Search

Dyslipidemia may induce chronic kidney disease and trigger both ferroptosis and endoplasmic reticulum (ER) stress, but the instigating factors are incompletely understood. We tested the hypothesis that different models of dyslipidemia engage distinct kidney injury mechanisms. Wild-type (WT) or proprotein-convertase subtilisin/kexin type-9 (PCSK9)-gain-of-function (GOF) Ossabaw pigs were fed with a 6-month normal diet (ND) or high-fat diet (HFD) (n = 5–6 each). Renal function and fat deposition were studied in vivo using CT, and blood and kidney tissue studied ex-vivo for lipid profile, systemic and renal vein FFAs levels, and renal injury mechanisms including lipid peroxidation, ferroptosis, and ER stress. Compared with WT-ND pigs, both HFD and PCSK9-GOF elevated triglyceride levels, which were highest in WT-HFD, whereas total and LDL cholesterol levels rose only in PCSK9-GOF pigs, particularly in PCSK9-GOF/HFD. The HFD groups had worse kidney function than the ND groups. The WT-HFD kidneys retained more FFA than other groups, but all kidneys developed fibrosis. Furthermore, HFD-induced ferroptosis in WT-HFD indicated by increased free iron, lipid peroxidation, and decreased glutathione peroxidase-4 mRNA expression, while PCSK9-GOF induced ER stress with upregulated GRP94 and CHOP protein expression. In vitro, pig kidney epithelial cells treated with palmitic acid and oxidized LDL to mimic HFD and PCSK9-GOF showed similar trends to those observed in vivo. Taken together, HFD-induced hypertriglyceridemia promotes renal FFA retention and ferroptosis, whereas PCSK9-GOF–induced hypercholesterolemia elicits ER stress, both resulting in renal fibrosis. These observations suggest different targets for preventing and treating renal fibrosis in subjects with specific types of dyslipidemia.

In our study we exploit digital tools in order to foster a relational approach to mathematics undergraduate students. Specifically, we designed formative assessment workshops based on peer feedback, with the aim to promote self-assessment and reflection on one's own mathematical activity. In the paper we describe the design of an educational activity and investigate how the students perceived their experience with the designed formative assessment workshops. Furthermore, we provide evidence of the effectiveness of the designed workshops in terms of aligning students' feedback with the teacher's criteria.

Objectives: We launched an EM resident-driven mentorship program to help medical students excel in their clerkships, develop relationships, and navigate residency applications. We hypothesize that students will rate the mentoring positively and will report that it improved their performance.Background: Mentorship is important for professional growth and success in medicine. There are few formal mentorship programs for medical students on audition rotations.Methods: Students were assigned a self-selected EM resident mentor for their four-week clerkship at a single institution. Allopathic and osteopathic students were matched with residents from MD or DO schools, respectively. Mentors were instructed to review: patient presentations, differential diagnoses, clinical decision-making tools, rotation advice, and the application and match process. Mentors were instructed to meet with their mentees and to check-in weekly. Following the rotation, students were sent an online anonymous survey consisting of 6 multiple choice and 3 free response questions. Simple descriptive statistics and qualitative methods were employed for data analysis. Initial coding was performed independently by two study authors and then reviewed by a third author with experience in qualitative methodology. Suggestions were merged via consensus into a final code set that was used for thematic analysis.Results: Six audition rotations occurred over the study period. Of the 47 students, 74% (n=35) responded to our survey. 97% (n=34) of participants recommended continuing this program, 91% (n=32) rated this program helpful, and 64% (n=16) stated that this improved their success on the rotation. Preliminary qualitative analysis of students’ responses revealed the themes in Figure 1.Conclusion: Preliminary data suggests that students found having a mentor during their audition rotations was meaningful. We believe students can benefit from a resident-driven mentorship program during their auditions.

Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.

Questo lavoro si ispira alla prospettiva dell’educazione matematica informale, nella quale l’attività matematica è libera dai vincoli imposti dalle tradizioni curricolari, dai libri di testo e dalle prove di valutazione. In tale prospettiva, è stato progettato un percorso didattico che integra delle attività di insegnamento-apprendimento della matematica in aula e una visita-laboratorio al museo di Palazzo Madama a Torino. Il percorso è centrato sul tema delle circonferenze e spirali. Nell’articolo vengono discusse le scelte progettuali alla luce del quadro teorico delineato e vengono presentati i risultati di una sperimentazione svolta attraverso la metodologia del teaching experiment in due classi prime di scuola secondaria di primo grado, con particolare attenzione al ruolo dell’insegnante, all’integrazione tra le attività di visita-laboratorio al museo e il curriculum della classe e alla valutazione attuata nel percorso.

