Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

El lugar de la voz en el diagnóstico del Trastorno del Espectro Autista

The purpose of this article is to share the discussion on the fundamental role of the constitutive elements of the voice in the diagnostic processes and therapeutic proposals related to ASD. Elements found in the study “Development of clinical protocol for early diagnosis of autism” ((Villalobos & Pacca, 2021). The cases, Vera & Saul, are taken up again to illustrate the place of voice and speech in intersubjective development. From these cases, the scope and limitations of some tests for the diagnosis of ASD when evaluating communicative indicators become evident. Given that voice and speech bear the imprint of each person’s subjectivity, considering their analysis becomes relevant in the comprehensive diagnosis of ASD, as it complements the diagnostic observation proposed by the main tests worldwide recognized for this developmental problem, such as –ADOS-2– Autism Diagnostic Observation Scale-2El propósito de este artículo es compartir la discusión sobre el papel fundamental de los elementos constitutivos de la voz en los procesos de diagnóstico y propuestas terapéuticas relacionadas con el TEA. Elementos encontrados en el estudio “Desarrollo de protocolo clínico para el diagnóstico temprano del autismo” (Villalobos y Pacca, 2020). Los casos, Vera y Saul, se retoman para ilustrar el lugar que tiene la voz y la palabra en el desarrollo intersubjetivo. A partir de estos casos se evidencian los alcances y limitaciones que tienen algunas pruebas para el diagnóstico del TEA al momento de evaluar indicadores comunicativos. Dado que la voz y la palabra llevan la impronta de la subjetividad de cada persona, considerar su análisis se hace relevante en el diagnóstico comprensivo de TEA, pues complementa la observación diagnóstica propuesta desde las principales pruebas mundialmente reconocidas para esta problemática del desarrollo, como por ejemplo ADOS-2.    Este artigo de reflexão visa compartilhar a discussão sobre o papel fundamental dos elementos que constituem a voz nos processos diagnósticos e propostas terapêuticas relacionadas ao TEA, a partir dos achados encontrados na pesquisa “Desenvolvimento de protocolo clínico para o diagnóstico precoce do autismo” . Por meio de dois casos, Vera e Saulo, identifica-se o lugar da voz e da palavra no desenvolvimento intersubjetivo e, com base nisso, evidencia-se o alcance e as limitações que alguns testes diagnósticos para TEA têm na avaliação de uma pessoa. palavra. Neste artigo, a voz e a palavra com significado subjetivo são propostas como possibilidade de análise para realizar um diagnóstico abrangente do TEA, que complementa e completa a observação diagnóstica proposta a partir dos principais testes mundialmente reconhecidos para esse problema de desenvolvimento, como ADOS- doi

Procesos de inclusión escolar mediados por fisioterapia en niños de 0 a 16 años con discapacidad

The schooling of children with disabilities requires the application of principles of inclusion and standardization student that is why there are international and national laws that with the course of the years have been consolidated with the aim of ensuring education for all. This article presents a documentary review in on-line databases, about processes of school inclusion, which have been guided by physical therapists. Tracking was conducted the experiences reported in the literature from 2000 to 2015, being that the contributions of the physical therapists may be present in two moments: the first for therapeutic accompaniment and the second as an entity trainer inside the classrooms. It is noteworthy that in Colombia has not yet been established the figure of the physical therapist in the classroom.La escolarización de niños con discapacidad requiere de la aplicación de principios de inclusión y normalización estudiantil, es por ello que existen leyes internacionales y nacionales, que con el trascurso de los años se han consolidado con el fin de garantizar una educación para todos. Este artículo presenta una revisión documental en bases de datos en línea, acerca de procesos de inclusión escolar, los cuales han sido orientados por fisio-terapeutas. Se realizó rastreo de las experiencias reportadas en la literatura desde el año 2000 al 2015, encontrándose que los aportes profesionales de los fisioterapeutas pueden estar presentes en dos momentos: el primero para hacer acompañamiento terapéutico y el segundo como ente formador al interior de las aulas. Cabe destacar que en Colombia aún no se ha instaurado la figura del fisioterapeuta en el aula escolar

PROCESOS DE INCLUSIÓN ESCOLAR MEDIADOS POR FISIOTERAPIA EN NIÑOS DE 0 A 16 AÑOS CON DISCAPACIDAD.

