Post-Biopsy Complications Associated with Percutaneous Kidney Biopsy

Renal physiology and physiopathology have been the object of studies aimed at developing exams that can assist in the early diagnosis of the base disease. Chronic kidney disease consists of the progressive, irreversible loss of kidney function. Early detection and appropriate treatment can minimize the progression of the disease, lower the inherent costs, and improve the quality of life of affected individuals. Kidney biopsy is the key method in this evaluation, as it enables the histological and immunohistochemical analysis of specimens in a fast, safe, and economical manner. The main indications for kidney biopsy are nephrotic syndrome, acute kidney failure of unknown etiology, persistent hematuria and proteinuria, chronic kidney disease with conserved kidney dimensions, and transplanted kidneys (to evaluate stages of rejection, infection, and/or sclerosis). However, as an invasive method, kidney biopsy is not without complications. Post-biopsy complication rates range from 5 to 15%, with 6.6% considered minor (macrohematuria with no need for blood transfusion) and another 7.7% considered major (hemorrhage requiring blood transfusion or other approaches). In this chapter, we address the main aspects of kidney biopsy, the technical procedures for its execution, and the management of the main complications stemming from this procedure

Conversando sobre saúde reprodutiva e sexualidade nas escolas

O presente projeto teve como objetivo orientar e desmistificar temas que envolvem a sexualidade, métodos contraceptivos e doenças sexualmente transmissíveis (DSTs). As atividades foram desenvolvidas no ano de 2014, junto a estudantes do 8º e 9º anos do Ensino Fundamental II de uma Unidade Municipal de Ensino da cidade de Santos/SP. A abordagem metodológica baseou-se em rodas de conversa e oficinas com atividades lúdicas, utilizando modelos didáticos quando necessário. Ao término do projeto, os estudantes responderam a um instrumento de avaliação elaborado em escala Likert, que contemplava os temas e abordagens utilizadas, a percepção de aprendizagem dos participantes e o desempenho dos extensionistas. No final da avaliação, foi destinado um espaço para o relato das impressões pessoais, comentários e opiniões, os quais corresponderam à coleta de dados de natureza qualitativa. Os dados quantitativos foram analisados através do teste não paramétrico Kruskal-Wallis e pós-teste de Dunn. Como resultados, obtivemos boa receptividade e aceitação dos estudantes em relação às atividades realizadas. A metodologia dinâmica e o envolvimento dos estudantes na proposição dos temas abordados contribuíram para o maior interesse pelas atividades. Temas relacionados à sexualidade, como sexo seguro, DSTs e gravidez na adolescência despertaram o interesse dos jovens participantes que, de modo geral, estavam prestes ou vivenciando suas primeiras experiências sexuais. Apesar do projeto ter cumprido seu propósito, a análise estatística dos resultados indicou que o mesmo permitiu que os estudantes adquirissem novos conhecimentos relacionados às DSTs, mas a aquisição desses conhecimentos não necessariamente resultou na mudança de postura dos jovens. Esses achados reforçam a importância da execução de projetos e campanhas que trabalhem a Educação Sexual junto ao público jovem

