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Stem cells help restore damaged teeth, new study finds
Stem cells have endless uses. This study suggests they can even bring half dead teeth back to life.
Photo credit: Isaac Castillejos on Unsplash
- A new study demonstrates that stem cells from baby teeth can be used to repair damaged permanent teeth in young children.
- The findings suggest a new treatment for childhood dental issues may be around the corner.
- The treatment's potential applications go much further than just dental health.
Half of all children suffer some kind of dental injury while young. Sometimes the damage isn't to the baby teeth they will lose anyway, but to the permanent adult teeth lying below the gums that they will need for the rest of their lives. In some cases, trauma can cut off the blood supply to a tooth and rot out the living pulp inside it; a condition called "pulp necrosis." This condition often leads to the loss of the tooth. While treatment exists, it is often unsatisfactory.
But stem cells might do the trick.
Few people really like going to the dentist. This new treatment might reduce the need for the less pleasant treatments.
(Getty images)
A new clinical trial by Yan Jin, Kun Xuan, and Bei Li of the Fourth Military Medicine University in Xi'an, China and Songtao Shi of the University of Pennsylvania's School of Dental Medicine demonstrates how to repair teeth suffering from pulp necrosis by taking stem cells from the patient's baby teeth.
The study, carried out in China on 40 children who had both damaged adult teeth and baby teeth that had yet to fall out, was published in the journal Science Translational Medicine. The test subjects were selected to either receive the new treatment or an older treatment called apexification, which attempts to address the issue by encouraging root development. This was considered the control group.
The patients who received the stem cell treatment, called human deciduous pulp stem cell (hDPSC) treatment, had pulp tissue taken out of one of their healthy baby teeth. This pulp is rich in stem cells. The cells were grown in a lab and then placed into the injured adult tooth. The hope was that the stem cells would encourage the growth of new pulp inside the tooth.
Follow-ups were carried out for up to three years. The patients who had received the hDPSC treatment showed better blood flow in their teeth, better root systems, and thicker dentin than the patents who underwent the traditional procedure. They also had recovered sensation in their teeth, while the control group had not. The use of a patient's own cells in the treatment also reduced the risk of their body rejecting the therapy, making the concept even more attractive.
"This treatment gives patients sensation back in their teeth. If you give them a warm or cold stimulation, they can feel it; they have living teeth again," Dr. Shi told Penn Today. "For me, the results are very exciting. To see something we discovered take a step forward to potentially become a routine therapy in the clinic is gratifying."
What applications will this have?
Before you get too excited, the research is still in the early stages. The problem of how to treat adults with dental problems after they have no more baby teeth to take stem cells from still remains unsolved. It will also be some time before the dental treatment gets approval for use in the United States, so don't hold your breath for getting a stem cell boost to your smile just yet.
Many children suffer dental injuries that can have a lasting impact later in life, often leading to the loss of permanent teeth. This can lead to a loss of self-esteem, speech issues, and jaw problems. This new treatment option, while currently limited to very young children, could provide a breakthrough in dental care. The potential applications for treating systemic diseases such as lupus are also promising.
"We're really eager to see what we can do in the dental field, and then building on that to open up channels for systemic disease therapy," Dr. Shi said.
Remote learning vs. online instruction: How COVID-19 woke America up to the difference
Educators and administrators must build new supports for faculty and student success in a world where the classroom might become virtual in the blink of an eye.
14 July, 2020
Credit: Shutterstock
Sponsored by Charles Koch Foundation
- If you or someone you know is attending school remotely, you are more than likely learning through emergency remote instruction, which is not the same as online learning, write Rich DeMillo and Steve Harmon.
- Education institutions must properly define and understand the difference between a course that is designed from inception to be taught in an online format and a course that has been rapidly converted to be offered to remote students.
- In a future involving more online instruction than any of us ever imagined, it will be crucial to meticulously design factors like learner navigation, interactive recordings, feedback loops, exams and office hours in order to maximize learning potential within the virtual environment.
