In vitro hBM-MSCs characterization and differentiation on the scaffold for bone regenerative medicine

New methods have been developed to achieve tissue regeneration of complex bone defects and restore the healing process, which is impaired by several factors; in this contest bone tissue engineering (BTE) is an alternative to autologous gold-standard treatment. BTE combines biocompatible scaffolds with morphogenic signals and stem cells, to create a biomimetic microenvironment that provides mechanical and chemical cues. In this project, we studied all key elements of BTE and evaluated Mesenchymal stem cells (MSC) with xenograft-derived bone scaffold (SmartBone® SBN) and rhBMP-2 as growth factor. MSCs are an attractive source of stem cells because of their ability to undergo self-renewal, multi-lineage differentiation (including into osteoblast lineage) and paracrine actions. Here, we reported our experience in MSCs expansion protocols and proposed human Platelet-Rich Plasma (PRP) as a substitute for Fetal Bovine Serum (FBS) in media supplementation. After MSCs isolation from patients bone marrow, we expanded the cells in media supplemented with FBS or PRP, obtained from a venous blood sample of the same patients. Our final outcome indicated that PRP is a good cell culture supplement, since it did not impact MSCs marker expression and differentiation potential. In the second part of the project, we seeded hBM-MSC on xenograft-derived bone scaffold and cultured them in osteogenic and MSC expansion media to investigate the effects of the composition of support on cell metabolic activity and osteogenic differentiation. The scaffold retains biological properties and resembles the human bone structure. We demonstrated its biocompatibility supporting both BM-MSCs proliferation and differentiation. Moreover, new collagen deposition was revealed in both analyzed conditions, suggesting a good osteoconductivity of the scaffold. Finally, we aimed to modify the scaffold by the addition of rhBMP-2 to improve its osteogenic abilities and enhance new bone formation. Future experiments will assess the impact of BMP2 modification on cellular differentiation

Apologies in Fiction TV Series The Big Bang Theory

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2016/2017Since Austin’s (1962) work How To Do Things With Words there have been numerous studies about the way in which utterances are used as a mean to perform actions. The branch of linguistics that deals with this phenomenon is pragmatics, which arouse in the sixties as a reaction to Chomsky's idea that language is just a set of rules that must be learnt. After the elaboration of various models of communicative competence presented by a number of authors, the idea that pragmatic awareness is necessary in order for speakers to be successful in communication has spread, being one of the most relevant constructs the one introduced by Celce-Murcia (2007). Research has been conducted especially on speech acts, as Leech’s (2014) book The Pragmatics of Politeness. For that reason, we have carried out an analysis on speech acts, and in particular on apologies, of the TV series The Big Bang Theory. The aim of this study is to analyse whether apologies in the episodes analysed mirror real-life conversation and if so, to prove that this audiovisual material may be used for classroom activities, as an appropriate tool for the purpose of developing students’ pragmatic knowledge

The Acquisition of Pragmatic and Intercultural Communicative Competences through Telecollaboration

