Growth standards of patients with Noonan and Noonan-like syndromes with mutations in the RAS/MAPK pathway

Noonan syndrome (NS) and Noonan-like syndromes (NLS) are autosomal dominant disorders caused by heterozygous mutations in genes of the RAS/MAPK pathway. The aim of the study was to construct specific growth charts for patients with NS and NLS. Anthropometric measurements (mean of 4.3 measurements per patient) were obtained in a mixed cross-sectional and longitudinal mode from 127 NS and 10 NLS patients with mutations identified in PTPN11 (n?=?90), SOS1 (n?=?14), RAF1 (n?=?10), KRAS (n?=?8), BRAF (n?=?11), and SHOC2 (n?=?4) genes. Height, weight, and body mass index (BMI) references were constructed using the lambda, mu, sigma (LMS) method. Patients had birth weight and length within normal ranges for gestational age although a higher preterm frequency (16%) was observed. Mean final heights were 157.4?cm [-2.4 standard deviation score (SDS)] and 148.4?cm (-2.2?SDS) for adult males and females, respectively. BMI SDS was lower when compared to Brazilian standards (BMI SDS of -0.9 and -0.5 SDS for males and females, respectively). Patients harboring mutations in RAF1 and SHOC2 gene were shorter than other genotypes, whereas patients with SOS1 and BRAF mutations had more preserved postnatal growth. In addition, patients with RAF1 and BRAF had the highest BMI whereas patients with SHOC2 and KRAS mutations had the lowest BMI. The present study established the first height, weight, and BMI reference curves for NS and NLS patients, based only on patients with a proven molecular cause. These charts can be useful for the clinical follow-up of patients with NS and NLS. (c) 2012 Wiley Periodicals, Inc.

Immunoglobulin G profile in hyperacute rejection after multivisceral xenotransplantation

Galvao FHF, Soler W, Pompeu E, Waisberg DR, Mello ES, Costa ACL, Teodoro W, Velosa AP, Capelozzi VL, Antonangelo L, Catanozi S, Martins A, Malbouisson LMS, Cruz RJ, Figueira ER, Filho JAR, Chaib E, D'Albuquerque LAC. Immunoglobulin G profile in hyperacute rejection after multivisceral xenotransplantation. Xenotransplantation 2012; 19: 298304. (c) 2012 John Wiley & Sons A/S. Abstract: Introduction: Xenotransplantation is a potential solution for the high mortality of patients on the waiting list for multivisceral transplantation; nevertheless, hyperacute rejection (HAR) hampers this practice and motivates innovative research. In this report, we describe a model of multivisceral xenotransplantation in which we observed immunoglobulin G (IgG) involvement in HAR. Methods: We recovered en bloc multivisceral grafts (distal esophagus, stomach, small intestine, colon, liver, pancreas, and kidneys) from rabbits (n = 20) and implanted them in the swine (n = 15) or rabbits (n = 5, control). Three hours after graft reperfusion, we collected samples from all graft organs for histological study and to assess IgG fixation by immunofluorescence. Histopathologic findings were graded according to previously described methods. Results: No histopathological features of rejection were seen in the rabbit allografts. In the swine-to-rabbit grafts, features of HAR were moderate in the liver and severe in esophagus, stomach, intestines, spleen, pancreas, and kidney. Xenograft vessels were the central target of HAR. The main lesions included edema, hemorrhage, thrombosis, myosites, fibrinoid degeneration, and necrosis. IgG deposition was intense on cell membranes, mainly in the vascular endothelium. Conclusions: Rabbit-to-swine multivisceral xenotransplants undergo moderate HAR in the liver and severe HAR in the other organs. Moderate HAR in the liver suggests a degree of resistance to the humoral immune response in this organ. Strong IgG fixation in cell membranes, including vascular endothelium, confirms HAR characterized by a primary humoral immune response. This model allows appraisal of HAR in multiple organs and investigation of the livers relative resistance to this immune response.

Intelligent tutoring system for distance education

This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117) formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provide a timely and high quality feedback that not only informs the correctness of the solution to the problem, but also informs students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to students to reveal the right and wrong answers immediately after taking the test. Feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instructional material may help student to strengthen the content under consideration. The remedial suggestion should be given in each answer with detaileddescription with regards the materials and instructional procedures before taking next step. The main idea is to inform students about what they have learned and what they still have to learn. The open-source LMS called Moodle was extended to accomplish the formative evaluation, high-quality feedback, and the communal knowledge presented here with a short online financial math course that is being offered at a large University in Brazil. The preliminary results shows that the intelligent tutoring system using high quality feedback helped students to improve their knowledge about the solution to the problems based on the errors of their past cohorts. The results and suggestion for future work are presented and discussed.

