Salivary immunity and lower respiratory tract infections in non-elite marathon runners

Peer ReviewedPostprint (published version

Evaluación paramétrica y sensorial en la enseñanza de acústica de salas

This paper presents an initial version of an interactive tool which is intended to be used in room acoustics education. The interactive tool enables a virtual workspace in which users can apply different acoustic conditioning solutions to a room and obtain both, its parametric evaluation in terms of the most significant acoustic parameters, and its sensory (visual and auditory) evaluation through virtual reality immersion . Parameters and auralizations associated to each conditioning solution can be obtained from the measured and/or simulated impulse responses.En este trabajo se presenta una versión inicial de una herramienta interactiva que se pretende utilizar en la enseñanza de Acústica de Salas. Con esta herramienta, el usuario puede aplicar diferentes posibilidades de acondicionamiento de una sala y obtener su evaluación paramétrica en términos de los parámetros acústicos más significativos, y su evaluación sensorial (visual y acústica), en la que el alumno tiene la posibilidad de inmersión en un espacio de realidad virtual. Tanto los parámetros como las auralizaciones asociados a cada solución de acondicionamiento podrán obtenerse a partir de las respuestas al impulso medidas y/o simuladas

Ers international congress 2022:Highlights from the respiratory infections assembly

The European Respiratory Society International Congress took place both in person, in Barcelona, Spain, and online in 2022. The congress welcomed over 19 000 attendees on this hybrid platform, bringing together exciting updates in respiratory science and medicine from around the world. In this article, Early Career Members of the Respiratory Infections Assembly (Assembly 10) summarise a selection of sessions across a broad range of topics, including presentations on bronchiectasis, nontuberculous mycobacteria, tuberculosis, cystic fibrosis and coronavirus disease 2019

Bacteriophages immunomodulate the response of monocytes

Bacteriophages are present in fluids from cirrhosis patients. However, their effect on the immune response is unknown. In this work, we explore the role of phages in the phenotype, function, and cytokine production of monocytes. We stimulated healthy monocytes with five different butanol-purified phage suspensions infective for Gram-negative and Gram-positive bacteria. We studied the expression of the monocyte markers involved in lipopolysaccharide recognition (LPS; CD14), antigen presentation (HLA-DR) and co-stimulation (CD86), and the concentration of induced cytokines (TNF-α, IFN-α, and IL-10) by phages. To confirm the direct role of phages without the interference of contaminating soluble LPS in phage suspensions, polymyxin B was added to the cell cultures. Phagocytosis experiments were assessed by flow cytometry using labeled phage suspensions. We observed that butanol-purified phages reduced the surface levels of CD14 and CD86 in monocytes and increased the secreted levels of TNF-α and IL-10 compared with the control sample containing only butanol buffer. All phage suspensions showed downregulation of HLA-DR expression but only Staphylococcus aureus phage contaminated with Escherichia coli reached statistical significance. The addition of polymyxin B did not restore the monocytic response induced by phages, suggesting that the effect was not caused by the presence of LPS. Monocytes were able to phagocyte phages in a dose- and time-dependent manner. To conclude, the phagocytosis of butanol-purified phages altered the phenotype and cytokine production of monocytes suggesting they become tolerogenic

A point of care neutrophil elastase activity assay identifies bronchiectasis severity, airway infection and risk of exacerbation

Introduction: Neutrophil elastase activity in sputum can identify patients at high risk of airway infection and exacerbations in bronchiectasis. Application of this biomarker in clinical practice is limited, because no point-of-care test is available. We tested whether a novel semi-quantitative lateral flow device (neutrophil elastase airway test stick - NEATstik\uae) can stratify bronchiectasis patients according to severity, airway infection and exacerbation risk. Methods: Sputum samples from 124 patients with stable bronchiectasis enrolled in the UK and Spain were tested using the NEATstik\uae, which scores neutrophil elastase concentration from 0 (<8 \u3bcg\ub7mL-1 elastase activity) to 10 (maximum detectable neutrophil elastase activity). High neutrophil elastase activity was regarded as a NEATstik\uae grade >6. Severity of disease, airway infection from sputum culture and exacerbations over the 12 months were recorded. An independent validation was conducted in 50 patients from Milan, Italy. Measurements and main results: Patients had a median age of 69 years and forced expiratory volume in 1 s (FEV1) 69%. High neutrophil elastase activity was associated with worse bronchiectasis severity using the bronchiectasis severity index (p=0.0007) and FEV1 ( p=0.02). A high NEATstik\uae grade was associated with a significant increase in exacerbation frequency, incident rate ratio 2.75 (95% CI 1.63-4.64, p<0.001). The median time to next exacerbation for patients with a NEATstik\uae grade >6 was 103 days compared to 278 days. The hazard ratio was 2.59 (95% CI 1.71-3.94, p<0.001). Results were confirmed in the independent validation cohort. Conclusions: A novel lateral flow device provides assessment of neutrophil elastase activity from sputum in minutes and identifies patients at increasing risk of airway infection and future exacerbations