<p>If there is one thing that the COVID-19 pandemic should teach educators, it's the fragility of long-cherished assumptions about what is best or desirable for learning. It seems like just yesterday that the arguments were raging about whether colleges were going to be diminished if they relied too much on technology and online learning. Access to college classes, it seemed at the time, was something that must be added carefully to an existing way of learning. One thing that drew nods at faculty meetings was the conviction that making college accessible would not be at the expense of a quality residential experience. It never occurred to any of us (even those of us who were actively promoting online learning as an alternate but equally effective educational experience) that traditional residential classrooms would disappear, not because they had been destroyed by online courses, but because they might become obsolete in a world in which congregating in groups of dozens or hundreds is simply not possible.</p><p>Your child may now be staring at their computer screen instead of going to a physical classroom, but that doesn't mean that they are necessarily participating in quality, online learning. Your student is more than likely learning through emergency remote instruction, <em>which is not the same as online learning</em>. As we face this new era of remote instruction for everyone from K-12 students to graduate students and adult learners, it's essential that we properly define and understand the difference between a course that is designed to be taught in an online format and a course that has been rapidly converted to be offered to remote students. It is also critical that we examine the respective roles of these two forms of instruction in the future of education.</p>
<blockquote>[T]here have always been and continue to be skeptics of online learning and many of their fears are not unfounded. ... However, we often find that these concerns are due to a misunderstanding of the difference between high-quality, online instruction and emergency remote education. </blockquote>
<p>In 2014, Georgia Tech partnered with AT&T and Udacity to launch what has now become the world's largest and most affordable (costing the average student around $8,000), accredited Online Master's of Science in Computer Science (known as <a href="https://omscs.gatech.edu/" target="_blank">OMSCS</a>). The design and development of this degree program was a massive undertaking involving countless faculty members, online instruction specialists, educational technologists, and instructional designers. Due to the immense work and expertise poured into the OMSCS program and its curriculum, it has become a global success and has produced hundreds of successful alumni.<br></p><p>The remote courses offered by universities across the globe as a result of COVID-19 are not the same as online courses offered by a program, like OMSCS, that has been designed from inception to be offered in a fully digital format. For example, in Ashok Goel and David Joyner's popular Knowledge-Based Artificial Intelligence course, every detail from the user experience of navigating the virtual course content, to the highly interactive, pre-recorded video lessons, to the approach to peer feedback, exams, and office hours have been meticulously designed to maximize learning potential within the virtual environment. This course has been iterated upon and honed over many semesters of offerings.</p><p>A course in, for example, physics, that has never before been offered in the online environment but has been converted to remote learning due to COVID-19 does not have the luxury of many phases of design and iteration. A faculty member teaching a course like this unexpectedly needs to rapidly determine how to offer the best possible course to remote students, even if said faculty member has never before taught an online course. Universities need to be prepared to successfully equip and support the efforts of these faculty members. In the new normal, a university must provide a framework for both online learning and emergency remote education.</p><p>This will be one of the defining questions for the future of higher education: How do we properly equip educators for a future involving more remote and online instruction than any of us ever imagined?</p>
<p>Since campuses began to shutter due to COVID-19, faculty and university staff across the country have worked around the clock to convert on-campus courses into remote learning experiences for upcoming semesters. New research data shows us that at Georgia Tech, students have generally been accepting of the newly remote experience and what the university has been able to offer as a substitute for on-campus learning, with only 30% reporting dissatisfaction.