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BACKGROUND: Progressive exercise intolerance is a hallmark of pulmonary hypertension (pH), severely impacting patients' independence and quality of life (QoL). Accumulating evidence over the last decade shows that combined abnormalities in peripheral reflexes and target organs contribute to disease progression and exercise intolerance. OBJECTIVE: The aim of this study was to review the literature of the last decade on the contribution of the cardiovascular, respiratory, and musculoskeletal systems to pathophysiology and exercise intolerance in pH. METHODS: A systematic literature search was conducted using specific terms in PubMed, SciELO, and the Cochrane Library databases for original pre-clinical or clinical studies published between 2013 and 2023. Studies followed randomized controlled/non-randomized controlled and pre-post designs. RESULTS: The systematic review identified 25 articles reporting functional or structural changes in the respiratory, cardiovascular, and musculoskeletal systems in pH. Moreover, altered biomarkers in these systems, lower cardiac baroreflex, and heightened peripheral chemoreflex activity seemed to contribute to functional changes associated with poor prognosis and exercise intolerance in pH. Potential therapeutic strategies acutely explored involved manipulating the baroreflex and peripheral chemoreflex, improving cardiovascular autonomic control via cardiac vagal control, and targeting specific pathways such as GPER1, GDF-15, miR-126, and the JMJD1C gene. CONCLUSION: Information published in the last 10 years advances the notion that pH pathophysiology involves functional and structural changes in the respiratory, cardiovascular, and musculoskeletal systems and their integration with peripheral reflexes. These findings suggest potential therapeutic targets, yet unexplored in clinical trials, that could assist in improving exercise tolerance and QoL in patients with pH.
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The mangrove oyster Crassostrea rhizophorae is identified as a potentially valuable species for tropical aquaculture, however, information on the physiological mechanisms of reproduction under laboratory conditions for this species is limited. This study investigated the effects of salinity at different concentrations (15, 20, 25, 30, 35, and 40 g/L) on the induction of germinal vesicle breakdown (GVBD) of oocytes obtained through stripping, the release of polar bodies (PB1 and PB2), and the larval development of the mangrove oyster. The results revealed a relationship between salinity and the percentage of GVBD, with the most effective range being 30-40 g/L within the hydration time frame between 70 and 120 min. The release of 50 % of PB1 was detected within this salinity range, while for the release of 50 % of PB2, the saline treatments of 35 and 40 g/L showed the best results. Overall, the salinity range of 30-40 g/L is suggested as the most suitable of polyploidy induction methodologies through the retention of PB1 or PB2. Regarding larval hatching, while salinities between 25 and 40 g/L presented similar percentages, at 15 g/L no hatching was observed. This study demonstrated that salinity is a key factor in early pre- and post-fertilization stages for the successful reproduction of mangrove oyster in hatcheries and that the percentages of oocyte maturation and artificial fertilization can be optimized by adjusting salinity.
Subject(s)
Crassostrea , Animals , Crassostrea/genetics , Salinity , Aquaculture , Larva , FertilizationABSTRACT
ABSTRACT Purpose: to investigate genetic recurrence and molecular markers for dyslexia in two candidate genes in the Brazilian population. Methods: a cross-sectional, case-control, observational study, with five single nucleotide polymorphisms (SNPs) studied in DYX1C1 and KIAA0319 genes in 86 subjects with dyslexia and 66 controls, matched for gender and age. SNPs were genotyped using the polymerase chain reaction technique in real time, and distribution of genotypic and allelic frequencies between the groups was analyzed. Results: it was determined that 68% of the subjects with dyslexia present a family history of learning difficulties. The DYX1C1 gene did not demonstrate an association with dyslexia, which was found regarding the rs9461045 marker of the KIAA0319 gene. Conclusion: a family history of learning problems was present in more than two-thirds of the group with dyslexia, indicating that this is an important risk factor. An association with dyslexia in the rs9461045 marker was noted, making the study the first one to show an association of the KIAA0319 gene with dyslexia, in Latin America.
