Investigating the Biological Effects of Rosemary (Rosmarinus officinalis L.) Extract on Skeletal Muscle Glucose Uptake

Skeletal muscle (SKM) is the most important tissue in maintaining glucose homeostasis and impairments in this tissue leads to insulin resistance (IR). Activation of 5’ AMP-activated kinase (AMPK) is viewed as a targeted approach to counteract IR. Rosemary extract (RE) has been reported to decrease blood glucose levels but its effects on SKM are not known. We hypothesized that RE acts directly on SKM to increase glucose uptake (GU). We found an increase in GU (184±5.07% of control, p<0.001) in L6 myotubes by RE to levels similar to insulin and metformin. Carnosic acid (CA) and rosmarinic acid (RA), major polyphenols found in RE, increased GU. RE, CA, and RA significantly increased AMPK phosphorylation and their effects on GU was reduced by an AMPK inhibitor. Our study is the first to show a direct effect of RE, CA and RA on SKM GU by a mechanism that involves AMPK activation.

Investigation of the Biological Effects of Rosemary (Rosmarinus Officinalis L.) Extract in Human Lung Cancer Cells

Cancer cells display enhanced growth rates and a resistance to apoptosis. Lung cancer accounts for the most cancer related deaths and non-small cell lung cancer (NSCLC) represents an aggressive form of lung cancer, accounting for almost 80% of all lung cancer cases. The phytochemical rosemary extract (RE) has been reported to have anticancer effects in vitro and in vivo however, limited evidence exists regarding the effects of RE and its polyphenolic constituents carnosic acid (CA) and rosmarinic acid (RA) in lung cancer. The present study shows RE, CA and RA inhibit lung cancer cell proliferation and survival in various NSCLC cell lines and that CA and RA interact synergistically to inhibit cell proliferation. Moreover RE, CA and RA are capable of altering activation and/or expression of Akt, ERK and AMPK, signaling molecules which regulate cell proliferation and survival. RE shows potential as an anticancer agent and should be further investigated.

A qualitative analysis of reflection in undergraduate and graduate programs

The purpose ofthis study was to explore various types ofreflection and to explore reflection on action, reflection as a practice, and reflection as a process. In doing this, the intent was to discover the perceived benefits of reflection in the classroom and to provide guidelines for future use at the undergraduate and graduate level. The qualitative components in this study included the data collection strategy of semistructured interviews with 2 undergraduate students, 2 graduate students, 1 undergraduate studies professor, and 1 graduate studies professor. The data analysis strategies included a within-case analysis and a cross-case analysis. Through the interviews participants discussed their experiences with the use ofreflection in the classroom. Through the completion ofthis analysis the researcher expected to discover the benefits ofreflection at this level of education, as well as provide suggestions for future use. Both undergraduate and graduate students and professors were found to benefit from the use of reflection in the classroom. The use ofreflection in the undergraduate and graduate classroom was found to improve student/teacher and student/peer relationships, foster critical thinking, allow for connections between learned theory and life experience, and improve students' writing abilities. Based on the results ofthe study the implications ofreflection for the undergraduate and graduate classroom and for further research are provided.

Correlation Among Math Anxiety, Attitudes Toward Math, and Math Achievement in Grade 9 Students: Relationships Across Gender

This research evaluated (a) the correlation between math anxiety, math attitudes, and achievement in math and (b) comparison among these variables in terms of gender among grade 9 students in a high school located in southern Ontario. Data were compiled from participant responses to the Attitudes Toward Math Inventory (ATMI) and the Math Anxiety Rating Scale for Adolescents (MARS-A), and achievement data were gathered from participants’ grade 9 academic math course marks and the EQAO Grade 9 Assessment of Mathematics. Nonparametric tests were conducted to determine whether there were relationships between the variables and to explore whether gender differences in anxiety, attitudes, and achievement existed for this sample. Results indicated that math anxiety was not related to math achievement but was a strong correlate of attitudes toward math. A strong positive relationship was found between math attitudes and achievement in math. Specifically, self-confidence in math, enjoyment of math, value of math, and motivation were all positive correlates of achievement in math. Also, results for gender comparisons were nonsignificant, indicating that gender differences in math anxiety, math attitudes, and math achievement scores were not prevalent in this group of grade 9 students. Therefore, attitudes toward math were considered to be a stronger predictor of performance than math anxiety or gender for this group.

The Impact of Labeling in Childhood on the Sense of Self of Young Adults

Research studies on labeling of children have either focused on the effects of formal labels on the lives of children with exceptionalities and mental health issues, or the effect of informal labeling by parents, peers and teachers on teenagers. The effects of informal labeling in childhood and its implications in later life or for one’s career choice have not yet been examined. This study adds to the growing research on informal labeling. The purpose of this qualitative study was to determine what negative effects informal labeling of children as deviant had on their lives. Data were gathered through semi-structured interviews conducted with seventeen young adults, between the ages of sixteen and thirty years, from a post-secondary institution and an organization for homeless youth. The results showed an initial negative impact on the lives of the young adults during their childhood and early teenage years but as they progressed into their late teens and early adulthood, most were able to overcome their negative labels suggesting resilience. There were no significant gender differences in the impact of the labels. The implications of the study for policy makers and parents are discussed as well as some recommendations for parents and practitioners are offered.