</p><p>Yet, there have always been and continue to be skeptics of online learning and many of their fears are not unfounded. Concern about the quality of instruction, the lack of human-to-human interaction, the restrictions placed on instructional methods are more than reasonable--these are the types of concerns that excellent faculty and instructors should be asking of any new approach lauded as a game changer for education. However, we often find that these concerns are due to a misunderstanding of the difference between high-quality, online instruction and emergency remote education. Research has shown that students in an online variation of one of Georgia Tech's on-campus computer science classes do just as well in the course as their in-person counterparts and also take less time to achieve comparable learning outcomes (<a href="http://www.davidjoyner.net/blog/toward-cs1-at-scale-building-and-testing-a-mooc-for-credit-candidate/" target="_blank">Joyner 2018</a>). Yet, students in online courses that are simply recordings of their in-person lessons can find success more difficult because their remote course was not designed for the digital format from inception. For example, in face-to-face classes there is an immediate feedback loop between instructors and students. If a student doesn't understand something, the instructor can instantly try a different approach to help foster understanding. In remote classes that loop is weakened or even missing entirely. Understanding the differing natures of the two modes of instruction is the first step in building a bridge between the quality of programs like Georgia Tech's online master's degrees and the immediate need for a course to be available to students who thought they would be spending those class hours in a lecture hall.</p>
<p>There is no question that we need quality online and remote instruction now more than ever. What we as educators and administrators must do is take a close look at the challenges (and successes) we've experienced over the past few months, overlay that with what we know about meaningful online learning experiences, and build new supports for faculty and student success in a world where the classroom might become virtual in the blink of an eye.</p><p>Beyond that, we need to look past the traditional curriculum, instruction, and assessment aspects of a course and try to develop the less obvious (but perhaps just as important) intangible elements that make up a high-quality educational experience. It can be difficult to build community, establish relationships between students and faculty, and find motivation and career guidance in a totally online environment. But these things are at the heart of the higher education experience and we need to look for a way to bring these intangibles to our students, regardless of instructional delivery mode and even in the midst of unthinkable and unexpected change. </p>
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Octopus-like creatures inhabit Jupiter’s moon, claims space scientist
A leading British space scientist thinks there is life under the ice sheets of Europa.
03 May, 2020
Jupiter's moon Europa has a huge ocean beneath its sheets of ice.
Credit: NASA/JPL-Caltech/SETI Institute
Surprising Science
- A British scientist named Professor Monica Grady recently came out in support of extraterrestrial life on Europa.
- Europa, the sixth largest moon in the solar system, may have favorable conditions for life under its miles of ice.
- The moon is one of Jupiter's 79.
<p>Alien hunting is a hopeful activity, and one reason behind our space programs that the public generally supports. Looking for other life is a strong incentive to be venturing out into space, despite having found none so far. A top British space scientist,<strong> Professor Monica Grady,</strong> gave all cosmic explorers a big dose of such hope in a recent speech. She is certain there's some form of life on Jupiter's moon, <strong>Europa</strong>.</p><p>This life would not look human, but more like an "octopus," and is likely residing in the cold waters under the moon's sheets of ice. </p><p>Grady, a Professor of Planetary and Space Science and Chancellor at Liverpool Hope University, thinks there's a great likelihood of undiscovered life somewhere in our galaxy.</p><p>She also supposes that the deeper caves and cavernous space of Mars could be harboring some subterranean creatures, likely bacteria, there to escape the solar radiation. They could be getting water from the ice buried deep down. </p><p style="margin-left: 20px;">"When it comes to the prospects of life beyond Earth, it's <strong>almost a racing certainty </strong>that there's life beneath the ice on Europa," <a href="https://phys.org/news/2020-02-certainty-life-europa-mars-uk.html" target="_blank">she said</a> in a February address.</p>
