Differential expression of progesterone receptor isoforms related to PGR +331g/a polymorphism in endometriosis: A case-control study

Background: Endometriosis are defined as a progesterone-resistance disease. Two progesterone receptor (PR) isoforms, namely PR-A and PR-B, mediate the special effects of progesterone. One of the most effective polymorphism in the promoter region of PGR is the +331G/A.Objective: The differential expression level of PR isoforms due to +331G/A polymorphism may be able to influence the function of progesterone and reduce the susceptibility of endometriosis.Materials and Methods: This analytic, case-control study was carried out at Royan Institute, Tehran, Iran. Whole-blood samples were collected from 98 infertile women undergoing laparoscopy for endometriosis and 102 healthy fertile women. After DNA extraction, genotype frequencies were determined by polymerase chain reactionrestriction fragment length polymorphism. Then, RNA was extracted from the selectedeutopic tissue samples of endometriosis patients. Analysis of PR-A and PR-B mRNA expressions were performed using Real-time polymerase chain reaction.Results: The frequency distribution of GG, GA genotypes in +331G/A polymorphism was 98.04%, 1.96% in the patients and 97.96%, 2.04% in the control groups, respectively (p = 0.968). Although our data did not show any significant association with +331G/A in the patient and control groups, we were able to demonstrate significantly higher expression level of PR-B and no significant lower expression level of PR-A isoforms in patients by favoring GA to GG genotypes (p = 0.017, p = 0.731, respectively).Conclusion: Our findings show that patients with GA genotypes had a higher expression level of PR-B compared to patients with GG genotypes

BLENDED LEARNING INDICATORS FOR ENGINEERING EDUCATION

Engineering education has a vital role to play in realizing the aspirations of the Ministry of Education and Key Shift 9 of the Higher Education Blueprint. With the emergence of Blended Learning (BL) as an indispensable pedagogical approach in Institutions of Higher Learning (IHL), and with the requirement of up to 70% of IHL programs to use BL, the role of engineering education in realizing these aspirations becomes even greater. The issue at play, however, is the lack of guidelines or frameworks in which BL can be incorporated within the engineering education classroom. This study was undertaken with the following aims: (i) to explore out how BL has been envisioned within the IHL’s Engineering programmes, (ii) to investigate the challenges faced in integrating BL within the IHL’s Engineering programmes, (iii) to identify the key dimensions and indicators for BL integration in the Engineering programme and (iv) to develop a BL framework for Engineering programmes at IHLs

Blended learning the higher education classroom : a critical review of developments within engineering education

The rapid development of technology in the past two decades has had many points of contact and impact upon the global higher education sector. Technology and globalisation have unlocked entirely new directions for higher education and has provided a conducive circumference for the growth and utilization of novel pedagogical approaches and tools for teaching and learning (TL). Blended Learning (BL) based courses are gaining much popularity within the global higher education context. There is much research within the engineering education context that supports the integration of technology into Higher Education Institutions (HEI) classrooms. Interestingly though, the majority of the frequently cited research on BL and engineering education within the global context have tended to focus on specific interventions or pedagogical approaches for incorporating BL into HEI engineering classrooms. This review paper thus discusses the position and integration of BL within the higher education classroom, and current limitations within the context of engineering education

Communicating sustainability : context matters

Engineering graduates from Malaysian IHLs have an obligation to practice the knowledge and skills they have gained in a responsible manner to create sustainable living conditions for the society. Ironically though, research indicates that not only are local engineering graduates lacking the competences to do so, local IHLs are also failing to develop the relevant sustainability competences their engineering graduates must develop to be able to function and communicate productively within the sustainability conscious engineering workplace. This issue can be addressed through the advancement of sustainability communication. The present study thus set out to explore this phenomenon further. Using an exemplifying case study approach, perspectives of student stakeholders of a private engineering institution of higher learning's (IHL) were sought, on the inclusion of sustainable development as the context of the professional communication skills module offered within the undergraduate engineering programme at the said IHL. The study employed an action research methodology, through two interventions, i.e. engagement sessions with sustainability practitioners from the industry, and lecturer-peer think-pair-share scaffolding activities. Learner perceptions of the interventions were sought via pre and post surveys, interviews and learner reflections, over three cycles. Finding from the study suggest that the engagement sessions with sustainability practitioners from the industry were more effective. These findings provide important pointers for local IHLs to consider in developing their undergraduate engineering curriculum

No relationship between most polymorphisms of steroidogenic acute regulatory (StAR) gene with polycystic ovarian syndrome

Background: Polycystic ovary syndrome (PCOS) is one of the most common endocrine women’s disorders in reproductive age. Hyperandrogenism has a critical role in the etiology of PCOS and it can cause fault in Steroidogenesis process. During steroidogenesis, steroidogenic acute regulatory protein (StAR) seems to increase the delivery of cholesterol through mitochondrial membrane. Therefore, polymorphisms of StAR might effect on this protein and play a role in the etiology of PCOS. Objective: The aim of this study was to investigate the association between StAR SNPs with PCOS. Thus, seven polymorphisms in this gene: rs104894086, rs104894089, rs104894090, rs137852689, rs10489487, rs104894085 were detected. Materials and Methods: In this case control study, 45 PCOS women, 40 male factor/unexplained infertile women, and 40 fertile women as two control groups were participated from 2008-2012. Polymorphisms were detected using restriction fragment length polymorphism (PCR-RFLP) method. Results: Heterozygote genotyping for rs137852689 SNP (amino acid 218 C > T) was only seen in seven PCOS patients, one in normal ovulatory women, and five in male factor/unexplained infertile women (15.5%, 2.5%, 12.5%, respectively) (p= 0.12). While, it has shown no association between other SNPS with PCOs. Conclusion: The RFLP results for seven chosen SNPs, which located in exon 5 and 7 showed normal status in three groups, it means no heterozygous or homozygous forms of selected SNPs were observed. So, it seems evaluation of the active amino acid sites should be investigated and also the study population should be increased