Ability of Group IVB metallocene polyethers containing dienestrol to arrest the growth of selected cancer cell lines

<p>Abstract</p> <p>Background</p> <p>Monomeric Group IVB (Ti, Zr and Hf) metallocenes represent a new class of antitumor compounds. There is literature on the general biological activities of some organotin compounds. Unfortunately, there is little information with respect to the molecular level activity of these organotin compounds. We recently started focusing on the anti-cancer activity of organotin polymers that we had made for other purposes and as part of our platinum anti-cancer effort.</p> <p>Methods</p> <p>For this study, we synthesized a new series of metallocene-containing compounds coupling the metallocene unit with dienestrol, a synthetic, nonsteroidal estrogen. This is part of our effort to couple known moieties that offer antitumor activity with biologically active units hoping to increase the biological activity of the combination. The materials were confirmed to be polymeric using light scattering photometry and the structural repeat unit was verified employing matrix assisted laser desorption ionization mass spectrometry and infrared spectroscopy results.</p> <p>Results</p> <p>The polymers demonstrated the ability to suppress the growth of a series of tumor cell lines originating from breast, colon, prostrate, and lung cancers at concentrations generally lower than those required for inhibition of cell growth by the commonly used antitumor drug cisplatin.</p> <p>Conclusion</p> <p>These drugs show great promise in vitro against a number of cancer cell lines and due to their polymeric nature will most likely be less toxic than currently used metal-containing drugs such as cisplatin. These drugs also offer several addition positive aspects. First, the reactants are commercially available so that additional synthetic steps are not needed. Second, synthesis of the polymer is rapid, occurring within about 15 seconds. Third, the interfacial synthetic system is already industrially employed in the synthesis of aromatic nylons and polycarbonates. Thus, the ability to synthesize large amounts of the drugs is straight forward.</p

A diagrammatic view of the equals sign: arithmetical equivalence as a means, not an end

It is recommended in the mathematics education literature that pupils be presented with equality statements that can be assessed for numerical balance by attending to notational structure rather than computation. I describe an alternative, diagrammatic approach in which pupils do not assess statements but instead use them to make substitutions of notation. I report on two trials of a computer-based task conducted with pairs of pupils and highlight two findings. First, the pupils found it useful to articulate the distinct substitutive effects of commutative (‘swap’, ‘switch’) and partitional (‘split’, ‘separate’) statements when working on the task. Secondly, the pupils did not notice that some of the statements presented were in fact false, which suggests their substituting activities were independent of numerical equivalence conceptions. This demonstrates that making substitutions offers task designers a mathematical utility for equality statements that is distinct from, but complementary to, assessing numerical balance

Municipal water quantities and health in Nunavut households: an exploratory case study in Coral Harbour, Nunavut, Canada

Background: Access to adequate quantities of water has a protective effect on human health and well-being. Despite this, public health research and interventions are frequently focused solely on water quality, and international standards for domestic water supply minimums are often overlooked or unspecified. This trend is evident in Inuit and other Arctic communities even though numerous transmissible diseases and bacterium infections associated with inadequate domestic water quantities are prevalent. Objectives: Our objective was to explore the pathways by which the trucked water distribution systems being used in remote northern communities are impacting health at the household level, with consideration given to the underlying social and environmental determinants shaping health in the region. Methods: Using a qualitative case study design, we conducted 37 interviews (28 residents, 9 key informants) and a review of government water documents to investigate water usage practices and perspectives. These data were thematically analysed to understand potential health risks in Arctic communities and households. Results: Each resident receives an average of 110 litres of municipal water per day. Fifteen of 28 households reported experiencing water shortages at least once per month. Of those 15, most were larger households (5 people or more) with standard sized water storage tanks. Water shortages and service interruptions limit the ability of some households to adhere to public health advice. The households most resilient, or able to cope with domestic water supply shortages, were those capable of retrieving their own drinking water directly from lake and river sources. Residents with extended family and neighbours, whom they can rely on during shortages, were also less vulnerable to municipal water delays. Conclusions: The relatively low in-home water quantities observed in Coral Harbour, Nunavut, appear adequate for some families. Those living in overcrowded households, however, are accessing water in quantities more typically seen in water insecure developing countries. We recommend several practical interventions and revisions to municipal water supply systems

Significant process of change for elementary teachers to foster functional thinking

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation

Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning

This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53 The final publication is available at www.springerlink.com Published version: http://dx.doi.org/10.3758/BF0321390

