Bone Marrow Mononuclear Cell Therapy Led to Alveolar-Capillary Membrane Repair, Improving Lung Mechanics in Endotoxin-Induced Acute Lung Injury

The aim of this study was to test the hypothesis that bone marrow mononuclear cell (BMDMC) therapy led an improvement in lung mechanics and histology in endotoxin-induced lung injury. Twenty-four C57BL/6 mice were randomly divided into four groups (n = 6 each). In the acute lung injur;y (ALI) group, Escherichia coli lipopolysaccharide (LPS) was instilled intratracheally (40 mu g, IT), and control (C) mice received saline (0.05 ml, IT). One hour after the administration of saline or LPS, BMDMC (2 x 10(7) cells) was intravenously injected. At day 28, animals were anesthetized and lung mechanics [static elastance (E(st)), resistive (Delta P(1)), and viscoelastic (Delta P(2)) pressures] and histology (light and electron microscopy) were analyzed. Immunogold electron microscopy was used to evaluate if multinucleate cells were type II epithelial cells. BMDMC therapy prevented endotoxin-induced lung inflammation, alveolar collapse, and interstitial edema. In addition, BMDMC administration led to epithelial and endothelial repair with multinucleated type II pneumocytes. These histological changes yielded a reduction in lung E(st), Delta P(1), and Delta P(2) compared to ALI. In the present experimental ALI model, the administration of BMDMC yielded a reduction in the inflammatory process and a repair of epithelium and endothelium, reducing the amount of alveolar collapse, thus leading to an improvement in lung mechanics.

Hypervolemia induces and potentiates lung damage after recruitment maneuver in a model of sepsis-induced acute lung injury

Introduction: Recruitment maneuvers (RMs) seem to be more effective in extrapulmonary acute lung injury (ALI), caused mainly by sepsis, than in pulmonary ALI. Nevertheless, the maintenance of adequate volemic status is particularly challenging in sepsis. Since the interaction between volemic status and RMs is not well established, we investigated the effects of RMs on lung and distal organs in the presence of hypovolemia, normovolemia, and hypervolemia in a model of extrapulmonary lung injury induced by sepsis. Methods: ALI was induced by cecal ligation and puncture surgery in 66 Wistar rats. After 48 h, animals were anesthetized, mechanically ventilated and randomly assigned to 3 volemic status (n = 22/group): 1) hypovolemia induced by blood drainage at mean arterial pressure (MAP)approximate to 70 mmHg; 2) normovolemia (MAP approximate to 100 mmHg), and 3) hypervolemia with colloid administration to achieve a MAP approximate to 130 mmHg. In each group, animals were further randomized to be recruited (CPAP = 40 cm H(2)O for 40 s) or not (NR) (n = 11/group), followed by 1 h of protective mechanical ventilation. Echocardiography, arterial blood gases, static lung elastance (Est, L), histology (light and electron microscopy), lung wet-to-dry (W/D) ratio, interleukin (IL)-6, IL-1 beta, caspase-3, type III procollagen (PCIII), intercellular adhesion molecule-1 (ICAM-1), and vascular cell adhesion molecule-1 (VCAM-1) mRNA expressions in lung tissue, as well as lung and distal organ epithelial cell apoptosis were analyzed. Results: We observed that: 1) hypervolemia increased lung W/D ratio with impairment of oxygenation and Est, L, and was associated with alveolar and endothelial cell damage and increased IL-6, VCAM-1, and ICAM-1 mRNA expressions; and 2) RM reduced alveolar collapse independent of volemic status. In hypervolemic animals, RM improved oxygenation above the levels observed with the use of positive-end expiratory pressure (PEEP), but increased lung injury and led to higher inflammatory and fibrogenetic responses. Conclusions: Volemic status should be taken into account during RMs, since in this sepsis-induced ALI model hypervolemia promoted and potentiated lung injury compared to hypo-and normovolemia.

