A single dose of eHSP72 attenuates sepsis severity in mice.

High levels of extracellular 72 kDa heat shock protein (eHSP72) can be detected in the serum of septic patients and are associated with increased oxidative profiles and elevated rates of mortality among these patients. However, a possible immunomodulatory role for this protein, resulting in tissue protection during sepsis, has never been assessed. In this study, we investigated whether eHSP72 administration could attenuate the severity of sepsis in a mouse peritonitis model. Animals (90-day-old male C57BL/6J mice) were divided into Sepsis (n = 8) and Sepsis + eHSP72 (n = 9) groups, which both received injections of 20% fecal solution [1 mg/g body weight (wt), intraperitoneal (i.p.)], to trigger peritonitis induced-sepsis, whereas a Control group (n = 7) received a saline injection. eHSP72 was administered (1.33 ng/g body wt) to the Sepsis+eHSP72 group, 12 h after sepsis induction. All animals were evaluated for murine sepsis score (MSS), hemogram, core temperature, and glycemia (before and 4, 12, and 24 h after sepsis induction). Treatment with eHSP72 promoted reduced sepsis severity 24 h after sepsis induction, based on MSS scores (Control = 1.14 ± 1.02; Sepsis = 11.07 ± 7.24, and Sepsis + eHSP72 = 5.62 ± 1.72, P < 0.001) and core temperatures (°C; Control = 37.48 ± 0.58; Sepsis = 35.17 ± 2.88, and Sepsis + eHSP72 = 36.94 ± 2.02; P = 0.006). eHSP72 treatment also limited the oxidative profile and respiratory dysfunction in mice with sepsis. Although sepsis modified glycemic levels and white and red blood cell counts, these variables were not influenced by eHSP72 treatment (P > 0.05). Finally, eHSP72 improved the survival rate after sepsis (P = 0.0371). Together, our results indicated that eHSP72 may ameliorate sepsis severity and possibly improve some sepsis indices in mice.

Inclusión escolar y autismo: sentimientos y prácticas docentes / Inclusão escolar e autismo: sentimentos e práticas docentes / School inclusion and autism: teachers' feelings and practices

A escola caracteriza-se como um importante espaço para o desenvolvimento de competências sociais e cognitivas de crianças, incluindo aquelas com Transtorno do Espectro Autista (TEA). Diante desse contexto, este estudo investigou a experiência de professores em relação à inclusão de alunos com TEA, contemplando sentimentos e práticas docentes. Trata-se de uma pesquisa qualitativa, de cunho exploratório e de caráter transversal. Participaram quatro professoras de anos iniciais do ensino fundamental, que possuíam um aluno com TEA matriculado na turma. Utilizou-se de uma entrevista semiestruturada e a análise foi qualitativa, através da análise temática. Evidenciou-se que os primeiros sentimentos que emergiram nos professores foram o medo e a insegurança. Após o período de adaptação, esses sentimentos modificaram-se, transformando-se em segurança no seu trabalho. Com relação à prática pedagógica, foi verificado que os docentes realizaram adequações pedagógicas de acordo com as características de cada aluno.

La escuela se caracteriza cómo un importante espacio para el desarrollo de competencias sociales y cognitivas de niños, incluyendo aquellas con Trastorno del Espectro Autista (TEA). Delante de ese contexto, ese estudio investigó la experiencia de profesores en relación a la inclusión de alumnos con TEA, contemplando sentimientos y prácticas docentes. Se trata de una investigación cualitativa, de cuño exploratorio y de carácter transversal. Participaron cuatro profesoras de cursos iniciales de la enseñanza primaria, que poseían un alumno con TEA matriculado en el grupo. Se utilizó de una entrevista semiestructurada y el análisis fue cualitativo, por intermedio del análisis temático. Se evidenció que los primeros sentimientos que emergieron en los profesores fueron el miedo y la inseguridad. Tras el período de adaptación, esos sentimientos se modificaron, transformándose en seguranza en su labor. Con relación a la práctica pedagógica, se verificó que los docentes realizaron adecuaciones pedagógicas de acuerdo con las características de cada alumno.

The school is characterized as an important space for the development of social and cognitive competences of children, including those with Autism Spectrum Disorder (ASD). Given this context, this study investigated the teachers 'experience regarding the inclusion of students with ASD, contemplating teachers' feelings and practices. It is a qualitative research, exploratory and transverse in nature. Four teachers from early years of elementary school who had a student with ASD enrolled in the class participated. A semi-structured interview was used and the analysis was qualitative, through thematic analysis. It was shown that the first feelings that emerged in teachers were fear and insecurity. After the period of adaptation, these feelings changed, becoming safety in their work. Regarding the pedagogical practice, it was verified that the teachers made pedagogical adjustments according to the characteristics of each student.