Corrosive-Abrasive Wear Induced by Soot in Boundary Lubrication Regime

Soot is known to induce high wear in engine components. The mechanism by which soot induces wear is not well understood. Although several mechanisms have been suggested, there is still no consensus. This study aims to investigate the most likely mechanism responsible for soot-induced wear in the boundary lubrication regime. Results from this study have shown that previously suggested mechanisms such as abrasion and additive adsorption do not fully explain the high wear observed when soot is present. Based on the results obtained from tests conducted at varying temperature and soot levels, it has been proven that the corrosive–abrasive mechanism was responsible for high wear that occurred in boundary lubrication conditions

Sequence Comparisons of Odorant Receptors among Tortricid Moths Reveal Different Rates of Molecular Evolution among Family Members

In insects, odorant receptors detect volatile cues involved in behaviours such as mate recognition, food location and oviposition. We have investigated the evolution of three odorant receptors from five species within the moth genera Ctenopseustis and Planotrotrix, family Tortricidae, which fall into distinct clades within the odorant receptor multigene family. One receptor is the orthologue of the co-receptor Or83b, now known as Orco (OR2), and encodes the obligate ion channel subunit of the receptor complex. In comparison, the other two receptors, OR1 and OR3, are ligand-binding receptor subunits, activated by volatile compounds produced by plants - methyl salicylate and citral, respectively. Rates of sequence evolution at non-synonymous sites were significantly higher in OR1 compared with OR2 and OR3. Within the dataset OR1 contains 109 variable amino acid positions that are distributed evenly across the entire protein including transmembrane helices, loop regions and termini, while OR2 and OR3 contain 18 and 16 variable sites, respectively. OR2 shows a high level of amino acid conservation as expected due to its essential role in odour detection; however we found unexpected differences in the rate of evolution between two ligand-binding odorant receptors, OR1 and OR3. OR3 shows high sequence conservation suggestive of a conserved role in odour reception, whereas the higher rate of evolution observed in OR1, particularly at non-synonymous sites, may be suggestive of relaxed constraint, perhaps associated with the loss of an ancestral role in sex pheromone reception

Reconhecimento antecipado de problemas ortográficos em escreventes novatos: quando e como acontecem

A aprendizagem da ortográfica constitui um processo complexo, envolvendo questões lexicais e gramaticais. Muitos estudos sobre essa aprendizagem tratam os problemas ortográficos de modo independente e separado da produção textual. Neste estudo defendemos a importância de se analisar a aprendizagem da ortografia a partir da perspectiva proposta pela Genética Textual, colocando em destaque a gênese do processo de escritura e criação textual. Apresentamos o Sistema Ramos, metodologia de investigação que registra o processo de escritura em tempo e espaço real da sala de aula. Esse Sistema oferece informações multimodais (fala, escrita, gestualidade) sobre o que alunos, em duplas, reconhecem como problemas ortográficos (PO) e os comentários espontâneos feitos quando estão escrevendo o texto. Este estudo analisa justamente o momento em que aconteceram esses reconhecimentos e os comentários de duas alunas no 2º ano de escolaridade, durante a produção de seis histórias inventadas. Mais do que uma análise quantitativa dos tipos de PO identificados no produto, apresentamos uma análise enunciativa e microgenética de reconhecimentos de PO e seus comentários, particularmente aqueles PO antecipados pelas escreventes. Os resultados indicam: i. Reconhecimentos ensejam comentários nem sempre relacionados ao PO identificado; ii. Reconhecimentos e comentários estão relacionados aos conteúdos ortográficos ensinados em sala de aula; iii. Alguns PO reconhecidos envolvem a articulação de diferentes níveis linguísticos. Esses aspectos podem contribuir para a compreensão da aprendizagem da ortografia em situações didáticas propiciadas pela escrita colaborativa a dois.The acquisition of spelling competence is a complex process, involving lexical and grammatical questions. Research, however, almost always places the spelling from an autonomous point of view and disconnected from the other components of writing. In this text, we present the relevance of the Ramos System that captures students in an ecological situation of text production in pairs, allowing access to the processes for solving orthographic problems. Collaborative writing also grants access to comments made by students during the process of textual linearization. Our study focuses on the recognition of spelling problems (SP) and the comments made regarding such problems by two 2nd grade students during the production of six invented stories. More than a quantitative analysis of the types of SP identified in the product, we were interested in making a qualitative and fine analysis of oral recognitions of SP, particularly those SP anticipated by the writers. Our results indicate that: i. Recognition motivates comments that are not always related to the identified SP; ii. Recognition and comments are related to the orthographic contents taught in the classroom; iii. Some of the recognized SP involve the articulation between different linguistic levels. These aspects can contribute for the comprehension of orthographic learning in didactic situations provided by collaborative writing.publishe