Impact of obesity on airway and lung parenchyma remodeling in experimental chronic allergic asthma

The impact of obesity on the inflammatory process has been described in asthma, however little is known about the influence of diet-induced obesity on lung remodeling. For this purpose, 56 recently weaned A/J mice were randomly divided into 2 groups. In the C group, mice were fed a standard chow diet, while OB animals received isocaloric high-fat diet to reach 1.5 of the mean body weight of C. After 12 weeks, each group was further randomized to be sensitized and challenged with ovalbumin (OVA) or saline. Twenty-four hours after the last challenge, collagen fiber content in airways and lung parenchyma, the volume proportion of smooth muscle-specific actin in alveolar ducts and terminal bronchiole, and the number of eosinophils in bronchoalveolar lavage fluid were higher in OB-OVA than C-OVA. In conclusion, diet-induced obesity enhanced lung remodeling resulting in higher airway responsiveness in the present experimental chronic allergic asthma. (C) 2011 Elsevier B.V. All rights reserved.

Issue review : salary growth of Iowa teachers and school administrators.

In recent years in both Iowa and nationally, there has been a strong focus on increasing salary levels for teachers. Iowa initiated the Student Achievement and Teacher Quality Program in fiscal year 2002 to improve the quality of K-12 teachers in Iowa schools. The program's funding to improve teacher salaries continues and is now part of the school-aid formula. During the same time period, there has been a growing focus on recruiting and improving the quality of school district superintendents and other school administrators. This issue review looks at the growth of salaries over the past ten years for Iowa's full-time teachers, superintendents and other administrators.

Unexpected genomic variability in clinical and environmental strains of the pathogenic yeast Candida parapsilosis

Invasive candidiasis is the most commonly reported invasive fungal infection worldwide. Although Candida albicans remains the main cause, the incidence of emerging Candida species, such as C. parapsilosis is increasing. It has been postulated that C. parapsilosis clinical isolates result from a recent global expansion of a virulent clone. However, the availability of a single genome for this species has so far prevented testing this hypothesis at genomic scales. We present here the sequence of three additional strains from clinical and environmental samples. Our analyses reveal unexpected patterns of genomic variation, shared among distant strains, that argue against the clonal expansion hypothesis. All strains carry independent expansions involving an arsenite transporter homolog, pointing to the existence of directional selection in the environment, and independent origins of the two clinical isolates. Furthermore, we report the first evidence for the existence of recombination in this species. Altogether, our results shed new light onto the dynamics of genome evolution in C. parapsilosis.

Developing an Understanding of Cultural Diversity: How an Experience Living in a Multicultural Nation and an Experience Teaching Abroad Contribute to Southern Ontario Teachers' Identities

This is a narrative design study focusing on the understandings that a group of 6 Southern Ontario teachers have of cultural diversity and how these understandings integrated into their development of teacher identity. Given the high culturally diverse population of Canada and its national multicultural values, conducting this study on Canadian pre-service and in-service teachers offers an interesting contribution to the field. In efforts to explore the participants’ understandings, the research examined a teaching abroad experience. The aim was to investigate how these participants gained insight from their experiences with cultural diversity and whether these insights stimulated a greater culturally conscious teacher identity. Narratives provided a description of the lived experiences of these 6 teachers and identified meanings made from these experiences. Participants included 2 pre-service teachers who were in a teacher education program at the time of the interview, and 4 certified teachers who graduated from a teacher education program within the past 5 years. One on one interviews focused on lived experiences within a participant’s home, school community, and teaching abroad. The researcher used grounded theory during the data analysis to assist in identifying themes, and then compared these themes among participants. Overall, this study suggests that even though these participants live in a multicultural nation, experiences varied greatly based on contributing factors such as heritage and exposure to cultural diversity through their home and school life. Despite their varying level of cultural competence, all participants gained insight from their teaching abroad experience, contributing to a teacher identity that considered inclusive practices. This study suggests that there are some important factors to consider when preparing teachers to teach in a multicultural society.

