We then summarize the perspectives of Sox17 research in cancer control.Natural compounds from diverse sources, including botanicals and commonly consumed foods and beverages, exert beneficial health effects via mechanisms that impact the epigenome and gene expression during disease pathogenesis. By targeting the so-called epigenetic 'readers', 'writers', and 'erasers', dietary phytochemicals can reverse abnormal epigenome signatures in cancer cells and preneoplastic stages. Thus, such agents provide avenues for cancer interception via prevention or treatment/therapeutic strategies. To date, much of the focus on dietary agents has been directed towards writers (e.g., histone acetyltransferases) and erasers (e.g., histone deacetylases), with less attention given to epigenetic readers (e.g., BRD proteins). The drug JQ1 was developed as a prototype epigenetic reader inhibitor, selectively targeting members of the bromodomain and extraterminal domain (BET) family, such as BRD4. Clinical trials with JQ1 as a single agent, or in combination with standard of care therapy, revealed antitumor efficacy but not without toxicity or resistance. In pursuit of second-generation epigenetic reader inhibitors, attention has shifted to natural sources, including dietary agents that might be repurposed as 'JQ1-like' bioactives. This review summarizes the current status of nascent research activity focused on natural compounds as inhibitors of BET and other epigenetic 'reader' proteins, with a perspective on future directions and opportunities.Background Higher education quality is an essential measurement for any country's development, since education is a significant source of new sciences and its applications. This importance works as one of the cornerstones toward public health. The sudden change from traditional classroom teaching and learning to online education and learning process did not give educators the time to adjust the teaching material or, for that matter, did not give the program administrators the time to prepare for the needed documents toward the accreditation. This situation creates a dilemma for all members involved in certification. This research is addressing this issue from the accreditation point of view. Design Brainstorming methodology is used to study the effect of COVID-19 pandemic on the academic/health accreditation. Methods Cause and effect diagram (Fishbone diagram) is used to present the ideas presented by institutional participants related to the effect of COVID-19 on the accreditations processes. Conclusions The study shows that COVID-19 pandemics have dramatic influence on accreditation processes, which may lead to change and/or adjust the rules and the requirements of the educational institutions due to changes in the fulfillment of the accreditation by the institutions during this period.Background It is widely perceived that COVID-19 has significant influence on higher education and also contribution to development including Sustainable Development Goals (SDGs). However there is insufficient evidence about investigations on such influences, especially at micro level. Design and method A university located in Wuhan, China, is selected for the case study to explore how COVID-19 affects higher education and how universities' coping strategies of COVID-19 can contribute to SDGs. The method is an analysis of 32 institutional documents published by the university.  https://www.selleckchem.com/products/semaxanib-su5416.html  Results The university in the case study has taken a number of coping strategies of COVID-19, largely in four aspects including medical services, online education, logistic support, and graduate employment promotion. These coping strategies contribute to achieving SDGs, especially SDGs 1, 3, 4, 5, 8, and 10. Conclusions The case study provides micro-level empirical evidence, which supports that appropriate university coping strategies of COVID-19 can contribute to SDGs, even it is widely perceived that the pandemic has brought strong negative impact on higher education and sustainable development. The selection of a university in Wuhan, China, can generate more practical implications, as Wuhan is the first city that experienced the unprecedented lockdown, and China is the first country that reopened university campuses after the lockdown.Background Disruptions due to the COVID-19 pandemic have forced medical schools around the world to adapt. Major changes in curriculum delivery during the pandemic have impacted medical students' professional development. We assess undergraduate medical students' adaptations and Professional Identity Formation (PIF) by exploring their written reflections. Methods This phenomenology study analyzes undergraduate medical students' written reflections. We perform a thematic analysis to identify emerging themes. Results We purposively selected 80 written reflections, considering the students' year of study, gender, GPA, and education stage (preclinical or clinical). Three themes emerged students' adaptation processes and coping strategies in facing the pandemic; their adaptation processes for learning; and their perceived roles as medical students during the pandemic. Conclusions Adaptive coping mechanisms were implemented by the medical students in this study. The socialization processes that promote professional identity formation may change due to the tremendous disruption wrought by the pandemic; this has prompted our investigation of students' roles and various ways of interacting with role models. We highlight the importance of the medical school supporting students' adaptations and professional identity formation during this pandemic."Novel Corona Virus" (COVID-19) is a new infectious disease spreading all around the world that has a globally significant morbidity and mortality at present. Nurses as frontline care providers in hospitals and community are exposed to a major risk. This brief report aims at providing an overview of COVID-19 impacts on Sri Lanka and to highlight educational implications from the perspective of nursing degree programs. The major impacts of COVID-19 on nursing education were unequal access to online distance learning, disruption of academic calendars, cancellation of clinical placements, teaching and learning gap, lack of facilities for online learning, disruption towards professional development, and inability to conduct proper clinical assessments and standard operationalization procedures. It suggests that higher education institutions should take actions to provide material support for students from low-income households to close the gap between teaching and learning and training academics on different online teaching and learning strategies and assessments.