Elucidating cannabinoids’ effects on Ewing’s sarcoma tumor vasculature

To elucidate the mechanism by which AJA affects Ewing’s Sarcoma cellular pathways, we conducted an angiogenic array to observe AJA’s effects on fifty-five different angiogenic proteins. The angiogenic array showed potential upregulation of TIMP-1, an angiogenic inhibitor, but similar results have yet to be replicated in subsequent ELISA’s. Solid tumors commonly have high vascular densities and increased interstitial fluid pressures (IFP), which reduce the efficacy of treatments by inhibiting the absorption of therapeutic drugs. To determine the effects of AJA and CBD on IFP, and thus on vasculature in vivo, we measured IFP levels in mouse xenograft ES tumors. AJA and CBD both produced significant decreases in IFP within thirty minutes of injection, affirming their potential as legitimate cancer treatments

A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students

The secular and materialistic values imported to Muslim countries through globalisation and the uncritical application of Western models and theories are changing societies from being Muslim towards a materialistic and secular one where economic value is the most critical factor that drives people’s behaviour and decisions. The real challenge for Muslim countries, then, is to develop and implement higher education curricula that reflect Islamic and cultural values while incorporating global knowledge developed by Western and other scholars. This chapter aims to achieve this balance by proposing a theoretical model that can be used for developing culturally relevant and critically reflective leadership curricula. The model is derived from Habermas’ account of critical theory and offers a critical and holistic approach to leadership teaching. It adopts an intercultural and interdisciplinary approach to learning and aims to start a dialogue between Western and indigenous sources of knowledge. The model also proposes the content and teaching practices recommended by leadership scholars and leadership development literature internationally to provide students with a balanced and pluralistic learning experience that addresses both the spiritual and the intellectual aspects of knowledge