Abstract Background Therapeutic interventions that optimize angiogenic activities may reduce rates of end-stage kidney disease, critical limb ischemia, and lower extremity amputations in individuals with diabetic kidney disease (DKD). Infusion of autologous mesenchymal stromal cells (MSC) is a promising novel therapy to rejuvenate vascular integrity. However, DKD-related factors, including hyperglycemia and uremia, might alter MSC angiogenic repair capacity in an autologous treatment approach. Methods To explore the angiogenic activity of MSC in DKD, the transcriptome of adipose tissue-derived MSC obtained from DKD subjects was compared to age-matched controls without diabetes or kidney impairment. Next-generation RNA sequencing (RNA-seq) was performed on MSC (DKD n = 29; Controls n = 9) to identify differentially expressed (DE; adjusted p 1) messenger RNA (mRNA) and microRNA (miRNA) involved in angiogenesis (GeneCards). Paracrine-mediated angiogenic repair capacity of MSC conditioned medium (MSCcm) was assessed in vitro using human umbilical vein endothelial cells incubated in high glucose and indoxyl sulfate for a hyperglycemic, uremic state. Results RNA-seq analyses revealed 133 DE mRNAs (77 upregulated and 56 down-regulated) and 208 DE miRNAs (119 up- and 89 down-regulated) in DKD-MSC versus Control-MSC. Interestingly, miRNA let-7a-5p, which regulates angiogenesis and participates in DKD pathogenesis, interacted with 5 angiogenesis-associated mRNAs (transgelin/TAGLN, thrombospondin 1/THBS1, lysyl oxidase-like 4/LOXL4, collagen 4A1/COL4A1 and collagen 8A1/COL8A1). DKD-MSCcm incubation with injured endothelial cells improved tube formation capacity, enhanced migration, reduced adhesion molecules E-selectin, vascular cell adhesion molecule 1 and intercellular adhesion molecule 1 mRNA expression in endothelial cells. Moreover, angiogenic repair effects did not differ between treatment groups (DKD-MSCcm vs. Control-MSCcm). Conclusions MSC from individuals with DKD show angiogenic transcriptome alterations compared to age-matched controls. However, angiogenic repair potential may be preserved, supporting autologous MSC interventions to treat conditions requiring enhanced angiogenic activities such as DKD, diabetic foot ulcers, and critical limb ischemia.

Abstract Aim COVID-19 has exerted distress on virtually every aspect of human life with disproportionate mortality burdens on older individuals and those with underlying medical conditions. Variations in COVID-19 incidence and case fatality rates (CFRs) across countries have incited a growing research interest regarding the effect of social factors on COVID-19 case-loads and fatality rates. We investigated the effect of population median age, inequalities in human development, healthcare capacity, and pandemic mitigation indicators on country-specific COVID-19 CFRs across countries and regions. Subject and methods Using population secondary data from multiple sources, we conducted a cross-sectional study and used regional analysis to compare regional differences in COVID-19 CFRs as influenced by the selected indicators. Results The analysis revealed wide variations in COVID-19 CFRs and the selected indicators across countries and regions. Mean CFR was highest for South America at 1.973% (± 0.742) and lowest for Oceania at 0.264% (± 0.107), while the Africa sub-region recorded the lowest scores for pandemic preparedness, vaccination rate, and other indicators. Population Median Age [0.073 (0.033 0.113)], Vaccination Rate [−3.3389 (−5.570.033 −1.208)], and Inequality-Adjusted Human Development Index (IHDI) [−0.014 (−0.023 −0.004)] emerged as statistically significant predictors of COVID-19 CFR, with directions indicating increasing Population Median Age, higher inequalities in human development and low vaccination rate are predictive of higher fatalities from COVID-19. Conclusion Regional differences in COVID-19 CFR may be influenced by underlying differences in sociodemographic and pandemic mitigation indicators. Populations with wide social inequalities, increased population Median Age and low vaccination rates are more likely to suffer higher fatalities from COVID-19.

Our understanding of ancient organic carbon cycling in marine environments is limited. Here the authors developed a method to reconstruct upper ocean organic carbon chemistry in the geological past, which when applied, can help to create a better understanding of the evolution of the carbon cycle.

L’intreccio tra componenti concettuali e figurali è una caratteristica fondamentale del pensiero geometrico e costituisce un importante obbiettivo didattico a tutti i livelli scolastici. In questo articolo si considerano le altezze dei triangoli inquadrando il problema da un punto di vista teorico e analizzando un’attività didattica sperimentata in classi seconde di scuola secondaria di primo grado. L’attività è centrata su un gioco-indagine con feedback digitale implementato in GeoGebra, seguito da una discussione di classe. Attraverso l’analisi di estratti dalla discussione di classe verranno mostrate le potenzialità didattiche della progettazione, con particolare riferimento all’evoluzione dell’immagine concettuale personale degli studenti.

Literature has already shown that gestures play a relevant role in classroom interactions between students and teacher. We integrate the perspective of Theory of Semiotic Mediation with the notion of Semiotic Bundle to illustrate how gestures can be used as "pivot signs" in semiotic chains. This means that gestures can be performed by the teacher to link a situated context (such as an activity with a concrete manipulative) to a mathematical shared culture. By analysing a mathematical discussion in grade 5, we identify two different ways in which gestures are exploited as pivot signs in this process, in association with other semiotic modalities.

This paper examines mathematical meaning-making from a phenomenological perspective and considers how a specific dynamic digital tool can prompt students to disclose the relationships between a function and its antiderivatives. Drawing on case study methodology, we focus on a pair of grade 11 students and analyze how the tool's affordances and the students' engagement in the interrogative processes of sequential questioning and answering allow them to make sense of the mathematical objects and their relationships and, lastly, of the mathematical activity in which they are engaged. A three-layer model of meaning of the students' disclosure process emerges, namely, (a) disclosing objects, (b) disclosing relationships, and (c) disclosing functional relationships. The model sheds light on how the students' "interrogative processes" help them make sense of mathematical concepts as they work on tasks with a digital tool, an issue that has rarely been explored. The study's implications and limitations are discussed.