141 research outputs found
Acute and subchronic exposure to air particulate matter induces expression of angiotensin and bradykinin-related genes in the lungs and heart: Angiotensin-II type-I receptor as a molecular target of particulate matter exposure
Plasma protein adsorption on Fe<sub>3</sub>O<sub>4</sub>-PEG nanoparticles activates the complement system and induces an inflammatory response
Variation in the Composition and In Vitro Proinflammatory Effect of Urban Particulate Matter from Different Sites
Spatial variation in particulate matter–related health and toxicological outcomes is partly due to its composition. We studied spatial variability in particle composition and induced cellular responses in Mexico City to complement an ongoing epidemiologic study. We measured elements, endotoxins, and polycyclic aromatic hydrocarbons in two particle size fractions collected in five sites. We compared the in vitro proinflammatory response of J774A.1 and THP‐1 cells after exposure to particles, measuring subsequent TNFα and IL‐6 secretion. Particle composition varied by site and size. Particle constituents were subjected to principal component analysis, identifying three components: C 1 (Si, Sr, Mg, Ca, Al, Fe, Mn, endotoxin), C 2 (polycyclic aromatic hydrocarbons), and C 3 (Zn, S, Sb, Ni, Cu, Pb). Induced TNFα levels were higher and more heterogeneous than IL‐6 levels. Cytokines produced by both cell lines only correlated with C 1 , suggesting that constituents associated with soil induced the inflammatory response and explain observed spatial differences. © 2013 Wiley Periodicals, Inc. J BiochemMol Toxicol 27:87‐97, 2013; View this article online at wileyonlinelibrary.com . DOI 10.1002/jbt.21471Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96321/1/jbt21471.pd
Ab initio study of element segregation and oxygen adsorption on PtPd and CoCr binary alloy surfaces
The segregation behavior of the bimetallic alloys PtPd and CoCr in the case
of bare surfaces and in the presence of an oxygen ad-layer has been studied by
means of first-principles modeling based on density-functional theory (DFT).
For both systems, change of the d-band filling due to charge transfer between
the alloy components, resulting in a shift of the d-band center of surface
atoms compared to the pure components, drives the surface segregation and
governs the chemical reactivity of the bimetals. In contrast to previous
findings but consistent with analogous PtNi alloy systems, enrichment of Pt
atoms in the surface layer and of Pd atoms in the first subsurface layer has
been found in Pt-rich PtPd alloy, despite the lower surface energy of pure Pd
compared to pure Pt. Similarly, Co surface and Cr subsurface segregation occurs
in Co-rich CoCr alloys. However, in the presence of adsorbed oxygen, Pd and Cr
occupy preferentially surface sites due to their lower electronegativity and
thus stronger oxygen affinity compared to Pt and Co, respectively. In either
cases, the calculated oxygen adsorption energies on the alloy surfaces are
larger than on the pure components when the more noble components are present
in the subsurface layers
Reflexiones en torno a la evaluación de las actividades del proceso de enseñanza-aprendizaje
La evaluación es un proceso sistemático, continuo e integral destinado a determinar hasta qué punto han sido alcanzados los objetivos educativos. En ella se aúnan dos actividades fundamentales: medir y emitir juicios de valor a partir, de los datos. Sin embargo, a pesar de la claridad de estos conceptos la forma de evaluar a los alumnos todavía sigue plagada de importantes contradicciones entre los profesores, lo que manifiesta unas conductas didácticas alejadas de lo que debiera ser una pedagogía basada en la evidencia. El objetivo de este proyecto es evidenciar las citadas discrepancias, entre los agentes del proceso de enseñanza aprendizaje (alumnos y profesores), a la hora de elaborar, realizar y calificar las pruebas de evaluación (“exámenes”) de los alumnos de varias disciplinas relacionadas con la Biomedicina. La metodología empleada ha consistido en aplicar a los estudiantes un sencillo cuestionario con preguntas de elección múltiple. A partir de los resultados, se pretende reflexionar sobre conjunto de criterios sólidos que permitan realizar las evaluaciones de los alumnos con mayor validez, fiabilidad, objetividad y pertinencia, como recomienda la OMS en su Guía Pedagógica para el Personal de Salud
Metodología y evaluación innovadora en el aprendizaje de dos asignaturas de biología
