Evaluation of Endothelial Cells Differentiated from Amniotic Fluid-Derived Stem Cells

Amniotic fluid holds great promise as a stem cell source, especially in neonatal applications where autologous cells can be isolated and used. This study examined chemical-mediated differentiation of amniotic fluid-derived stem cells (AFSC) into endothelial cells and verified the function of AFSC-derived endothelial cells (AFSC-EC). AFSC were isolated from amniotic fluid obtained from second trimester amnioreduction as part of therapeutic intervention from pregnancies affected with twin-twin transfusion syndrome. Undifferentiated AFSC were of normal karyotype with a subpopulation of cells positive for the embryonic stem cell marker SSEA4, hematopoietic stem cell marker c-kit, and mesenchymal stem cell markers CD29, CD44, CD73, CD90, and CD105. Additionally, these cells were negative for the endothelial marker CD31 and hematopoietic differentiation marker CD45. AFSC were cultured in endothelial growth media with concentrations of vascular endothelial growth factor (VEGF) ranging from 1 to 100 ng/mL. After 2 weeks, AFSC-EC expressed von Willebrand factor, endothelial nitric oxide synthase, CD31, VE-cadherin, and VEGF receptor 2. Additionally, the percentage of cells expressing CD31 was positively correlated with VEGF concentration up to 50 ng/mL, with no increase at higher concentrations. AFSC-EC showed a decrease in stem cells markers c-kit and SSEA4 and were morphologically similar to human umbilical vein endothelial cells (HUVEC). In functional assays, AFSC-EC formed networks and metabolized acetylated low-density lipoprotein, also characteristic of HUVEC. Nitrate levels for AFSC-EC, an indirect measure of nitric oxide synthesis, were significantly higher than undifferentiated controls and significantly lower than HUVEC. These results indicate that AFSC can differentiate into functional endothelial-like cells and may have the potential to provide vascularization for constructs used in regenerative medicine strategies

Crear y Publicar con las TIC en la escuela

299 p.Libro Electrónico“Crear y publicar con las TIC en la escuela”, es un libro de consulta creado con dos propósitos: brindar elementos para que el maestro y directivo que trabaja en la integración de las TIC en la educación, reflexione, defina y fortalezca su visión y postura frente al tema, a la vez que expone algunos programas y servicios web, enfatizando en su valor y uso pedagógico como mediadores en la idea de una escuela generadora de conocimiento. Sus planteamientos parten de diferentes procesos de investigación realizados por el Grupo de I+D en Tecnologías de la Información (GTI) y el Grupo de Investigación en Enseñanza de las Ciencias y Contextos Culturales (GEC) en torno al uso pedagógico de las TIC en la educación básica y media en los últimos años. Ambos grupos son los responsables del diseño e implementación de la estrategia de formación que la Universidad del Cauca desarrolla a través de la Facultad de Ingeniería Electrónica y Telecomunicaciones en los departamentos mencionados. Cuatro unidades componen este libro.Reúne indicaciones sobre uso en la escuela de programas básicos para edición de imagen, audio video; herramientas de autor y servicios web. Material de apoyo para proceso de cualificación de docentes y directivos en el marco de la Etapa de Formación y Acompañamiento de la Universidad del Cauca y Computadores para Educar.CONTENIDO Introducción I. Las Tecnologías de Información y Comunicación en la educación.3 1. Dimensiones para la integración de las TIC en la educación Básica y Media5 1.1. Las TIC: transición hacia una sociedad del conocimiento5 1.2. La convergencia: concepto clave para entender las TIC.7 1.3. La escuela como orientadora para el uso y aprovechamiento de las TIC .8 1.4. Conclusiones sobre la visión de las TIC en la escuela19 1.5. Bibliografía20 2. Derecho de Autor en la era digital.22 2.1. Sentido original del Derecho de Autor22 2.2. La Propiedad Intelectual en la actual legislación colombiana.23 2.3. Características del Derecho de Autor24 2.4. Las Licencias de Uso en el Derecho de Autor: Copyright y Creative Commons25 2.5. El Derecho de Autor en la educación28 2.6. Sitios web donde se encuentran recursos libres y gratuitos.29 3. Uso del Software Libre en las Instituciones Educativas.30 3.1. Qué es el Software Libre30 3.2. Diferencias del Software Libre.30 3.3. El modelo de negocios del Software Libre.31 3.4. Mitos sobre el Software Libre32 3.5. Razones para utilizar Software Libre en las Instituciones Educativas33 3.6. Requerimientos para utilizar Software Libre en una Institución Educativa35 II. Explorando el lenguaje multimedia desde el aula: Crear y editar imágenes, sonido y video37 1. Formatos de archivo multimedia en entornos computacionales.39 1.1. Formatos de Imagen Digital.39 1.2. Formatos de Audio Digital41 1.3. Formatos de Video Digital43 2. A dibujar y editar imágenes de forma sencilla con Paint.46 2.1. Para tener en cuenta: razones para utilizar Paint y algunas desventajas46 2.2. Conozcamos la interfaz de Paint y el funcionamiento de sus herramientas47 2.3. Dibujando con Paint: un ejercicio sencillo para ver las herramientas en acción.54 2.4. Uso creativo de Paint para la creación de paisajes57 2.5. Cómo usar Paint para la edición básica de imágenes59 2.6. Ejemplos sobre utilidad de material editado en Paint.63 2.7. Algunas consideraciones para guardar nuestros archivos de imagen64 3. Picture Manager como apoyo para la edición de imágenes.66 3.1. Ventajas y desventajas de usar Picture Manager para editar imágenes66 3.2. Cómo usar Picture Manager.66 3.3. Generar cambios simultáneos a grupos de imágenes73 3.4. Cómo guardar adecuadamente los cambios76 4. Grabar y editar sonido con Audacity78 4.1 Instalando Audacity en el computador.79 4.2. Configurar el micrófono y sonido.79 4.3. Grabación de audio en Audacity.80 4.4. Importando archivos de audio.84 4.5. Algunos efectos para trabajar las pistas de audio85 4.6. Exportar: procedimiento para usar el archivo en programas de reproducción de audio87 5. Movie Maker, una opción para producir nuestros propios videos90 5.1. La edición de videos en el ámbito escolar90 5.2. Cómo saber si se tiene Movie Maker en el computador91 5.3. Instrucciones básicas para aprender a usar Movie Maker.91 6. Cómo cambiar el formato de un video: Koyote Free video converter100 6.1. Instalar Koyote Free Video Converter101 6.2. Cómo utilizar Koyote Free Video Converter102 III. Herramientas de autor: construyendo Materiales Educativos Computarizados en la escuela.105 1. Materiales Educativos Computarizados (MEC): ¿Qué es? ¿Cómo hacerlos?.106 1.1. Una posible metodología para construir materiales educativos desde la escuela107 2. EdiLIM: Editor de Libros Interactivos Multimedia - LIM.112 2.1. Algunas ventajas y desventajas de usar EdiLIM 113 2.2. Cómo usan EdiLIM los maestros en la escuela.114 2.3. Cómo tener EdiLIM en el computador.117 2.4. Cómo empezar a usar EdiLIM118 2.5. Creación de actividades interactivas con EdiLIM.120 2.6. Exportar: la alternativa más adecuada para guardar en EdiLIM.123 3. Cuadernos digitales multimedia: Cuadernia126 3.1. Ventajas de usar Cuadernia para la creación de cuadernos digitales.126 3.2. Cómo descargar e instalar Cuadernia126 3.3. Uso de Cuadernia para la construcción de material didáctico.130 3.4. El maquetador de Cuadernia: editor de los cuadernos digitales130 4. Creación de actividades interactivas con JClic.142 4.1. Algunos estilos identificados sobre uso de JClic.143 4.2. Instalación de JClic.144 4.3. El entorno de JClic y las actividades que permite desarrollar.145 4.4. Creando un nuevo proyecto con JClic149 5. CmapTools: software para construir mapas conceptuales159 5.1. Algunas ideas sobre el uso pedagógico de CmapTools.159 5.2. Características e instalacion de CmapTools161 5.2. Un acercamiento a la elaboración de mapas conceptuales desde CmapTools.162 6. Free Mind: Elaboración de mapas mentales175 6.1. Proceso para la instalación de FreeMind175 6.2. Cómo se caracteriza un mapa mental y algunas recomendaciones177 6.3. Usando FreeMind para construir un mapa mental .178 7. Actividades de refuerzo escolar con Hot Potatoes183 7.1. Proceso de instalación de Hot Potatoes.184 7.2. Actividades en JQuiz186 7.3. Actividades en JCross.188 7.4. Actividades en JMix.190 7.6. Actividades en JMatch191 7.7. Actividades en JCloze.193 8. Scratch: creación de animaciones con niños para desarrollar pensamiento estructurado195 8.1. Qué caracteriza este programa195 8.2. Qué procesos de aprendizaje impulsar con Scratch197 8.3. Consideraciones para descargar e instalar Scratch198 8.4. Reconocimiento del entorno de trabajo.199 8.5. Jugando y aprendiendo con Scratch en la escuela: un primer ejercicio práctico 200 IV. Internet en la escuela: sistematización, socialización e interacción en la Web207 1. Contextualizándonos: Web y Web 2.0 ¿Cuál es la diferencia? .209 2. Netiqueta: normas de buena conducta en espacios virtuales.211 3. Publicar en la web: algunas recomendaciones a considerar215 4. YouTube: Transmite tus videos tú mismo.217 4.1 Los beneficios y dificultades de utilizar YouTube.218 4.2 YouTube en la escuela.220 4.3 Cómo registrarse para empezar a utilizar YouTube223 4.4 Subir videos en YouTube.224 4.5 Mi canal Youtube: espacio de construcción de comunidad social .225 5. SlideShare: acceso y publicación de documentos y presentaciones para consulta pública228 5.1. Usos y ventajas de usar este servicio229 5.2. Cómo usar SlideShare.229 5.3. Proceso de registro en SlideShare 230 5.4. Cómo subir archivos.231 5.5. Opciones para administrar la cuenta 232 6. Con Scribd, un banco de archivos ofimáticos para consultar y alimentar.234 6.1. Consulta de información y registro en Scribd.236 6.2. Subir documentos en Scribd.238 6.3. Compartir en redes sociales, incluir en Blog, sitio web o sugerir a otros un archivo240 6.4. Algunas ideas sobre el uso de Scribd en la escuela.242 7. Slide: creo, publico y comparto a partir de historias construidas con imágenes.243 7.1. Cómo aprovechar Slide para hacer fotosistematización244 7.2. Cómo empezar a utilizar slide.com.245 7.3. Crear un Slideshow o presentación.247 7.4. Dale vida a una sola fotografía con FunPix250 7.5. Sorprende enmarcando videos publicados en YouTube con diversos temas251 7.6. Otras opciones: Insertar publicaciones Slide en mi sitio web o mi blog, editar o borrar.253 8. Un acercamiento al tema de los Blog o bitácoras en línea 255 8.1. Blogger, una opción para tener nuestro propio blog.256 9. Editando en comunidad contenidos en línea a través de Pbwork (wiki)261 9.1. PBWorks: planes según las necesidades del usuario.261 9.2. Por qué hablar de los wikis en la educación.cc.261 9.3. Reconociendo el entorno de trabajo263 10. Consultar, crear y compartir líneas de tiempo interactivas con Dipity.267 10.1. Dipity en el entorno educativo268 10.2. Registrarse en Dipity y algunas características de la Interfaz de usuario269 10.3. Crear una línea de tiempo con Dipity.270 10.4. Diferentes formas de visualizar una línea de tiempo.273 10.5. Incluir una línea de tiempo creada en Dipity en otros servicios275 11. Prezi, una herramienta de la Web 2.0276 11.1 Prezi en la escuela: trabajando sobre el Déficit de Atención277 11.2. Creando un nuevo Prezi27

