Iron deficiency and risk of oral squamous cell carcinoma Iron expression in oral carcinoma

Oral squamous cell carcinoma (OSCC) is a subset of head and neck squamous cell carcinoma caused by excessive substance abuse like alcohol, tobacco etc.  Objectives: Aim of the present study was to evaluate the iron expression in different grades of OSCC and potential of iron staining as a prognostic marker and its importance as an essential nutrient in diet. Methods and Patients: It was a cross sectional study.A total of 40 oral biopsies were evaluated and the mean age of patients was 53.5 years with age range 23-80 years. 14 cases were well differentiated, 14 moderately differentiated and there were 12 poorly differentiated case. Iron staining was performed for all these cases. Results: Iron positivity was observed in 11 (27.5%) of OSCC patients with maximum iron positivity in well differentiated group (64.28%) of age range 20-40 years (70%). More patients had tongue as site of cancer. There was no genderwise difference in iron expression. Iron deficiency was associated with poor prognosis indicating iron as an important nutrient which can prevent OSCC if adequately present in our routine diet. Conclusions: Prevalence of iron positivity in young patients and initial stage of OSCC, indicates the protective effect of iron against oral squamous cell carcinoma

Enhancing Teachers Classroom Practice Through Teachers Resource Centres Trc

Of late, there have been different arguments for and against short-term professional development courses. These short professional development courses are being conducted using different models or approaches for teacher professional development. One of these models is through Teachers' Resource Centres (TRCs). This is a study of a Teacher Resource Centre in Karachi. The purpose of the research was to study the link between the TRC training programmes and the teacher's classroom practice. It also aimed to identify issues related to implementation of what is acquired at the TRC, and also issues of sustainability of the TRC and its training programmes. The TRC and its three project schools, which were categorised under school-focused approach, school-based approach and Individual-based approach, were fully involved in the study. The data was collected through interviews, document analysis and observations. The respondents were 2 teachers from each school involved in the study and 3 facilitators from TRC. Therefore, based on the data collected, I was able to analyse the actual situation related to TRC training programmes and teachers actual classroom practice. The data highlights what the TRC is doing to promote teacher professional development, and how it is used as a forum for teachers to meet and discuss matters related to classroom practice. The study also discusses the actual happening in the classroom after teachers have undergone the TRC training programmes. Lastly, the study puts forth some suggestions and recommendations as to what could be done in order to make the TRC training programmes effective and whether to invest in TRCs.