Diversity Discourse and the Ontario Educator: The Understandings of Race and Whiteness Among New White Ontario Teachers

As a recent teacher education graduate, I have been left with more questions than answers about how to create and maintain an equitable and antioppressive classroom. These complicated questions of equity laid the groundwork for this study, which explored how new teachers understood diversity, specifically whiteness, and how they connected these perceptions to their course-related experiences in their teacher education program. Using a qualitative approach, this study problematized the lack of critical discussions around diversity taking place in Ontario teacher education courses. Through purposive, homogenous sampling, 7 new Ontario educators participated in a semistructured interview that focused on their experiences as teacher candidates and new teachers and their understandings and ideas regarding diversity, race, and more specifically, whiteness. The findings suggest that the greater Canadian discourse surrounding multiculturalism impacts the everyday diversity talk of the participants, and that problematic ideas of acceptance and tolerance are common. The findings also show a strong discomfort and unfamiliarity among the participants with the terms whiteness and white privilege. Finally, the results also revealed that new teachers have limited experience in their teacher education to discuss and learn about diversity, particularly critical discussions about race and privilege. Through this investigation, I aimed to bring attention to the necessity of having these critical, albeit difficult, discussions around diversity and whiteness in order to support new, predominately white, teachers.

Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans l’éducation. Pour favoriser des usages effectifs de ces technologies par des enseignants dans les salles de classe, il devient pertinent de s’intéresser aux usages qu’en font certains formateurs et futurs enseignants dans le cadre de la formation initiale. Ainsi, dans le contexte de la formation initiale des enseignants en Côte d’Ivoire à l’ENS d’Abidjan, l’objectif général de la présente thèse est de documenter les usages et la compétence TIC. Pour répondre à ces préoccupations, une étude qualitative exploratoire a été réalisée à l’Ecole normale supérieure (ENS) d’Abidjan en Côte d’Ivoire. Les entrevues individuelles semi-dirigées avec des formateurs (n = 9) et des futurs enseignants (n = 15) ont été analysées, en adoptant une approche méthodologique basée essentiellement sur l’analyse du contenu. Les résultats sont présentés sous forme d’articles scientifiques. La thèse tente ainsi de décrire des usages des TIC par des futurs enseignants, de dresser un profil des formateurs usagers des TIC dans le cadre de la formation initiale à l’ENS d’Abidjan. Elle veut aussi examiner les usages des TIC par des futurs enseignants, en formation initiale, pour certaines des composantes de la compétence TIC. Les résultats obtenus permettent de dresser une typologie des usages des TIC par des futurs enseignants dans le cadre de leurs activités d’apprentissage. Pour ce qui est des formateurs, trois profils d’usagers ont été dressés : 1. Les usagers de bas niveau qui font usage des TIC uniquement pour la recherche et la production de documents ; 2. Les usagers de niveau moyen qui, en plus de la recherche et la production de documents, utilisent les outils électroniques de communication dans leurs pratiques professionnelles, et font souvent usage des TIC dans leur classe ; 3. Les usagers de bon niveau qui, en plus de faire usage des outils de communication dans leurs pratiques professionnelles et d’intégrer les TIC dans leurs pratiques en classe, disposent de pages Web à but éducatif. Par ailleurs, l’analyse des discours des futurs enseignants sur les usages des TIC laisse percevoir que la compétence TIC se révèle de façon inégale à travers quatre de ses composantes. En effet, même s’ils n’ont pas une posture critique face aux TIC, ces futurs enseignants ont une conscience de leurs avantages dans le cadre de leur formation. Ainsi, ils utilisent les TIC pour communiquer, rechercher les informations, les interpréter afin de résoudre un problème, se constituer un réseau d’échanges et de formation continue. Même si l’intégration des TIC dans la formation initiale des enseignants en Côte d’Ivoire n’est pas encore effective, des formateurs et des futurs enseignants en font usage dans le cadre de la formation.

Preparadurías estudiantiles como proceso de aprendizaje colaborativo entre estudiantes de ingeniería de la UNEXPO, Vicerectorado de Puerto Ordaz