Group motivational intervention in overweight/obese patients in primary prevention of cardiovascular disease in the primary healthcare area

Background The global mortality caused by cardiovascular disease increases with weight. The Framingham study showed that obesity is a cardiovascular risk factor independent of other risks such as type 2 diabetes mellitus, dyslipidemia and smoking. Moreover, the main problem in the management of weight-loss is its maintenance, if it is achieved. We have designed a study to determine whether a group motivational intervention, together with current clinical practice, is more efficient than the latter alone in the treatment of overweight and obesity, for initial weight loss and essentially to achieve maintenance of the weight achieved; and, secondly, to know if this intervention is more effective for reducing cardiovascular risk factors associated with overweight and obesity. Methods This 26-month follow up multi-centre trial, will include 1200 overweight/obese patients. Random assignment of the intervention by Basic Health Areas (BHA): two geographically separate groups have been created, one of which receives group motivational intervention (group intervention), delivered by a nurse trained by an expert phsychologist, in 32 group sessions, 1 to 12 fortnightly, and 13 to 32, monthly, on top of their standard program of diet, exercise, and the other (control group), receiving the usual follow up, with regular visits every 3 months. Discussion By addressing currently unanswered questions regarding the maintenance in weight loss in obesity/overweight, upon the expected completion of participant follow-up in 2012, the IMOAP trial should document, for the first time, the benefits of a motivational intervention as a treatment tool of weight loss in a primary care setting

Elective Cancer Surgery in COVID-19-Free Surgical Pathways During the SARS-CoV-2 Pandemic: An International, Multicenter, Comparative Cohort Study.

