Loss of nerve fiber layer in HIV positive patients and comparative patterns in a series of cases in Bucaramanga, Colombia

Objective: The objective of this study is to conduct a description of the features of optic neuropathy associated with Human Immunodeficiency Virus in relation to their possible incidence within our population, regarding that there is no data in our population in terms of frequency of this pathology (1,2). Methodology: Descriptive cross-sectional study of a clinical series of patients infected with human immunodeficiency virus, but AIDS, and the thickness of optic nerve´s layer of fibers studied with OCT technology (optical coherence tomography), patients were cited once captured. OCT was performed by the same observer, by taking 3 shots and picking the one with better reliability. Patients were given personally to the Ophthalmologic Foundation of Santander to conduct the review called OCT (optical coherence tomography). Results: In terms of viral load variable, we found a clear correlation in which validates the hypothesis that lower viral load means a thicker layer of fibers finding statistically significant differences for the 6 hours in right eye and 12 and 6 hours in left eye. Comparison between the known nomogram of fiber layer thickness for the population of Bucaramanga, Santander and thickness found in our sample, we note a clear decrease in the upper and lower quadrants, specifically in 7 hours and 11 hours, being more important in 7 hours, showing statistically significant differences. Conclusions: The pattern  of thinning of the nerve fiber layer in HIV positive patients without AIDS, and antiretroviral treatment type HAART, showed a statistically significant thinning targeted at 7 hours and 11 hours, being higher in first. Viral load figures have a direct relation with loss fiber layer, showing a statistically significant difference for the 6 and 12 hours.

Análisis de la influencia que ejercen las dinámicas de la violencia infantil en la favela Rocinha de Río de Janeiro, sobre la agenda del fondo de naciones unidas para la infancia (unicef): período 2008-2012

Este trabajo explica la realidad brasileña de las favelas, en particular las que se ubican en la ciudad de Rio de Janeiro. Así mismo, se pretende ubicar al lector en la favela Rocinha, y en uno de los principales problemas que enfrentan sus habitantes: la violencia infantil, o violencia contra los niños. La incapacidad del Estado para dar solución a este problema ha llevado a instituciones como UNICEF a crear alternativas para mitigarlo, por lo que es importante analizar esa nueva agenda, traducida en el primer ciclo del programa "Plataforma de Centros Urbanos". Se ha escogido el trabajo de campo como herramienta metodológica para dar cuenta de tal realidad, y para llegar a la conclusión de que un problema social puede, efectivamente, modificar la determinación de una agenda institucional.

Compartir, conviure i comprendre. Viatge a través de les nostres vivències

S’exposen les metodologies i objectius d’un recull d’experiències educatives que ajuden als infants a comprendre el món mitjançant l’ús d’eines i recursos culturals matemàtics. Aquestes experiències s’han realitzat amb nins d’Educació Infantil de diferents escoles públiques de les Illes Balears. Així mateix, dues experiències, Xishun i Codi de barres, s’han realitzat amb alumnat de primer cicle d’Educació Primària.

Importância das actividades físicas desportivas no desenvolvimento motor dos alunos

