Expression and function of APRIL and GDF-5 in the developing hippocampus

Neurite size and morphology are key determinants of the functional properties of neurons. In this thesis, it is described for the first time the expression of APRIL (A Proliferation-Inducing Ligand, TNFSF13) in the nervous system. APRIL is a member of the tumour necrosis factor superfamily and one of its receptors BCMA (B-Cell Maturation Antigen, TNFRSF17) are coexpressed in pyramidal neurons throughout the fetal and postnatal mouse hippocampus. The effect of APRIL on axon elongation is inhibited by the expression of a truncated BCMA receptor in the neurons, suggesting that BCMA mediates this effect. APRIL promotes rapid phosphorylation of ERK1/2, Akt and GSK-3β in cultured pyramidal neurons, and pharmacological inhibition of either MEK1/2 or PI3K, upstream activators of ERK1/2 and Akt/GSK-3β signalling, respectively, completely inhibits the axon growth-promoting action of APRIL. These findings reveal that APRIL selectively enhances axon growth from developing hippocampal pyramidal neurons by a mechanism that depends on BCMA and activation of ERK1/2 and Akt/GSK-3β signalling. In this thesis, it is also shown that GDF-5 (growth-differentiation factor 5), a member of the transforming growth factor-β superfamily with a wellcharacterized role in limb morphogenesis, is a key regulator of the growth and elaboration of pyramidal neuron dendrites in the developing hippocampus. Pyramidal neurons co-express GDF-5 and its preferred receptors bone morphogenetic protein receptor-IB and bone morphogenetic protein receptor-II during development. In culture, GDF-5 substantially increased dendrite, but not axon, elongation from these neurons by a mechanism that depends activation of Smads1/5/8 and upregulation of the Hes5 transcription factor. In vivo, the apical and basal dendritic arbors of pyramidal neurons throughout the hippocampus were very markedly stunted in both homozygous and heterozygous Gdf-5 null mutants, indicating that dendrite size and complexity are exquisitely sensitive to the level of endogenous GDF-5 synthesi

O Inimigo Invisível que Parou o Mundo: Impacto da Pandemia COVID‑19 nos Internamentos Psiquiátricos de um Hospital Português

Introduction: The World The World Health Organization declared the coronavirus outbreak a pandemic on March 11th 2020. Since then, the containment measures are leading to increasing mental health problems in the general population and worsening of some pre‑existing psychiatric conditions. To our knowledge, there are no studies characterizing the impact of the COVID‑19 pandemic on psychiatric hospitalizations across the world. We aim to compare the number and characteristics of the hospitalizations in the mental health department of a Portuguese psychiatric hospital from March 2nd 2019 to October 31st 2019 with those that occurred in the same period in 2020. Methods: We conducted a retrospective observational study including all patients admitted to hospital during these periods (n=805). Sociodemographic data, clinical characteristics and information about the context of hospitalization were collected. Statistical analysis was performed using t Student Test, Mann‑Whitney and Chi‑square. Results: In the pandemic period there was a marked reduction in the number of psychiatric hospitalizations. There was a statistically significant difference in the median length of stay and in the percentage of involuntary hospitalizations between the two periods. In 2019, the most frequent International Classification of Diseases (10th Revision) diagnostic categories were F30‑F39 (mood disorders) and in 2020 were F20‑F29 (schizophrenia, schizotypal and delusional disorders). Conclusion: The reorganization of services and the decrease in admissions through the emergency department may explain these results.Introdução: A Organização Mundial de Saúde declarou o surto de infeção por SARS‑CoV‑2 como pandemia a 11 de março de 2020. Desde então, as medidas de contenção estão a provocar não só um aumento da incidência de problemas de saúde mental na população geral, mas também o agravamento de doenças psiquiátricas pré‑existentes. Segundo o nosso conhecimento, não existem ainda estudos que caracterizem os internamentos psiquiátricos durante o período pandémico. Os autores pretendem comparar o número e as características dos internamentos psiquiátricos no período entre 2 de março de 2019 e 31 de outubro de 2019 com os do período homólogo de 2020, num departamento de um hospital psiquiátrico português. Métodos: Foi feito um estudo observacional retrospetivo que incluiu todos os indivíduos admitidos no internamento durante esses períodos (n=805). Foram colhidos dados sociodemográficos, clínicos e acerca do contexto do internamento e para a análise estatística utilizaram‑se os testes de Mann‑Whitney, Qui‑quadrado e t Student. Resultados: Verificou‑se que durante o período pandémico houve uma marcada redução do número de internamentos. Houve uma diferença estatisticamente significativa na mediana do número de dias de internamento e na percentagem de internamentos compulsivos dos dois períodos. Em 2019 as categorias de diagnóstico mais frequentes, de acordo com a Classificação Internacional de Doenças (10ª edição), foram as F30‑F39 (perturbações do humor) e em 2020 foram as F20‑F29 (esquizofrenia, perturbação esquizotípica e perturbações delirantes). Conclusão: A reorganização dos serviços hospitalares e a diminuição das admissões no serviço de urgência podem justificar estes resultados

