Um estudo introdutório da literatura de João Carlos Marinho

Pós-graduação em Letras - FCLAS

Avaliação in vitro do efeito da cafeína na inibição do vírus da Hepatite C

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Nomeando o inominável: a evolução das contribuições teóricas de Frances Tustin acerca do funcionamento dinâmico autístico em crianças e adultos

Pós-graduação em Psicologia - FCLAS

Interação da proteina e2 do vírus da hepatite c com o receptor de ldl e cd81 presentes em células endoteliais e ativação da resposta inflamatória

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

Nonalcoholic fatty liver disease and metabolic syndrome in postmenopausal women

Nonalcoholic fatty liver disease (NAFLD) is considered the most common cause of chronic liver disease in the Western countries. NAFLD includes a spectrum ranging from a simple steatosis to a nonalcoholic steatohepatitis (NASH) which is defined by the presence of inflammatory infiltrate, cellular necrosis, hepatocyte ballooning, and fibrosis and cirrhosis that can eventually develop into hepatocellular carcinoma. Studies emphasize the role of insulin resistance, oxidative stress, pro-inflammatory cytokines, adipokines in the development and progression of NAFLD. It seems to be independently associated with type II diabetes mellitus, increased triglycerides, decreased HDL-cholesterol, abdominal obesity and insulin resistance. These findings are in accordance with the criteria used in the diagnosis of metabolic syndrome (MetS). Here, we will discuss the current knowledge on the epidemiology, pathophysiology and diagnosis of NAFLD and the association of metabolic syndrome in postmenopausal women.

Inflammatory response of endothelial cells to hepatitis C virus recombinant envelope glycoprotein 2 protein exposure

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

O professor da Educação Especial e o processo de ensino-aprendizagem de alunos com autismo

This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD)” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.

livros infantis adequados para uma criança com deficiência visual: a experiência de bolsistas PIBID da FFC/UNESP/Marília

This article tells the experience of some scholarship holders of Subproject PIBID Pedagogy Literacy FFC, who have developed, between its activities: planning, analysis, confection and adequacy of books of infantile histories so that they can be read and better understood for a child with visual deficiency. The idea arose from the fact that the school in which the pupil is enrolled does not have in its collection such resources. The books followed the criteria of adequacy and present in the literature of specific preparation area and the results pointed to the schoolgirl showed interest and motivation to run the task to read the stories with the adjustments that are made.

Meninices de uma poetisa: um estudo de O menino poeta, de Henriqueta Lisboa

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

Perfil de mutações de resistência e polimorfismos genéticos em variantes do vírus da hepatite B circulantes na região de Botucatu

Pós-graduação em Pesquisa e Desenvolvimento (Biotecnologia Médica) - FMB

Embolization of splenorenal shunt associated to portal vein thrombosis and hepatic encephalopathy

Hepatic encephalopathy (HE) is a cognitive disturbance characterized by neuropsychiatric alterations. It occurs in acute and chronic hepatic disease and also in patients with portosystemic shunts. The presence of these portosystemic shunts allows the passage of nitrogenous substances from the intestines through systemic veins without liver depuration. Therefore, the embolization of these shunts has been performed to control HE manifestations, but the presence of portal vein thrombosis is considered a contraindication. In this presentation we show a cirrhotic patient with severe HE and portal vein thrombosis who was submitted to embolization of a large portosystemic shunt. Case report: a 57 years-old cirrhotic patient who had been hospitalized many times for persistent HE and hepatic coma, even without precipitant factors. She had a wide portosystemic shunt and also portal vein thrombosis. The abdominal angiography confirmed the splenorenal shunt and showed other shunts. The larger shunt was embolized through placement of microcoils, and the patient had no recurrence of overt HE. There was a little increase of esophageal and gastric varices, but no endoscopic treatment was needed. Since portosystemic shunts are frequent causes of recurrent HE in cirrhotic patients, portal vein thrombosis should be considered a relative contraindication to perform a shunt embolization. However, in particular cases with many shunts and severe HE, we found that one of these shunts can be safely embolized and this procedure can be sufficient to obtain a good HE recovery. In conclusion, we reported a case of persistent HE due to a wide portosystemic shunt associated with portal vein thrombosis. As the patient had other shunts, she was successfully treated by embolization of the larger shunt. (C) 2014 Baishideng Publishing Group Inc. All rights reserved.