CIGB-300, a synthetic peptide-based drug that targets the CK2 phosphoaceptor domain. Translational and clinical research

CK2 represents an oncology target scientifically validated. However, clinical research with inhibitors of the CK2-mediated phosphorylation event is still insufficient to recognize it as a clinically validated target. CIGB-300, an investigational peptide-based drug that targets the phosphoaceptor site, binds to a CK2 substrate array in vitro but mainly to B23/nucleophosmin in vivo. The CIGB-300 proapoptotic effect is preceded by its nucleolar localization, inhibition of the CK2-mediated phosphorylation on B23/nucleophosmin and nucleolar disassembly. Importantly, CIGB-300 shifted a protein array linked to apoptosis, ribosome biogenesis, cell proliferation, glycolisis, and cell motility in proteomic studies which helped to understand its mechanism of action. In the clinical ground, CIGB-300 has proved to be safe and well tolerated in a First-in-Human trial in women with cervical malignancies who also experienced signs of clinical benefit. In a second Phase 1 clinical trial in women with cervical cancer stage IB2/II, the MTD and DLT have been also identified in the clinical setting. Interestingly, in cervical tumors the B23/nucleophosmin protein levels were significantly reduced after CIGB-300 treatment at the nucleus compartment. In addition, expanded use of CIGB-300 in case studies has evidenced antitumor activity when administered as compassional option. Collectively, our data outline important clues on translational and clinical research from this novel peptide-based drug reinforcing its perspectives to treat cancer and paving the way to validate CK2 as a promising target in oncology.Fil: Perea, Silvio E.. Center for Genetic Engineering and Biotechnology; CubaFil: Baladron, Idania. Center for Genetic Engineering and Biotechnology; CubaFil: Garcia, Yanelda. Center for Genetic Engineering and Biotechnology; CubaFil: Perera, Yasser. Center for Genetic Engineering and Biotechnology; CubaFil: Lopez, Adlin. Center for Genetic Engineering and Biotechnology; CubaFil: Soriano, Jorge L.. Center for Genetic Engineering and Biotechnology; Cuba. General Hospital ‘‘Hermanos Ameijeiras’; CubaFil: Batista, Noyde. Center for Genetic Engineering and Biotechnology; Cuba. General Hospital ‘‘Hermanos Ameijeiras’; CubaFil: Palau, Aley. Center for Genetic Engineering and Biotechnology; Cuba. General Hospital ‘‘Hermanos Ameijeiras’; CubaFil: Hernández, Ignacio. Center for Genetic Engineering and Biotechnology; CubaFil: Farina, Hernán Gabriel. Universidad Nacional de Quilmes; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Garcia, Idrian. Center for Genetic Engineering and Biotechnology; CubaFil: Gonzalez, Lidia. Center for Genetic Engineering and Biotechnology; CubaFil: Gil, Jeovanis. Center for Genetic Engineering and Biotechnology; CubaFil: Rodriguez, Arielis. Center for Genetic Engineering and Biotechnology; CubaFil: Solares, Margarita. Center for Genetic Engineering and Biotechnology; CubaFil: Santana, Agueda. Center for Genetic Engineering and Biotechnology; CubaFil: Cruz, Marisol. Center for Genetic Engineering and Biotechnology; CubaFil: Lopez, Matilde. Center for Genetic Engineering and Biotechnology; CubaFil: Valenzuela, Carmen. Center for Genetic Engineering and Biotechnology; CubaFil: Reyes, Osvaldo. Center for Genetic Engineering and Biotechnology; CubaFil: López Saura, Pedro A.. Center for Genetic Engineering and Biotechnology; CubaFil: González, Carlos A.. Center for Genetic Engineering and Biotechnology; CubaFil: Diaz, Alina. Center for Genetic Engineering and Biotechnology; CubaFil: Castellanos, Lila. Center for Genetic Engineering and Biotechnology; CubaFil: Sanchez, Aniel. Center for Genetic Engineering and Biotechnology; CubaFil: Betancourt, Lazaro. Center for Genetic Engineering and Biotechnology; CubaFil: Besada, Vladimir. Center for Genetic Engineering and Biotechnology; CubaFil: González, Luis J.. Center for Genetic Engineering and Biotechnology; CubaFil: Garay, Hilda. Center for Genetic Engineering and Biotechnology; CubaFil: Gómez, Roberto. Center for Genetic Engineering and Biotechnology; CubaFil: Gomez, Daniel Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes; ArgentinaFil: Alonso, Daniel Fernando. Universidad Nacional de Quilmes; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Perrin, Phillipe. No especifíca;Fil: Renualt, Jean Yves. No especifíca;Fil: Sigman, Hugo. No especifíca;Fil: Herrera, Luis. Center for Genetic Engineering and Biotechnology; CubaFil: Acevedo, Boris. Center for Genetic Engineering and Biotechnology; Cub

