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Visible light (VL) is known to induce pigmentation in dark-skinned individuals and immediate erythema in light-skinned individuals. However, the effects of accumulated low-dose VL exposure across skin types are not well established.Thirty-one healthy subjects with light (Fitzpatrick skin types [FST] I-II, n = 13) and dark (FST V-VI, n = 18) skin types were enrolled. Subjects' buttocks were exposed daily to VL, wavelength 400-700 nm, with a dose of 120 J/cmRepeated low-dose VL irradiation induced immediate pigment darkening and delayed tanning in dark-skinned individuals while no discernable pigmentation and erythema were observed in light-skinned individuals. Top ten upregulated genes by repeated VL exposure in microarray included melanogenic genes such as tyrosinase (TYR), tyrosinase-related protein-1 (TYRP1), dopachrome tautomerase (DCT), premelanosome protein (PMEL), melan-A (MLANA), and solute carrier family 24, member 5 (SLC24A5) and genes involved in inflammation/matrix remodeling/cell signaling including chemokine (C-C motif) ligand 18 (CCL18), BCL2-related protein A1 (BCL2A1), and cartilage oligomeric matrix protein (COMP). In qRT-PCR CCL18 was upregulated in light skin with a greater extent (mean fold change ± SD; 4.03 ± 3.28, p = .04) than in dark-skinned individuals (1.91 ± 1.32, p = .07) while TYR was not significantly upregulated in both skin types.This study highlights the genes upregulated by cumulative VL exposure involved in pigmentation, immune response, oxidation/reduction, and matrix remodeling across skin types providing relevant information on daily solar exposure.

En la actualidad, es una preocupación para las universidades la falta de visón de los estudiantes, al no identificar por ellos mismos, la importancia en asignaturas con trascendencia curricular. La presente investigación plantea la problemática existente en la educación superior, particularmente en carreras relacionadas con la gráfica y el arte, como lo son Diseño Gráfico, Diseño de Interiores, Diseño de Modas, y más recientemente la Ingeniería en Animación y Efectos Visuales, en donde ciertas asignaturas son invariablemente estigmatizadas como “de relleno” por los propios alumnos y por lo tanto ubicadas como desvinculadas del curriculum formal en relación con el sector productivo. La presente investigación plantea el empleo del juego de rol (RPG por sus siglas en inglés) como estrategia didáctica para mejorar los aprendizajes significativos en dichas asignaturas, una herramienta que ayude en el desarrollo de competencias (habilidades, conocimientos y actitudes) empleando a su vez las Tics como parte integral de dicho esfuerzo y mediante la autogestión que le permita al participante académico enfrentar las necesidades del mercado laboral actual.

The natural history of central centrifugal cicatricial alopecia (CCCA) is widely variable. Some patients experience rapid progression to extensive, end-stage disease while others never approach extensive involvement over decades, suggesting heterogeneity in CCCA disease phenotype. To better characterize clinically severe disease in CCCA, tissue samples were obtained from the peripheral, hair-bearing lesional scalp of women with clinically focal, limited and extensive CCCA disease involvement. A microarray analysis was conducted to identify differential expression of genes previously identified to be preferentially expressed in the lesional scalp vs. non-lesional scalp of CCCA patients. Clinically extensive, severe CCCA was characterized by increased expression of MMP9, SFRP4 and MSR1 when directly compared with focal and limited disease. These biomarkers correspond to dysregulated pathways of fibrosis, Wnt signalling and macrophage-mediated inflammatory processes respectively. These findings hold significance for both possible targets for future study of prognostic markers of disease severity and new potential therapeutic targets. In summary, this study suggests clinically extensive, severe CCCA may have a differential gene expression pattern in the lesional scalp of affected patients, in addition to its clinical distinction.

Tissue injury induces metabolic changes in stem cells, which likely modulate regeneration. Using a model of organ regeneration called wound-induced hair follicle neogenesis (WIHN), we identified skin-resident bacteria as key modulators of keratinocyte metabolism, demonstrating a positive correlation between bacterial load, glutamine metabolism, and regeneration. Specifically, through comprehensive multiomic analysis and single-cell RNA sequencing in murine skin, we show that bacterially induced hypoxia drives increased glutamine metabolism in keratinocytes with attendant enhancement of skin and hair follicle regeneration. In human skin wounds, topical broad-spectrum antibiotics inhibit glutamine production and are partially responsible for reduced healing. These findings reveal a conserved and coherent physiologic context in which bacterially induced metabolic changes improve the tolerance of stem cells to damage and enhance regenerative capacity. This unexpected proregenerative modulation of metabolism by the skin microbiome in both mice and humans suggests important methods for enhancing regeneration after injury.

As testimony, the situation that prevails in Mexico and the concept of the broken glass in education is seen with a sad argument where there are diverse and complicated broken pieces of educational reforms, for this reason neuroeducation was considered as a strategy to improve teachers and students. The objective was to identify the professionalization of teachers that allow raising the academic performance of students, which allows obtaining a recognition of PYMES based on education, The methodology, was considered to public universities and normal schools in Mexico. Methodology and a total of 3 instruments were applied in a sample of 150 students from a universe of 1500 students, through a multicenter observational design, where an evaluation instrument was a strategy. The study was carried out with a non-experimental quantitative approach of an instrumental type with the age and average. 100 teachers from educational institutions participated. The results of the exploratory factor analysis technique validated subscales related to strategies with a learning context, the contribution was among the main data, it was found that pedagogical skills, emotional affective and psychosocial aspects affect academic performance. It was detected that 10% of the students manifested emotional affective disorders.

Fibrosis is a major health burden across diseases and organs. To remedy this, we study wound‐induced hair follicle neogenesis (WIHN) as a model of non‐fibrotic healing that recapitulates embryogenesis for de novo hair follicle morphogenesis after wounding. We previously demonstrated that TLR3 promotes WIHN through binding wound‐associated dsRNA, the source of which is still unclear. Here, we find that multiple distinct contexts of high WIHN all show a strong neutrophil signature. Given the correlation between neutrophil infiltration and endogenous dsRNA release, we hypothesized that neutrophil extracellular traps (NETs) likely release nuclear spliceosomal U1 dsRNA and modulate WIHN. However, rather than enhance regeneration, we find mature neutrophils inhibit WIHN such that mice with mature neutrophil depletion exhibit higher WIHN. Similarly, Pad4 null mice, which are defective in NET production, show augmented WIHN. Finally, using single‐cell RNA sequencing, we identify a dramatic increase in mature and activated neutrophils in the wound beds of low regenerating Tlr3−/− mice. Taken together, these results demonstrate that although mature neutrophils are stimulated by a common pro‐regenerative cue, their presence and NETs hinder regeneration.

The objective of this article is to show the design of an evaluative scheme that begins with the creation of Transdisciplinary projects, applied in students from the currently bachelor’s degrees inside the Universidad Politécnica de Gómez Palacio. The projects that are counted into the Transdisciplinary, tend to relate agents from different specialties, with the main purpose of unite the knowledge and abilities in the creation of a complete integrating project, supported by diverse members of the team. The Transdisciplinary gives the disciplinary or methodological part the students learn in the classroom, meanwhile the transversally only unites the concepts among the environment where they are, characteristics like ages, sex, among others, this is why this Project emphasizes the discipliner part of the classroom. The way the design is created, sets off from the results obtained from the surveys applied to the eighth four-month period students; besides evaluates the former students from the generation 2014 – 2017. Once the results are obtained, the next step is to create a new evaluation methodology and with it, it is expected to create a change in the evaluation system in the Superior Educative Institutions.