Exploring the potential of human adipocytes in periodontal regeneration: A review

Stem cells, initially identified in embryonic tissues and later in numerous adult tissues, tend to possess the potentiality to differentiate into various cell types. Though most flexible of all stem cell lines, ethical issues restrict the use of embryonic cells. Furthermore, induced pluripotent stem cells (iPS) and adult stem cells (e.g: bone marrow stroma) can also be used. However, procurement of autologous bone marrow has its potential limitations. An alternate source of autologous adult stem cells which can be procured in large quantities, under local anesthesia, with minimal discomfort would be of keen interest. In the present context, human adult adipose tissue may be the best appropriate alternative source of mesenchymal stem cells. Studies have shown that adipose stem cells (ASCs) extracted from subcutaneous human adult adipose tissue tend to contain heterogeneous cell population called stromal vascular fraction (SVF). It may be used directly or cultured in for selection and expansion of an adherent population, and hence, they are called ASCs. The adipose tissue, obtained by suction-assisted lipectomy (i.e., liposuction), are processed to obtain a fibroblast-like population of cells, also called processed lipoaspirate (PLA). PLA cells has the potentiality to differentiate in vitro into adipogenic, chondrogenic, myogenic, and osteogenic cells in the presence of lineage-specific induction factors. This attributable feature of ASCs may be of significant importance in future clinical cell-based therapy for periodontal disease as well. This review describes current knowledge & recent advances in ASCs & their application. This review describes current knowledge and recent advances in ASCs and their application in periodontal regeneration

Bridging the Gap between Academia and Practice: Project-Based Class for Prestressed Concrete Applications

Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class “CE 506-Prestressed Concrete” at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education

Bridging the Gap between Academia and Practice: Project-Based Class for Prestressed Concrete Applications

Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class “CE 506-Prestressed Concrete” at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education