Prevalence and gender distribution of the metabolic syndrome

<p>Abstract</p> <p>Background</p> <p>The Metabolic syndrome (MetS) is a cardiovascular risk factor of public health significance and of recent has become a topical issue. The prevalence of diabetes mellitus (DM) is on the increase and with this scenario, a possible increase in burden of DM which may be largely attributed to cardiovascular complications is expected. The objective of this report is to determine the prevalence of the MetS and compare gender characteristics in subjects with type 2 DM.</p> <p>Methods</p> <p>Subjects with type 2 DM were recruited from an urban hospital for the study. Clinical data was obtained by interviewing the patients and referring to their Case folders. The anthropometric indices and blood pressure measurements were documented. Laboratory parameters analysed for included total cholesterol, high density and low density cholesterol, triglyceride and glycosylated haemoglobin. Statistical analysis included usage of Student's t test and chi square.</p> <p>Results</p> <p>963 patients with type 2 DM aged between 35-85 years were recruited for the study. The main outcome measures included the prevalence of the metabolic syndrome and the gender differences of its components. The prevalence of the metabolic syndrome was 86%. The frequency of occurrence of the MetS was similar for men (83%) and women (86%) and increased with age in both sexes. The prevalence of MetS increased from 11% among participants aged 20 through 29 years to 89% in participants aged 70 through 79. In our patients with DM, the commonest occurring and least detected MetS defining parameters are central obesity and elevated triglyceride levels respectively. The components of the MetS that differed significantly in both sexes was HDL-C. The combination of the components of the MetS were comparable in both genders and 5.8% of the subjects with the MetS had all components of the MetS.</p> <p>Conclusion</p> <p>The prevalence of the MetS in type 2DM is high in both genders and increases with age thus posing a potential high cardiovascular risk in this group of patients. The modifiable risk factors for the MetS should be a focus point in the management of subjects with type 2 DM,</p

GU81, a VEGFR2 antagonist peptoid, enhances the anti-tumor activity of doxorubicin in the murine MMTV-PyMT transgenic model of breast cancer

<p>Abstract</p> <p>Background</p> <p>Vascular endothelial growth factor (VEGF) is a primary stimulant of angiogenesis under physiological and pathological conditions. Anti-VEGF therapy is a clinically proven strategy for the treatment of a variety of cancers including colon, breast, lung, and renal cell carcinoma. Since VEGFR2 is the dominant angiogenic signaling receptor, it has become an important target in the development of novel anti-angiogenic therapies. We have reported previously the development of an antagonistic VEGFR2 peptoid (GU40C4) that has promising anti-angiogenic activity <it>in vitro </it>and <it>in vivo</it>.</p> <p>Methods</p> <p>In the current study, we utilize a derivative of GU40C4, termed GU81 in therapy studies. GU81 was tested alone or in combination with doxorubicin for <it>in vivo </it>efficacy in the MMTV-PyMT transgenic model of breast cancer.</p> <p>Results</p> <p>The derivative GU81 has increased <it>in vitro </it>efficacy compared to GU40C4. Single agent therapy (doxorubicin or GU81 alone) had no effect on tumor weight, histology, tumor fat content, or tumor growth index. However, GU81 is able to significantly to reduce total vascular area as a single agent. GU81 used in combination with doxorubicin significantly reduced tumor weight and growth index compared to all other treatment groups. Furthermore, treatment with combination therapy significantly arrested tumor progression at the premalignant stage, resulting in increased tumor fat content. Interestingly, treatment with GU81 alone increased tumor-VEGF levels and macrophage infiltration, an effect that was abrogated when used in combination with doxorubicin.</p> <p>Conclusion</p> <p>This study demonstrates the VEGFR2 antagonist peptoid, GU81, enhances the anti-tumor activity of doxorubicin in spontaneous murine MMTV-PyMT breast tumors.</p

TOTAL QUALITY MANAGEMENT DALAM DUNIA PENDIDIKAN "MODEL, TEKNIK DAN IMPEMENTASI"

Keunggulan mutu tidak terbatas pada area ataupun wilayah bisnis dan industri, namun jika diterapkan dalam dunia pendidikan, maka akan berdampak positif baik bagi siswa, guru maupun orang tua dan masyarakat. Sehingga mutu merupakan suatu konsep dan aplikasi terhadap standarisasi kebutuhan-kebutuhan formal manusia yang berkaitan dengan aspek kemanusiaan dari sumber daya yang dimilikinya. Mutu dapat diukur dari kepuasan pelanggan atau pengguna jasa pendidikan. Implementasi dari TQM pada dunia pendidikan memberikan perbaikan secara terus menerus yang mengacu pada standar mutu lembaga pendidikan sebagai dasar untuk pengembangan mutu ketika akan melakukan suatu perubahan baik budaya atau kultur organisasi secara menyeluruh sebagai usaha mempertahankan hubungan baik dengan pihak-pihak sekolah

EVALUASI PEMBELAJARAN

Evaluasi pembelajaran adalah proses untuk mendapatkan data dan informasi yang diperlukan dalam menentukan sejauh mana dan bagaimana pembelajaran yang telah berjalan agar dapat membuat penilaian (judgement) dan perbaikan yang dibutuhkan untuk memaksimalkan hasilnya. Istilah evaluasi pembelajaran sering disamaartikan dengan ujian. Meskipun sangat berkaitan, akan tetapi tidak mencakup keseluruhan makna evaluasi pembelajaran yang sebenarnya. Ujian atau tes hanyalah salah satu jalan yang dapat ditempuh untuk menjalankan proses evaluasi. Undang-Undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional Pasal 57 ayat 1 yang menyatakan bahwa “evaluasi dilakukan dalam rangka pengendalian mutu pendidikan secara nasional sebagai bentuk akuntabilitas penyelenggara pendidikan kepada pihak-pihak berkepentingan, di antaranya terhadap peserta didik, lembaga dan program pendidikan”. Sehingga kedudukan evaluasi pendidikan mencakup semua komponen, proses pelaksanaan dan produk pendidikan secara total, dan di dalamnya setidaknya terakomodir tiga konsep, yakni: memberikan pertimbangan (judgement), nilai (value), dan arti (worth). Tujuan dari penilaian hasil belajar tentunya sama bersinggungan dengan tujuan evaluasi belajar dan pembelajaran yang dilaksanakan. Evaluasi merupakan faktor penting yang menjadi salah satu tolok ukur keberhasilan proses pembelajaran. Oleh karena itu, sangat penting untuk benar-benar mengetahui tujuan evaluasi, agar hal yang ingin dicapai dalam proses evaluasi dapat terjadi. Selain berbagai tujuan di atas, pentingnya evaluasi dalam pembelajaran dapat dilihat dari fungsi atau kegunaan yang dimilikinya