scholarly journals Response of lymphocytes from patients with gastrointestinal cancer to the carcinoembryonic antigen of the human digestive system

Cancer ◽  
1971 ◽  
Vol 28 (1) ◽  
pp. 115-120 ◽  
Author(s):  
M. Christine Lejtenyi ◽  
Samuel O. Freedman ◽  
Phil Gold
Keyword(s):  
Carcinoembryonic Antigen ◽  
Gastrointestinal Cancer ◽  
Digestive System ◽  
Human Digestive System

Immunologically Active Heterosaccharides of Carcinoembryonic Antigen of Human Digestive System

1972 ◽  
Vol 238 (84) ◽  
pp. 183-185 ◽  
Author(s):  
C. BANJO ◽  
P. GOLD ◽  
S. O. FREEDMAN ◽  
J. KRUPEY
Keyword(s):  
Carcinoembryonic Antigen ◽  
Digestive System ◽  
Human Digestive System

scholarly journals Role of HDAC6 and Its Selective Inhibitors in Gastrointestinal Cancer

2021 ◽  
Vol 9 ◽  
Author(s):  
Bingyi Zhou ◽  
Deliang Liu ◽  
Yuyong Tan
Keyword(s):  
Cardiovascular Diseases ◽  
Gastrointestinal Cancer ◽  
Histone Deacetylases ◽  
Digestive System ◽  
Malignant Tumors ◽  
Clinicopathological Characteristics ◽  
Cancer Occurrence ◽  
Tumor Tissues ◽  
Human Digestive System

Worldwide, cancer is the second leading cause of mortality after cardiovascular diseases. Among the numerous malignant tumors in human, digestive system cancers are the primary cause of morbidity and mortality. Acetylation and deacetylation are crucially involved in cancer occurrence and development; in addition, the deacetylation process is regulated by histone deacetylases (HDACs). Among the 18 human HDACs that have been reported, HDAC6 has been widely studied. There is upregulated HDAC6 expression in numerous types of tumor tissues and is closely associated with clinicopathological characteristics. Moreover, several HDAC6 inhibitors have been identified; furthermore, there has been extensive research on their ability to inhibit the growth of many tumors. This review summarizes the roles of HDAC6 in different primary digestive system malignancies.

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

2017 ◽  
Vol 47 (2) ◽  
pp. 171-184
Author(s):  
Lorrin Ruihi Shortland ◽  
Terry Locke
Keyword(s):  
Digestive System ◽  
Indigenous Education ◽  
Disciplinary Literacy ◽  
Word Count ◽  
Indigenous Students ◽  
Science Discourse ◽  
Group Data ◽  
Focus Group Data ◽  
Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

scholarly journals ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 306-324
Author(s):  
Camila Maria Gonçalves de Castro ◽  
Giovana Evangelista Alves ◽  
Cláudio Alves Pereira
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Digestive System ◽  
Low Vision ◽  
Structured Interviews ◽  
School Life ◽  
Human Digestive System ◽  
Visually Impaired Students ◽  
Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

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