[ES] El estudio presentado en esta tesis gira en torno a la implementación de proyectos de telecolaboración para la adquisición de la competencia pragmática y la competencia comunicativa intercultural (CCI) de estudiantes hispanohablantes. En particular, el objetivo es demostrar cómo estas competencias están inextricablemente relacionadas, y una no puede ser adquirida sin la otra. Por esta razón, los participantes del estudio aquí presentado fueron estudiantes de ingeniería aeroespacial, ya que es probable que participen en diálogos interculturales en sus futuras vidas profesionales. La falta de estas dos competencias podría resultar en malentendidos culturales que a su vez podrían afectar su carrera profesional. Para fomentar la competencia pragmática y la CCI de los participantes, se coordinaron tres proyectos telecolaborativos de seis semanas cada uno. El primero fue con hablantes del inglés como primera lengua (L1) o hablantes expertos de la Universidad de Bath (Reino Unido), el segundo con hablantes del inglés como L1 o hablantes expertos de la Universidad de Hawái (EE. UU.), y el tercero con hablantes del inglés como L1 de la Universidad de Morgan State (EE. UU.). Para probar la validez de la implementación de estos tres proyectos se estableció un grupo de control que no participó en ningún encuentro telecolaborativo. Los participantes de los tres intercambios interculturales participaron tanto en sesiones síncronas como asíncronas. En las primeras, los estudiantes realizaron una serie de juegos de rol centrados en el acto de habla de las disculpas, desarrolladas a través de Zoom. Por otra parte, las segundas consistieron en dos debates culturales llevados a cabo en la red social MeWe. Los estudiantes del grupo de control realizaron los juegos de rol con sus compañeros y compañeras de clase en un entorno tradicional, cara a cara, pero no participaron en ningún debate cultural. Los datos se recogieron a través de estas tareas, por medio de pre- y post-test sobre las disculpas, un cuestionario de final de proyecto, y una presentación final que prepararon los tres grupos experimentales. Se adoptó un enfoque de métodos mixtos. Los resultados demuestran que los tres grupos de estudiantes que participaron en los proyectos de telecolaboración excedieron a aquellos del grupo de control en cuanto a la adquisición de disculpas. A pesar de que los resultados pragmáticos no fueron estadísticamente significativos, los estadísticos descriptivos revelaron que los tres grupos mejoraron de pre- a post-test. En particular, el primer grupo obtuvo mejores resultados que los demás. Además, se identificaron ejemplos de desarrollo de la CCI. Los resultados también demuestran que existe una relación empírica entre los logros obtenidos en cuanto a competencia pragmática y CCI, demostrando así la fuerte unión existente entre estas dos competencias.[CA] L'estudi presentat en aquesta tesi gira al voltant de l'aplicació de projectes telecol·laboratius i l'adquisició de la competència pragmàtica i la competència comunicativa intercultural (CCI) d'estudiants hispanoparlants. En concret, l'objectiu és demostrar com aquestes dues competències estan inextricablement relacionades, i una no pot ser adquirida sense l'altra. Per aquesta raó, els participants de l'estudi presentat ací eren estudiants d'enginyeria aeroespacial, ja que és probable que participen en diàlegs culturals en les seues futures vides professionals. La manca d'aquestes dues competències podria resultar en malentesos culturals que, alhora, podrien afectar les seues carreres professionals. Per a fomentar la competència pragmàtica i la CCI dels participants, es van coordinar tres projectes telecol·laboratius de sis setmanes cadascun. El primer va ser amb parlants d'anglès com a primera llengua o parlants experts de la Universitat de Bath (Regne Unit), el segon amb parlants d'anglès com a L1 o parlants experts de la Universitat de Hawaii (EE.UU.), i el tercer amb parlants d'anglès com a L1 de la Universitat de Morgan State (EE.UU.). Per a testar la validitat de la implementació d'aquests tres projectes, es va establir un grup de control que no va participar en cap encontre telecol·laboratiu. Els participants dels tres intercanvis interculturals van participar tant en sessions síncrones com asíncrones. En les primeres els estudiants van realitzar una sèrie de jocs de rol centrats en l'acte de parla de les disculpes, i es van desenvolupar a Zoom. D'altra banda, les segones consistien en dos debats culturals realitzats a la xarxa social MeWe. Els estudiants del grup de control van realitzar els jocs de rol amb els seus companys i les seues companyes en un entorn tradicional cara a cara, però no van participar en cap discussió cultural. Les dades es van recollir a través d'aquestes tasques, així com pre- i post-test sobre les disculpes, un qüestionari de final de final de projecte, i una presentació final que van preparar els tres grups experimentals. Es va adoptar un enfocament de mètodes mixts. Els resultats demostren que els tres grups d'estudiants que van participar en projectes de telecol·laboració van excedir els del grup de control quant a l'adquisició de disculpes. Encara que els resultats pragmàtics no siguen estadísticament significatius, els estadístics descriptius revelen que els tres grups de control van millorar de pre- a post-test. En concret, el primer grup va obtindre millor resultats que els altres. A més, es van identificar casos de desenvolupament de la CCI. Les troballes també demostren que existeix una relació empírica entre els guanys obtinguts quant a competència pragmàtica i CCI, la qual cosa demostra la forta connexió entre aquestes dues competències.[EN] The study presented in this dissertation revolves around the application of telecollaboration projects for the acquisition of Spanish-speaking students' pragmatic competence and intercultural communicative competence (ICC). In particular, it aims to demonstrate how these two competences are inextricably interrelated, and one cannot be acquired without the other. For this reason, participants of the study presented here were aerospace engineering students since they are likely to engage in intercultural dialogue in their future professional lives. Lack of these two competencies could result in cultural misunderstandings which could, in turn, affect their professional careers. In order to foster participants' pragmatic competence and ICC, three different six-week telecollaboration projects were coordinated. The first was with first language (L1) or highly proficient English speakers from the University of Bath (UK), the second with L1 or highly proficient speakers from the University of Hawai'i (US), and the third with L1 English speakers from Morgan State University (US). In order to test the validity of the implementation of these three projects, a control group which did not take part in any telecollaborative encounter was set. Participants of the three intercultural exchanges engaged in both synchronous and asynchronous sessions. In the former students carried out a series of role-plays centred on the speech act of apologies, and were held on Zoom. On the other hand, the latter consisted of two cultural discussions conducted on the social network MeWe. Students in the control group carried out the role-plays with their classmates in a traditional face-to-face setting but did not engage in any cultural discussions. Data was gathered through these tasks, as well as pre- and post-test on apologies, a final project questionnaire, and a final presentation carried out by the three experimental groups. A mixed-methods approach was adopted. The results demonstrate that the three groups of students who participated in the telecollaboration projects outperformed those in the control group in terms of apologies acquisition. Although pragmatic results were not statistically significant, the descriptive statistics revealed that the three groups improved from pre- to post-test. In particular, the first group obtained better results than the others. Besides, instances of ICC development were identified. The findings also demonstrate that there is an empirical relationship between the gains obtained in terms of pragmatic competence and ICC, thus showing the strong connection between these two competences.Di Sarno García, S. (2023). The Acquisition of Pragmatic and Intercultural Communicative Competences through Telecollaboration [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/19886

