Sheets of vertically aligned BaTiO₃ nanotubes reduce cell proliferation but not viability of NIH-3T3 cells

All biomaterials initiate a tissue response when implanted in living tissues. Ultimately this reaction causes fibrous encapsulation and hence isolation of the material, leading to failure of the intended therapeutic effect of the implant. There has been extensive bioengineering research aimed at overcoming or delaying the onset of encapsulation. Nanotechnology has the potential to address this problem by virtue of the ability of some nanomaterials to modulate interactions with cells, thereby inducing specific biological responses to implanted foreign materials. To this effect in the present study, we have characterised the growth of fibroblasts on nano-structured sheets constituted by BaTiO3, a material extensively used in biomedical applications. We found that sheets of vertically aligned BaTiO3 nanotubes inhibit cell cycle progression - without impairing cell viability - of NIH-3T3 fibroblast cells. We postulate that the 3D organization of the material surface acts by increasing the availability of adhesion sites, promoting cell attachment and inhibition of cell proliferation. This finding could be of relevance for biomedical applications designed to prevent or minimize fibrous encasement by uncontrolled proliferation of fibroblastic cells with loss of material-tissue interface underpinning long-term function of implants

A importância da equipe interdisciplinar no diagnóstico de dislexia do desenvolvimento: relato de caso The importance of interdisciplinary staff in the diagnosis of developmental dyslexia: case report

Descrevemos o trabalho de uma equipe interdisciplinar da FCM/UNICAMP na avaliação de um menino de 9 anos e 3 meses aluno de escola pública de Campinas, com dislexia do desenvolvimento. O procedimento constou de 4 fases: 1) anamnese com a mãe; 2) avaliação neuropsicológica; 3) avaliação específica de leitura e escrita; 4) exames complementares. Os resultados das várias avaliações revelaram que o menino apresenta inteligência normal, ausência de déficit auditivo ou visual mas dificuldades em provas específicas de leitura, em memória de curto prazo (especialmente em sequências auditivas) e em consciência fonológica, além de lentidão, falta de concentração, sinais neurológicos menores e hipoperfusão da porção mesial do lobo temporal. Esses dados sugeriram que a criança apresenta dislexia do desenvolvimento do tipo misto, necessitando de intervenção psicopedagógica.<br>We describe the work of the interdisciplinary staff of FCM/UNICAMP for the diagnosis of developmental dyslexia, evaluating a 9 years old boy from the second year of a first grade public school. The procedure consisted of four stages: 1) Interview with the mother (anamnesis); 2) neuropsychological evaluation; 3) specific evaluation for reading and writing skills; 4) complementary exams. The results revealed that the child presented normal intelligence, normal auditory and visual function but difficulties in reading specific test, in auditory short-term memory (specially in auditory sequences), and in phonological conscience, as well as slowness, lack of concentration, slight neurological signs and hypoperfusion of the mesial portion of the temporal lobe. These data suggest that the child has developmental dyslexia of mixed type, requiring psychopedagogic follow-up