Alzheimer’s disease is a neurodegenerative disorder associated with age, and is characterized by pathological markers such as amyloid-beta plaques and neurofibrillary tangles. Symptoms of AD include cognitive impairments, anxiety and depression. It has also been shown that individuals with AD have impaired neurotransmission, which may result from the accumulation of amyloid plaques and neurofibrillary tangles. Preclinical studies showed that melatonin, a monoaminergic neurotransmitter released from the pineal gland, is able to ameliorate AD pathologies and restore cognitive impairments. Theoretically, inhibition of the pathological progression of AD by melatonin treatment should also restore the impaired neurotransmission. This review aims to explore the impact of AD on neurotransmission, and whether and how melatonin can enhance neurotransmission via improving AD pathology.

Limited research has been conducted on community college (CC) transfer students’ (TS) experiences in four-year universities, particularly in Asian contexts. To fill this research gap, in this qualitative study, 124 TS from various disciplines in a Hong Kong university participated in 39 focus groups and seven individual interviews. Unlike their Western counterparts, our TS were relatively better prepared and more academically adaptive. Nevertheless, their social integration was restricted by a lack of time for extra-curricular activities, a sense of inferiority and incompetence, and restricted social circles that did not enable interaction with non-TS. These challenges and their implications are discussed. In particular, this study has highlighted differences between the special education systems for CC transfer in Hong Kong and those in Western CC models. The study has also highlighted the study-induced stress, and poor self-perceptions that TS experience, despite their academic abilities.

Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

Post-secondary admission and community college (CC) transfer are two common routes of entry to baccalaureate study. Previous studies comparing the academic performances of native and transfer students have generated inconsistent findings, and furthermore they were largely conducted in Western educational contexts. This study compared the workloads, grade point averages (GPA) and attrition rates of native and transfer students in an Asian educational context. Various measures related to GPA, credit load and attrition rate were collected from the institutional dataset of a Hong Kong university in 2019; this dataset contained records of 14,141 native students and 7,308 transfer students enrolled between 2012 and 2018.Results show that the transfer students experienced transfer shock and had heavier study loads but lighter non-academic loads than the native students. Despite the transfer shock, they attained a higher award GPA and had a lower attrition rate than their native counterparts. Discussion and implications are presented, in relation to transfer shock and transfer student success. In particular, this paper argues that CC education does not necessarily produce academically inferior degree-seeking students and that CC transfer is a viable pathway to baccalaureate study.