The schooling of children with disabilities requires the application of principles of inclusion and standardization student that is why there are international and national laws that with the course of the years have been consolidated with the aim of ensuring education for all. This article presents a documentary review in on-line databases, about processes of school inclusion, which have been guided by physical therapists. Tracking was conducted the experiences reported in the literature from 2000 to 2015, being that the contributions of the physical therapists may be present in two moments: the first for therapeutic accompaniment and the second as an entity trainer inside the classrooms. It is noteworthy that in Colombia has not yet been established the figure of the physical therapist in the classroom.La escolarización de niños con discapacidad requiere de la aplicación de principios de inclusión y normalización estudiantil, es por ello que existen leyes internacionales y nacionales, que con el trascurso de los años se han consolidado con el fin de garantizar una educación para todos. Este artículo presenta una revisión documental en bases de datos en línea, acerca de procesos de inclusión escolar, los cuales han sido orientados por fisio-terapeutas. Se realizó rastreo de las experiencias reportadas en la literatura desde el año 2000 al 2015, encontrándose que los aportes profesionales de los fisioterapeutas pueden estar presentes en dos momentos: el primero para hacer acompañamiento terapéutico y el segundo como ente formador al interior de las aulas. Cabe destacar que en Colombia aún no se ha instaurado la figura del fisioterapeuta en el aula escolar

PROCESOS DE INCLUSIÓN ESCOLAR MEDIADOS POR FISIOTERAPIA EN NIÑOS DE 0 A 16 AÑOS CON DISCAPACIDAD.

The schooling of children with disabilities requires the application of principles of inclusion and standardization student that is why there are international and national laws that with the course of the years have been consolidated with the aim of ensuring education for all. This article presents a documentary review in on-line databases, about processes of school inclusion, which have been guided by physical therapists. Tracking was conducted the experiences reported in the literature from 2000 to 2015, being that the contributions of the physical therapists may be present in two moments: the first for therapeutic accompaniment and the second as an entity trainer inside the classrooms. It is noteworthy that in Colombia has not yet been established the figure of the physical therapist in the classroom.La escolarización de niños con discapacidad requiere de la aplicación de principios de inclusión y normalización estudiantil, es por ello que existen leyes internacionales y nacionales, que con el trascurso de los años se han consolidado con el fin de garantizar una educación para todos. Este artículo presenta una revisión documental en bases de datos en línea, acerca de procesos de inclusión escolar, los cuales han sido orientados por fisio-terapeutas. Se realizó rastreo de las experiencias reportadas en la literatura desde el año 2000 al 2015, encontrándose que los aportes profesionales de los fisioterapeutas pueden estar presentes en dos momentos: el primero para hacer acompañamiento terapéutico y el segundo como ente formador al interior de las aulas. Cabe destacar que en Colombia aún no se ha instaurado la figura del fisioterapeuta en el aula escolar

Revista Temas Agrarios Volumen 26; Suplemento 1 de 2021

1st International and 2nd National Symposium of Agronomic Sciences: The rebirth of the scientific discussion space for the Colombian Agro.1 Simposio Intenacional y 2 Nacional de Ciencias Agronómicas: El renacer del espacio de discusión científica para el Agro colombiano

International Nosocomial Infection Control Consortiu (INICC) report, data summary of 43 countries for 2007-2012. Device-associated module

We report the results of an International Nosocomial Infection Control Consortium (INICC) surveillance study from January 2007-December 2012 in 503 intensive care units (ICUs) in Latin America, Asia, Africa, and Europe. During the 6-year study using the Centers for Disease Control and Prevention's (CDC) U.S. National Healthcare Safety Network (NHSN) definitions for device-associated health care–associated infection (DA-HAI), we collected prospective data from 605,310 patients hospitalized in the INICC's ICUs for an aggregate of 3,338,396 days. Although device utilization in the INICC's ICUs was similar to that reported from ICUs in the U.S. in the CDC's NHSN, rates of device-associated nosocomial infection were higher in the ICUs of the INICC hospitals: the pooled rate of central line–associated bloodstream infection in the INICC's ICUs, 4.9 per 1,000 central line days, is nearly 5-fold higher than the 0.9 per 1,000 central line days reported from comparable U.S. ICUs. The overall rate of ventilator-associated pneumonia was also higher (16.8 vs 1.1 per 1,000 ventilator days) as was the rate of catheter-associated urinary tract infection (5.5 vs 1.3 per 1,000 catheter days). Frequencies of resistance of Pseudomonas isolates to amikacin (42.8% vs 10%) and imipenem (42.4% vs 26.1%) and Klebsiella pneumoniae isolates to ceftazidime (71.2% vs 28.8%) and imipenem (19.6% vs 12.8%) were also higher in the INICC's ICUs compared with the ICUs of the CDC's NHSN