Removal of luminal content protects the small intestine during hemorrhagic shock but is not sufficient to prevent lung injury.

The small intestine plays a key role in the pathogenesis of multiple organ failure following circulatory shock. Current results show that reduced perfusion of the small intestine compromises the mucosal epithelial barrier, and the intestinal contents (including pancreatic digestive enzymes and partially digested food) can enter the intestinal wall and transport through the circulation or mesenteric lymph to other organs such as the lung. The extent to which the luminal contents of the small intestine mediate tissue damage in the intestine and lung is poorly understood in shock. Therefore, rats were assigned to three groups: No-hemorrhagic shock (HS) control and HS with or without a flushed intestine. HS was induced by reducing the mean arterial pressure (30 mmHg; 90 min) followed by return of shed blood and observation (3 h). The small intestine and lung were analyzed for hemorrhage, neutrophil accumulation, and cellular membrane protein degradation. After HS, animals with luminal contents had increased neutrophil accumulation, bleeding, and destruction of E-cadherin in the intestine. Serine protease activity was elevated in mesenteric lymph fluid collected from a separate group of animals subjected to intestinal ischemia/reperfusion. Serine protease activity was elevated in the plasma after HS but was detected in lungs only in animals with nonflushed lumens. Despite removal of the luminal contents, lung injury occurred in both groups as determined by elevated neutrophil accumulation, permeability, and lung protein destruction. In conclusion, luminal contents significantly increase intestinal damage during experimental HS, suggesting transport of luminal contents across the intestinal wall should be minimized

A Character Style Library for Syriac Manuscripts

Paleographers study ancient and historical handwriting in order to learn more about documents of significant interest and their creators. Computational tools and methods can aid this task in numerous ways, particularly for languages and scripts that are not widely known today. One project currently underway seeks to gather a collection of securely dated letter samples from Syriac documents dating between 500 and 1100 CE. The set comprises over 60,000 human selected character samples. This paper gives details on the collection and describes the automatic techniques used to process the initial human input so as to produce high-quality segmented character samples ready for analysis

Systems, methods and apparatus for modeling, specifying and deploying policies in autonomous and autonomic systems using agent-oriented software engineering

Systems, methods and apparatus are provided through which in some embodiments, an agent-oriented specification modeled with MaCMAS, is analyzed, flaws in the agent-oriented specification modeled with MaCMAS are corrected, and an implementation is derived from the corrected agent-oriented specification. Described herein are systems, method and apparatus that produce fully (mathematically) tractable development of agent-oriented specification(s) modeled with methodology fragment for analyzing complex multiagent systems (MaCMAS) and policies for autonomic systems from requirements through to code generation. The systems, method and apparatus described herein are illustrated through an example showing how user formulated policies can be translated into a formal mode which can then be converted to code. The requirements-based programming systems, method and apparatus described herein may provide faster, higher quality development and maintenance of autonomic systems based on user formulation of policies

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Civil infrastructure refers to the built environment (sometimes referred to as public works) and consists of roads, bridges, buildings, dams, levees, drinking water treatment facilities, wastewater treatment facilities, power generation and transmission facilities, communications, solid waste facilities, hazardous waste facilities, and other sectors. Although there is a need to train engineers who have a holistic view of infrastructure, there is evidence that civil and environmental engineering (CEE) programs have not fully addressed this increasingly recognized need. One effective approach to address this educational gap is to incorporate a course related to infrastructure into the curriculum for first-year or second-year civil and environmental engineering students. Therefore, this study assesses the current status of teaching such courses in the United States and identifies the incentives for, and the barriers against, incorporating an introduction to infrastructure course into schools’ current CEE curricula. Two distinct activities enabled these objectives. First, a questionnaire was distributed to CEE programs across the United States, to which 33 responses were received. The results indicated that although the majority of participants believe that offering such a course will benefit students by increasing the breadth of the curriculum and by providing a holistic view of CEE, barriers such as the maximum allowable credits for graduation, the lack of motivation within a department—either because such a course did not have a champion or because the department had no plans to revise their curriculum—and a lack of expertise among faculty members inhibited inclusion of the course in curricula. Second, three case studies demonstrating successful inclusion of an introduction to infrastructure course into the CEE curriculum were evaluated. Cases were collected from Marquette University, University of Wisconsin-Platteville, and West Point CEE programs, and it was found that the key to success in including such a course is a motivated team of faculty members who are committed to educating students about different aspects of infrastructure. The results of the study can be used as a road map to help universities successfully incorporate an introduction to infrastructure course in their CEE programs