La gamificación en el proceso de enseñanza-aprendizaje del Derecho

Esta propuesta busca introducir la gamificación (gamification, en inglés) en el proceso de enseñanza-aprendizaje del Derecho. Su objetivo es ejecutar mecánicas de juego clásicas (sopas de letras, crucigramas, anagramas, jeroglíficos, ruletas de las palabras, criptogramas...) en un entorno no lúdico que permita a los estudiantes dirigir su propio aprendizaje y superar su desmotivación. El reto es que sus principales protagonistas, los alumnos, aprendan disfrutando. Esta gamificación se basa en una planificación pedagógica y una sistematización adecuadas de dinámicas, mecánicas y estéticas que, definiendo claramente los objetivos del aprendizaje, lo "camuflan" en un entorno imaginativo atractivo y conforme con un desafío que se ajusta a la edad y los conocimientos previos de sus destinatarios. Esta metodología innovadora es útil en la educación presencial, semi-presencial (blended), virtual (E-Learning), en aplicaciones móviles educativas de gran éxito como ClassDojo, o en reconocidas experiencias de educación online como KhanAcademy. Su epicentro es el diseño de la actividad gamificada. A este respecto, la labor de los profesores se centra en planificar bloques temáticos, compuestos cada uno entre cinco y ocho juegos inmediatos distintos (crucigramas, sopas de letras, ruletas de las palabras, anagramas, criptogramas, jeroglíficos...) que repasan los sectores más relevantes de distintas materias jurídicas, ajustándose a sus respectivos Programas, de conformidad con sus correlativas Guías Docentes. Cada uno de esos juegos, formado normalmente por diez definiciones sobre las cuestiones más importantes de cada tema, se valorará sobre un total de diez puntos (un punto por cada definición). En los juegos más complejos, de cinco definiciones, cada una tendrá un valor de dos puntos. Más en concreto, lo primero que debe hacer cada profesor es explicar al alumnado el funcionamiento y la utilización que se le va a dar a esta técnica de aprendizaje. De esta suerte, seleccionada cada una de las actividades objetivo, el docente presentará las respectivas "reglas del juego", explicando la modalidad de ejecución, su cronograma y la fecha de retroalimentación o feedback. En cuanto a la forma de ejecución, estos desafíos pueden realizarse bien presencialmente en el último cuarto hora de clase, para verificar la comprensión de conocimientos bien a modo de repaso, al final de cada unidad, para comprobar el afianzamiento de los conceptos; incluso pueden ser utilizados por el profesor a modo de práctica evaluable en el propio aula o en el campus virtual, fijando un plazo de entrega. Más aún, también es posible colgar varios juegos en el campus virtual para que los estudiantes simplemente "se entrenen" (técnica dinámica) o busquen mejorar su expediente académico (técnica mecánica recompensa). Lo básico es que el alumnado se responsabilice de su propio aprendizaje, haciendo eficaz la gamificación que aquí se presenta. Profesores y alumnos son, en esta técnica, vasos comunicantes de un mismo proyecto: la enseñanza-aprendizaje rentable y eficaz