Se trata de una investigación que se realizó en la Universidad Nacional Experimental Politécnica "Antonio José de Sucre" (UNEXPO), Vicerrectorado Puerto Ordaz, Venezuela, referida al estudio e intervención educativa en el programa de preparadurías (mecanismo de asesoramiento académico entre estudiantes de ingeniería), en el ámbito de matemática I (asignatura crítica), que desarrolló procesos participativos de enseñanza-aprendizaje en aula fundamentados en una metodología colaborativa, de cara a la promoción de un cambio educativo. La investigación tiene como propósito promover la mejora de los procesos de enseñanza aprendizaje que se desarrollan en este programa, facilitando la participación de los preparadores en un proceso de intervención. Las acciones que orientaron la intervención en el aula, se fundamentan en una concepción constructivista y sociocultural de los procesos de enseñanza-aprendizaje, que otorgan un papel preponderante a la actividad del alumno mediada por factores de su contexto educativo. Desde el punto de vista metodológico, estamos frente a un tipo de investigación interpretativa, sustentada operacionalmente por la metodología cualitativa. Para llevarla a cabo, se definieron tres fases interconectadas en el proceso investigativo: descriptiva, de intervención y valoración; destacando que la fase intervención en el aula, se inspiró en la investigación-acción, como mecanismo indagatorio y propulsor de la transformación en la práctica. En estas fases, fue predominante la identificación de informantes clave de acuerdo a momentos y ámbitos de actuación y combinaciones que relacionaban técnicas narrativas como los grupos de discusión, entrevistas cualitativas y la observación, entre otras. Los resultados más resaltantes, tienden a realizar una caracterización exhaustiva de las preparadurías, describir de forma pormenorizada la experiencia vivida con los preparadores, la cual trata de aportar una estrategia pedagógica en matemática I, traducida en el aprovechamiento de las relaciones simétricas entre alumnos en ambientes colaborativos. La investigación permite a la UNEXPO, otras universidades y a la comunidad educativa, evaluar la posibilidades que ofrece una propuesta innovadora de enseñanza-aprendizaje en matemática I, que puede orientar las acciones pedagógicas en una de las asignaturas con más bajo porcentaje de promoción; combinando la colaboración, participación; explorando y aprovechando las relaciones entre iguales en ambientes alternativos de aprendizaje como las preparadurías.

A logística militar e o serviço de intendência: uma análise do programa excelência gerencial do Exército Brasileiro

This study has the purpose to analyze some of the programs and measures adopted by the Brazilian Army, as well as eventual contributions, for the modernization of its Logistics. Thus, focus one of the main devices of logistic support of the Forces, the Quartermaster, approaching some roles performed by this Service that comprises the current conception of the Army Logistics. This modernization process is mainly developed through a excellence program implemented for the whole Army aiming, amongst other factors, the adoption of managerial practices leading to a better operational performance and to the improvement of the Institution' services and products quality: the Managerial Excellence Program of the Brazilian Army (PEG-EB). Here, the Logistics is deemed as key part for the organizational success and one of the main factors of competitive differential of companies, directly related to costs reduction and increase in the level of services provided for the customers. For the Army, the improvement and update of logistic doctrine emerge as priority for achieving the goals, especially focusing the need to integrated the logistics activities, in order to optimize the resources available, reduce costs and prioritize its actions. While searching for an integrated approach for its logistics, the Army created a central body with the responsibility to coordinate all the supply chain of its Units: the Logistic Department (D Log). This body centrally coordinates a major segment of logistics functions in the Forces. The conclusion states that the development of this mentality about the internal integration of activities will allow a rationalization of the management process, increasing the indexes of availability of material from military organizations, and consequently a serviceability gain for the Brazilian Army.

Construir com os professores do 2º ciclo práticas letivas inovadoras: um projeto de pesquisa sobre o ensino do tema curricular 'alimentação humana'

O propósito neste texto é divulgar um projeto de investigação que foi desenvolvido com professores do 2º ciclo, no qual se utilizou uma metodologia do tipo investigação-ação. Por intermédio deste projeto foi possível avaliar o impacto do uso de estratégias do Ensino por Pesquisa (EPP), com vista ao desenvolvimento de novas competências científico-didáticas (atitudes e saberes). Tais estratégias foram desenvolvidas com base em preceitos da Nova Didática e no âmbito de um programa de formação. Os dados levantados e analisados mostraram que esse tipo de metodologia contribui para a superação de dificuldades de aprendizagem inerentes a processos de formação profissional (inicial e continuada), como a de aprender por meio do trabalho cooperativo na Escola.

O Programa Escola da Família Enquanto Política Pública: Políticas Compensatórias e Avaliação de Rendimento

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A formação de professores de física na visão de formandos e recém formados: um estudo na Universidade Federal de Juiz de Fora

Pós-graduação em Educação - FCT