Early physiological and biochemical responses of rice seedlings to low concentration of microcystin-LR

Microcystin-leucine and arginine (microcystin- LR) is a cyanotoxin produced by cyanobacteria like Microcystis aeruginosa, and it’s considered a threat to water quality, agriculture, and human health. Rice (Oryzasativa) is a plant of great importance in human food consumption and economy, with extensive use around the world. It is therefore important to assess the possible effects of using water contaminated with microcystin-LR to irrigate rice crops, in order to ensure a safe, high quality product to consumers. In this study, 12 and 20-day-old plants were exposed during 2 or 7 days to a M. aeruginosa extract containing environmentally relevant microcystin-LR concentrations, 0.26–78 lg/L. Fresh and dry weight of roots and leaves, chlorophyll fluorescence, glutathione S-transferase and glutathione peroxidase activities, and protein identification by mass spectrometry through two-dimensional gel electrophoresis from root and leaf tissues, were evaluated in order to gauge the plant’s physiological condition and biochemical response after toxin exposure. Results obtained from plant biomass, chlorophyll fluorescence, and enzyme activity assays showed no significant differences between control and treatment groups. How- ever, proteomics data indicates that plants respond to M. aeruginosa extract containing environmentally relevant microcystin-LR concentrations by changing their metabolism, responding differently to different toxin concentrations. Biological processes most affected were related to protein folding and stress response, protein biosynthesis, cell signalling and gene expression regulation, and energy and carbohydrate metabolism which may denote a toxic effect induced by M. aeruginosa extract and microcystin- LR. Theimplications of the metabolic alterations in plant physiology and growth require further elucidation

Dilemma: do they write with or without the use of ICT? - students’ perceptions

Students’ perceptions can influence their performance in writing. In the Portuguese context, the number of studies on this subject is still small and has not provided a clear overview of typical perceptions, for example, of students by year of schooling. Even more significant is the gap in international and national research on the relationships between students’ self-perceptions and their performance in writing, mainly when mediated by Information and Communication Technologies (ICT). In this sense, this descriptive-correlational study focused on study the correlations between 4th grade students’ perceptions (n=338) regarding writing knowledge, attitudes, and self-efficacy in writing and their writing performance. The results of this study allow us to state that, in general terms, there are more positive perceptions of students’ attitudes and selfefficacy in writing with ICT than those without using these tools. Even though students’ perceptions may be different from their performance, it was found that their attitudes were more optimistic than their perceptions of knowledge and self-efficacy in writing. Understanding observed differences is essential for educational professionals to know their students’ perceptions, better adjust their pedagogical practices and select the pedagogical tools for each stage of the writing process.info:eu-repo/semantics/publishedVersio

Coding as literacy: case studies at pre-primary and elementary school

This paper presents two case studies being developed within project “KML II – Laboratory of technologies and learning of programming and robotics for preschool and elementary school”1 [1], [2]. Using a multiple case study approach, KMLII is working with educators and elementary school teachers towards the development of learning activities that integrate computational thinking, coding and robotics with the curriculum, for all students [3] and considering essential learnings [4], competencies and equal opportunities [5]. Participants are experimenting with both unplugged and plugged activities, including coding with ScratchJr and Scratch (only for elementary school). Data is being collected from educators/teachers’ logs and through distant observation. Observation uses the “Positive Technological Development (PTD) Engagement Checklist for Children”, developed by DevTech Research Group at Tufts University, under coordination of Professor Marina Bers (https://sites.tufts.edu/devtech/ptd/), translated and validated to Portuguese. Project KML was born in the context of a growing concern with the Portuguese education system’s response to the development of computational competences for all students. This concern emerges across different public initiatives led by the Ministry of Education’s technologies team (ERTE-DGE)2 and implemented through its competence centres3 for the integration of ICT in education , as well as partnerships with universities. Despite these, guidelines for the development of pedagogical practices that integrate coding with the curriculum still lack. Against this background, this paper presents in detail the methodological approach implemented for two case studies, at preschool and elementary school respectively. Using a multiple case study approach [6], KML II is working with 11 preschool educators and 17 primary school teachers, in 8 different Portuguese districts. The project delivered, in 2019, a national wide training action for in-service educators and primary school teachers [1], [2]. Participant educators and teachers were selected within the group that completed the training. Results from these case studies will inform the development a framework for the introduction of computational thinking, programming and robotics in the training of undergraduate and in-service educators and elementary school teachers, and the design of a competence profile for education professionals in these areas.O projeto KML II  é cofinanciado pelo FEDER através do COMPETE 2020 - Programa Operacional Competitividade e Internacionalização (POCI) e por fundos nacionais através da FCT - Fundação para a Ciência e a Tecnologia no âmbito do projeto com a referência PTDC/CED-EDG/28710/2017 | Project KML II is co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CED-EDG/28710/201

