We investigated the inflammatory response in pigs exposed to salmon fibrinogen/thrombin dressings. Animals were exposed to the material in 3 ways: (a) thrombin and fibrinogen were injected intravenously, (b) dual full-thickness skin lesions were surgically created on the dorsal aspect of the swine and treated with the fibrinogen/thrombin bandage and a commercial bandage or (c) a fibrinogen/thrombin bandage was inserted through an abdominal incision into the peritoneal cavity. Blood was collected twice weekly and animals were sacrificed at 7, 10 or 28 days. Animals in the 28-day dermal lesion group were given an injection of salmon fibrinogen/thrombin at the 10 day point to simulate a second bandage application. The immune response manifested itself as induction of germinal centers in mesenteric lymph nodes and in the white pulp of the spleen. Examination of the histology of the skin and organs showed a cellular inflammatory response with granulation tissue and signs of edema that resolved by the 28-day stage. Antibodies reactive to salmon and human thrombin and fibrinogen were detected, but fibrinogen levels and coagulation processes were not affected. In conclusion, animals treated with salmon fibrinogen/thrombin bandages demonstrated a smooth recovery course in terms of both tissue healing and the immune response without adverse effects from the exposure to the fish proteins.

Fibrin dressing using salmon-derived thrombin and fibrinogen is effective in controlling severe, uncontrolled bleeding. This dressing may offer an alternative to dressings composed of human coagulation proteins.

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Purpose The purpose of this paper is to examine hypothesized links between the Dana Center Mathematics Pathways’ (DCMP) Foundations of Mathematical Reasoning curriculum and the four hypothesized sources of self-efficacy. The sample of developmental mathematics students who were taught with a curriculum that incorporates active and collaborative learning reported increased ratings on social persuasions from the beginning to the end of the semester. Design/methodology/approach The study examines changes in the four sources of self-efficacy. Students completed a pre- and post-survey. Non-parametric methods were conducted to measure changes. Findings The paper provides empirical insights into changes in the four sources of self-efficacy with the implementation of a new curriculum in developmental mathematics classrooms. Students in the DCMP Foundation course increased their ratings on social persuasions and mastery experiences and decreased their ratings on physiological states. The largest proportion of variability in the four sources that was accounted for by course grade was mastery experiences followed by vicarious experiences, social persuasions and physiological states. Research limitations/implications A control group was not included. Therefore, comparisons between students enrolled in the intervention course and a traditional course were not possible. Practical implications An implication of the study is that a curriculum that has an emphasis on face-to-face communication with collaborative learning activities might be linked to more positive measures of the sources of self-efficacy. Originality/value This paper fulfils a need to study how the implementation of an alternative curriculum in developmental mathematics classrooms can be linked to students’ self-efficacy.