Therapeutic Effect of SHI-219, A Novel Water Soluble Prodrug of EG626 (Phtalazinol), on Mouse Dextran Sodium Sulfate -Induced Colitis

Cytokines such as IL-1β, tumor necrosis factor (TNF)-α, IL-6 and IL-8 are increased, and leukotriene (LT)B4, thromboxane (TX)B2 and PGE2 participate in inflamed colonic mucosa after administration of mouse dextran sodium sulfate (DSS). EG626 (Phthalazinol), has been shown to inhibit cyclic AMP phosphodiesterase in arteries and platelets, has an effect of anti-inflammation. The effect of SHI-219, a novel water soluble prodrug of EG626, was examined in mouse DSS-induced colitis using drinking water containing 5% DSS. When SHI-219 was given everyday, the disease activity index (DAI) representing clinical symptoms improved and the histological score decreased; furthermore, IL-1β, IL-6, and TNF-α concentrations in rectal mucosa were lower compared with the Control group. Also TXB2 and LTB4 concentrations in rectal mucosa were lower, but PGE2 concentrations in rectal mucosa were not inhibited. And then Cyclooxygenase (COX)-2 expression also correlated with the degree of inflammation in the intestinal mucosa in the SHI-219 -treated group, indicating that SHI-219 did not inhibit COX-2 expression by immunohistochemical staining. These results suggest that administration of SHI-219 may be effective in ulcerative colitis

Investigating the Relationship between Preferences for Teaching and Academic Performance in High School Students : The Mediating Role of Curiosity and Study Efforts

The present study examined whether students’ curiosity and study efforts (i.e., quantity and frequency of study outside class) can mediate the relationship between preferences for teaching and academic performance among those attending Ochanomizu University Senior High School. Various measures assessing the students’ levels of study efforts and attitudes were adopted from the nationwide survey, and in an attempt to reliably measure students ’ academic performance, both subjective (i.e., perceived level of understanding and scholastic rank) and objective (i.e., scores of a nationwide standardized examination) indicators were used. The structural equation modeling analyses using a pooled dataset (N ＝484; all females) from cohorts between the years of 2003 and 2008 validated the hypothesis in which more favorable evaluation toward teaching is associated with a higher level of curiosity, which in turn leads to more study efforts that consequently results in better academic performance. The model was verified even after controlling for students’ year at school and cohort effects. Results are discussed to call for the necessity for effective and quality teaching to satisfy students’ desires to learn