PURPOSE: As cancer surgery restarts after the first COVID-19 wave, health care providers urgently require data to determine where elective surgery is best performed. This study aimed to determine whether COVID-19-free surgical pathways were associated with lower postoperative pulmonary complication rates compared with hospitals with no defined pathway. PATIENTS AND METHODS: This international, multicenter cohort study included patients who underwent elective surgery for 10 solid cancer types without preoperative suspicion of SARS-CoV-2. Participating hospitals included patients from local emergence of SARS-CoV-2 until April 19, 2020. At the time of surgery, hospitals were defined as having a COVID-19-free surgical pathway (complete segregation of the operating theater, critical care, and inpatient ward areas) or no defined pathway (incomplete or no segregation, areas shared with patients with COVID-19). The primary outcome was 30-day postoperative pulmonary complications (pneumonia, acute respiratory distress syndrome, unexpected ventilation). RESULTS: Of 9,171 patients from 447 hospitals in 55 countries, 2,481 were operated on in COVID-19-free surgical pathways. Patients who underwent surgery within COVID-19-free surgical pathways were younger with fewer comorbidities than those in hospitals with no defined pathway but with similar proportions of major surgery. After adjustment, pulmonary complication rates were lower with COVID-19-free surgical pathways (2.2% v 4.9%; adjusted odds ratio [aOR], 0.62; 95% CI, 0.44 to 0.86). This was consistent in sensitivity analyses for low-risk patients (American Society of Anesthesiologists grade 1/2), propensity score-matched models, and patients with negative SARS-CoV-2 preoperative tests. The postoperative SARS-CoV-2 infection rate was also lower in COVID-19-free surgical pathways (2.1% v 3.6%; aOR, 0.53; 95% CI, 0.36 to 0.76). CONCLUSION: Within available resources, dedicated COVID-19-free surgical pathways should be established to provide safe elective cancer surgery during current and before future SARS-CoV-2 outbreaks

Elective cancer surgery in COVID-19-free surgical pathways during the SARS-CoV-2 pandemic: An international, multicenter, comparative cohort study

PURPOSE As cancer surgery restarts after the first COVID-19 wave, health care providers urgently require data to determine where elective surgery is best performed. This study aimed to determine whether COVID-19–free surgical pathways were associated with lower postoperative pulmonary complication rates compared with hospitals with no defined pathway. PATIENTS AND METHODS This international, multicenter cohort study included patients who underwent elective surgery for 10 solid cancer types without preoperative suspicion of SARS-CoV-2. Participating hospitals included patients from local emergence of SARS-CoV-2 until April 19, 2020. At the time of surgery, hospitals were defined as having a COVID-19–free surgical pathway (complete segregation of the operating theater, critical care, and inpatient ward areas) or no defined pathway (incomplete or no segregation, areas shared with patients with COVID-19). The primary outcome was 30-day postoperative pulmonary complications (pneumonia, acute respiratory distress syndrome, unexpected ventilation). RESULTS Of 9,171 patients from 447 hospitals in 55 countries, 2,481 were operated on in COVID-19–free surgical pathways. Patients who underwent surgery within COVID-19–free surgical pathways were younger with fewer comorbidities than those in hospitals with no defined pathway but with similar proportions of major surgery. After adjustment, pulmonary complication rates were lower with COVID-19–free surgical pathways (2.2% v 4.9%; adjusted odds ratio [aOR], 0.62; 95% CI, 0.44 to 0.86). This was consistent in sensitivity analyses for low-risk patients (American Society of Anesthesiologists grade 1/2), propensity score–matched models, and patients with negative SARS-CoV-2 preoperative tests. The postoperative SARS-CoV-2 infection rate was also lower in COVID-19–free surgical pathways (2.1% v 3.6%; aOR, 0.53; 95% CI, 0.36 to 0.76). CONCLUSION Within available resources, dedicated COVID-19–free surgical pathways should be established to provide safe elective cancer surgery during current and before future SARS-CoV-2 outbreaks

Manufacturing and Supply Chain Flexibility: Building an Integrative Conceptual Model Through Systematic Literature Review and Bibliometric Analysis

