Jammu and Kashmir Academy of Art, Culture and Languages
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A study on crosstalk between lung carcinoma and immune cells
Get PDFTumor cells are seen to modulate the phenotype of all major immune cells to
express tumor favouring phenotypes. Inflammation associated with tumors, a result of
such interaction, is increasingly being believed to play a major role in tumor initiation,
progression and even metastasis. This modulation is achieved very early when
Monocytes, precursors of Macrophages and DCs, from the circulating pool are recruited
towards tumors and selectively differentiated. Monocytes, in particular, are thought to
generate a cytokine milieu in the microenvironment favourable to tumor. Such a
crosstalk and the pathways involved therein are not well established, especially in human
models. Using representative human carcinoma cells of different origin including Lung,
Colon and Cervix, we show that factor(s) associated with these cells can activate
secretion of tumor-associated cytokines, TNF-α, IL-6, IL-10, IL-12p40 but not IL-12p70
or IL-1β from human monocytes. Comparative murine co-cultures are also able to induce
similar responses. Treatment of monocytes with TLR-2 blocking antibody inhibits these
inflammatory responses upon encountering cell-associated as well as secretory ligand(s)
from tumor cells. Pharmacological inhibition of intracellular MAP kinase pathway in
carcinoma cells ablates the TLR-2 agonistic activity of carcinoma cells. However,
inhibition of EGFR and Ras, two major oncogenic players, had no such effect. Early
inflammatory response tends to enhance the proliferation and invasiveness of tumor cells
and concurrently, increase the viability of monocytes. These tumor associated
inflammatory responses may well be one of the mechanisms to manipulate effector T-cell
response against tumors. These results suggest a previously unrecognized pathway that
may regulate inflammatory responses triggered by cancer cells from monocytes. Our
findings have important implications for understanding Cancer related Inflammation
Physiology of Senescence and Postharvest Handling in Some Select Ornamental Flowers of Caryophyllaceae
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Seasonal prevalence of gastrointestinal helminths in sheep and goats of middle agro-climatic zone of Jammu province
Get PDFStudy of fungal diversity of Dal Lake, Kashmir with particular reference to pathogenic species
Get PDFAn Objective-Based Evaluation of Rehbar-e-Taleem Scheme in Kashmir Division
Get PDFEducation is considered to be the most effective instrument for
equalizing opportunities and reducing disparities between human beings. In a
democratic society like ours the thrust is to equalize and enlarge the coverage
and improve quality of education in educational institutions, so that a person
from any caste, creed, sex, region, or economic strata would be able to cultivate
his potential to the fullest. No doubt huge money has been spent on education
to eradicate illiteracy but still a large chunk of population remains in the grip of
illiteracy. In spite of launching the programme of universalization of
elementary education, only one third of the population of children in the age
group of 6-14 years receives formal education, while others either are not
admitted to the school or they leave school prematurely i.e. before attaining the
elementary education.
According to the Article 26 of the Universal Declaration of Human
Rights, 1948, “Every one has the right to education; Education shall be free, at
least in the elementary and fundamental stages. Elementary education shall be
compulsory. Technical education and professional education shall be made
generally available. Education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and friendship
among all nations, racial or religious groups and shall further, the activities of the
United Nations for the maintenance of peace”.
Education is as old as the human race. From cradle to grave, it is a never
ending process of inner growth and development. Education, in real sense, is to
humanize humanity and to make life progressive, cultured and civilized. It is
very important for the progress of the individual and society. It is through
education that man develops his thinking and reasoning, problem solving,
positive sentiments and skills, good values and attitudes. It is through education
only, that man is transformed into human, social, moral and spiritual being, as he learns something everyday, every moment. His entire life is education.
Hence education is a continuous and dynamic process. It is concerned with
ever growing man in an ever growing society. Education is considered to be the
most effective instrument for developing the best in the man and reducing
disparities between human beings. When we say that education is the birthright
of an individual, it means that it is not confined to any particular nation.
Primary education is considered as the first step to entire educational
setup. It is the first and the most important stage for physical, social, mental
and aesthetic development of a child. As far as the primary stage is concerned,
it is infact the foundation stage for the development of basic competencies.
Primary education plays an important role in laying the proper foundation of
child’s cultural, emotional, intellectual, moral, physical, social, spiritual and
balanced personalities. It further contributes to national development also. So
the development and progress of a country depends heavily on the
universalization of primary education in that country. Universalization of
Elementary Education (UEE) in that country means making education available
to all children in the age group of six to fourteen (6 – 14) years or in the classes
(I – VIII) and to provide opportunities for this education through formal and
non formal means of education. It signifies that education is for all and not for
a select few. This concept of UEE accepts that education is the birthright of
every child irrespective of one’s religion, caste, colour, and creed or sex etc.
This also means that all children of the country belonging to the rich and poor,
living in towns and in rural areas and in places which are accessible with
difficulty have to be provided with the facilities of elementary education.
Sarva Shiksha Abhiyan (SSA) is an effort to universalize elementary
education by community ownership of school system. It is a response to the
demand for quality based education all over the country. It is an effort that
involves the Panchayati Raj Institutions, school management committees in the
management of elementary school. The central and state government will together implement Sarva Shiksha Abhiyan (SSA) in partnership with local
community signify the priority attached to this programme. National SSA
Mission has been setup with Prime Minister and Human Resource
Development Minister as the Chairperson and Vice Chairperson respectively.
The states have been asked to form implementation societies for UEE under
patronization of the Chief Minister and Education Minister. According to the
mission the SSA will not disturb the existing structures in states and districts
but would only try to bring convergence in all these efforts. SSA has been
launched to achieve following goals.
To provide access to all children in the age group of 6 – 14 years through
formal primary school and through other alternatives such as Education
Guarantee Scheme (EGS) centers, and innovate education and back to
school camp by 2003.
All children should complete five years of primary education by 2007.
All children should complete eight years of elementary schooling by
2010.
Focus on elementary education of satisfactory quality with emphasis on
education for all.
Bridge all gender and social category gaps at primary stage by 2007.
Provision of elementary education of satisfactory quality for all by 2010.
Universal retention by 2010.
‘Rehbar’ traditionally means guide, the one who pulls us out from the
darkness and leads us to light. A guide “Rehbar” inculcates in a human being
the spirit to learn. A guide infuses hope into the hopeless. If the ancient
scriptures are to be taken into consideration, the “Rehbar” can be put on the
same pedestal as a “Guru” in the Shashtras making him equivalent to guide. In
turn, making the disciples follow him with reverence
