Methyl-β-cyclodextrin restores the structure and function of pulmonary surfactant films impaired by cholesterol

AbstractPulmonary surfactant, a defined mixture of lipids and proteins, imparts very low surface tension to the lung–air interface by forming an incompressible film. In acute respiratory distress syndrome and other respiratory conditions, this function is impaired by a number of factors, among which is an increase of cholesterol in surfactant. The current study shows in vitro that cholesterol can be extracted from surfactant and function subsequently restored to dysfunctional surfactant films in a dose-dependent manner by methyl-β-cyclodextrin (MβCD). Bovine lipid extract surfactant was supplemented with cholesterol to serve as a model of dysfunctional surfactant. Likewise, when cholesterol in a complex with MβCD (“water-soluble cholesterol”) was added in aqueous solution, surfactant films were rendered dysfunctional. Atomic force microscopy showed recovery of function by MβCD is accompanied by the re-establishment of the native film structure of a lipid monolayer with scattered areas of lipid bilayer stacks, whereas dysfunctional films lacked bilayers. The current study expands upon a recent perspective of surfactant inactivation in disease and suggests a potential treatment

“They Didn’t Teach Them Anything!”: Learning from Each Other in K-20

In the United States, the new Common Core standards intend for every high school senior to graduate “college and career ready.” However, the differences between K-12 public schools and higher education extend beyond the curriculum to philosophies of assessment. Rather than blaming each other, K-20 teachers and professors need to learn from each other, recognizing the strengths of each particular context, through an ongoing dialogue and exchange of ideas on instructional practice, rethinking the implementation of Bloom’s taxonomy and differentiating instruction

They Didn\u27t Teach Them Anything! Learning from Each Other in K-20

In the United States, the new Common Core standards intend for every high school senior to graduate college and career ready. However, the differences between K-12 public schools and higher education extend beyond the curriculum to philosophies of assessment. Rather than blaming each other, K-20 teachers and professors need to learn from each other, recognizing the strengths of each particular context, through an ongoing dialogue and exchange of ideas on instructional practice, rethinking the implementation of Bloom\u27s taxonomy and differentiating instruction