scholarly journals Analysis of embryo intactness and developmental potential following slow freezing and vitrification

2017 ◽  
Vol 63 (5) ◽  
pp. 285-293
Author(s):  
Lan Yu ◽  
Chanwei Jia ◽  
Yonglian Lan ◽  
Rui Song ◽  
Liying Zhou ◽  
...  
2007 ◽  
Vol 19 (1) ◽  
pp. 173 ◽  
Author(s):  
J. Braun ◽  
C. Otzdorff ◽  
T. Tsujioka ◽  
S. Hochi

The effects of slow freezing or vitrification as well as exposure to the cryoprotective media without cooling and warming of in vitro-matured domestic cat oocytes on the in vitro development to the blastocyst stage was investigated. Cumulus–oocyte complexes were matured for 24 h in TCM-199 supplemented with 3 mg mL−1 BSA, 1 µg mL−1 estradiol, 0.1 IU mL−1 FSH, and 0.0063 IU mL−1 LH. Denuded oocytes with a detectable first polar body were inseminated with 2 × 106 cells mL−1 cauda epididymal spermatozoa for 22 h in TALP solution. Presumptive zygotes were cultured in modified SOF medium at 38.5°C in 5% CO2 in air. For slow freezing, oocytes were equilibrated for 20 min at ambient temperatures in PBS with 20% FCS containing either 1.5 M ethylene glycol (EG) + 0.2 M sucrose or 1.5 M EG + 0.2 M trehalose. Oocytes were loaded into 0.25-mL straws, cooled to −7°C at 2°C min, held for 5 min, seeded, cooled down to −30°C at 0.3°C min, and finally plunged into liquid nitrogen. The straws were thawed for 5 s at room temperature and for 30 s in a waterbath at 30°C. Oocytes were washed 3 times before insemination. In vitro-matured oocytes were exposed to the cryoprotective media for 30 min before they were inseminated and then they were cultured for 7 days. For vitrification (Hochi et al. 2004 Theriogenology 61, 267–275), a minimum-volume cooling procedure using Cryotop (Kitazato Supply Co., Tokyo, Japan) as a cryodevice was applied. No blastocysts could be obtained after slow freezing with a cryoprotective medium containing 0.2 M sucrose. Simple exposure to the same freezing medium after in vitro maturation without cryopreservation resulted in a blastocyst rate of 7.9% (control oocytes, 10.7%; not significant (NS); chi-square analysis). Use of trehalose as an extracellular cryoprotectant resulted in the harvest of one blastocyst (0.6%) after slow freezing. Exposure to the same cryoprotective medium resulted in a blastocyst rate of 10.0% (fresh control, 10.9%; NS). After exposure of in vitro-matured oocytes to the vitrification solution, a blastocyst rate of 16.0% was observed (8/50), which was not statistically different from the blastocyst rate in fresh control oocytes (16.3%; 15/92). No blastocysts could be obtained after vitrification (0/64). The results (Table 1) demonstrate that there is no obvious toxic effect of the cryoprotectants employed here for slow freezing or vitrification on the in vitro-matured oocytes, but the developmental potential of cryopreserved oocytes to the blastocyst stage is severely impaired. Table 1. Effect of slow freezing or exposure to freezing medium of matured cat oocytes on the development to the blastocyst stage in vitro


2008 ◽  
Vol 15 (10) ◽  
pp. 1027-1033 ◽  
Author(s):  
Alessio Paffoni ◽  
Federica Alagna ◽  
Edgardo Somigliana ◽  
Liliana Restelli ◽  
Tiziana A. L. Brevini ◽  
...  

2007 ◽  
Vol 88 ◽  
pp. S345 ◽  
Author(s):  
G. Ragni ◽  
A. Paffoni ◽  
F. Alagna ◽  
L. Restelli ◽  
E. Somigliana

2009 ◽  
Vol 21 (3) ◽  
pp. 489 ◽  
Author(s):  
W. Zeng ◽  
A. K. Snedaker ◽  
S. Megee ◽  
R. Rathi ◽  
F. Chen ◽  
...  