<p><span style="background-color: initial;">She thinks these life forms on Europa, </span><span style="background-color: initial;">390 million miles from Earth, could be higher in sophistication than the Martian bacteria, possibly having "the intelligence of an octopus."</span><br></p><p>Where would the creatures live on this moon of Jupiter? Somewhere below the very thick layer of ice, which goes 15 miles deep in some places. It's possible there is liquid water beneath all that ice, keeping whatever lives inside protected against radiation and the impact of asteroids and similar smashing bodies.</p><p><span></span><span style="background-color: initial;">The likelihood of life on Europa is bolstered by </span><span style="background-color: initial;">the possible <a href="https://ui.adsabs.harvard.edu/abs/2011AGUFM.P23D1743G/abstract" target="_blank">hydrothermal vents</a> on its ocean floor. Such vents are cradles of life on Earth.</span></p><p>Grady thinks that our solar system doesn't have to be particularly special and that statistically speaking, as we explore other stars and galaxies, we should be able to find conditions for life. "I think it's highly likely there will be life elsewhere—and I think it's highly likely they'll be made of the same elements," <a href="https://phys.org/news/2020-02-certainty-life-europa-mars-uk.html" target="_blank">stated</a> the professor.</p>
Neil deGrasse Tyson wants to go ice fishing on Europa
<div class="rm-shortcode" data-media_id="GLGsRX7e" data-player_id="FvQKszTI" data-rm-shortcode-id="f4790eb8f0515e036b24c4195299df28"> <div id="botr_GLGsRX7e_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/GLGsRX7e-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/GLGsRX7e-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/GLGsRX7e-FvQKszTI.js"></script> </div><p>Grady did not want to guess whether we will contact extraterrestrials any time soon, citing the fact that distances between us and likely aliens might be gigantic. </p><p>On the other hand, she added, if you look at a grain of sand, you "can see that most of it is made up of silicates, but it's also got little patches of carbon in it—and that carbon is extra-terrestrial, because it also contains nitrogen and hydrogen, which is not a terrestrial signature."</p><p>This tiny sample, says Grady, shows it was hit by meteorites, asteroids, and interstellar dust, pointing out "It's giving us an idea of how complex the record of extra-terrestrial material really is."</p>
<p>As for Europa, it has certainly figured in conversations about alien life previously. As <a href="https://europa.nasa.gov/mission/why-europa/" target="_blank">NASA explains</a>, scientists call Europa an "ocean world" due to decades of observations that predict an ocean under its sheets of ice. </p><p><span style="background-color: initial;">In 2019, water vapor was confirmed there by NASA for the first time. While it might just have the right conditions for life, </span><span style="background-color: initial;">does this moon have little octopus E.T.s swimming about? Future studies will tell. </span></p>
Water Vapor Above Europa’s Surface Deteced for First Time
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="9c4abc8473e1b89170cc8941beeb1f2d"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/WQ-E1lnSOzc?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span>
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White dwarfs hold key to life in the universe, suggests study
New study shows white dwarf stars create an essential component of life.
15 July, 2020
White dwarfs.
NASA and H. Richer (University of British Columbia)
Surprising Science
- White dwarf stars create carbon atoms in the Milky Way galaxy, shows new study.
- Carbon is an essential component of life.
- White dwarfs make carbon in their hot insides before the stars die.
<p>New analysis adds another wrinkle to the notion that we are all made of stars. Researchers found that <strong>white dwarfs</strong>, remains of stars, are a key source of <strong>carbon</strong>, an element essential to life.</p><p>90% of all starts end their celestial existence as white dwarfs that keep getting cooler and dimmer over billions of years. When they are at the point of final collapse, their ashes get picked up by stellar winds and spread throughout the universe. These ashes are chock-full of chemical elements like carbon, created deep inside the star just prior to its death. </p><p>While every carbon atom in the universe was made by stars through the fusion of three helium nuclei, astrophysicists have argued over which ones were the primary source of carbon in our Milky Way galaxy – white dwarfs or massive stars that exploded, going <strong>supernova</strong>.</p>
<p>Now an international team of astronomers found that white dwarfs in open star clusters of the Milky Way carry the clues to the source of the galactic carbon. Open stars clusters can have up to a few thousand stars, as explains the <a href="https://news.ucsc.edu/2020/07/white-dwarfs.html" target="_blank">press release</a> from UC Santa Cruz, whose <strong>Enrico Ramirez-Ruiz</strong>, professor of astronomy and astrophysics, led the study. </p><p>Ramirez-Ruiz and his team based their work on astronomical observations conducted in 2018 at the <a href="https://www.keckobservatory.org/" target="_blank">W. M. Keck Observatory in Hawaii.</a> </p><p style="margin-left: 20px;">"From the analysis of the observed Keck spectra, it was possible to measure the masses of the white dwarfs, explained Ramirez-Ruiz. "Using the theory of stellar evolution, we were able to trace back to the progenitor stars and derive their masses at birth."</p>
What Are White Dwarf Stars?