RESUMO: Com o presente estudo pretendeu-se conhecer qual a relação entre os alunos que participaram nas Actividades Físicas Desportivas (AFD) no 1º ciclo em conjunto com Actividade Física Extra-Escola, e os alunos que participaram apenas numa dessas variáveis. Sobretudo pretende-se verificar se os alunos que tiveram Actividade Física Desportiva (AFD) no 1º ciclo e participaram em Actividades Extra-Escola, como por exemplo Futebol, Ginástica ou Natação nos clubes, demonstram maiores competências em relação aos alunos que não frequentaram pelo menos uma das Actividades (AFD e/ou Actividade Física Extra-Escola). O estudo foi realizado através das aulas do desempenho dos alunos no 2 º ciclo do Ensino Básico na disciplina de Educação Física. Através da classificação final do 1 º período, dos alunos do 5 º ano, verificar-se-á se os alunos que praticaram mais Actividade Física (AF) têm maiores competências do que os alunos que praticaram menos AF. A amostra foi constituída por 119 alunos do 5 º ano de escolaridade (57 do Sexo Feminino), com idades compreendidas entre os 10 anos e os 13 anos. Foram utilizados os seguintes instrumentos: consulta dos dados da avaliação dos alunos do 5 º ano e questionário de atitudes aplicado aos alunos. Os dados foram tratados estatisticamente através do programa informático EZanalyze versão 3.0 para o Windows. ABSTRACT: The present study aimed to know what the relation between the students who participated in activities physical Sports, in 1 º Cycle activities physical extra-school, and students who participated in only one of these variables. Primarily intended to verify that students who had activities physical Sports in 1 º Cycle and participated in activities outside school, such as Football, in the clubs, show more skills in relation to students who have not attended the activities of at least one. This study was conducted by the school performance of students in 2 º Cycle of basic education in Physical Education. Through the end of grading, students of five years, there would be the students who practiced more physical activities have higher skills than students who performed less physical activity, especially during the first cycle route. The sample consisted of 119 students from 5 º years of schooling (57 female), aged 10 years and 13 years. Will use the following instruments: consultation of data from assessment of students in five years and attitudes questionnaire applied to pupils. The data were treated statistically using the computer program EZ analyze version 3.0 for Windows.

Análise de Ensino de Educação Física no 1º ciclo, comparando Professores generalistas e especialistas

RESUMO: Este estudo teve como objectivo analisar se a área de formação do professor que lecciona Educação Física no 1.º Ciclo do Ensino Básico – professores licenciados em Educação Física e Desporto, designados por professores especialistas e professores licenciados em Educação Básica, denominados por professores generalistas – interfere com o número de alunos em empenhamento motor. Assim, foram filmadas oito aulas, duas por cada professor, em duas Escolas do 1.º Ciclo do Ensino Básico, pertencentes ao Agrupamento de Escolas de Sacavém e Prior Velho, situadas na freguesia de Sacavém. A amostra foi constituída por quatro professores (dois licenciados em Educação Básica e dois licenciados em Educação Física e Desporto) e por 36 alunos pertencentes a duas turmas do 4.º ano. Como sistema de observação foi utilizado o Planned Activity Check, de Siedentop. A realização do estudo em questão permitiu concluir que a média de alunos em empenhamento motor por minuto foi maior nas aulas de Actividade Física e Desportiva, leccionadas pelos professores especialistas.ABSTRACT: This study has the main objective of analyzing if the educational area of a professor that teaches Physical Education in the first cycle of Basic Education – professors with a graduation in Physical Education and Sports, designated as specialized professors, and graduated professors in Basic Education, designated as general professors – interferes with the number of students in motor engagement. Therefore, eight classes were recorded, two by each professor, in two schools of the first cycle of Basic Education that belong to the Group of Schools from Sacavém and Prior Velho, located in Sacavém. The sample had four professors (two with a graduation in Basic Education and two with a graduation in Physical Education and Sports) and 36 students from two classes of the 4th year of school. The observation system used was Siedentop’s Planned Activity Check. This study led to the conclusion that the average of students in motor engagement per minute was higher in the classes of physical activity and sports taught by specialized professors.

Construindo pontes para a inclusão: um projeto de ensino/aprendizagem cooperativa