Grafting of immature mammalian testis tissue to mouse hosts can preserve the male germline. To make this approach applicable to a clinical or field situation, it is imperative that the testis tissue and/or spermatozoa harvested from grafted tissue are preserved successfully. The aim of the present study was to evaluate protocols for the preservation of testis tissue in a porcine model. Testis tissue was stored at 4°C for short-term preservation or cryopreserved by slow-freezing, automated slow-freezing or vitrification for long-term storage. Preserved tissue was transplanted ectopically to mouse hosts and recovered xenografts were analysed histologically. In addition, spermatozoa were harvested from xenografts and cryopreserved. Total cell viability and germ cell viability remained high after tissue preservation. Complete spermatogenesis occurred in xenografts preserved by cooling up to 48 h, whereas spermatogenesis progressed to round spermatids in the xenografts that were frozen–thawed before grafting. Approximately 50% of spermatozoa harvested from xenografts remained viable after freezing and thawing. The in vivo developmental potential of cryopreserved tissue was reduced despite high post-thaw viability. Therefore, it is important to evaluate germ cell differentiation in vivo in addition to cell viability in vitro when optimising freezing protocols for testis tissue.


2018 ◽  
Vol 2 (3) ◽  
pp. 129
Author(s):  
Qiong-Hua Chen ◽  
Rong-Feng Wu ◽  
You-Zhu Li ◽  
Na Li ◽  
Xiao-Hong Yan ◽  
...  

Author(s):  
Matthew L. Hall ◽  
Stephanie De Anda

Purpose The purposes of this study were (a) to introduce “language access profiles” as a viable alternative construct to “communication mode” for describing experience with language input during early childhood for deaf and hard-of-hearing (DHH) children; (b) to describe the development of a new tool for measuring DHH children's language access profiles during infancy and toddlerhood; and (c) to evaluate the novelty, reliability, and validity of this tool. Method We adapted an existing retrospective parent report measure of early language experience (the Language Exposure Assessment Tool) to make it suitable for use with DHH populations. We administered the adapted instrument (DHH Language Exposure Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and younger. To measure convergent validity, we also administered another novel instrument: the Language Access Profile Tool. To measure test–retest reliability, half of the participants were interviewed again after 1 month. We identified groups of children with similar language access profiles by using hierarchical cluster analysis. Results The D-LEAT revealed DHH children's diverse experiences with access to language during infancy and toddlerhood. Cluster analysis groupings were markedly different from those derived from more traditional grouping rules (e.g., communication modes). Test–retest reliability was good, especially for the same-interviewer condition. Content, convergent, and face validity were strong. Conclusions To optimize DHH children's developmental potential, stakeholders who work at the individual and population levels would benefit from replacing communication mode with language access profiles. The D-LEAT is the first tool that aims to measure this novel construct. Despite limitations that future work aims to address, the present results demonstrate that the D-LEAT represents progress over the status quo.


1964 ◽  
Vol 11 (01) ◽  
pp. 222-229 ◽  
Author(s):  
Isaac Djerassi ◽  
Albert Roy ◽  
Jorge Alvarado ◽  

SummaryHuman platelets frozen at −195° C (liquid nitrogen) retain their morphological integrity and ability to promote clot retraction when 5% dimethyl-sulfoxide and 5% dextrose are added to the suspending plasma medium. Slow freezing was more effective than direct immersion in the liquid nitrogen. Although similar results may be achieved with dimethylsulfoxide alone with rigidly controlled freezing rates, the addition of sugars may permit freezing under less critical conditions.Dimethylsulfoxyd und 5% Dextrose dem Plasmamilieu hinzugefügt werden. Das langsame Einfrieren ist effektiver als das direkte Eintauchen in flüssigen Stickstoff. Obschon ähnliche Resultate mit Dimethylsulfoxyd allein unter exakter Kontrolle der Einfrierungsgeschwindig-keit erreicht werden können, erlaubt die Zugabe von Dextrose ein Einfrieren unter weniger kritischen Bedingungen.


1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.


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