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="7b046e546ce994682b2553a8c978eb32"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/77a1KSxfaR0?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>By analyzing the connection between the starting and final masses of the stars, the scientists found that the initial masses of the white dwarfs were much larger than they predicted. The explanation for this "kink"? The creation of carbon.</p><p style="margin-left: 20px;">"Our study interprets this kink in the initial-final mass relationship as the signature of the synthesis of carbon made by low-mass stars in the Milky Way," shared lead author <strong>Paola Marigo</strong> from the University of Padua in Italy. </p><p>The research shows that they before they died, the central cores of massive stars, twice the size of our Sun, grew even larger and fused carbon atoms in their melting insides. These were subsequently moved over to the surface and spread far and wide on stellar winds. </p>
<p><span style="background-color: initial;">Interestingly, the scientists concluded that a star had to be large enough, weighing </span><span style="background-color: initial;"><strong>1.5 solar masses </strong>to be able to diffuse its ashes full of carbon. A progenitor of this kind had to be responsible for the carbon on our own planet, crucial to life that came to inhabit it. </span></p><p style="margin-left: 20px;"><span style="background-color: initial;">"Now we know that the carbon came from stars with a birth mass of not less than roughly 1.5 solar masses," said Marigo.</span></p><p>The researchers also propose that a large amount of the light emitted by very distant galaxies actually comes from very bright carbon-rich stars near death. </p><p>Other scientists involved in the study came from Johns Hopkins University, American Museum of Natural History in New York, Columbia University, Space Telescope Science Institute, University of Warwick, University of Montreal, University of Uppsala, International School for Advanced Studies in Trieste, Italian National Institute for Astrophysics, and the University of Geneva. </p><p>Read their new study published in <a href="https://www.nature.com/articles/s41550-020-1132-1" target="_blank"><em>Nature Astronomy</em></a>.</p>
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"Forced empathy" is a powerful negotiation tool. Here's how to do it.
Master negotiator Chris Voss breaks down how to get what you want during negotiations.
15 July, 2020
Juan Carlos Correa (L) , a prospective home buyer is shown a short sale home by Denise Madan, a Real Estate agent with Re/Max, as he shops for a house on April 22, 2014 in Coral Gables, Florida.
Photo by Joe Raedle/Getty Images
Personal Growth
- Former FBI negotiator Chris Voss explains how forced empathy is a powerful negotiating tactic.
- The key is starting a sentence with "What" or "How," causing the other person to look at the situation through your eyes.
- What appears to signal weakness is turned into a strength when using this tactic.
