Eutanásia: direito de escolha do paciente

A presente monografia versa a avaliação da eutanásia no ordenamento jurídico-penal brasileiro. Para que sua compreensão seja possível, são abordados estudos de temas não jurídicos, como ponderações médicas sobre o que determina o diagnóstico da morte, o histórico da eutanásia, a eutanásia nas grandes religiões, a diferenciação desta prática de outras modalidades afins a ela e também a visão de Dworkin sobre o valor intrínseco da vida. Por fim, é feita, também, uma ponderação acerca do princípio constitucional mais usado como argumento nas discussões sobre a eutanásia, sendo ele o princípio da dignidade humana. Com a finalidade de abordar o tema com o viés principal no Direito Penal, ou seja, o espaço que a eutanásia ocupa no ordenamento-jurídico penal

ESTUDO DA ASSOCIAÇÃO DO POLIMORFISMO DO GENE IL33 RS2381416 E PERIODONTITE NO MODELO GENÉTICO ADITIVO

A IL-33 é uma citocina pró-inflamatória liberada mediante estresse celular (Cayrol et al., 2014). Atua também como supressora de transcrição (Roussel et al, 2008), podendo desempenhar um papel crucial na supressão de respostas imunes exacerbadas (Schiering et al., 2014)

Efeito do extrato das folhas de Lippia origanoides Kunth na produção de Il-6 por células de indivíduos com periodontite: estudo in vitro

A periodontite é a segunda enfermidade bucal mais prevalente no mundo (NAZIR, 2017), sendo caracterizada por alterações histopatológicas irreversíveis que podem levar a perda dos dentes. Essa doença é inflamatória, crônica e de origem infecciosa, causada por microrganismos colonizadores, como as bactérias, ocorrendo uma resposta imuno-inflamatória do hospedeiro frente a essa infecção (KINANE et al., 2017)

Problematic and adaptive eating in people with obesity after a DBT-based skills training intervention : 3- and 8-month follow-up and mediation analysis

Background: Dialectical behavior therapy conceptualizes problematic behaviors as attempts to regulate emotions that occur when the individual lacks effective skills with which to manage his or her emotions and cope with distress. Problematic eating behaviors, e.g., binge and emotional eating, may serve to alleviate aversive emotional states, being highly associated with overweight and obesity. Dialectical behavior therapy skills training has been proven effective in reducing binge eating in several clinical studies. However, few studies reveal the effects of DBT on adaptive eating behaviors or the stability of outcomes. Objectives: This study aimed to test the effect of a brief DBT-based skills training intervention, and the stability of outcomes at 3- and 8-month follow-ups. Methods: Self-report measures of binge eating, emotional eating, intuitive eating, and mindful eating were taken on 5 timepoints before and after a 10-session DBT skills training intervention (2 baseline measures, 1 post-test, and 2 follow-ups). Data were analyzed using a mixed-model intention-to-treat approach and mediation analysis was conducted with path analysis. Results: After the intervention, intuitive eating and mindful eating scores were significantly higher than before the intervention, while emotional eating and binge eating scores were lower. The results remained stable during the follow-up period, with minor fluctuations and small trends towards returning to baseline values for binge eating and emotional eating. Mindful eating partially mediated the improvements in all outcomes. Limitations: Given that results are entirely based on self-report measures and that some instruments showed poor reliability, in addition to the high attrition rates, the results should be interpreted as preliminary. Conclusions: The results provide evidence that a brief DBT intervention is effective not only in reducing problematic eating but also in increasing adaptive eating, achieving reasonably stable results. Also, the mediation analysis results support the hypothesis that mindful eating partially explains the effects of the intervention on binge and emotional eating. Future research should address the limitations of this study by investigating a more diverse sample, triangulating different measurement strategies, and including other putative mediators

Influence of heat stress on in vitro oocyte and embryo production in high-yielding Holstein cows