Portal hypertension in dogs

Portal hypertension (PH) is the pathological increase in portal vein pressure above normal limits. Two variables control the pressure in the portal system: the resistance to blood flow and blood flow volume in the portal system. If one these variables changes, PH may develop. Classification: Pre-hepatic (e. g. compression of the portal vein), intrahepatic (e. g. chronic hepatitis and cirrhosis) or post-hepatic (e. g. right heart failure). The invasive methods (intravenous catheter) were replaced by an indirect method of diagnosis: Doppler Ultrasound. This technique does not measure portal pressure, but indirectly allows the diagnosis of PH. Average speed of portal flow decrease (<10 cm/s) and hepatofugal flow have been reported in cirrhotic dogs with PH. Currently, the focus of the ultrasound is the detection of acquired collateral portal circulation (ACPC), closely correlated with hepatic encephalopathy. The characterization of these vessels is essential to differentiate them from congenital shunts. They are usually multiple vessels, small and tortuous, with turbulent flow, near to the kidneys, and/or a single and larger vessel, draining into the left renal vein (dilated gonadal vein). Gastric, esophageal and mesenteric varices may occur. After identifying the PH, it is important to determine its origin in order to treat the underlying disease. B-Mode Ultrasound and Doppler are the best choices in cases of suspected PH, because they may recognize not just the hypertension, but also its complications and origin.

A cigarra e a formiga: um recurso pedagógico para a organização do trabalho com o desenvolvimento moral

The problem addressed in this undergraduate thesis is whether the different endings of the fable The Ant and the Grasshopper permits the educator to organize from the expiatory approval to the reciprocity approval the pedagogic procedure of evolving processes, as theorized in the moral development of Jean Piaget. We used six versions of the fable, three of which ends in a expiatory way and three in the reciprocity. We discussed the data from a Piagetian theoretical standpoint and presented some strategies for the educator to pursue the development of infantile morality in the classroom in what concerns the qualitative evolution of the concept of justice

A ideologia dos filmes utilizados na educação infantil: uma análise a partir da teoria crítica

This work has as purpose to show what are the influences of media in the education and in the shaping the thinking and understand that ideologies are present in the films used in the classroom in kindergarten. For this, I directed the discussion beginning by concepts as Ideology and its more different definitions by several thinkers over the years, the thinkers of Critical Theory of Frankfurt School, called “frankfurtians” of first and second generation of this school, also making an association between Cinema and Education, evidencing concepts involving this association as Cultural Industry, using films properly in classrooms in kindergarten, with the teacher as mediator and then discussed what amounts of movies on children's education, how they assist and deepen the knowledge developed by students in schools of infantile education. Additionally, they are exposed the different opinions about the subject Film and Education for students from kindergarten, what benefits and what disadvantages in the use of films, the different opinions on the subject. We also discuss, in this work, the ideologies present in three films produced by Walt Disney, they are Cinderella, Snow White and the Seven Dwarfs and Alice in Wonderland, relating them to how they can contribute to the development and learning students in kindergarten. I associated more as possible the previous discussions to analyze the ideologies present in these films, by summarizing these, and decomposing them through an analysis tool called frame. Finally, I completed everything that was discussed and analyzed, which students in kindergarten may develop with the use of films in schools, what they contribute, in some way, for the learning and education of students as viewers using the school as access to different cultures and the teacher as a mediator of this relationship

O professor da educação especial e o processo de ensino aprendizagem de alunos com autismo

Autism is the theme of this study and the occurrence of the teaching-learning process of students with autism was observed. The study took place in a special education school. Nowadays, infantile Autism is classified as one of the “Development Global Disorders” and it is characterized by serious and global impairments in several aspects of the development, as the reciprocal social interaction, communication abilities and presence of behavioral stereotypes, interests and activities. Notwithstanding, these subjects present a triad of impairments concerning the development areas, such as: communication incapacity for social interaction and imagination, which affect directly the learning process. Thus, the aim of this study was to identify the teaching methodology employed for children with autism concerning special education and to verify in which aspects this methodology can help the teachinglearning process of those students. For this reason, a specialist teacher and three students with autism, of a special Education School, located in the interior of São Paulo state, took part in this study. For data collection, a total of 19 activities realized by the students with autism were observed inside the classroom. The specialized teacher answered a semi structured interview. The results demonstrated that the specialized teacher does not employ any specific teaching methodology, in order to help the teaching-learning process for those students, although there are some specific methodologies for children with autism, which are employed in special education schools. Nevertheless, it can be observed a lacuna concerning the teaching process employed by the teacher, and some uncertainly referring to the leaning process of those students with autism who attend that school