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Objetivo: investigar os efeitos do grupo terapêutico em linguagem descritos em estudos brasileiros. Estratégia de pesquisa: a pesquisa foi realizada nas bases eletrônicas Biblioteca Virtual em Saúde (BVS - Bireme) e SciELO. Critérios de seleção: artigos de intervenção em linguagem, realizados em grupo; artigos disponíveis na íntegra e em língua portuguesa; população-alvo abrangendo pré-escolares, escolares, adultos e idosos; artigos publicados no período de 1980 a janeiro 2018; artigos de terapia direta. Critérios de exclusão: artigos de revisão de literatura; artigos repetidos entre as bases eletrônicas; artigos envolvendo terapias individuais ou terapia indireta. A partir dos critérios de inclusão e exclusão, dez estudos foram considerados e analisados. Foram realizadas análises descritivas dos estudos, considerando: ano de publicação, objetivo do estudo, amostragem, método de avaliação pré- e pós-intervenção, estruturação das sessões terapêuticas, referencial teórico e principais resultados. Resultados: verificou-se diversidade de objetivos terapêuticos, de estruturação dos atendimentos e faixa etária dos participantes, 40% dos autores descreveram o referencial teórico. Os instrumentos de avaliação foram relatados em 70% dos estudos. Portanto, constatou-se escassez de estudos que exploram os efeitos da terapia coletiva de linguagem. Conclusão: destaca-se a necessidade de maiores investimentos na realização e estruturação das terapias fonoaudiológicas em grupo e a divulgação dessas informações.
Purpose: this study aims to investigate the effects of the Group therapy in language described in Brazilian studies. Research strategies: the search was performed in the electronic databases Virtual Health Library - (VHL Regional Portal) and SciELO. Inclusion criteria: group intervention studies in language; studies available in full and in Portuguese; target population comprising preschoolers, schoolchildren, adults and the elderly; studies published from 1980 to January 2018; direct therapy studies. Exclusion criteria: literature review studies; studies duplicated between electronic databases studies involving individual therapies or indirect therapy. As a result, ten studies were incorporated into the review. The studies' descriptive analysis was performed based on the following items: year of publication, study's objective, sampling, pre- and post-intervention evaluation method, session's structure, theoretical framework and main results. Results: the objectives, the profile of the participants and the structure of the services were diversified. The theoretical framework for group formation was described in 40% studies, 70% described the evaluation instruments. There was a scarcity of studies exploring the effects of speech and language therapy. Conclusion: there is a need for greater investments in the development and structuring of speech and language therapy in group and the dissemination of this information.
Objetivo: investigar los efectos del grupo terapéutico en el lenguaje descrito en estudios brasileños. Estrategia de investigación: la investigación fue hecha utilizando la Biblioteca Virtual en Salud (BVS - Bireme) y las bases de datos electrónicas SciELO. Criterios de selección: artículos de intervención del lenguaje, realizados en grupo; artículos disponibles en su totalidad y en portugués; población objetivo que comprende preescolares, escolares, adultos y ancianos; artículos publicados desde 1980 hasta enero de 2018; artículos de terapia directa. Criterios de exclusión: artículos de revisión de literatura; artículos repetidos entre bases electrónicas; artículos relacionados con terapias individuales o terapia indirecta. A partir de los criterios de inclusión y exclusión, se consideraron y analizaron diez estudios. Se realizaron análisis descriptivos de los estudios, considerando: año de publicación, objetivo del estudio, muestreo, método de evaluación antes y después de la intervención, estructuración de sesiones terapéuticas, referencial teórico y resultados principales. Resultados: hubo una diversidad de objetivos terapéuticos, de como estructurar la atención y el grupo de edad de los participantes. 40% describieron el referencial teórico e 70% los instrumentos de evaluación. Por lo tanto, hubo una escasez de estudios que exploren los efectos de la terapia colectiva del lenguaje. Conclusión: existe la necesidad de mayores inversiones en la realización y estructuración de la terapia del lenguaje em grupo y la difusión de esta información.
Subject(s)
Humans , Male , Female , Group Practice , Language Therapy/methods , Treatment Outcome , Language Disorders/therapyABSTRACT
RESUMO Objetivo: comparar os sinais de depressão entre crianças com e sem transtornos de aprendizagem, e ainda, investigar se há diferenças nos sinais depressivos em relação ao gênero entre os grupos. Métodos: participaram do estudo 20 crianças com transtorno de aprendizagem e 20 crianças com desempenho escolar típico, entre 9 e 12 anos de idade. A investigação dos sinais de depressão foi realizada por meio da aplicação do Inventário de Depressão Infantil. Resultados: verificou-se que as crianças diagnosticadas com transtorno de aprendizagem apresentam maior frequência de sintomas depressivos em relação às crianças sem dificuldades escolares. Conclusão: os sinais de depressão variaram de acordo com a faixa etária. A comparação entre os gêneros revelou que as meninas apresentaram maior incidência dos sintomas depressivos, principalmente no grupo de crianças com o transtorno.
ABSTRACT Purpose: to compare signs of depression among children with and without learning disorders, and also to investigate whether there are gender-based differences in depressive signs between these groups. Methods: 20 children with learning disorders and 20 children with a typical school performance, aged between 9 and 12 years old, were studied. The investigation of the depression signs was performed by applying the Child Depression Inventory. Results: children diagnosed with learning disorders have a higher frequency of depressive symptoms compared to children without learning difficulties. Conclusion: the signs of depression varied according to age. Gender comparison revealed that girls had a higher incidence of depressive symptoms, especially in the group of children with the disorder.
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Introdução: A Síndrome Velocardiofacial (SVCF) é uma condição genética envolvendo mais de 180 manifestações clínicas. A presença do distúrbio de aprendizagem é altamente reportada nessa síndrome, sendo considerada uma das manifestações mais desafiadoras. De acordo com a literatura, a condição genética da síndrome acarreta em disfunções neurocorticais prejudiciais ao processo de aprendizagem. Sendo assim, torna-se essencial a investigação sobre quais competências encontram-sealteradas e quais preservadas. Objetivo: descrever as principais dificuldades e potencialidades em habilidades subjacentes a aprendizagem em um caso de SVCF. Métodos: Foram avaliadas, por meio de instrumentos fonoaudiológicos e neuropsicológicos padronizados, as habilidades: cognitivo-linguísticas, percepto-motoras e de funções executivas de um sujeito do gênero masculino, 13 anos de idade, com histórico de prematuridade e intercorrências gestacionais, diagnosticado com SVCF. Resultados: os testes demonstraram déficits no processamento fonológico, memória operacional, organização rítmica, linguagem receptiva e expressiva, semântica e pragmática, percepção gráfico-percepto-motora e nas funções executivas relacionadas à sustentação da atenção, planejamento, estratégia e flexibilidade cognitiva. Tais defasagens mostraram-se prejudiciais ao aproveitamento de atividades de compreensão leitora, de escrita e cálculo numérico.As funções neuropsicológicas de sensações cutâneas e sinestésicas, funções visuais superiores e destreza numérica encontraram-se preservadas. Conclusão: O estudo de caso identificou alterações nas habilidades neurocognitivas e neuropsicolinguísticas implicadas nas competências para a aprendizagem, representando fator contribuinte no processo diagnóstico e terapêutico de indivíduos com a SVCF. O sujeito apresenta em seu histórico fatores considerados de risco para os transtornos de aprendizagem, recorrentes na SVCF, e que podem contribuir com os resultados observados.
Introduction: The Velocardiofacial Syndrome is a genetic condition involving more than 180 clinical manifestations. The presence of learning disabilities is highly reported in this syndrome and it is considered one of the most challenging manifestations. According to literature, the genetic condition of the syndrome causes neurological disorders that harm the learning process. Therefore, it is essential to investigate which skills are altered and preserved. Objective: To describe the main difficulties and potentialitiesunderlying the learning process in a case of VCFS. Methods: Applying standardized instruments were assessed cognitive-linguistic skills, perceptual-motor skills and executive functions of a male person, 13 years old, diagnosed with SVCF. Results: The results indicate deficits in phonological processing, working memory, rhythmic organization, receptive and expressive language, semantics and pragmatics, graphic-motor perception and executive functions related to sustained attention, planning, strategy and cognitive flexibility. Such lags proved detrimental to the use of reading comprehension activities, writing and numeric computation. Neuropsychological functions of cutaneous and synesthetic sensations, higher visual functions and numerical dexterity were preserved. Conclusion: This study identified impairments in neuropsycholinguistic and neurocognitive skills involved in the learning abilities. Thereby the study contributes with the diagnostic and possibly the therapeutic process of individuals with SVCF.
Introducción: El síndrome velocardiofacial (SVCF) es una condición genética que reúne más de 180 manifestaciones clínicas. La presencia de problemas de aprendizaje es muy reportada en este síndromey es considerada una de las manifestaciones más desafiantes. Según la literatura, la condición genéticadel síndrome conduce a trastornos neurocorticales que son perjudiciales para el proceso de aprendizaje.Por lo tanto, es esencial investigar cuales habilidades están alteradas y cuales conservadas. Objetivo: Describir las principales dificultades y potencialidades en las habilidades subyacentes al aprendizaje en un caso de síndrome SVCF. Métodos: por medio de los instrumentos fonoaudiológicos y neuropsicológicos estandarizados, se evaluaron las habilidades: cognitivo-lingüísticas, perceptivo-motoras y funciones ejecutivas de un sujeto del género masculino de 13 años de edad, con histórico de prematuridad y complicaciones gestacionales, diagnosticado con SVCF. Resultados: Las pruebas mostraron déficits en el procesamiento fonológico, la memoria de trabajo, la organización rítmica, el lenguaje receptivo y expresivo, la semántica y pragmática, la percepción gráfico-perceptivo-motora y las funciones ejecutivas relacionadas con el mantenimiento de la atención, la planificación, la estrategia y la flexibilidadcognitiva. Tales retardos demostraron ser perjudiciales para las actividades de comprensión de lectura, escritura y actividades de cálculo numérico. Las funciones neuropsicológicas de sensaciones cutáneasy kinestésicas, funciones visuales superiores y destreza numérica estaban preservadas. Conclusión: El estudio de caso identificó cambios en las capacidades neurocognitivas y neuropsicológicas implicadas en las habilidades para el aprendizaje, lo que representa factor que contribuye en el proceso diagnóstico y terapéutico para las personas con la SVCF.El sujeto presenta en su histórico factores considerados de riesgo para los trastornos de aprendizaje, recurrentes en la SVCF y que pueden contribuir con los resultados observados.
Subject(s)
Humans , Male , Adolescent , DiGeorge Syndrome , Learning Disabilities , Neuropsychology , Speech, Language and Hearing SciencesABSTRACT
Introduction The Young Doctor Project (YDP) uses Telehealth and Interactive Teleducation instruments to promote the integration of different areas of health and to build knowledge. This methodology can also foster public awareness on various issues related to health. In this context, the objective of this study was to emphasize cleft lip and palate (CLP), which is one of the most common birth defects in Brazil. Objective The study aimed to apply a model of education regarding CLP, based on the dynamics of the YDP, and to evaluate the participants' knowledge acquired after participating in the YDP. Methods The participants were 41 students, 13 to 15 years of age and at the eight- and ninth-grade levels in a private elementary school in Bauru (Brazil). To analyze the performance of the participants, a questionnaire was administered before and after the completion of the training program. The training program was structured in three steps using: (1) interactive teleducation classes, (2) a cybertutor, and (3) practical activities. Results There was a statistically significant difference between the pre- and postparticipation questionnaire results. The improved performance of participants is evidenced by the increase in the rate of correct answers on all issues. Conclusion The YDP on CLP was applied in the school setting following the three steps recommended by the project, and, after the implementation of the training program, there was a significant increase in participants' knowledge of CLP. The YDP on CLP proved an effective tool in promoting health education. .
Subject(s)
Humans , Antibodies, Antinuclear/blood , Immunoglobulin A/blood , Immunoglobulin G/blood , Immunoglobulin M/blood , Lupus Erythematosus, Discoid/immunology , Lupus Erythematosus, Systemic/immunology , Antibodies, Antinuclear/immunology , Enzyme-Linked Immunosorbent Assay , Fluorescent Antibody Technique, Indirect , Immunoglobulin A/immunology , Immunoglobulin G/immunology , Immunoglobulin M/immunologyABSTRACT
Objetivo identificar junto aos alunos dos Cursos de Fonoaudiologia: fatores que levaram a esta escolha de carreira e informações que gostariam de ter recebido sobre esta profissão antes do exame vestibular. Métodos estudo exploratório, descritivo, transversal. Discentes dos cursos de graduação em Fonoaudiologia oferecidos pela Universidade de São Paulo nos campi de Bauru, São Paulo e Ribeirão Preto e egressos do campus de Bauru foram convidados a preencher anonimamente, um questionário online composto por 10 questões a respeito de suas opções de carreira universitária e sobre as fontes e suficiência de informação a respeito da profissão Fonoaudiologia quando da inscrição no exame vestibular. Resultados responderam ao questionário 201 sujeitos (144 graduandos e 57 egressos). A Fonoaudiologia foi a primeira opção de carreira para 119 (59,2%) dos participantes. O interesse pela profissão foi o motivador de escolha para 42% dos participantes e o status da universidade, a relação candidato/vaga e a influencia de familiares, dentre outros, para 58% dos respondentes. Os guias de profissões foram as principais fontes de informação sobre a carreira. Cerca de 80% dos sujeitos não estavam satisfeitos com as informações que receberam antes do vestibular, a maioria indicando que gostariam de saber mais sobre o campo de atuação do fonoaudiólogo. Conclusão fatores não relacionados à afinidade ou pendor pela profissão levam à opção pela carreira Fonoaudiologia para a maioria dos participantes. Há necessidade de intensificar a veiculação de informações sobre a profissão, sobretudo o seu campo de atuação para candidatos ao exame vestibular. .
Purpose to identify factors that led Speech and Language Pathology and Audiology students to choose the career as well as the information they would have liked to receive before entering College. Methods exploratory, descriptive, cross-sectional study. SLP-Audiology students of undergraduate courses in the University of São Paulo (Bauru, São Paulo and Ribeirão Preto campus) and graduate students (Bauru campus) were asked to complete, anonymously, an online questionnaire consisting of 10 questions about their career choices and about the sources and adequacy of information regarding the SLP-Audiology profession before college entrance examination. Results the questionnaire was answered 201 individuals (144 undergraduates and 57 graduates). SLP-Audiology was the first career option for 119 (59.2%) of the participants. Interest in the profession was the motivator of choice for 42% of the participants. For 58% of respondents, the University status, the candidate/vacancy ratio and the influence of family members, among others, led to the SLP-Audiology career choice. Profession guides were the main sources of information and 80% of respondents were not satisfied with the information received before entering College, most indicating they would like to learn more about the areas where SLP-Audiologists can work. Conclusion factors unrelated to career affinity where the motivator for the choice of SLP-Audiology profession for most participants. There is need to intensify the information process about this career especially among high school students. .