Auswahl der wissenschaftlichen Literatur zum Thema „Supports de culture – Tests – Analyse“

Various studies have been conducted to see the scaffold that supports the regeneration of tendon. This study aims to analyze thein vitrosecretome tenogenic potential produced by ASCs culture with fresh frozen tendon scaffold in hypoxic conditions. ELISA tests for Scx and IGF-1 levels in secretome were obtained from ASC culture with fresh frozen tendon scaffold under normoxic (21%) and hypoxia (2%) conditions. The immunohistochemical examination of COL-1 was also carried out on the 2ndand 6thdays of cell culture. The secretion of Scx and IGF-1 was increased in secretome from ASC cultures using a fresh frozen tendon scaffold compared with those which did not (p <0.05). In the normoxia condition, Scx and IGF-1 in secretome with fresh frozen tendons had better results than hypoxic conditions (p <0.05). The highest Scx levels were obtained in culture on the 6thday (p <0.05), while the highest IGF-1 levels were obtained in the culture on the 2ndday (p <0.05). There was an increase in the secretion of Scx and IGF-1 from ASC cultures with fresh frozen tendon scaffold under the hypoxic condition of 2%.

ObjectivePromotional media coverage of early detection tests is an important driver of overdiagnosis. Following research evidence that global media coverage presents the benefits of testing healthy people far more frequently than harms, and gives little coverage to overdiagnosis, we sought to examine journalists’ views on media reporting of tests, overdiagnosis, and strategies to improve critical reporting on tests.DesignQualitative study using semistructured telephone interviews. Interviews were conducted between February and March 2020 and were audiorecorded and transcribed verbatim. Framework thematic analysis was used to analyse the data.Participants and settingTwenty-two journalists (mainly specialising in health reporting, average 14.5 years’ experience) based in Australia.ResultsThis sample of journalists acknowledged the potential harms of medical tests but felt that knowledge of harms was low among journalists and the public at large. Most were aware of the term overdiagnosis, but commonly felt that it is challenging to both understand and communicate in light of strong beliefs in the benefits of early detection. Journalists felt that newsworthiness in the form of major public health impact was the key ingredient for stories about medical tests. The journalists acknowledged that factors, like the press release and ‘click bait culture’ in particular, can influence the framing of coverage about tests. Lack of knowledge and training, as well as time pressures, were perceived to be the main barriers to critical reporting on tests. Journalists felt that training and better access to information about potential harms would enable more critical reporting.ConclusionsEffectively communicating overdiagnosis is a challenge in light of common beliefs about the benefits of testing and the culture of current journalism practices. Providing journalists with training, support and better access to information about potential harms of tests could aid critical reporting of tests.

The experiments presented in this paper show how growing cells on portable substrats can be useful to facilitate and accelerate the passaging (subculture) of anchorage-dependent cells. Experiments have shown that portable substrats are cheap, commercially available, and transparent. They are easily cut into various shapes and sizes, and are easy to sterilize. Portable substrats are also friendly to cells and permit faster than usual cell passaging procedures. Anchorage-dependent cells growing on the bottom of a culture vessel made of glass or polystyrene can be quickly passaged with previously-cut small fragments of glass fiber or nylon meshes or small fragments of polyester foil as well as nylon fishing lines and biodegradable surgeon threads that have been inserted into the vessel. The surfaces of such fragments of portable supports are quickly overgrown with cells and can be easily transferred to a new culture vessel. As with tissue explants, cells migrate and grow over the bottom of the new culture vessels. Using cell viability tests, analyses of proliferation and fluorescence microscopy, we confirmed the utility of the investigated substrats for cell culture. In addition, the passaging cells, together with a portable support (like explants), eliminate the need for an application of proteolytic enzymes which modify numerous cell properties and activities and would keep the cell from detaching from the substratum which would lead to the cell rounding and changes in the cell's cytoskeleton architecture.

Abstract Twelve previously synthesized, biologically active 2,6,7-trihydroxyxanthen-3-one derivatives were evaluated in vitro for antiproliferative activity. Compounds were screened against HeLa, SW620, HepG2 and A549 tumor cell lines. Compound with the trifluormethyl group on C-4’ position of the phenyl ring showed the best inhibitory activity towards HeLa and A549 tumor cells with IC50 of 0.7 and 4.1 µmol L−1, resp. Compound with chlorine and fluorine substituents on aryl ring showed the best antiproliferative activity against SW620 with IC50 of 4.1 µmol L–1 and against HepG2 tumor cell line with IC50 of 4.2 µmol L–1. Analyses of cytotoxic and genotoxic potential of the trifluormethyl derivative were performed with cytokinesis-block micronucleus cytome assay in human lymphocyte culture and revealed no genotoxic and cytotoxic effects. The most potent compounds were subjected to molecular docking simulations in order to analyse bindings to molecular targets and, at the same time, further support the results of experimental cytotoxic tests. Docking studies showed sites of importance in forming hydrogen bonds of the most potent compounds with targets of interest.