Sincronización del sistema de información de la ULPGC con Moodle

Se ha desarrollado un conjunto de extensiones para LMS (Learning Management System) Moodle que permiten sincronizar su contenido con la información académica de la ULPGC, almacenada en una base de datos institucional. Se minimiza la intervención humana, garantizando que el Campus Virtual de la ULPGC sea un reflejo de su estructura presencial, incluyendo titulaciones, asignaturas, profesores y alumnos. Se han seguido las directrices marcadas por los desarrolladores de Moodle, respetando la arquitectura de este software y utilizando la API que incorpora. Las extensiones se han desarrollado con la vista puesta en su uso por terceros, por lo que, con pequeños cambios de configuración, se pueden utilizar en cualquier instalación de Moodle con características similares a las de la ULPGC.

Ecucational data mining (EDM) para la determinación de comportamientos en estudiantes de ingeniería en la modalidad virtual de UDE

[ES]En este artículo se describe la experiencia de la aplicación de técnicas de EDM (clustering) a un curso disponible en la plataforma Ude@ de la Universidad de Antioquia. El objetivo es clasificar los patrones de interacción de los estudiantes a partir de la información almacenada en la base de datos de la plataforma Moodle. Para ello, se generan informes sobre el uso de los recursos y la autoevaluación que permiten analizar el comportamiento y los patrones de navegación de los estudiantes durante el uso del LMS (Learning Management System).

Progettazione e sviluppo di estensioni per AContent

In questo documento di tesi viene descritta la progettazione e la realizzazione di estensioni per il sistema di authoring AContent. L'idea è di creare un'estensione dell'authoring tool che implementi il concetto di template ovvero strumenti di grande efficacia e di facile utilizzo nelle fasi di redazione dei contenuti. Si prevede di aggiungerli ad AContent senza la necessità di integrare un intero motore di template ma utilizzando strutture dati esistenti e specifiche standard di e-learning. I servizi aggiuntivi da offrire agli autori sono stati organizzati secondo tre approcci diversi da cui sono emersi tre livelli di template. Il Template di Layout che determina l'aspetto grafico dei contenuti, il Template di Pagina che definisce la struttura di ogni singola pagina e il Template di Struttura che propone e imposta un modello per la struttura dell'intero contenuto didattico. Il documento è costituito da una seconda parte di progetto che va a coinvolgere il sistema ATutor e pone grande attenzione sulle caratteristiche di interoperabilità fra l'authoring AContent e il LCMS ATutor. Lo scopo è quello di estendere le funzionalità di integrazione dei contenuti del sistema così da presentare materiale didattico esterno archiviato in AContent. Viene trattata l'integrazione di LTI all'interno dei due sistemi considerati assegnando i ruoli di Tool Provider (AContent), fornitore di contenuti didattici remoti e Tool Consumer (ATutor), richiedente di tali contenuti. Sono considerati, infine, i due moduli di ATutor AContent Repository e External Tool che si occupano di importare materiale didattico da AContent tramite il Web Service REST. Si prevede la loro modifica affinché, attraverso il canale di comunicazione LTI stabilito, siano in grado di creare dei Live Content Link ovvero riferimenti a contenuti remoti (esterni alla piattaforma utilizzata) aggiornati in tempo reale. Infatti, a differenza di una normale importazione di un LO esterno è previsto che venga creano un "riferimento". In questo modo, la modifica di una pagina sul Tool Provider AContent si ripercuoterà istantaneamente su tutti i contenuti dei Tool Consumer che hanno instaurato un Live Content Link con il provider.

