Targeting mesenchymal stem cell therapy for severe pneumonia patients

Pneumonia is the inflammation of the lungs and it is the world’s leading cause of death for children under 5 years of age.The latest coronavirus disease 2019(COVID-19)virus is a prominent culprit to severe pneumonia.With the pandemic running rampant for the past year,more than 1590000 deaths has occurred worldwide up to December 2020 and are substantially attributable to severe pneumonia and induced cytokine storm.Effective therapeutic approaches in addition to the vaccines and drugs under development are hence greatly sought after.Therapies harnessing stem cells and their derivatives have been established by basic research for their versatile capacity to specifically inhibit inflammation due to pneumonia and prevent alveolar/pulmonary fibrosis while enhancing antibacterial/antiviral immunity,thus significantly alleviating the severe clinical conditions of pneumonia.In recent clinical trials,mesenchymal stem cells have shown effectiveness in reducing COVID-19-associated pneumonia morbidity and mortality;positioning these cells as worthy candidates for combating one of the greatest challenges of our time and shedding light on their prospects as a nextgeneration therapy to counter future challenges.     

Ageing Effect Evaluation on HD-sEMG Signals Using CCA Approach

ObjectivesThe objective of the proposed study is to exploit the technology of high-density surface electromyography (HD-sEMG), in order to evaluate the muscle activation in young and elderly subjects during a daily life gesture, namely, Sit To Stand (STS), using wireless connected ambulatory equipment (TMSi©) and Blind Source Separation (BSS) approach with Canonical Correlation Analysis (CCA).Materials and methodsSixteen subjects participated (50% females) divided into two categories (‘H1’: young (30.62 yrs ±5.92, 23.95 kg/m² ±3.08), versus ‘H2’: old (61.87 yrs ±7.98, 23.4 kg/m² ±3.38)), in the recording of HD-sEMG signals, using 32-electrodes square grids (4×8), during Sit To Stand (STS) motion, three times at spontaneous speed. The studied muscle is the Rectus Femoris (RF) muscle. The recorded HD-sEMG signals were analyzed with CCA approach to extract correlation coefficient sets according to two age categories (young versus old), in order to evaluate its discriminating power with ageing. Statistical tests (t-test) were used to evaluate the discrimination for these two categories.ResultsThe calculation of CCA correlation coefficients showed a significant difference between young and old category concerning the mean CCA correlation coefficient (P<0.001***) and also the standard deviation of the CCA correlation coefficients (P<0.0001****).ConclusionThe obtained results are promising and indicate a clear difference between the obtained source variability using CCA method between the young and the old tested subjects during daily life motion. Furthermore, these estimated sources seem to be impacted by both anatomical and functional modifications with ageing.     

News from the BSC No. 8

Abstract

In the 8th and following issues of News from the Biological Stain Commission (BSC), under the heading of Regulatory affairs, the BSC's International Affairs Committee will present information from a meeting held in Ghent, Belgium on 15–18 June 2009 concerning the progress achieved by the International Standards Organization Committee ISO/TC 212 Clinical Laboratory Testing and in Vitro Diagnostic Test Systems since the last meeting held in Vancouver, Canada in 2008. A note on the meaning and significance of E numbers found on the labels of foodstuffs and beverages sold for human consumption concludes this edition of News from the Biological Stain Commission.     

Five Minute Dog Feeder

In this article, the author explores music education counterforces, examining whether and how (a) federal and state education policies can better address the in-service needs of special area teachers, particularly music teachers, in the school setting; and (b) policy organizations in the music education profession (i.e., The National Association for Music Education, the National Association of Schools of Music, the College Music Society, the Society for Music Teacher Education, and the Music Education Research Council) might also address the inherent tensions between music education and schooling.     

Wonderful Ways with Color

Abstract

Editor's note: This essay is the seventh in an occasional series on past treatments of major issues in arts education policy from antiquity through the twentieth century. Future essays will appear as occasion arises.     