The objective of this study was to evaluate the influence of thermal shock on oocytes used in the production of in vitro embryos (IVP) of high productivity Holstein cows on the day of follicular aspiration (OPU; 0), 30, 60 and 90 days before the OPU. From the mean temperature on day 0 and on the previous 30, 60 and 90 days, they were classified into comfort group (TC; up to 15°C) and heat stress (HS; above 15°C) groups. A negative influence was observed on oocytes and viable embryos (total and grade I). The heat stress in the periods of 30 and 60 days prior to OPU resulted in lower production of viable oocytes (P=0.0028; P=0.0092, respectively). Under stress, on the day of OPU (HS-OPU), cows showed no reduction in the amount of viable oocytes (P=0.5497) and there was no influence of temperature for the group stressed 90 days before OPU (P=0.8287). For total embryos, the difference occurred only in the HS-30 group (P=0.0317), where the groups HS-OPU, HS-60, HS-90 presented, respectively, P=0. 1987, P=0.0596 and P=0.4580. Regarding the production of embryos of grade 1, there was no difference for the groups HS-OPU (P=0.2291) and HS-90 (P=0.2868), but there was a reduction for HS-30 (P=0.0143) and HS-60 (P=0.0253). In summary, heat stress had a negative impact when it occurred 30 or 60 days before follicular aspiration. In addition, 30 days seems to be the period of more susceptibility and that causes the greatest deleterious effects on oocyte viability and IVP. Keywords: Hyperthermia; Thermal shock; Ovum Pick Up; Dairy cows

CONTRACTUALISM AND THE STATE: HOBBES VERSUS LOCKE?

O presente estudo pretende propor uma nova leitura sobre a teoria do con-trato social de Thomas Hobbes (1588-1679) e John Locke (1632-1704). Assim, serão levantadas algumas questões que envolvem os pontos de contato entre as duas teorias, buscando analisar se há mais semelhanças do que diferenças entre os dois autores e seus respectivos prismas contratualistas. Nesse sentido, o trabalho estará dividido em três partes. Na primeira parte, se apresentarão, sinteticamente, as teorias clássica e da Idade Média sobre a origem do Estado, para logo discorrer sobre as teorias contratualistas de Thomas Hobbes e John Locke, bem como o contexto histórico dos dois autores. Após isso, serão levantadas possí­veis semelhanças entre as duas teorias, possibilitando uma nova visão acerca da teoria de John Locke. Para, por fim, verificar se é possí­vel afirmar que a teoria contratualista de John Locke pode ser considerada não liberal, se aproxi-mando mais da teoria absolutista de Thomas Hobbes.The present study intends to propose a new reading on the theory of the social contract of Thomas Hobbes (1588-1679) and John Locke (1632-1704). Thus, some questions will be raised that involve the points of contact between these two theo-ries, trying to analyze if there are more similarities than differences between the two authors and their contractualist prisms. In this sense, the work will be divided into three parts. In the first part, the classical and Middle Ages theories about the origin of the State will be presented to discuss the contractualist theories of Thomas Hobbes and John Locke, as well as the historical context of the two authors. After this, possible si-milarities between the two theories will be raised, allowing a new vision about the the-ory of John Locke. Finally, it is possible to affirm that John Locke's contractualist the-ory can be considered as non-liberal, approaching Thomas Hobbes's absolutist theory

The teaching of sociology as practice : differences and cleavages in the different institutional spaces

O debate sobre o ensino de sociologia tem sido ampliado nos últimos anos, especialmente após a reintrodução dessa disciplina no ensino médio a partir de 2008; entretanto, pouco tem sido discutido acerca do ensino de sociologia no ensino superior. Este artigo visa contribuir para a discussão analisando o ensino das disciplinas voltadas para a prática de ensino de ciências sociais/sociologia no ensino superior, especificamente junto a licenciaturas de ciências sociais. Analisamos os projetos pedagógicos de seis cursos de ciências sociais no país, localizados em diferentes regiões, utilizando como variável os cursos cujas práticas são lecionadas por professores vinculados aos departamentos de ciências sociais/sociologia, e aqueles que são lecionados por professores das faculdades de educação. Observou-se que o recorte institucional tem implicações sobre a forma como a sociologia é lecionada, havendo uma presença mais significativa de práticas pedagógicas quando estas se encontram vinculadas aos departamentos de ciências sociais/sociologia.The debate on the teaching of sociology has been expanded in recent years, especially after the reintroduction of sociology in high school since 2008, however, little has been discussed about the teaching of sociology in higher education. This article aims to contribute to the discussion by analyzing the teaching of disciplines focused on the practice of teaching social sciences/sociology in higher education, specifically with training courses of teachers in social sciences. We analyze the pedagogical projects of six social sciences courses in the country, located in different regions, using as a variable the courses whose practices are taught by professors linked to the departments of social sciences/sociology, and those that are taught by faculty of education. It was observed that the institutional cut has implications on the way in which sociology is taught, with a more significant presence of pedagogical practices when these are linked to the departments of social sciences/sociology