Teaching apologies through the use of audiovisual materials

XXIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2018)Since Austin’s (1962) classic work How To Do Things With Words there have been numerous studies about the way in which utterances are used as a mean to perform actions. The branch of linguistics that deals with this phenomenon is pragmatics, which emerged in the 1960s as a reaction to Chomsky’s idea that the importance of language lies in the correct use of grammar (MartínezFlor and Usó-Juan 2010). After the elaboration of several models of communicative competence presented by a number of authors such as Canale and Swain (1980), Bachman (1990), and Celce-Murcia (1995, 2007), the idea that pragmatic awareness is necessary in order for speakers to be successful in communication has spread, being one of the most relevant constructs the one introduced by CelceMurcia (2007). Research has been conducted especially on speech acts, such as Leech’s (2014) book The Pragmatics of Politeness, whose taxonomy will be used in this study, and on the use of audiovisual material for teaching purposes. For that reason, we have carried out an analysis on speech acts, and in particular on apologies, in the fiction TV series The Big Bang Theory. The aim of this study is to analyse whether apologies in the nine episodes examined mirror real-life conversations, and if so, to show that this audiovisual material may be used for classroom activities as an appropriate tool to develop students’ pragmatic knowledge

Closing the loop of SIEM analysis to Secure Critical Infrastructures

Critical Infrastructure Protection is one of the main challenges of last years. Security Information and Event Management (SIEM) systems are widely used for coping with this challenge. However, they currently present several limitations that have to be overcome. In this paper we propose an enhanced SIEM system in which we have introduced novel components to i) enable multiple layer data analysis; ii) resolve conflicts among security policies, and discover unauthorized data paths in such a way to be able to reconfigure network devices. Furthermore, the system is enriched by a Resilient Event Storage that ensures integrity and unforgeability of events stored.Comment: EDCC-2014, BIG4CIP-2014, Security Information and Event Management, Decision Support System, Hydroelectric Da

Petrochemical Steel Pipe Rack: Critical Assessment of Existing Design Code Provisions and a Case Study

Abstract The investigation of the seismic integrity of petrochemical plant steel structures should be commensurable to their importance given the high necessity for human life safety and financial robustness. To date, it is demonstrated in the existing literature that still many grey areas of knowledge exist upon the appropriate application of code provisions on non-building structures design. Indeed, the selection of seismic design parameters such as system performance factors or important classes are still vague aspects, in contrast with those for common building structures, either because of the paucity of information of seismic codes or due to the structural peculiarities that characterise the industrial structures resulting in the difficulty of defining 'all-encompassing' design parameters. The present paper aims at highlighting those parameters considering also a case-study that pertains to a steel pipe rack. The pipe rack is designed and analysed in the linear and nonlinear regime, both statically and dynamically, according to the Italian and European codes. American code provisions are examined as well so as possible inconsistencies might be found. It is demonstrated that the common nonlinear static analysis (pushover analysis) cannot be used to assess the response of the rack and the behaviour factor selection from current standards could be unjustifiable. Also, common engineering demand parameters, e.g. interstorey drift ratio, need further assessment vis-à-vis the response of nonstructural components of which the current design method does not comply with modern methods

on the seismic fragility of pipe rack piping systems considering soil structure interaction

Piping systems constitute the most vulnerable component in down- and mid-stream facilities posing immediate threat to human lives, communities financial robustness and environment. Pipe racks present several mechanical and geometrical idiosyncrasies compared to common buildings and the seismic response is governed by the pipework layout. Important design requirements e.g. dynamic interaction between pipelines and supporting structure are commonly overlooked during pipe racks design process and uncertainties relevant to modelling of soil or seismic input are not quantified. In the present work, after reviewing the technical literature and codes, a 3D RC rack was used as a testbed and analysed as coupled and decoupled with a non-seismic code conforming piping system accounting for soil–structure interaction. Incremental dynamic analysis was adopted as an assessment methodology for deriving fragility curves considering ground motions in near- and far-field conditions. It was deduced that the modelling (boundary conditions of pipes) was the most considerable uncertainty since it increased the probability of collapse limit state of structural members from 0 to 59%. It was also demonstrated that soil deformability as well as source conditions altered considerably the dispersion of intensity measure conditional on engineering demand parameter of structural and nonstructural members. The results may be another indication that code provisions should be more normative regarding industrial pipe racks