Aussagekraft einer quantitativen, PC-unterstützten PCNA-Bestimmung an Leiomyosarkomen und Leiomyomen

Ziel der Studie war die Untersuchung inwieweit PCNA als immunhistochemisches Hilfsmittel eine Verbesserung der Abgrenzung von uterinen LM gegenüber uterinen LMS und eine Hilfe bei der Prognoseaussage bei uterinen und gastrointestinalen LMS darstellt. Dabei wurden auch weitere, herkömmliche, in einer Reihe von Studien untersuchte Prognoseparameter mit in Betracht gezogen.rnDie Auswertung der Färbungen erfolgte quantitativ mittels einer PC-gesteuerten Bildverarbeitung, die neben der positiven Zellfläche und Zellzahl auch die Kernfläche berechnet. Vorteil der quantitativen Messung ist die Möglichkeit der Reproduzierbarkeit unabhängig vom Benutzer, im Gegensatz zu semiquantitativen Analysen, die häufiger angewendet werden.rnEs fällt dabei auf, dass sowohl die Zellkerngröße generell als auch die Zellkerngröße der positiv gefärbten Zellen signifikant größer bei LMS als bei LM ist. (p< 0,0001). Zwischen den Zellkerngrößen der uterinen und der gastrointestinalen LMS fanden sich keine signifikanten Unterschiede.rnBezüglich der Abgrenzung zwischen uterinen LM und LMS zeigten sich signifikant höhere PCNA-Meßwerte für LMS (mittlere positive Zellkernzahl 15,08%, mittlere positive Zellkernzahl 16,67%) gegenüber LM (mittlere positive Zellkernzahl 1,95%, mittlere positive Zellkernzahl 2,02%). Zu den gastrointestinalen LMS-PCNA Messwerten gab es keinen signifikanten Unterschied (mittlere positive Zellkernfläche 19,07%, mittlere positive Zellkernzahl 16,43).rnKein signifikanter Zusammenhang zeigte sich bei der Höhe der PCNA-Meßwerte und der Prognose sowohl der uterinen als auch der gastrointestinalen LMS.rnIn dieser Studie stellten sich als signifikant prognoserelevant lediglich das Alter sowohl bei den uterinen und gastrointestinalen LMS heraus. Bei den uterinen LMS war auch noch ein schlechteres Grading und das Vorhandensein von Nekrosen signifikant mit der Prognose korreliert.rnNicht signifikant prognoserelevant waren sowohl bei den uterinen wie den gastrointestinalen LMS die Tumorgröße und die PCNA-Meßwerthöhe. Bei den gastrointestinalen Leiomyosarkomen zusätzlich noch das Vorhandensein von Nekrosen.rnEin signifikanter Zusammenhang wurde zwischen PCNA-Meßwerten und der Uterusgröße bzw. auch der Myomgröße bei den uterinen Leiomyomen sowie analog der Tumorgröße der uterinen und der gastrointestinalen LMS festgestellt. Innerhalb der Gruppe der uterinen Myome zeigten sich für zellreiche Myome zwar höhere Messwerte, die jedoch nicht signifikant waren.rnKein Zusammenhang zeigte sich dagegen für die Höhe der PNCA-Meßwerte und dem Grading der uterinen sowohl als auch der gastrointestinalen Leiomyosarkome, dem Alter der Patientinnen bei den uterinen LMS, dem Vorhandensein von Nekrosen bei den uterinen sowohl als auch bei gastrointestinalen LMS und dem Geschlecht bei den gastrointestinalen LMS.rnDie Ergebnisse stehen bezüglich der Aussage der Prognose teilweise in Widerspruch, teilweise in Einklang mit den bisherigen Veröffentlichungen. Ein großes Hemmnis ist die geringe Fallzahl, die vor allem durch die Seltenheit der Tumore bedingt ist, desweiteren die ungenügende Nachverfolgung der Patienten, die auch daraus resultiert, dass es sich um eine retrospektive Studie handelt. Hier bedarf es größerer Studien, möglicherweise als multizentrische Studien mit genauer Verlaufsbeobachtung, um auch im deutschsprachigen Raum eine weitere Erforschung dieser seltenen, umsomehr sehr interessanten und an den untersuchenden Pathologen besondere Ansprüche stellende Tumore zu geben.rn

Nanomechanical and phononic properties of structured soft materials

Significant interest in nanotechnology, is stimulated by the fact that materials exhibit qualitative changes of properties when their dimensions approach ”finite-sizes”. Quantization of electronic, optical and acoustic energies at the nanoscale provides novel functions, with interests spanning from electronics and photonics to biology. The present dissertation involves the application of Brillouin light scattering (BLS) to quantify and utilize material displacementsrnfor probing phononics and elastic properties of structured systems with dimensions comparable to the wavelength of visible light. The interplay of wave propagation with materials exhibiting spatial inhomogeneities at sub-micron length scales provides information not only about elastic properties but also about structural organization at those length scales. In addition the vector nature of q allows, for addressing the directional dependence of thermomechanical properties. To meet this goal, one-dimensional confined nanostructures and a biological system possessing high hierarchical organization were investigated. These applications extend the capabilities of BLS from a characterization tool for thin films to a method for unravelingrnintriguing phononic properties in more complex systems.