O presente trabalho constitui um projecto de investigação acção realizado numa escola de primeiro ciclo do distrito de Lisboa, mais especificamente numa truma do 4º ano de escolaridade,desencadeado por dois alunos diagnosticados com dificuldades intelectuais e desenvolvimentais que integravam uma unidade de apoio e specializado a alunos com multideficiência e surdocegueira congénita . Paralelamente foram também mobilizados os docentes do núcleo de educação especial do agrupamento de escolas . A caraterização destes três contextos a turma, a unidade e o núcleo- realizou-se através da utilização dos seguintei instrumentos de recolha de dados: análise documental, observação naturalista, entrevista semi-estruturada e sociometria. A análise dos mesmos permitiu fazer as seguintes constatações : turma bastante heterogénea, diferentes níveis de aprendizagem, alunos de língua portuguesa não materna, de diferentes etnias, e nível socioeconómico, problemas de relacionamento entre eles e alguma resistência em aceitar os colegas considerados com dificuldades intelectuais e desenvolvimentais; passividade e pouca responsabilidade no ato de aprender; dificuldades no cumprimento de regras; participação escassa das famílias no processo de ensino/aprendizagem; um tipo de ensino preferencialmente expositivo ; trabalho essencialmente individualizado , por parte dos alunos; dificuldade em incluir aqueles cujas diferenças individuais são mais significativas - diferenciação pedagógica descontextualizada . Na unidade de apoio especializado verificou –se a necessidade de um trabalho mais cooperado e convergente entre todos os intervenientes . No grupo de docentes de educação especial, constatou-se que as práticas de apoio aos sessenta alunos considerados com necessidades educativas especiais de caráter permanente eram essencialmente centradas no apoio direto ao aluno, fora da sala de aula .Tendo como quadro concetual de referência o paradigma da diversidade,a inclusão, a escola e educação inclusivas, a diferenciação pedagógica inclusiva, a aprendizagem cooperativa, e , tal como já se referiu, uma abordagem assente nas permissas da investigação ação como um processo cíclico de refletir para agir e refletir sobre a acção , desenvolveram –se ações nos referidos contextos da intervenção. Turma–diferenciação pedagógica inclusiva, utilização de metodologias de ensino/aprendizagem cooperativa na área da língua portuguesa Na unidade de apoio especializado –intervenção individualizada com os alunos “caso” para O desenvolvimento das competências estipuladas nos seus currículos específicos individuais, tendo por base um trabalho coordenado e cooperativo entre professores, famílias, assistentes operacionais e técnica de terapia da fala. No núcleo de educação especial – ação de sensibilização sobre a importância do papel de parceria pedagógica com os docentes do ensino regular , para implementação de uma pedagogia diferenciada inclusiva e da aprendizagem cooperativa como estratégias de inclusão . Considerando a complexidade dos contextos de intervenção e a competência profissional tão necessária ao sucesso de todos os alunos e à melhoria da escola , com a realização deste projeto de investigação acção pelo enriquecimento profissional que proporcionou, pôde constatar-se que este tipo de abordagem (o professor como investigador crítico e reflexivo), se apresenta de facto, como uma via importantíssimade formação contínua. Neste caso, o desenvolvimento deste projeto, permitiu encontrar algumas respostas que contribuíram para a melhoria profissional dos implicados e dos contextos em questão, atenuando os problemas identificados e perspetivar outras respostas . No entanto, esta abordagem não foi um processo fácil, pois esta capacidade de fazer juízos críticos sobre o próprio trabalho requer tempo de aprendizagem e principalmente a vontade de querer fazer, sempre, mais e melhor.

Evaluating a new LISFLOOD-FP formulation with data from the summer 2007 floods in Tewkesbury, UK

Two-dimensional flood inundation modelling is a widely used tool to aid flood risk management. In urban areas, where asset value and population density are greatest, the model spatial resolution required to represent flows through a typical street network (i.e. < 10m) often results in impractical computational cost at the whole city scale. Explicit diffusive storage cell models become very inefficient at such high resolutions, relative to shallow water models, because the stable time step in such schemes scales as a quadratic of resolution. This paper presents the calibration and evaluation of a recently developed new formulation of the LISFLOOD-FP model, where stability is controlled by the Courant–Freidrichs–Levy condition for the shallow water equations, such that, the stable time step instead scales linearly with resolution. The case study used is based on observations during the summer 2007 floods in Tewkesbury, UK. Aerial photography is available for model evaluation on three separate days from the 24th to the 31st of July. The model covered a 3.6 km by 2 km domain and was calibrated using gauge data from high flows during the previous month. The new formulation was benchmarked against the original version of the model at 20 m and 40 m resolutions, demonstrating equally accurate performance given the available validation data but at 67x faster computation time. The July event was then simulated at the 2 m resolution of the available airborne LiDAR DEM. This resulted in a significantly more accurate simulation of the drying dynamics compared to that simulated by the coarse resolution models, although estimates of peak inundation depth were similar.