Vulnerable victims in court: from childhood to senescence

Abstract in proceedings of the Fourth International Congress of CiiEM: Health, Well-Being and Ageing in the 21st Century, held at Egas Moniz’ University Campus in Monte de Caparica, Almada, from 3–5 June 2019.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.info:eu-repo/semantics/publishedVersio

Curricular integration of computational thinking, programming and robotics in basic education: a proposal for teacher training

Today's children are growing up in a complex technological reality, which, in turn, is pushing for the integration of digital technologies in educational contexts. Hence, it becomes necessary to explore how more recent educational approaches to technology can be inclusively integrated into education. Among these innovative approaches are the integration of computational thinking, programming and robotics both in preschool and basic education. Considering the referential of key competences for the current 21th century [1], early training in these areas will contribute to the development of transversal competences [2]. Thus, it is crucial to provide education professionals with the skills and resources for an adequate development of programming and robotics activities in educational contexts. In this paper we present a training action developed within the scope of the project "KML II - Laboratory of technologies and learning of programming and robotics for preschool and primary school". This training action aims to work with early education professionals towards the development of activities with children, using the tools foreseen in this research project. From the work done during the course, trainees should develop an activity plan using programming and robotics technologies, to be implemented in their respective educational contexts. Within this action, trainees are expected to: reflect on the concept of computational thinking and its development in preschool and basic education [3], [4]; collaboratively develop competencies associated with digital literacy and the use of robots and programming languages developed for children [5]; know programming and robotics resources that can be used in preschool and basic education; learn programming basics through applications such as ScratchJr, or others that can support learning development; plan activities according to the curricular contents of the respective level of education, using programming and robotics. Implemented through b-learning, this initiative will also enable educators and teachers to explore and develop distance learning and collaboration skills as well as the use of various support tools and work time management in synchronous and asynchronous sessions. This training is one of the first actions through which KML II project plans to study how to integrate programming and robotics in preschool and basic education, transversally to all areas of knowledge. Within this project, case studies will be carried out at a Portuguese national wide level. This work has two main objectives: a) to propose a training framework for curricular units of technology, in the courses for teacher training in higher education and for in-service training; b) to design a profile of childhood educator and primary school teacher as mediator in the integration of programming and robotics learning in their educational contexts.Project KML II is co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CEDEDG/28710/2017

Minimally invasive surgical treatment of pilonidal disease: mid-term retrospective analysis of a single center

Background: Sacrococcygeal Pilonidal Disease (PD) is commonly treated with excision and primary closure techniques (EPC). Minimally invasive techniques (MIT), such as EPSiT and Pit-picking, had been recently advocated promising better outcomes. We analyzed mid-term results from our center after introduction of MIT to treat PD. Methods: Patients submitted to MIT (n = 44) with a median follow-up of 37 months were analyzed and compared with patients submitted to EPC (n = 70) with a median follow-up of 5 years. Both groups included patients operated in our department between 2011 and 2016 and have similar demographic and clinical characteristics. We compared operative time and post-operative parameters such as time with pain, dressing time and time to relapse. Results: The post-operative time with pain was significantly lower, whereas the dressing time was significantly longer, in MIT when compared to the EPC group. The relapse rate was similar in both groups but the follow-up is shorter in the MIT group. In addition, the analysis of patients free of disease using Kaplan-Meier curves revealed that relapse tends to occur more precociously in MIT than in EPC patients (p = 0.014). Interestingly, in the subgroup of patients with previous surgery, MIT's relapse rate was significantly lower than in the EPC group (30 vs. 100%, p < 0.001). Conclusions: MIT has the advantage of having a shorter time with pain in the postoperative period, while EPC benefits from a shorter dressing time. In general, the relapse of the disease tends to manifest more precociously in MIT patients. Moreover, in the subgroup of patients with previous surgery, MIT seems to have significantly better results when compared to EPC