<p>How am I supposed to do that?</p><p>There's a lot wrapped up in that seemingly simple question. First off, it's an admission of ignorance—and right now, cultural conversations are dominated by certainties, not curiosity. Questions often hold more power than declarations. </p><p>More importantly, it provokes what <a href="https://www.blackswanltd.com/our-team/chris-voss" target="_blank">Chris Voss</a> calls "forced empathy." Voss's resume includes a stint as the lead international kidnapping negotiator for the FB1 and 14 years in the New York City Joint Terrorist Task Force. He knows how to have a conversation in difficult situations.</p><p>Voss now <a href="https://bigthink.com/videos/chris-voss-on-how-to-gain-the-upper-hand-in-negotiations" target="_blank">teaches negotiation skills</a> to business leaders as the CEO and founder of the Black Swan Group. Whether chatting with terrorists or corporate heads, his main tactic is similar: make the other person empathize with you. </p><p>His seven-word question accomplishes this. What seems to be an admission of uncertainty or weakness is actually a show of strength. In jujitsu, sometimes being on your back is an advantage; in business, the same rule applies. </p><p style="margin-left: 20px;">"You conveyed to them you have a problem. It's something that we also referred to as <em>forced empathy</em>. One of the reasons why we exercise tactical empathy is because we want the other side to see us fairly. We want them to see our position; we want them to see the issues we have; we want them to see the constraints that we have."</p>
3 Tips on Negotiations, with FBI Negotiator Chris Voss | Best of '16 | Big Think
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="b86d518e9f0c9f9d7a7c686e07798152"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/-FLlBchonwM?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>This question forces a response, but—and this is key—the other person has to consider your side of the argument. They have to look at the situation from your perspective if they hope to offer a solution.</p><p>Offering a real-world example, Voss mentions coaching a high-end real estate agent. They were leasing an expensive home in the Hollywood Hills. The first time the negotiators asked the "how" question, the leasing agent relented on a number of terms. A little while later, they asked again. This time, the agent said, "If you want the house you're going to have to do it," signaling that the end of negotiations had been reached. </p><p>Voss says that "how" is not the only word that works. "What" is also a powerful entry into negotiations, such as "What am I supposed to do?" Again, you're forcing the other person to empathize. </p><p>This is a particularly tricky skill during a time when most conversations are online. Nuance is impossible without the immediacy of pantomimes and vocal fluctuations. Whataboutism is too easy an escape. </p><img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQ1OTQ2NC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxNDgwMTA5OH0.BP2vZe7gZdiaE_KA5Otr4pzYmAqpFQUGSRSVr28Bipo/img.jpg?width=1245&coordinates=0%2C90%2C0%2C32&height=700" id="46a4d" class="rm-shortcode" data-rm-shortcode-id="912a183929345986b45c3455a6f369f5" data-rm-shortcode-name="rebelmouse-image" alt="Aikido Morihei Ueshiba" />
Aikido Morihei Ueshiba (1883 - 1969, standing, centre left), founder of the Japanese martial art of aikido, demonstrating his art with a follower, at the opening ceremony of the newly-opened aikido headquarters, Hombu Dojo, in Shinjuku, Tokyo, 1967.
(Photo by Keystone/Hulton Archive/Getty Images)
<p>Online debates often amount to little more than frustrated individuals pulling out their hair. In his book, "Against Empathy," Yale psychology professor Paul Bloom writes that effective altruists are able to focus on what really matters in everyday life.</p><p>For example, he compares politics to sports. Rooting for your favorite team isn't based in rationality. If you're a Red Sox fan, Yankees stats don't matter. You just want to destroy them. This, he believes, is how most people treat politics. "They don't care about truth because, for them, it's not really about truth."</p><p>Bloom writes that if his son believed our ancestors rode dinosaurs, it would horrify him, but "I can't think of a view that matters less for everyday life." We have to strive for rationality when the stakes are high. When involved in real decision-making processes that will affect their life, people are better able to express ideas and make arguments, and are more receptive to opposing ideas. </p><p>Because we "become inured to problems that seem unrelenting," it's imperative to make the problem seem immediate. As Voss says, giving the other side "the illusion of control" is one way of accomplishing this, as it forces them to take action. When people feel out of control, negotiations are impossible. People dig their heels in and refuse to budge. </p><p>What seems to be weakness is actually a strength. To borrow another martial arts metaphor, negotiations are like aikido: using your opponent's force against them while also protecting them from injury. Forcing empathy is one way to accomplish this task. You may get more than you ask for without the other side ever realizing they surrendered anything.</p><p>--</p><p><em>Stay in touch with Derek on <a href="http://www.twitter.com/derekberes" target="_blank">Twitter</a>, <a href="https://www.facebook.com/DerekBeresdotcom" target="_blank">Facebook</a> and <a href="https://derekberes.substack.com/" target="_blank">Substack</a>. His next book is</em> "<em>Hero's Dose: The Case For Psychedelics in Ritual and Therapy."</em></p>
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Surprising Science
How to catch a glimpse of Comet NEOWISE before it’s gone
Unless you plan to try again in 6,800 years, this week is your shot.
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