Headspace volatile markers for sensitivity of cocoa (Theobroma cacao L.) somatic embryos to cryopreservation

The mechanisms that reduce the viability of plant somatic embryos following cryopreservation are not known. The objective of the present study was to evaluate the sensitivity of cocoa (Theobroma cacao L.) somatic embryos at different stages of an encapsulation-dehydration protocol using stress-related volatile hydrocarbons as markers of injury and recovery. The plant stress hormone ethylene and volatile hydrocarbons derived from hydroxyl radicals (methane) and lipid peroxidation (ethane) were determined using gas chromatography headspace analysis. Ethylene and methane were the only volatiles detected, with both being produced after each step of the cryogenic protocol. Ethylene production was significantly reduced following exposure to liquid nitrogen, but then increased in parallel with embryo recovery. In contrast, the production of methane was cyclic during recovery, with the first cycle occurring earlier for embryos recovered from liquid nitrogen and desiccation than those recovered from earlier steps in the protocol. These results suggest that loss of somatic embryo viability during cryopreservation may be related to the oxidative status of the tissue, and its capacity to produce ethylene. This study has demonstrated that headspace volatile analysis provides a robust non-destructive analytical approach for assessing the survival and recovery of plant somatic embryos following cryopreservation.

Critical reliability issues for building services systems

This paper addresses two critical issues associated with reliability and maintenance of building services systems. The first is the ratio of operating and/or maintenance costs to initial costs for building services systems. It is an important parameter for life cycle costing and maintenance policy development. The second is the proportion of items among building services systems that need preventive maintenance. In this paper, we estimate the ratios based on a cost dataset. It suggests that correctly estimating the ratio be important but using a constant ratio in life cycle costing may result in wrong decisions. It also estimates the proportion of preventive maintenance for building services systems on the basis of the distribution of failure patterns.

Dietary alpha-tocopherol affects differential gene expression in rat testes

Gene-chip technology was employed to study the effect of dietary vitamin E (VE) on gene expression in rat testes. Male albino rats were fed with either a diet deficient in VE or a standard diet containing VE. Differential gene expression was monitored at five individual time-points over a period of 14 months with all animals individually pro. led. Low VE intake resulted in the consistent upregulation of 7-dehydrocholesterol reductase and GATA binding protein 4, both involved in testosterone synthesis. Cyclin D3, important in cell cycle progression and Wilms tumor 1, related to cancer development, were also up-regulated in the vitamin E deficient animals. This study demonstrates that low dietary VE intake has long-term effects on gene expression in the testes. Our data provides insights into the possible molecular mechanisms underlying the beneficial effects of vitamin E on the male reproductive organ.

Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items

This chapter compares lexical diversity of French words used by Dutch-French bilinguals, English-French bilinguals and Flemish L2 learners of French.

Learning across business sectors: context, embeddedness and conceptual chasms

While the construction industry is frequently encouraged to learn from other business sectors, the difficulties of transferring knowledge from one context to another are rarely acknowledged. The problematic nature of knowledge is addressed with particular emphasis on the concept of contextual embeddedness. From this point of view, the process of 'knowledge transfer' depends upon a prolonged process of socialization between actors from both the 'receiving' and 'sending' contexts networking. It is contended that a significant conceptual chasm exists between the exhortations of industry leaders to learn from other sectors and the theoretical complexities associated with knowledge transfer. An ongoing research project is described that seeks to facilitate knowledge sharing between construction and aerospace. A novel approach to knowledge sharing based upon soft systems methodology (SSM) (Mode 2) is described and justified. Initial findings from the first cycle of the research are discussed and used to highlight the importance of context in the implementation of supply chain management.

