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Modeling Cellular Self-Assembly at Patterned Interfaces inside Hydrogel via Turing's Reaction-Diffusion Frame
Published in Xiaolu Zhu, Zheng Wang, Self-Organized 3D Tissue Patterns, 2022
Overall, these endeavors in tissue regeneration are trying to bridge structures of histological architecture or gross anatomy with the corresponding function of cell biology and physiology. Building the cell-hydrogel constructs or assembling of these hybrid constructs have provided flexible approaches for directing the cellular organization. However, this paramount challenge of rationally engineering tissues/organs that substitute the native tissue/organs is not fully conquered. One of the reasons is the organizing behaviors of cells such as cell migration, proliferation, and differentiation may still somewhat disorganize and frustrate the artificial attempts of shaping the engineered extracellular matrix (ECM) materials, such as hydrogels, or guiding the distribution of cells after the repopulation of cells inside the printed hydrogel matrix. Another reason could be explained as follows: Engineering of cell-hydrogel constructs mainly relies on the extra forces, action, or special control. People pre-designed the macro geometrical structures based on empirical protocols, and then engineered the 3D constructs encapsulating cells with specific geometry or distributions to expect the desired tissue or organoids.
Augmented Reality in Aging and Medical Education
Published in Terry M. Peters, Cristian A. Linte, Ziv Yaniv, Jacqueline Williams, Mixed and Augmented Reality in Medicine, 2018
Pascal Fallavollita, Nassir Navab
The limitations of cadaver dissection and textbooks as traditional teaching methods have led to the development of other resources for learning gross anatomy (Thomas et al. 2010). Over the last few decades, the expansion of medical imaging has permitted the creation of advanced technological systems for this module of medical education (Codd and Choudhury 2011). Most recently, three-dimensional anatomy visualization applications have emerged, including virtual reality (VR) and AR systems (Thomas et al. 2010). VR systems completely immerse the student into an artificial environment, which they experience through computer-based sensory stimuli. With AR systems, the student is not immersed into a virtual environment, but rather an enhanced version of reality (See Figure 9.1). Such systems overlay digital information on a structure viewed by the student through a device. The following sections provide a classification of articles in the areas of learning, usability, and curriculum integration of various AR and VR technologies.
Physical Therapy: An Untraditional Answer that Makes Sense
Published in David W. Apts, Back Injury Prevention Handbook, 1992
Dr. Sahrmann contrasts the physical therapist’s field of study to medical doctors, whose practice has moved toward a chemical basis. Their knowledge of molecular and submolecular structures is fundamental because of the pathophysiological basis of most diseases; gross anatomy has been de-emphasized. Further, Sahrmann states that differences in academic directions are part of the reason why physical therapists must become diagnosticians. The diagnosis is of movement dysfunctions, signs and symptoms, or clusters thereof. Physical therapists do not make medical diagnoses; rather, we must establish a movement diagnosis in order to establish a plan of treatment with expected outcomes.
Finite element brain deformation in adolescent soccer heading
Published in Computer Methods in Biomechanics and Biomedical Engineering, 2023
Colin M. Huber, Declan A. Patton, Jalaj Maheshwari, Zhou Zhou, Svein Kleiven, Kristy B. Arbogast
The current study had multiple limitations of the KTH model and head loading conditions. The KTH model is based on the 50th percentile male. However, adolescent head size is nearly fully developed by the age of 12 (Farkas et al. 1992), so adult-based models provide a more representative model of gross anatomy for the teens who were the focus of the current study. Additionally, in a previous study of high school girls soccer players, subject specific translation of peak linear acceleration to the head center of gravity did not significantly differ from transformations based on 50th percentile adult male measurements (Patton et al. 2020). Next, all soccer headers mimicked a typical overhead throw-in (25 mph), which limited the maximum strains in the brain and potential differences between head impact directions. Higher magnitude impacts, such as those experienced in a game, may reveal differences between impacts directions; future research should analyze on-field data by impact mechanism and direction to relate head kinematics to tissue-level strains. Next, primary mechanical loading and potential for tissue stress and strain were the focus of the analysis, and therefore, the secondary injury neurochemical cascade was beyond the scope of the current study.
Personal formaldehyde exposure during the transportation of embalmed cadavers
Published in Journal of Occupational and Environmental Hygiene, 2021
April Ames, Michael Weiler, Michael Valigosky, Sheryl Milz, Farhang Akbar-Khanzadeh
The formaldehyde transportation events were examined as task-based events. These events do not occur frequently over the course of an academic year. However, employees involved in cadaver transportation may have other daily exposures that can contribute to their overall occupational formaldehyde exposure levels, such as embalming tasks or cadaver preparation in a gross anatomy lab. Prior studies have found detectable levels of formaldehyde during embalming (Hiipakka et al. 2001; Kerfoot and Mooney 1975; Korczynski 1994; Moore and Ogrodnik 1986; Stewart et al. 1992; Williams et al. 1984) and within gross anatomy labs (Akbar-Khanzadeh et al. 1994; Akbar-Khanzadeh and Mlynek 1997; Keil et al. 2001; Klein et al. 2014; Skisak 1983). On the days the cargo van drivers were monitored, no formaldehyde exposure occurred outside the cadaver transportation tasks. However, it is possible that on cadaver transportation days other occupational formaldehyde exposures can occur.
Neurophysiological and molecular approaches to understanding the mechanisms of learning and memory
Published in Journal of the Royal Society of New Zealand, 2021
Shruthi Sateesh, Wickliffe C. Abraham
A major driver for the study of synaptic plasticity is to understand its relation to behavioural experience. Early evidence for experience-dependent neural plasticity came from experiments in which young rats were reared in an enriched environment (EE), i.e. they were housed in larger cages containing conspecifics for social interaction and a variety of objects that provided a richer sensory and motor experience than standard laboratory housing. This study demonstrated that the rats exposed to EE had heavier brains than regularly housed rats, suggesting that the enriched experience had caused significant neuroanatomical growth (Rosenzweig et al. 1962). In a different approach, Wiesel and Hubel (1963) deprived kittens of normal vision in one eye during the first weeks of life, and observed that the deprived eye was effectively blinded and never regained normal vision. Electrophysiological recordings from these animals in the primary visual cortex suggested that the deprived eye had become functionally disconnected from the primary visual cortex (Wiesel and Hubel 1963). The early studies demonstrating effects of EE on the gross anatomy and synaptic connectivity of the hippocampus and neocortex led to the hypothesis that there may be corresponding enhancements of cognitive function. This has been confirmed by many groups, including ours, even when EE exposure commenced in adulthood (Irvine and Abraham 2005; Eckert and Abraham 2010). For hippocampus-dependent tasks, spatial learning and memory in particular show reliable enhancement after EE exposure.