Ninth National Annual Ceramic Art Exhibition at Syracuse Museum

This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state—hierarchical answerability over communicative reason and top-down over bottom-up policymaking—allow the use of music curricula for political ends, to the detriment of curricular integrity and classroom delivery. The article also discusses how central governments that are responsible for developing standardized music curricula and allocating resources in an accountability vacuum may tacitly establish that "basic" subjects such as literacy, numeracy, and science are "more mandatory" than a mandated music curricula. The article concludes by recommending ways in which the centralized development of music education policy and resource allocation can be made more equitable both for those who encounter the curriculum at the local level and for the subject.     

Do You Really Want to Know? Elementary Music Personnel and Potential in Utah

This is the second of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on the qualifications of Utah's elementary music teachers (music certified, elementary classroom certified, artists-in-residence, volunteers, and paraprofessionals) and the conditions under which they teach. Interactions among teacher qualifications and teaching status are explored. Paraprofessionals play a significant role in Utah's elementary music programs. While over 90 percent of elementary schools in the United States provide regular music instruction taught by certified music specialists, less than 10 percent of Utah's elementary population receives such instruction. Nearly half of the elementary students in the state receive no designated music instruction beyond that provided by their regular elementary classroom teacher. The influence of school funding, No Child Left Behind and other accountability measures, high-stakes testing, urban/rural populations, and leadership are highlighted. Policy considerations are discussed.     

Undergraduate Music Program Alumni's Career Path,Retrospective Institutional Satisfaction,and Financial Status

The purpose of this study was to examine undergraduate music education and performance alumni's career path, retrospective institutional satisfaction, and financial status. Data for this study were drawn from respondents from the 2010 administration of the nationwide, multi-institutional survey conducted by the Strategic National Arts Alumni Project (SNAAP). Regarding career path, nearly half of the music performance degree graduates reported performing as their current job, and slightly more than half of the music education degree graduates reported working in K–12 schools. Participants were generally satisfied with their institutional experiences, although relatively low levels of satisfaction were reported for networking and career advising services. The respondents reported being most satisfied with aspects of their current jobs that reflected the intrinsic benefits of contributing to a greater good, satisfying personal interests and values, and opportunities to be creative. The majority of the sample reported accruing student loan debt ranging between $10,000 and $30,000; however, no significant differences were found between groups, and 40 percent of the participants reported having accrued no debt at all. The reported annual income of the participants varied significantly, with music educators reporting higher earnings than performers.     

Bridging the gap: How the National Core Arts Standards forge the divide between the arts and assessment-based learning

ABSTRACT

This article is a review and thematic analysis of the 2014 National Core Arts Standards (NCAS). Historically, there exists a gap between the arts and assessment-based educational practices. Thematic analysis of the NCAS reveals a policy striving to bridge the gap between the way arts educators envision arts in schools, and the current reality of assessment-based schooling in the United States. This policy could become the foundation for the recognition of the arts as academically rigorous subject matter, capable of existing and thriving in an assessment-oriented world; it remains to be seen as to how and if arts educators will use and adapt NCAS. Is the NCAS merely a symbolic policy or does it have the support behind it to be a material policy that truly creates change in the educational system?     

Access to Music Education with Regard to Race in Two Urban Areas

This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, Michigan, and Washington, DC, in 2009–2010. We found significant differences in the provision of music instruction between schools with high and low proportions of nonwhite enrollment, in categories including curricular offerings, extracurricular offerings, and resources. In the Detroit area, only 31 percent to 60 percent of schools with high percentages of nonwhite students offered any music instruction at all. We contrast our findings with those of a National Center for Educational Statistics report to demonstrate how regional and national averages can obscure information that should guide policy, such as the influence of location and racial demographics of schools on the provision of public school music instruction. The article concludes with a discussion of the implications of using flawed data in the creation of policy and suggestions for more comprehensive and accurate data collection and analysis.