A new algorithm for tracking people in a pervasive mining environment

This paper analyze and study a pervasive computing system in a mining environment to track people based on RFID (radio frequency identification) technology. In first instance, we explain the RFID fundamentals and the LANDMARC (location identification based on dynamic active RFID calibration) algorithm, then we present the proposed algorithm combining LANDMARC and trilateration technique to collect the coordinates of the people inside the mine, next we generalize a pervasive computing system that can be implemented in mining, and finally we show the results and conclusions.

Impact of the modal aerosol scheme GLOMAP-mode on aerosol forcing in the Hadley Centre Global Environmental Model

The Hadley Centre Global Environmental Model (HadGEM) includes two aerosol schemes: the Coupled Large-scale Aerosol Simulator for Studies in Climate (CLASSIC), and the new Global Model of Aerosol Processes (GLOMAP-mode). GLOMAP-mode is a modal aerosol microphysics scheme that simulates not only aerosol mass but also aerosol number, represents internally-mixed particles, and includes aerosol microphysical processes such as nucleation. In this study, both schemes provide hindcast simulations of natural and anthropogenic aerosol species for the period 2000–2006. HadGEM simulations of the aerosol optical depth using GLOMAP-mode compare better than CLASSIC against a data-assimilated aerosol re-analysis and aerosol ground-based observations. Because of differences in wet deposition rates, GLOMAP-mode sulphate aerosol residence time is two days longer than CLASSIC sulphate aerosols, whereas black carbon residence time is much shorter. As a result, CLASSIC underestimates aerosol optical depths in continental regions of the Northern Hemisphere and likely overestimates absorption in remote regions. Aerosol direct and first indirect radiative forcings are computed from simulations of aerosols with emissions for the year 1850 and 2000. In 1850, GLOMAP-mode predicts lower aerosol optical depths and higher cloud droplet number concentrations than CLASSIC. Consequently, simulated clouds are much less susceptible to natural and anthropogenic aerosol changes when the microphysical scheme is used. In particular, the response of cloud condensation nuclei to an increase in dimethyl sulphide emissions becomes a factor of four smaller. The combined effect of different 1850 baselines, residence times, and abilities to affect cloud droplet number, leads to substantial differences in the aerosol forcings simulated by the two schemes. GLOMAP-mode finds a presentday direct aerosol forcing of −0.49Wm−2 on a global average, 72% stronger than the corresponding forcing from CLASSIC. This difference is compensated by changes in first indirect aerosol forcing: the forcing of −1.17Wm−2 obtained with GLOMAP-mode is 20% weaker than with CLASSIC. Results suggest that mass-based schemes such as CLASSIC lack the necessary sophistication to provide realistic input to aerosol-cloud interaction schemes. Furthermore, the importance of the 1850 baseline highlights how model skill in predicting present-day aerosol does not guarantee reliable forcing estimates. Those findings suggest that the more complex representation of aerosol processes in microphysical schemes improves the fidelity of simulated aerosol forcings.

A novel function of the proneural factor Ascl1 in progenitor proliferation identified by genome-wide characterization of its targets

Proneural genes such as Ascl1 are known to promote cell cycle exit and neuronal differentiation when expressed in neural progenitor cells. The mechanisms by which proneural genes activate neurogenesis--and, in particular, the genes that they regulate--however, are mostly unknown. We performed a genome-wide characterization of the transcriptional targets of Ascl1 in the embryonic brain and in neural stem cell cultures by location analysis and expression profiling of embryos overexpressing or mutant for Ascl1. The wide range of molecular and cellular functions represented among these targets suggests that Ascl1 directly controls the specification of neural progenitors as well as the later steps of neuronal differentiation and neurite outgrowth. Surprisingly, Ascl1 also regulates the expression of a large number of genes involved in cell cycle progression, including canonical cell cycle regulators and oncogenic transcription factors. Mutational analysis in the embryonic brain and manipulation of Ascl1 activity in neural stem cell cultures revealed that Ascl1 is indeed required for normal proliferation of neural progenitors. This study identified a novel and unexpected activity of the proneural gene Ascl1, and revealed a direct molecular link between the phase of expansion of neural progenitors and the subsequent phases of cell cycle exit and neuronal differentiation.