5' and 3' UTR thymidylate synthase polymorphisms modulate the risk of colorectal cancer independently of the intake of methyl group donors

Thymidylate synthase, as a rate-limiting step in DNA synthesis, catalyses the conversion of dUMP into dTMP using 5,10-methylenotetrahydrofolate as the methyl donor. Two polymorphisms have been described in this gene: a repeat polymorphism in the 5' promoter enhancer region (3R versus 2R) and a 6 bp deletion in the 3' unstranslated region. Both of these may affect protein levels. The present case control study was aimed at investigating the influence of these two polymorphisms on the development of colorectal cancer (CRC), as well as their potential interaction with folate, vitamin B6 and vitamin B12 intake. A total of 196 cases and 200 controls, matched for age and sex distribution, were included in the study. No association was found between CRC and the 28 bp repeat polymorphism, but it was observed that individuals with the 6 bp/del and del/del genotypes had a significantly lower risk of developing the disease (OR=0.47; 95% CI 0.30-0.72). A combined genotype (2R/2R; 6 bp/del+del/del) was also found, which was associated with an even lower risk of developing of the disease (OR=0.42; 95% CI 0.26-0.69). No significant interaction between these polymorphisms and vitamin intake was observed. These results indicate for the first time that the 6 bp/del allele might be a protective factor in the development of CRC, independent of the intake of methyl group donors.

Assesing multileaf collimator effect on the build-up region using Monte Carlo method

Previous Monte Carlo studies have investigated the multileaf collimator (MLC) contribution to the build-up region for fields in which the MLC leaves were fully blocking the openings defined by the collimation jaws. In the present work, we investigate the same effect but for symmetric and asymmetric MLC defined field sizes (2×2, 4×4, 10×10 and 3×7 cm2). A Varian 2100C/D accelerator with 120-leaf MLC is accurately modeled fora6MVphoton beam using the BEAMnrc/EGSnrc code. Our results indicate that particles scattered from accelerator head and MLC are responsible for the increase of about 7% on the surface dose when comparing 2×2 and 10×10 cm2 fields. We found that the MLC contribution to the total build-up dose is about 2% for the 2×2 cm2 field and less than 1% for the largest fields.

Identification of a 0.4 Kb deletion region in 10q26 associated with endometrial carcinoma

We have identified an allelic deletion common region in the q26 region of chromosome 10 in endometrial carcinomas, which has been reported previously as a potential target of genetic alterations related to this neoplasia. An allelotyping analysis of 19 pairs of tumoral and non-tumoral samples was accomplished using seven microsatellite polymorphic markers mapping in the 10q26 chromosomal region. Loss of heterozygosity for one or more loci was detected in 29% of the endometrial carcinoma samples. The observed pattern of loss enabled the identification of a 3.5 Mb common deleted region located between the D10S587 and D10S186 markers. An additional result from an endometrial sample with evidence of a RER phenotype may suggest a more centromeric region of loss within the above-mentioned interval. This 401.84 Kb interval flanked by the D10S587 and D10S216 markers may be a plausible location for a putative suppressor gene involved in early stage endometrial carcinogenesis.

Bullying escolar – Intervenientes, ações e sentimentos associados: um estudo com alunos do 2º e 3º ciclos da região do Algarve

Introdução – O bullying pode ser definido como atitudes agressivas, intencionais e repetidas durante um período de tempo. Diversos estudos verificaram a prevalência de bullying entre estudantes de vários países e demonstraram que este é um problema internacional e que pelo menos um em cada dez estudantes está envolvido numa situação de bullying. Objetivos – Caracterizar as situações de bullying no ambiente escolar, o papel do estudante, os sentimentos associados a essas ações e identificar as características do agressor. Métodos – A amostra foi constituída por 519 alunos matriculados em duas escolas da região sul de Portugal que preencheram um questionário anónimo sobre uma situação de bullying que vivenciaram, descrevendo o papel do aluno e o que sentiram nesta situação. Resultados – Os resultados revelaram que em 61,7% dos casos se tratou de agressão física e 29,7% de agressão verbal. Desempenharam o papel de agressores 12,7% dos alunos, 21,8% foram vítimas e 63,6% foram testemunhas desta situação. 10,6% dos alunos relataram sentir bem, 11% mostraram indiferença e 78,4% dos alunos sentiram‑se mal com a situação de bullying. Verificou‑se que, com o avanço da idade, o estudante aumentava em 1,5 vezes a probabilidade de desempenhar o papel de agressor e os rapazes apresentavam 5,2 vezes mais probabilidades de vir a ser agressor numa situação de bullying. Conclusão – O presente estudo verificou que a maioria dos alunos participou de uma situação de bullying escolar como testemunha, sendo os casos mais comuns de agressão física. A maioria dos alunos sentiu‑se mal com essa situação. Os rapazes e os alunos com mais idade tiveram mais probabilidade de vir a desempenhar o papel de agressor numa situação de bullying.

Educating for earthquake science and risk in a tectonically slowly deforming region

Over the past decade, scientists have been called to participate more actively in public education and outreach (E&O). This is particularly true in fields of significant societal impact, such as earthquake science. Local earthquake risk culture plays a role in the way that the public engages in educational efforts. In this article, we describe an adapted E&O program for earthquake science and risk. The program is tailored for a region of slow tectonic deformation, where large earthquakes are extreme events that occur with long return periods. The adapted program has two main goals: (1) to increase the awareness and preparedness of the population to earthquake and related risks (tsunami, liquefaction, fires, etc.), and (2) to increase the quality of earthquake science education, so as to attract talented students to geosciences. Our integrated program relies on activities tuned for different population groups who have different interests and abilities, namely young children, teenagers, young adults, and professionals.