HABLANDO DE SALUD Y SEXUALIDAD REPRODUCTIVA EN LAS ESCUELAS

O presente projeto teve como objetivo orientar e desmistificar temas que envolvem a sexualidade, métodos contraceptivos e doenças sexualmente transmissíveis (DSTs). As atividades foram desenvolvidas no ano de 2014, junto a estudantes do 8º e 9º anos do Ensino Fundamental II de uma Unidade Municipal de Ensino da cidade de Santos/SP. A abordagem metodológica baseou-se em rodas de conversa e oficinas com atividades lúdicas, utilizando modelos didáticos quando necessário. Ao término do projeto, os estudantes responderam a um instrumento de avaliação elaborado em escala Likert, que contemplava os temas e abordagens utilizadas, a percepção de aprendizagem dos participantes e o desempenho dos extensionistas. No final da avaliação, foi destinado um espaço para o relato das impressões pessoais, comentários e opiniões, os quais corresponderam à coleta de dados de natureza qualitativa. Os dados quantitativos foram analisados através do teste não paramétrico Kruskal-Wallis e pós-teste de Dunn. Como resultados, obtivemos boa receptividade e aceitação dos estudantes em relação às atividades realizadas. A metodologia dinâmica e o envolvimento dos estudantes na proposição dos temas abordados contribuíram para o maior interesse pelas atividades. Temas relacionados à sexualidade, como sexo seguro, DSTs e gravidez na adolescência despertaram o interesse dos jovens participantes que, de modo geral, estavam prestes ou vivenciando suas primeiras experiências sexuais. Apesar do projeto ter cumprido seu propósito, a análise estatística dos resultados indicou que o mesmo permitiu que os estudantes adquirissem novos conhecimentos relacionados às DSTs, mas a aquisição desses conhecimentos não necessariamente resultou na mudança de postura dos jovens. Esses achados reforçam a importância da execução de projetos e campanhas que trabalhem a Educação Sexual junto ao público jovem.This study aimed to describe and analyze educational strategies conducted in a university extension project, whose objective was to clarify issues about sexuality, contraception and sexually transmitted diseases (STD). The methodological approach was based on meetings and workshops with interactive activities, using pedagogical models if necessary. The activities were developed in 2014 with students from the 8th and 9th grades of elementary education in a public school in Santos (Brazil). At the end of the project, students responded to a questionnaire prepared in a Likert scale. The survey investigated the perception of learning of the students, the performance of the extension team and evaluated the methodological approaches used. For the statistical analysis of quantitative data, the nonparametric Kruskal-Wallis test and Dunn's post-test were used. Personal impressions, comments and opinions corresponded to the collection of qualitative data. In general, we obtained a good acceptance of students in the activities. Issues related to sexuality, such as safe sex, STD and teenage pregnancy aroused the interest of the young people who, in general, were experiencing their first sexual experiences. Even though the project achieved its objectives, contributing for acquisition of new knowledge related to STD by students, the statistical analysis indicated that this knowledge did not necessarily change their behavior. These findings reinforce the importance of project proposals and campaigns related to sexual education for the youth.Este estudio buscó describir y analizar las estrategias educativas llevadas a cabo en un proyecto de extensión universitaria, destinada a orientar y desmitificar cuestiones relacionadas con la sexualidad, los métodos anticonceptivos, además de las infecciones de transmisión sexual (IST). Las actividades se desarrollaron en el año 2014, con los estudiantes del 8º y 9º grados de la Enseñanza Fundamental II de una escuela pública en la ciudad de Santos/SP - Brasil. El enfoque metodológico se fundamentó en mesas redondas y talleres con actividades lúdicas y interactivas, utilizando modelos didácticos siempre que era necesario. Finalizado el proyecto, los estudiantes respondieron a un cuestionario de evaluación elaborado en escala de Likert, que contemplaba los temas y los enfoques utilizados, la percepción de aprendizaje de los participantes y el desempeño de los realizadores. Al final del formulario de evaluación había un espacio designado para que los participantes describieran sus impresiones personales, así como comentaran sus opiniones. Esas opiniones correspondían a los datos cualitativos. Los datos cuantitativos se analizaron utilizando dos herramientas no paramétricas: la prueba de Kruskal-Wallis y el post-test de Dunn. Como resultado, se obtuvo una buena recepción y aceptación de los estudiantes en relación con las actividades. Los temas relacionados con la sexualidad, tales como el sexo seguro, enfermedades de transmisión sexual y el embarazo durante la adolescencia despertaron el interés de los jóvenes que, en general, estaban a punto de experimentar o estaban experimentando su primera experiencia sexual. Aunque el proyecto haya cumplido su propósito, indicando que los estudiantes adquirieron nuevos conocimientos relacionados con infecciones de transmisión sexual, los resultados estadísticos no indican, necesariamente que esos conocimientos se revirtieron en el cambio de postura de los estudiantes. Esos resultados refuerzan la importancia de la implementación de proyectos y campañas que trabajen la educación sexual con el público joven

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost