Invasion-inhibitory antibodies elicited by immunization with Plasmodium vivax apical membrane antigen-1 expressed in Pichia pastoris yeast.

In a recent vaccine trial performed with African children, immunization with a recombinant protein based on Plasmodium falciparum apical membrane antigen 1 (AMA-1) conferred a significant degree of strain-specific resistance against malaria. To contribute to the efforts of generating a vaccine against Plasmodium vivax malaria, we expressed the ectodomain of P. vivax AMA-1 (PvAMA-1) as a secreted soluble protein in the methylotrophic yeast Pichia pastoris. Recognized by a high percentage of sera from individuals infected by P. vivax, this recombinant protein was found to have maintained its antigenicity. The immunogenicity of this protein was evaluated in mice using immunization protocols that included homologous and heterologous prime-boost strategies with plasmid DNA and recombinant protein. We used the following formulations containing different adjuvants: aluminum salts (Alum), Bordetella pertussis monophosphoryl lipid A (MPLA), flagellin FliC from Salmonella enterica serovar Typhimurium, saponin Quil A, or incomplete Freund's adjuvant (IFA). The formulations containing the adjuvants Quil A or IFA elicited the highest IgG antibody titers. Significant antibody titers were also obtained using a formulation developed for human use containing MPLA or Alum plus MPLA. Recombinant PvAMA-1 produced under "conditions of good laboratory practice" provided a good yield, high purity, low endotoxin levels, and no microbial contaminants and reproduced the experimental immunizations. Most relevant for vaccine development was the fact that immunization with PvAMA-1 elicited invasion-inhibitory antibodies against different Asian isolates of P. vivax. Our results show that AMA-1 expressed in P. pastoris is a promising antigen for use in future preclinical and clinical studies.

Adolescentes com deficiência auditiva: a aprendizagem da dança e a coordenação motora / Hearing impaired adolescents: dance learning and motor coordination

O objetivo deste estudo foi verificar a ocorrência de modificação da coordenação motora, atenção, participação, interação, autoestima e compreensão em adolescentes com deficiência auditiva, após a realização de aulas de dança do tipo jazz dance. Foi realizado estudo experimental intrassujeito do tipo AB, com cinco sujeitos do gênero feminino, com idade entre 13 e 18 anos, diagnóstico de surdez congênita ou adquirida e estudantes do Instituto Londrinense de Educação de Surdos (ILES). Para avaliação da coordenação motora foi aplicado o teste KTK, composto por quatro tarefas antes e após as aulas e, diário de campo, contendo informações que não foram registradas nos testes formais. Foram realizadas doze aulas de dança como intervenção. O resultado do KTK mostrou média da pontuação total de 171,8 inicialmente e 196,4 após a intervenção. Como resultado final todos os sujeitos do estudo apresentaram melhora da coodernação motora significante (P=0.01) após as aulas de dança. Observou-se também melhor atenção das alunas no decorrer das aulas e maior integração do grupo.

The aim of this study was to investigate the occurrence of changes in motor coordination and attention, participation, interaction, self-esteem and understanding in adolescents with hearing loss, after conducting dance classes such as jazz. An experimental study of intra-subject AB, was done, with five female subjects, aged between 13 and 18 years and diagnosis of congenital or acquired deafness, students of the Institute of Deaf Education Londrinense (ILES). The KTK test was conducted to evaluate the motor coordination, consisting of four tasks before and after classes and a diary containing information not recorded in formal tests. Twelve dance classes were proposed as intervention. The result of KTK showed a total score average of 171,8 before the dance and an average of 196,4 after the classes. The results indicated that all subjects of the study showed significant improvement in motor coordination (P=0.01), after dance classes. It was also observed that students paid more attention during classes and there was greater integration of the group.