Anti asthmatic effect of Momordica Charantia and its comparison with montelukast an in vitro and in vivo model

Background: Momordica charantia (MC) (bitter gourd) have shown the inhibition of NF-κβ and Leukotrienes expression in many inflammatory pathological conditions. Based on ist anti-inflammatory action this study aimed to Identify MC fruit dry powder (MCp) and MC fresh juice (MCj) action on airway inflammation in Guinea Pig model and also to find out the presence of alkaloids and flavonoides.Methods: 18 adult Guinea pigs of both sexes (excluding mating animals) were randomly divided into three groups with six animals in each namely Montelukast, MCj and MCp groups respectively. They were given with OD oral administration of concerned drugs for 1 -7 days. 6 control animals were exposed to 2% histamine aerosol for 120 seconds using histamine chamber prior to treatment with Montelukast, MCj and MCp to observe the normal Pre-Convulsive Dyspnea (PCD) in seconds. After six hours of daily OD oral dose of test drugs administration, all the groups’ were exposed to 2% Histamine aerosol one by one for 120 sec on day1 & 7 to observe PCD. The MCj and MCp were also tested with chemical assay, TLC to confirm the presence of alkaloids, flavonoides.Results: ON DAY 1 and 7: MCj and MCp showed significant decrease in PCD occurrence and it is statistically significant compared to the control. PCD blocking action of MCj group was effective in DAY 1. TLC and Chemical Assay were not supportive for bronchodilator action.Conclusions: MCj and MCp have promising preventive role in asthma. This study had expressed the positive protective role of Momordica charantia in asthmatic condition based on its known anti-inflammatory action.

Structure of a highly conserved domain of rock1 required for shroom-mediated regulation of cell morphology

Rho-associated coiled coil containing protein kinase (Rho-kinase or Rock) is a well-defined determinant of actin organization and dynamics in most animal cells characterized to date. One of the primary effectors of Rock is non-muscle myosin II. Activation of Rock results in increased contractility of myosin II and subsequent changes in actin architecture and cell morphology. The regulation of Rock is thought to occur via autoinhibition of the kinase domain via intramolecular interactions between the N-terminus and the C-terminus of the kinase. This autoinhibited state can be relieved via proteolytic cleavage, binding of lipids to a Pleckstrin Homology domain near the C-terminus, or binding of GTP-bound RhoA to the central coiled-coil region of Rock. Recent work has identified the Shroom family of proteins as an additional regulator of Rock either at the level of cellular distribution or catalytic activity or both. The Shroom-Rock complex is conserved in most animals and is essential for the formation of the neural tube, eye, and gut in vertebrates. To address the mechanism by which Shroom and Rock interact, we have solved the structure of the coiled-coil region of Rock that binds to Shroom proteins. Consistent with other observations, the Shroom binding domain is a parallel coiled-coil dimer. Using biochemical approaches, we have identified a large patch of residues that contribute to Shrm binding. Their orientation suggests that there may be two independent Shrm binding sites on opposing faces of the coiled-coil region of Rock. Finally, we show that the binding surface is essential for Rock colocalization with Shroom and for Shroom-mediated changes in cell morphology. © 2013 Mohan et al

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching