. It discourages student’s curiosity, questioning, innovation, and feedback. Most of the ayurvedic institution using teacher centring method for teaching. Opposite to this now a days to enhance the teaching process there are different methodology are put forward like cooperative learning, collaborative learning, and competitive learning. Cooperative learning is student centring method and focused on group accountability, social skill and thinking which is necessary for successful Vaidya. In Charaksamhita also it is mentioned that Tadvidhsambhasha is best for enhancing our knowledge. Which means discussion with vaidys for curing patient .which can be achieved by cooperative learning. So here the study is about correlation of cooperative learning with ancient methods mentioned in ayurvedic samhita and implication of cooperative learning in ayurvedic teaching.
Teaching and learning are two important pillars in medical education. In lecture base method teachers mere transform all his information about a subject to students, but day by day this method is getting bored. It discourages everyone. Every student doesn’t take part in this type of teaching. Cooperative learning considered as one of the greatest innovative method in teaching. Jigsaw is one of the strategies of cooperative learning. It is successfully used in other faculty to improve education from 1st standard to graduate level but till it is not used in Ayurveda field so the present study was conducted to compare effectiveness of Jigsaw technique with lecture technique for Ayurveda students. Method: A pre-test was performed on the students to ensure their knowledge about that subject. Then relevant topics i.e., Shatkriyakala (first subject) and Nidanpanchak (second subject) were presented to the two groups using mentioned methods. And a post-test was used to measure their learning and assessed it’s satisfactory or not by unpaired t test. Results: More than 90% of the participants agreed with all the items that assessed their satisfaction with what they learnt by using JIGSAW. Conclusion: Cooperative learning for teaching learning process is more effective and satisfactory.
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