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The ability to increase the motility of endothelial cells in vitro is a property common to most if not all angiogenesis-inducing factors. Because bronchoalveolar lavage (BAL) cells from patients with pulmonary sarcoidosis have an enhanced capacity to induce neovascularization, the BAL fluids from these patients were assessed for their effect on human and murine endothelial cells and fibroblasts obtained from a variety of tissue sources. A recently developed computer-assisted image analysis system was used to determine the extent and pattern of cell migration in a microwell screening assay. Data were obtained for BAL fluids from 10 patients with pulmonary sarcoidosis and from five normal volunteers. BAL supernatants from patients with active sarcoidosis showed an enhanced (2- to 8-fold) capacity to induce chemokinesis of both endothelial cells and fibroblasts, as measured by increased area of migration and polarized cell movement. There was a marked heterogeneity in the motility of cells from different organ origins, but enhanced cell movement was observed with both endothelial cells and fibroblasts. In contrast, BAL fluids from normal and sarcoid patients were similar in their effect on muscle cells and urothelial cells, whereas pericytes, which responded to BAL fluids from normal subjects or patients with nongranulomatous pulmonary disease, were inhibited by BAL fluids from patients with pulmonary sarcoidosis. The induction of endothelial cell movement in vitro induced by individual supernatants generally correlated with the capacity of BAL cells from these patients to induce angiogenesis in vivo.(ABSTRACT TRUNCATED AT 250 WORDS)

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Designing inclusive education for deaf learners is a complex dilemma affecting multiple spheres and agents. In the US and Canada, despite considerable work by students, parents, educators, school administrators, curriculum developers, and lawmakers to address education policy about deaf bilingual literacy, the provision of deaf education through open access educational resources is a wicked problem exacerbated by gaps in curriculum and pedagogy. Despite increasingly hypermodern technologies and mandated early assessment, most deaf high schoolers in North America have unsatisfactory literacy skills (Qi & Mitchell, 2012). To better manage this “wicked problem,” involving policy, pedagogical methods, and curriculum design, we explore how aesthetic forms of knowledge and deaf positive design operations are used in conjunction with Open Educational Resources (OER). We reviewed the literature and constructed a novel framework about OER and e-books in deaf education. The synthesis generated three key takeaways that assisted our understanding of the complex issue. We presented our new framework alongside structured questions to 382 attendees hailing from 20 nations at the WUN/UNESCO Conference (2021, October), focused on inclusive and open access education technologies. We empirically analyzed this rich corpus using qualitative coding and represented our findings using a multipart Ecocycle Model. Following basic analysis, we describe four broader implications for deaf education research about teaching and curriculum using OER and e-book materials. Our analysis shows that deaf curriculum design is an educational problem embedded in a larger policy debate concerning methods and philosophies of pedagogy.

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