Metamorphosis of Subarachnoid Hemorrhage Research: from Delayed Vasospasm to Early Brain Injury

Delayed vasospasm that develops 3–7 days after aneurysmal subarachnoid hemorrhage (SAH) has traditionally been considered the most important determinant of delayed ischemic injury and poor outcome. Consequently, most therapies against delayed ischemic injury are directed towards reducing the incidence of vasospasm. The clinical trials based on this strategy, however, have so far claimed limited success; the incidence of vasospasm is reduced without reduction in delayed ischemic injury or improvement in the long-term outcome. This fact has shifted research interest to the early brain injury (first 72 h) evoked by SAH. In recent years, several pathological mechanisms that activate within minutes after the initial bleed and lead to early brain injury are identified. In addition, it is found that many of these mechanisms evolve with time and participate in the pathogenesis of delayed ischemic injury and poor outcome. Therefore, a therapy or therapies focused on these early mechanisms may not only prevent the early brain injury but may also help reduce the intensity of later developing neurological complications. This manuscript reviews the pathological mechanisms of early brain injury after SAH and summarizes the status of current therapies

3D Visualization in Elementary Education Astronomy: Teaching Urban Second Graders about the Sun, Earth, and Moon

This research-in-progress hypothesizes that urban second graders can have an early understanding about the shape of Sun, Moon, and Earth, how day and night happens, and how Moon appears to change its shape by using three dimensional stereoscopic vision. The 3D stereoscopic vision system might be an effective way to teach subjects like astronomy that explains relationships among objects in space. Currently, Indiana state standards for science teaching do not suggest the teaching of these astronomical concepts explicitly before fourth grade. Yet, we expect our findings to indicate that students can learn these concepts earlier in their educational lives with the implementation of such technologies. We also project that these technologies could revolutionize when these concepts could be taught to children and expand the ways we think about children’s cognitive capacities in understanding scientific concepts