Abstract-Inflammatory response and chemotaxis of vascular wall cells play an important pathogenic role in the development of atherosclerosis. Monocyte chemoattractant protein-1 (MCP-1) is a potent chemoattractant for monocytes. Besides the induction of monocyte recruitment, it has been suggested that MCP-1 may directly activate smooth muscle cells. We investigated whether MCP-1 affects the proliferation and cytokine production of human vascular smooth muscle cells (VSMCs) and determined the underlying signal transduction pathways. Stimulation of VSMCs with MCP-1 induced proliferation and resulted in a concentration-and time-dependent release of the proinflammatory cytokine interleukin-6 (IL-6). Pretreatment with pertussis toxin, GF109203X, and pyrrolidine dithiocarbamate inhibited MCP-1-dependent IL-6 release, suggesting the involvement of G i proteins, protein kinase C, and nuclear factor-B (NF-B). MCP-1 also induced extracellular signal-regulated kinase, which, along with IL-6 release, was inhibited by pertussis toxin. Key Words: atherosclerosis Ⅲ monocyte chemoattractant protein-1 Ⅲ interleukin-6 Ⅲ nuclear factor-B Ⅲ activator protein-1

Abstract. The Depressive Experiences Questionnaire (DEQ; Blatt, D'Aflitti, & Quinlan, 1976 ) is a self-report questionnaire designed to differentiate between dependency and self-criticism, two personality traits associated with increased risk for psychopathology in general and depression in particular. Over the years, different shortened versions of the DEQ have been constructed, attempting to offer an alternative for the complex scoring procedure of the original DEQ. In this article, the authors studied the factorial validity of the original DEQ and of six shortened versions in a student sample (N = 636) and in a clinical sample (N = 404) by means of confirmatory factor analysis. Furthermore, the construct validity of the different versions of the DEQ was studied by computing correlations with different types of depressive symptoms and interpersonal problems. Dependency was hypothesized to be associated with somatic depressive symptoms and with nonassertive, overly accommodating, and self-sacrificing interpersonal behavior; self-criticism would be associated with cognitive depressive symptoms and with vindictive, cold, and socially inhibited interpersonal behavior. In the present study, the reconstructed DEQ ( Bagby, Parker, Joffe, & Buis, 1994 ) demonstrated the best psychometric properties. This factor model showed good fit to student and clinical (raw as well as ipsatized) data. Furthermore, intercorrelations between scores on dependency and self-criticism were adequately low (around .45) and the associations with different types of depressive symptoms and interpersonal characteristics were in line with theoretical predictions. Importantly, ipsatization of the DEQ scores was necessary to observe the hypothesized associations with depressive symptoms. Overall, the authors concluded that the reconstructed DEQ is a simple and valid scoring procedure with some important advantages compared to the more complex scoring procedures of the DEQ.

Medical students regarded psychological characteristics as generally interesting and important for medical care, but rarely considered specializing in these medical fields after graduation. Potential remedies (e.g., improved teaching of psychosocial competences and psychotherapeutic knowledge, career counselling) are discussed.

No abstract

Occupational exposure to patients with COVID-19 is a stress factor. The aim of this study was to assess gender differences in anger among medical hospital staff. N = 78 hospital employees completed State-Trait Inventory-2. Female personnel showed higher scores in the main “trait anger” scale and its subscale “anger temperament”, while “anger control-out” was significant lower. More specific training for female hospital staff could achieve health-related equality. Focusing on anger as a leading indicator could lead to better prevention and self-monitoring.

lapsed and became pulseless, so that it was evidently impracticable to attempt to remov.e the sac, which was therefore washed out, rapidly packed with several strips of iodoform gauze, and the wound partially sutured. Subcutaneous infusion of normal salt solution was then performed, and under this, and stimulants given subcutaneously and by the rectum, the patient gradually came up, and by evening had a pulse of 140. During the next few days he did well, and the course of the wound was aseptic. The pathologist's report, by Dr. F. B. Mallory, was as follows : Microscopically the tumor is very cellular. It is largely made up of long, narrow, branching canals or spaces, lined for the most part with low, flattened cells ; in places, however, the cells are taller and approach the cuboidal shape. The canals contain an almost per

The vitality of any modern society depends on the mathematical literacy of its citizens. No longer necessary for just a few key decision makers, mathematics is the most important skill that we can pass on to the future generation. Mathematics, the language of science, economics, engineering, and computer science, must be a skill of the people. In the 21st century, the covenant of public education mandates that colleges and universities be responsible for developing this skill.2 Unfortunately, the challenges within contemporary mathematics education are acute. The under-performance of American elementary, middle, and high school students on international standardized mathematics examinations has become a consistent element of the American educational landscape (Gonzales et al., 2008; Organisation for Economic Co-operation and Development [OECD], 2010). This deficiency can be seen at the collegiate level in the decreased mathematical readiness of incoming freshmen. In 2010, only 43% of all ACT-tested high school graduates met the Mathematics Readiness Benchmark (American College Testing Program, 2010). Lack of preparation in new college students translates into an increased need for remedial mathematics. At our institution, 28.2% of the incoming freshman class in 2010 required remedial placement for math skills. This percentage was up from 17.6% in 2009. These numbers are representative of an upward trend in remedially placed mathematics students at our institution (Forrest, et al., 2012).