Kostenorientiertes Controlling von E-Learning-Plattformen mit dem TCO-Konzept

Zur administrativen Unterstützung von Lehr- und Lernprozessen werden E-Learning-Plattformen eingesetzt, die auf der Grundlage des Internet Funktionen zur Distribution von Lehr- und Lernmaterialien und zur Kommunikation zwischen Lehrenden und Lernenden anbieten. Zahlreiche wissenschaftliche Beiträge und Marktstudien beschäftigen sich mit der multikriteriellen Evaluation dieser Softwareprodukte zur informatorischen Fundierung strategischer Investitionsentscheidungen. Demgegenüber werden Instrumente zum kostenorientierten Controlling von E-Learning-Plattformen allenfalls marginal thematisiert. Dieser Beitrag greift daher das Konzept der Total Cost of Ownership (TCO) auf, das einen methodischen Ansatzpunkt zur Schaffung von Kostentransparenz von E-Learning-Plattformen bildet. Aufbauend auf den konzeptionellen Grundlagen werden Problembereiche und Anwendungspotenziale für das kostenorientierte Controlling von LMS identifiziert. Zur softwaregestützten Konstruktion und Analyse von TCO-Modellen wird das Open Source-Werkzeug TCO-Tool eingeführt und seine Anwendung anhand eines synthetischen Fallbeispiels erörtert. Abschließend erfolgt die Identifikation weiterführender Entwicklungsperspektiven des TCO-Konzepts im Kontext des E-Learning. Die dargestellte Thematik ist nicht nur von theoretischem Interesse, sondern adressiert auch den steigenden Bedarf von Akteuren aus der Bildungspraxis nach Instrumenten zur informatorischen Fundierung von Investitions- und Desinvestitionsentscheidungen im Umfeld des E-Learning.

Total Cost of Services (TCS) von Learning Management-Systemen

Mit dem zunehmenden Einsatz von E-Learning-Plattformen rücken verstärkt Wirtschaftlichkeitsaspekte in den Betrachtungsmittelpunkt, die Methoden zur Ermittlung systembedingter Kosten voraussetzen. Durch die zunehmende Serviceorientierung und Integration von LMS mit bestehenden Komponenten der Anwendungsarchitektur sind hierfür jedoch neue Methoden notwendig, welche die Defizite traditioneller Total Cost of Ownership-Modelle abbauen. Einen Ansatzpunkt hierfür bietet das ITIL-Referenzmodell, das einen Rahmen für taktische und operative IT-Services vorgibt und somit die Grundlage für eine serviceorientierte Gesamtkostenermittlung in Form der Total Cost of Services (TCS) liefert.

Model Driven Architecture (MDA): Integration and Model Reuse for Open Source eLearning Platforms

Open Source (OS) community offers numerous eLearning platforms of both types: Learning Management Systems (LMS) and Learning Content Systems (LCS). General purpose OS intermediaries such as SourceForge, ObjectWeb, Apache or specialized intermediaries like CampusSource reduce the cost to locate such eLearning platforms. Still, it is impossible to directly compare the functionalities of those OS software products without performing detailed testing on each product. Some articles available from eLearning Wikipedia show comparisons between eLearning platforms which can help, but at the end they barely serve as documentation which are becoming out of date quickly [1]. The absence of integration activities between OS eLearning platforms - which are sometimes quite similar in terms of functionalities and implementation technologies - is sometimes critical since most of the OS projects possess small financial and human resources. This paper shows a possible solution for these barriers of OS eLearning platforms. We propose the Model Driven Architecture (MDA) concept to capture functionalities and to identify similarities between available OS eLearning platforms. This contribution evolved from a fruitful discussion at the 2nd CampusSource Developer Conference at the University of Muenster (27th August 2004).

Leveraging Informality Within eLearning

The next generation of learners expect more informality in learning. Formal learning systems such as traditional LMS systems no longer meet the needs of a generation of learners used to Twitter and Facebook, social networking and user-generated content. Regardless of this, however, formal content and learning models are still important and play a major role in educating learners, particularly in enterprise. The eLite project at DERI addressed this emerging dichotomy of learning styles, reconciling the traditional with the avant garde by using innovative technology to add informal learning capabilities to formal learning architectures.

The use of learning management systems: A Longitudinal Case Study

In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.

Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study

The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process. These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching. A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.