The risk of exposure toListeria monocytogenes(L. monocytogenes) when consuming Ready-to-Eat (RTE) seafood was assessed in the Veneto Region (Italy). Thirty-eight samples were analyzed, each sample consisted of three subunits belonging to the same batches. The first of the three units was examined immediately, the second was stored at +4°C (for all of its shelf-life) and the third at +10°C (for the latter third of itsshelf-life) before the analysis. Chemical-physical and microbiological parameters were tested simultaneously. Culture results showed the presence of viableL. monocytogenesin 9 (23,68%) of the 38 samples analysed, 3 (33,33%) of which with a concentration >100 cfu/g. PCR tests yielded 12L. monocytogenespositive samples. Semipreserves with aw (water activity) and pH values that favourL. monocytogenesgrowth were the only ones to result positive to microbiological and PCR tests. Temperature proved to be an important factor as it limits the growth ofL. monocytogenes, including products with potentially high competitive microbial charges. Four different serotypes were recovered and ribotyping has helped to highlight the genomic variability ofL. monocytogenesstrains in food. This supports the hypothesis thatL. monocytogenescontinues to evolve genetically to the detriment of phenotypic conservation.

Indonesia has a variety of cultures including traditional dances that students must know and which need to be socialized in learning. This socialization is carried out through education that is packaged as attractively as possible, namely media in the form of games (board game), especially for students. This study aims to introduce and memorize the dance culture of Indonesia in fifth grade at the elementary school level. To find out how the process of media development and how the quality of the media. This research is a type of ADDIE model research proposed by Tegeh which consists of four stages, includes analyze, design, implementation, and evaluation stage. The research subjects were fifth grade elementary school students in the academic year 2021/2022, based on field trials the results of expert validity research were in the very valid category with an overall average of 89%. The results of these student responses show a total score of 47 out of a maximum total score of 52. After being analyzed and presented as a percentage, the score is 90% with a very valid category. Based on field trials, researcher conducted tests on students with the results of classical learning completeness as much as 86%. Based on the results of data analysis in general, it can be concluded that SBdP learning using the Board Game media that has been developed greatly supports the learning process. With this, it can also be seen from the number of students who have completed the trial test on the material about traditional dance in Indonesia.

Background/Context Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding. Purpose/Objective/Research Question/Focus of Study The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports toward college admissions and academically engaging classroom experiences that include rigorous and meaningful disciplinary challenges, supported by language-rich communication, collaboration, culture, and context. To learn about one school's complex college-for-all efforts, we asked: How is a college-going culture enacted at the school, and by whom, to support Latina/o students in gaining access to college? What is the nature of academic engagement at the school that may help prepare Latina/o students for college? Setting Urban College Academy (UCA) is a public charter high school whose population was 98% Latina/o, 35% English learners, 81% receiving free/reduced price lunch. UCA's entering students were predominantly two or more years below grade level in reading and computing, according to standardized tests. The school explicitly recruits students who have previously failed a course, and the mission statement identifies “underachieving students” as UCA's target population. Students are mostly of Mexican origin, with roughly 80% first generation. Population/Participants/Subjects We collected data from school leaders, teachers, counselors, parents, and students. At classroom level, we selected six focal teachers (diverse in subject areas, ethnicity/race, and gender). We examined work and perspectives of focal students representative of academic performance and English language proficiency per focal class. Research Design We treat UCA as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, a survey, and structured observation scores, we worked to integrate, associate, and counter themes and findings between and across school organization and classroom levels. Data Collection and Analysis School-level analysis focused on normative social structures (goals, values, norms, and roles); resource allocations associated with advancing a mission to promote Latina/o students’ academic success and college acceptance; and factors UCA identified as relevant. Drawing on over 40 hours of transcribed interviews with a wide range of participants, we developed themes and triangulated with other data. Classroom observation data were analyzed using CLASS and Standards Performance Continuum protocols, supported by other analyses. Teacher cases used teacher history and refections on practice; videos, annotated fieldnotes; materials of teaching; and student work samples and focus groups. We found comparisons, contrasts, and tensions across lessons and classes; one case emerges as “a pocket of promise.” Conclusions/Recommendations The study reveals a need for ongoing attention to both a college-going culture and instructional interactions. It highlights distinctions between college talk (talk about college) and college-level academic discourse, or socialization versus academic functions of schooling for college access and success. The study uncovers promising instructional interactions, as well as tensions, in engaging low-SES Latina/o students in academically rigorous work. Results suggest schools supporting low-SES youth of color may need a schoolwide culture of engaged learning that is rigorous, meaningful, and infused throughout school.

This paper focuses on the determinants of wine production in the European wine industry. In the last two decades, the European wine industry has undergone many changes due to the entry of new countries into the world wine market. Although increasing competitiveness became the priority of the European Common Agricultural Policy, wine production and consumption in the EU have decreased in the last two decades, and therefore the aim of this research is to analyse and identify the macroeconomic determinants of wine production, i.e. what factors besides the price influence wine production in selected EU countries and in how they can be controlled. Empirical research was conducted using data for EU member states traditionally engaged in wine production. Panel data on wine production, wine consumption, average wine price, wine imports, wine exports and EU support to the wine sector were collected from secondary sources for 15 wine-producing EU countries and for the period 2009-2018. We estimated the econometric model using pooled OLS, as diagnostic tests indicated that this estimator was the best fit for our data. Our results suggest that domestic demand and domestic (EU) subsidies are the main drivers of wine production. To keep up with New World wine producers, even more emphasis should be placed on promoting the wine drinking culture.

The topicality of the research comes from the state policy to help the children and youth’s families belonging to the Latvia State living in the diaspora not to lose their sense of belonging to Latvia, preserve and develop their identity, language, values of Latvian national culture. The Latvian Language Agency has been offering 7–15-year-old diaspora pupils the acquisition of the Latvian language in the digital class for three years, applying the ClassFlow educational platform. Some experience has already been accumulated which enables us to judge the work process, outcomes and problems to be solved. The goal of the article is to analyse the diaspora pupils’ Latvian language acquisition process, applying the ClassFlow educational platform, and outcomes of the learning achievement. The theoretical base of the research consists of the pedagogical and linguodidactics theory. The empirical data has been obtained analysing the results of the diaspora pupils’ diagnostic work and their parents’ surveys. The diagnostics of the distance learning pupils’ Latvian language skills was implemented in autumn 2019 and repeatedly in spring, 2020 for 196 pupils in a group of 31 LLA distance learning classes. Two structurally and evaluatively equivalent diagnostic tests were developed. At the end of the school year the results of the pupils’ learning success were compared and the analysis of the success dynamics was carried out. 107 respondents or 53.5% of the LLA distance learning pupils’ families in 299 countries all over the world took part in the parents’ survey. In distance learning classes diaspora pupils acquire the Latvian language as a foreign language. During the learning process, integrated acquisition of content and language is ensured. The diagnostic tests have been made, taking into account the descriptions of the Latvian language proficiency levels. The tests include thematically related tasks in order to diagnose the acquisition of all principal language skills. Within the framework of the topic, the pupils' knowledge of Latvian cultural traditions and social events is also diagnosed. The results of the research show that 53% of the diagnosed pupils have a positive dynamics of language development, which can be explained by a regular and purposeful language acquisition process under the guidance of professional teachers. Integrated with language learning, diaspora pupils also expand their knowledge of Latvian culture, geography, historical facts and current events in Latvia. 47% of respondents' dynamics of language learning outcomes are influenced by irregular attendance of classes, lack of motivation to learn Latvian while living outside Latvia, insufficient parental support, heavy workload at home country school, pupil’s individual characteristics, insufficient technical support of the learning process by the pupil’s family, lack of the natural language environment, etc. Cooperation with the children’s parents is essential for teachers, since both the quality of classes and work planning, respecting the pupils’ needs, depend on the parental support. The research raises a question for further studies – how to organize a common diagnostics of the acquired experience for those diaspora distance learning pupils who have a high level of the Latvian language skills.

Despite Dual Careers (sports and education) and mobility of students being priorities in the funding policies of the European Commission, migrating student-athletes report severe challenges and decreased performance or dropouts at sport and academic levels. The objective of this study was to depict and assess the perceptions on challenges, support services, and their effectiveness in consideration of specific characteristics of participants and migrations. Based on a meta-synthesis and previous findings, a 50-items questionnaire was developed and completed by 245 student-athletes in 5 European countries. Participants with Dual Careers migration experience (n = 140) were considered for analyses of qualitative and quantitative (ordinal 5pt-Likert-scaled and metric) data on the Dual Career status, migration characteristics, received services, and outcomes. Chi-square-tests were conducted for differences between countries and genders at a significance level of p < .05. Country-related differences were found for experiences and intentions to migrate (X2(12) = 50.52, p<0.001), duration of the migration (X2(16) = 38.20, p = 0.001), financial support (X2(8) = 29.87, p<0.001), and decreased performances in academics (X2(16) = 56.12, p<0.001) and sports (X2(16) = 31.79, p = 0.01). Gender-related difference emerged in financial support (X2(4) = 10.68, p = 0.03), duration of the migration (X2(4) = 14.56, p = 0.01), and decreased academic performance (X2(4) = 10.57, p = 0.03). Tutoring and counselling support was ranked as the most effective support, especially when received from the academic field (4.0±1.0 pt) and others (4.1±0.8 pt), followed by online services from sport and academic sectors (both: 3.9±0.9 pt). Considering the pervasive globalization of sport and education, Dual Career migration can contribute to the development of a European sport culture. The high ratio of migrating student-athletes underlines the relevance of migrations in the field of Dual Careers. This study contributes to the literature by adding insights on practices, challenges, supports, and outcomes perceived by student-athletes migrating in Europe. Moreover, country- and gender-related differences support the consideration of specific characteristics and reveal critical factors in specific target groups. The findings contribute to identifying requirements and effective support measures in Dual Career migrations and can be used to improve support services.