Repopulating acellular biological scaffolds with phenotypically appropriate cells is a promising approach for regenerating functional tissues and organs. Under this tissue engineering paradigm, reseeded cells are expected to remodel the scaffold by active protein synthesis and degradation; however, the rate and extent of this remodeling remain largely unknown. Here, we present a technique to measure dynamic proteome changes during in vitro remodeling of decellularized tissue by reseeded cells, using vocal fold mucosa as the model system. Decellularization and recellularization were optimized, and a stable isotope labeling strategy was developed to differentiate remnant proteins constituting the original scaffold from proteins newly synthesized by reseeded cells. Turnover of matrix and cellular proteins and the effects of cell-scaffold interaction were elucidated. This technique sheds new light on in vitro tissue remodeling and the process of tissue regeneration, and is readily applicable to other tissue and organ systems.
Mobile learning technologies have the potential to change higher education teaching, participation and learning now and in the future. This chapter investigates contributing factors and how these are positioned and considered within higher education in Laos PDR and Cambodian universities. It investigates the cases of two university-based agriculture courses. In particular, it explores the issues under consideration by educators as they develop degree programs that enhance flexibility and learning outcomes through the incorporation of mobile technologies. Literacies, access, barriers and participation associated with adopting mobile learning technologies in higher education in these two countries are explored from the perspectives of the student and the lecturer. The chapter considers the functional aspects of mobile learning relevant to participation and learning including dissemination and access to information and communications, enabling person to person connections in education, and connecting and intersecting learning content with the situated contexts of the learner. Access issues and barriers to the use of the technology within programs are considered. Key insights associated with mobile learning adoption within these universities are highlighted at each of pedagogical, technical and organisational levels.
A case study on Good Agricultural Practices (GAP) of vegetable was conducted in 2018, with an objective to understand whether GAP practices improve market access for vegetable farmers in the Lao PDR. The case study was conducted in Nasala Village, Xaythany District, Vientiane capital, Lao PDR. The data was collected using 10 semi-structured interviews and one group discussion with Nasala farmers. The results were summarized based on the themes such as community characteristics, market access and farmers’ perception about GAP. The Nasala community has 585 households, majority being farmers with 50% of them growing vegetables with an average farm size of 1.5 hectare. District Agriculture and Forestry Office (DAFO) introduced GAP practices as a pilot project to 28 farmers in Nasala in 2014 through farmer trainings. The DAFO pilot project enabled Nasala farmers to export Thorny Coriander to Japan during 2016–2017. Nasala farmers sold 50 kg/day of Thorny Coriander for about one year at the price of 15,000 kip/kg in comparison to 7000–10,000 kip/kg at the local market. Farmers agreed that they were motivated by the market incentives and collectively sold the produce by alternating production for continuous supply. This export opportunity was withdrawn after the pilot period resulting in no incentives to practice GAP. Farmers agreed that GAP enabled them to produce better quality, healthier and safer vegetables. However, the barriers to GAP are lack of government policies, institutional support, inadequate incentives and complex certification process. To enable farmers to continue GAP practices appropriate supporting system must be developed.
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