Introducción de una metodología didáctica diferente a la tradicional, en dos asignaturas troncales de los estudios de Biología: Citología e Histología Vegetal y Animal (primer curso) y Bases Celulares de la Conducta (quinto cuso). Básicamente consiste en proporcionar a los alumnos, previamente y a través de Campus Virtual, los materiales necesarios para su aprendizaje (especialmente tutoriales y ejercicios). La estrategia fundamental es convertir el aula tradicional en un “taller” donde los alumnos, distribuidos en subgrupos de cinco, trabajan con los materiales aportados. Igualmente se les proporciona material de evaluación para que trabajando sobre preguntas, vayan realizando progresivamente una evaluación formativa. Los logros más relevantes fueron: 1) mejores resultados académicos al final del curso; 2) más participación en el aula; 3) mayor aprendizaje autónomo; 4) introducción del alumno en el manejo de enlaces específicos de Internet y en el uso del inglés como lengua científica fundamental, 5) mayor interacción con el profesor a través de las tutorías, tanto virtuales como personales y 6) suscitar una profunda reflexión sobre la excesiva burocratización de la Universidad que interfiere con una gestión ágil e innovadora del conocimiento.Este trabajo ha sido financiado por el Programa de Investigación Docente en Redes del Instituto de Ciencias de la Educación (ICE)
Todo lo que siempre quiso saber sobre la evaluación, pero no se atrevió a preguntar: a propósito de una encuesta
La evaluación es un proceso sistemático, continuo e integral destinado a determinar hasta qué punto han sido alcanzados los objetivos educativos. En ella se aúnan dos actividades fundamentales: medir y emitir juicios de valor a partir, de los datos. Sin embargo, a pesar de la claridad de estos conceptos la forma de evaluar a los alumnos todavía sigue plagada de importantes contradicciones entre los profesores, lo que manifiesta unas conductas didácticas alejadas de lo que debiera ser una pedagogía basada en la evidencia. El objetivo de este trabajo es evidenciar las citadas discrepancias, entre los agentes del proceso de enseñanza aprendizaje (alumnos y profesores), a la hora de elaborar, realizar y calificar las pruebas de evaluación (“exámenes”) de los alumnos de varias disciplinas relacionadas con la Biomedicina. La metodología empleada ha consistido en aplicar a los estudiantes un sencillo cuestionario con preguntas de elección múltiple. A partir de los resultados, se pretende reflexionar sobre conjunto de criterios sólidos que permitan realizar las evaluaciones de los alumnos con mayor validez, fiabilidad, objetividad y pertinencia, como recomienda la OMS en su Guía Pedagógica para el Personal de Salud
Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain
Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students’ opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied.This work was supported by the Teaching Research Program “Networks” from Institute of Education Sciences (ICE) at University of Alicante, Biotechnology Network (Reference 2885)
Nanomaterials Versus Ambient Ultrafine Particles: An Opportunity to Exchange Toxicology Knowledge
BACKGROUND: A rich body of literature exists that has demonstrated adverse human health effects following exposure to ambient air particulate matter (PM), and there is strong support for an important role of ultrafine (nanosized) particles. At present, relatively few human health or epidemiology data exist for engineered nanomaterials (NMs) despite clear parallels in their physicochemical properties and biological actions in in vitro models.
OBJECTIVES: NMs are available with a range of physicochemical characteristics, which allows a more systematic toxicological analysis. Therefore, the study of ultrafine particles (UFP, <100 nm in diameter) provides an opportunity to identify plausible health effects for NMs, and the study of NMs provides an opportunity to facilitate the understanding of the mechanism of toxicity of UFP.
METHODS:
A workshop of experts systematically analyzed the available information and identified 19 key lessons that can facilitate knowledge exchange between these discipline areas.
DISCUSSION: Key lessons range from the availability of specific techniques and standard protocols for physicochemical characterization and toxicology assessment to understanding and defining dose and the molecular mechanisms of toxicity. This review identifies a number of key areas in which additional research prioritization would facilitate both research fields simultaneously.
CONCLUSION: There is now an opportunity to apply knowledge from NM toxicology and use it to better inform PM health risk research and vice versa.info:eu-repo/semantics/publishedVersio
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