Molecular Pharmacology and Pathology of Strokes

Stroke, a progressively non-communicable disease, is the second leading cause of death after coronary heart disease in developed countries. The present treatment options for stroke are adapting lifestyle practices, diabetes treatment, drugs, and the management of other factors, but no cure is yet available, despite new insights into molecular and therapeutic targets. Discoveries related to explicating the molecular pharmacology in cerebrovascular function and thrombosis have led to significant advancements in the current treatment paradigm for patients with stroke. Hence, this Special Issue invited scientific papers and reviews from researchers to provide solid evidence from a molecular point of view to scrutinize the molecular pharmacology and pathology of strokes. Platelet activation plays a major role in cardio and cerebrovascular diseases. Platelets also play a key role in the hemostatic process and are associated with various pathological events, such as arterial thrombosis and atherosclerosis. While the currently used anti-platelet drugs such as aspirin and clopidogrel demonstrate efficacy in many patients, they exert undesirable side effects. Therefore, the development of effective therapeutic strategies for the prevention and treatment of thrombotic diseases is a significant priority. Recently, precious metal drugs have conquered the subject of metal-based drugs, and several investigators have moved their attention to the synthesis of various ruthenium (Ru) and iridium (Ir) complexes due to their prospective therapeutic values. We have published this e-book about the “Molecular Pharmacology and Pathology of Strokes” and anticipate that readers will find this book useful regarding the significant challenges and current advances that are presently being made in stroke research, with the possibility of inspiring the application of novel drug development to enrich the devotion and treatment of patients with cardiovascular diseases

FUTURE INTERESTS-RULE AS TO REMOTENESS OF VESTING IN CALIFORNIA

T devised the income of a trust to his unmarried daughter for life. If at her death there were living issue of the daughter, the income was to be distributed to such issue until 24 years after T\u27s death. The trust was then to terminate, unless issue, who had been living at T\u27s death, should survive the 24-year period, in which event the income was to continue to be distributed until the death of such issue. It was further provided, if my said daughter survives me, but at the time of her death leaves no issue of hers then living, the trust shall at the time of her death terminate . ... On termination of the trust, gifts in remainder were limited to surviving children of the life tenant, to surviving issue of deceased children, to surviving named relatives and friends, and to surviving issue of those deceased. If none of these distributees or their children were living at the time of distribution, T\u27s heirs were to take the corpus. The probate court found the entire trust invalid because non-separable gifts in remainder violated both the common law rule against perpetuities and the statutory rules prohibiting restraints on alienation. On appeal, held, reversed. Although the contingent remainders did not violate the statutory rule against restraints on alienation, all contingent remainders except those to named relatives and friends were void under the common law rule against perpetuities, which is in force in California. However, the valid portions of the trust are separable from the void ones. In re Sahlender\u27s Estate, (Cal. App. 1948), 201 P. (2d) 69

In The Old Town Hall : A Comedy Waltz Song

https://digitalcommons.library.umaine.edu/mmb-vp/1879/thumbnail.jp

Reaching the next Stephen Hawking: Five ways to help students with disabilities in advanced placement science classes

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral), associated legal issues, and ways to adapt instruction to improve learning by all students in the class. This article offers examples of adjustments you may need to use in your class

Team Teaching High School Science: Game Plan for Success

Recently team teaching has become more prevalent in high school classes. These teams often pair a general education teacher with content knowledge with a special education teacher. Due to a lack of detailed knowledge/experience in the other’s area of expertise, many team teachers in science courses are confronted with unique challenges. In this article, a general education science teacher and a special education teacher share how they successfully developed their “team.” Through the use of a sports related metaphor, “the game plan,” these teachers provide insight into how successful co-teaching relationships can be fostered. Both teachers describe the importance of common planning time, and sharing responsibilities for instruction, grading, and parent communication

Solving Word Problems: As Easy as PIES!

Many students are challenged when tasked to complete a word problem. While they may know the procedural steps to solve an equation, translating a word problem into an appropriate equation and producing a solution may often cause students to become confused or unwilling to try. This article provides a potential solution for teachers by discussing the use of a simple mnemonic tool to help organize the process. Mnemonics are a useful and effective strategy to help students with learning disabilities remember information and process steps. In the strategy presented, the mnemonic PIES is used to describe a 4-step process for solving word problems in which the acronym is described as P=Picture (draw a simple sketch) based on the situation described by the word problem), I=Information (circle key words in the problem and write next to picture), E=Equation (find an equation that fits the information), and S=Solve (solve the equation to produce an answer). PIES has been successfully used with all students in an inclusive high school Physics classroom, as well as self-contained high school science classes. Suggestions and an example for teachers are included

College of Puget Sound: A Dream Realized

History of the College written by President Todd.https://soundideas.pugetsound.edu/pugetsoundhistoricaltext/1012/thumbnail.jp

Mammalian genes induce partially reprogrammed pluripotent stem cells in non-mammalian vertebrate and invertebrate species.

Cells are fundamental units of life, but little is known about evolution of cell states. Induced pluripotent stem cells (iPSCs) are once differentiated cells that have been re-programmed to an embryonic stem cell-like state, providing a powerful platform for biology and medicine. However, they have been limited to a few mammalian species. Here we found that a set of four mammalian transcription factor genes used to generate iPSCs in mouse and humans can induce a partially reprogrammed pluripotent stem cell (PRPSCs) state in vertebrate and invertebrate model organisms, in mammals, birds, fish, and fly, which span 550 million years from a common ancestor. These findings are one of the first to show cross-lineage stem cell-like induction, and to generate pluripotent-like cells for several of these species with in vivo chimeras. We suggest that the stem-cell state may be highly conserved across a wide phylogenetic range. DOI:http://dx.doi.org/10.7554/eLife.00036.001