41 resultados para Tema para versos I e II


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The culture supernatant of Escherichia coli, isolated from ostriches with diarrhea in Brazil, caused elongation in Vero cell, rounding in Chinese hamster ovary (CHO) cells and a cytoplasmic vacuolation in ostrich embryo fibroblasts (OEF), but it was not cytotoxic for chicken embryo fibroblasts (CEF). These effects were not neutralized by antiserum to cholera toxin. Polymerase chain reaction assays showed that the ostrich E.coli contained the gene encoding (eltII-A), but not those for type 1 heat-labile enterotoxin (eltA), heat-stable enterotoxins (estA, estB), verocytotoxins (stx-I, stx-II), or cytotoxic necrotizing factors (cnf 1, cnf 2). All isolates belonged to serotype O15:H8. The enteropathogenic relevance of LT-II in ostrich diarrhea remains undetermined. (C) 2004 Elsevier B.V. All rights reserved.

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We determined the effects of AT 1 and AT 2 (selective no peptides antagonists angiotensin receptors), arginine vasopressin V 1 receptor antagonist as well as L-arginine, a nitric oxide donor and N W-nitro-L-arginine methyl ester (L-NAME), a nitric oxide synthase inhibitor, injected into supraoptic nucleus (SON) on water and sodium intake induced by the injection of angiotensin II (ANGII). Male Holtzman rats weighing 200-250 g with canulae implanted into the SON were used. The drugs were injected in 0.5 μL over 30-60 sec. The water intake after injection of saline SAL+SAL 0.15 M NaCl was 0.40±0.1 mL 2 h -1; SAL+ANGII increase water intake. Losartan decreased the water intake induced by ANGII. PD123319 injected prior to produce no change in water intake induced by ANGII. AVPA prior to ANGII reduced the water intake with a less intensity than losartan. L-arginine prior to ANGII decreases the water intake at a same intensity than losartan. L-NAME prior to ANGII potentiated the dipsogenic effect of ANGII. Losartan injected simultaneously with L-arginine prior to ANGII blocked the dipsogenic effect of ANGII. These results confirm the importance of SON in the control of water intake and strongly suggest that AT 1, V 1 receptors interact with nitrergic pathways within the SON influencing the dipsogenic effect of ANGII.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Biologia Animal - IBILCE

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Pós-graduação em Educação - IBRC

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Pós-graduação em Fisiopatologia em Clínica Médica - FMB

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Phospholipases D (PLDs), the major dermonecrotic factors from brown spider venoms, trigger a range of biological reactions both in vitro and in vivo. Despite their clinical relevance in loxoscelism, structural data is restricted to the apo-form of these enzymes, which has been instrumental in understanding the functional differences between the class I and II spider PLDs. The crystal structures of the native class II PLD from Loxosceles intermedia complexed with myo-inositol 1-phosphate and the inactive mutant H12A complexed with fatty acids indicate the existence of a strong ligand-dependent conformation change of the highly conserved aromatic residues, Tyr 223 and Trp225 indicating their roles in substrate binding. These results provided insights into the structural determinants for substrate recognition and binding by class II PLDs.

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Pós-graduação em Economia - FCLAR

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Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills