A multi-targeted approach to suppress tumor-promoting inflammation

Cancers harbor significant genetic heterogeneity and patterns of relapse following many therapies are due to evolved resistance to treatment. While efforts have been made to combine targeted therapies, significant levels of toxicity have stymied efforts to effectively treat cancer with multi-drug combinations using currently approved therapeutics. We discuss the relationship between tumor-promoting inflammation and cancer as part of a larger effort to develop a broad-spectrum therapeutic approach aimed at a wide range of targets to address this heterogeneity. Specifically, macrophage migration inhibitory factor, cyclooxygenase-2, transcription factor nuclear factor-κB, tumor necrosis factor alpha, inducible nitric oxide synthase, protein kinase B, and CXC chemokines are reviewed as important antiinflammatory targets while curcumin, resveratrol, epigallocatechin gallate, genistein, lycopene, and anthocyanins are reviewed as low-cost, low toxicity means by which these targets might all be reached simultaneously. Future translational work will need to assess the resulting synergies of rationally designed antiinflammatory mixtures (employing low-toxicity constituents), and then combine this with similar approaches targeting the most important pathways across the range of cancer hallmark phenotypes

Co-regulated learning in computer programming: students co-reflection about learning strategies adopted during an assignment

Higher education students exhibit difficulties in learning computer programming, particularly transitioning from initial programming to advanced programming, so it’s necessary to develop effective teaching strategies. We developed the SimProgramming approach to help students overcome learning difficulties transitioning from entry-level to advanced computer programming, by developing appropriate learning strategies. The students perform a specific set of tasks in a learning environment that simulates business operations, developing a problem-based learning assignment. One of those tasks is filling biweekly individual self-reflection and co-reflection forms. This approach was implemented at the University of Trás-os-Montes e Alto Douro (Portugal), in a 4th semester course of two bachelor programmes: Informatics Engineering and ICT. The students provided 37 biweekly forms, on which we conducted thematic analysis to identify their strategies for co-regulation of learning during the assignment. Students are adopting different strategies in each phase of the approach. Early phases are devoted to organization, planning, and transformation of information, and later phases focus on applying theoretical knowledge and hands-on programming. We recommend including this type of pedagogical task (biwekly self-reflection and co-reflection forms) in educational practices, in view of their contribution to improving self- and co-regulation learning strategies.Pedrosa, D. wishes to thank the Fundação para a Ciência e Tecnologia (FCT), Portugal, for Ph.D. Grant SFRH/BD/87815/2012. This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013. We would like to thank all the students and teachers who collaborated on this research.info:eu-repo/semantics/publishedVersio