The purpose of this study is twofold: first, to establish the current themes on the topic of manufacturing and supply chain flexibility (MSCF), assess their level of maturity in relation to each other, identify the emerging ones and reflect on how they can inform each other, and second, to develop a conceptual model of MSCF that links different themes connect and highlight future research opportunities. The study builds on a sample of 222 articles published from 1996 to 2018 in international, peer-reviewed journals. The analysis of the sample involves two complementary approaches: the co-word technique to identify the thematic clusters as well as their relative standing and a critical reflection on the papers to explain the intellectual content of these thematic clusters. The results of the co-word analysis show that MSCF is a dynamic topic with a rich and complex structure that comprises five thematic clusters. The value chain, capability and volatility clusters showed research topics that were taking a central role in the discussion on MSCF but were not mature yet. The SC purchasing practices and SC planning clusters involved work that was more focused and could be considered more mature. These clusters were then integrated in a framework that built on the competence–capability perspective and identified the major structural and infrastructural elements of MSCF as well as its antecedents and consequences. This paper proposes an integrative framework helping managers keep track the various decisions they need to make to increase flexibility from the viewpoint of the entire value chain

Use of Myocardial Matrix in a Chitosan-Based Full-Thickness Heart Patch

A novel cardiac scaffold comprised of decellularized porcine heart matrix was investigated for use as a biodegradable patch with a potential for surgical reconstruction of the right ventricular outflow tract. Powdered heart matrix solution was blended with chitosan and lyophilized to form three-dimensional scaffolds. For this investigation, we examined the influence of different blending ratios of heart matrix to chitosan on porosity and mechanical properties, then gene expression and electrophysiological function of invading neonatal rat ventricular myocytes (NRVM) compared to type-A gelatin/chitosan composite scaffolds. Heart matrix/chitosanblended hydrogels (1.6 mg/mL heart matrix) had similar porosity (109 - 34 mm), and elastic modulus (13.2 - 4.0 kPa) as previously published gelatin/chitosan scaffolds. Heart matrix/chitosan hydrogels maintained > 80% viability and had higher NRVM retention (*1000 cells/mm2) than gelatin/chitosan scaffolds. There was a significant increase in a-myosin heavy chain and connexin-43 expression in NRVM cultured on heart matrix/chitosan scaffolds after 14 days compared with gelatin/chitosan scaffolds. Further, heart matrix/chitosan scaffolds had significantly higher conduction velocity (12.6 - 4.9 cm/s) and contractile stress (0.79 - 0.13 mN/mm2) than gelatin/chitosan scaffolds. In summary, NRVM cultured on heart matrix scaffold showed improvements in contractile and electrophysiological function

In situ vascularization of injectable fibrin/poly(ethylene glycol) hydrogels by human amniotic fluid-derived stem cells

One of the greatest challenges in regenerative medicine is generating clinically relevant engineered tissues with functional blood vessels. Vascularization is a key hurdle faced in designing tissue constructs larger than the in vivo limit of oxygen diffusion. In this study, we utilized fibrin-based hydrogels to serve as a foundation for vascular formation, poly(ethylene glycol) (PEG) to modify fibrinogen and increase scaffold longevity, and human amniotic fluid-derived stem cells (AFSC) as a source of vascular cell types (AFSC-EC). AFSC hold great potential for use in regenerative medicine strategies, especially those involving autologous congenital applications, and we have shown previously that AFSC-seeded fibrin-PEG hydrogels have the potential to form three-dimensional vascular-like networks in vitro. We hypothesized that subcutaneously injecting these hydrogels in immunodeficient mice would both induce a fibrin-driven angiogenic host response and promote in situ AFSC-derived neovascularization. Two weeks postinjection, hydrogels were sectioned, and the following was demonstrated: the average maximum invasion distance of host murine cells into the subcutaneous fibrin/PEG scaffold was 147 ± 90 µm after 1 week and 395 ± 138 µm after 2 weeks; the average number of cell-lined lumen per square millimeter was significantly higher in hydrogels seeded with stem cells or cocultures containing stem cells (MSC, 36.5 ± 11.4; AFSC, 47.0 ± 18.9; AFSC/AFSC-EC, 32.8 ± 11.6; and MSC/HUVEC, 43.1 ± 25.1) versus endothelial cell types alone (AFSC-EC, 9.7 ± 6.1; HUVEC, 14.2 ± 8.8); and a subset of these lumen were characterized by the presence of red blood cells. Select areas of cell-seeded hydrogels contained CD31+ lumen surrounded by α-smooth muscle cell support cells, whereas control hydrogels with no cells only showed infiltration of α-smooth muscle cell–positive host cells