A control/intervention study carried out in Santiago, Chile assessed the impact of five interventions on breastfeeding patterns and duration, and demonstrated a significant increase in full breastfeeding at six months (32 percent to 67 percent). Fifty-nine of 422 post-intervention women were included in a sixth intervention: prenatal group educational sessions emphasizing the skills necessary to initiate and maintain breastfeeding past the neonatal period. A significantly higher percentage of this subset of women were fully breastfeeding at six months compared to those who received only the five basic interventions (80 percent and 65 percent, respectively). The effect was greater among primiparous women. We conclude that prenatal group education with hands-on skills reinforcement is a significant and additive component of breastfeeding support, especially among those who have no previous breastfeeding experience.

Vasculogenic mimicry (VM) describes a process by which cancer cells establish an alternative perfusion pathway in an endothelial cell-free manner. Despite its strong correlation with reduced patient survival, controversy still surrounds the existence of an in vitro model of VM. Furthermore, many studies that claim to demonstrate VM fail to provide solid evidence of true hollow channels, raising concerns as to whether actual VM is actually being examined. Herein, we provide a standardized in vitro assay that recreates the formation of functional hollow channels using ovarian cancer cell lines, cancer spheres and primary cultures derived from ovarian cancer ascites. X-ray microtomography 3D-reconstruction, fluorescence confocal microscopy and dye microinjection conclusively confirm the existence of functional glycoprotein-rich lined tubular structures in vitro and demonstrate that many of structures reported in the literature may not represent VM. This assay may be useful to design and test future VM-blocking anticancer therapies.

In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured through face-to-face collaborative work and class-wide activities supported by wirelessly connected hand-held devices. Following a description of learning to collaborate by collaborating, we present an experimental study whose results demonstrate that participants in the process displayed improved teamwork performance. We conclude that it is possible to effectively teach collaboration skills through the use of immediate feedback provided by a supporting technology.

Exclusive breastfeeding has generally been considered incompatible with working separated from the infant. This prospective, controlled intervention trial shows that breastfeeding support, including anticipatory counseling and monthly clinical follow-up of the mother and infant, can significantly increase the percentage of infants exclusively fed with breastmilk at the end of 6 months of life. Over 80 per cent of women from control and intervention groups expressed a desire to breastfeed for more than 6 months and more than 50 per cent thought it was best for the infant to be exclusively breastfed for 6 months. Only 6 per cent of women in the control group were able to complete 6 months of exclusive breastmilk feeding compared to 53 per cent of those in the intervention group. The most important difference between the strategies used by both groups of mothers for maintaining exclusive breastmilk feeding after returning to work was that only 23 per cent of the control group practiced milk expression compared to 66 per cent in the intervention group. All women from the supported group stated that they would advise a friend to combine exclusive breastfeeding and work and that they would like to do so again with another child.