Polyphenolics, glucosinolates and isothiocyanates profiling of aerial parts of \u3ci\u3eNasturtium officinale\u3c/i\u3e (Watercress)

Watercress (Nasturtium officinale) is a rich source of secondary metabolites with disease-preventing and/or health-promoting properties. Herein, we have utilized extraction procedures to isolate fractions of polyphenols, glucosinolates and isothiocyanates to determine their identification, and quantification. In doing so, we have utilized reproducible analytical methodologies based on liquid chromatography with tandem mass spectrometry by either positive or negative ion mode. Due to the instability and volatility of isothiocyanates, we followed an ammonia derivatization protocol which converts them into respective ionizable thiourea derivatives. The analytes’ content distribution map was created on watercress flowers, leaves and stems. We have demonstrated that watercress contains significantly higher levels of gluconasturtiin, phenethyl isothiocyanate, quercetin-3-O-rutinoside and isorhamnetin, among others, with their content decreasing from flowers (82.11 ± 0.63, 273.89 ± 0.88, 1459.30 ± 12.95 and 289.40 ± 1.37 ng/g of dry extract respectively) to leaves (32.25 ± 0.74, 125.02 ± 0.52, 1197.86 ± 4.24 and 196.47 ± 3.65 ng/g of det extract respectively) to stems (9.20 ± 0.11, 64.7 ± 0.9, 41.02 ± 0.18, 65.67 ± 0.84 ng/g of dry extract respectivbely). Pearson’s correlation analysis has shown that the content of isothiocyanates doesn’t depend only on the bioconversion of individual glucosinolates but also on other glucosinolates of the same group. Overall, we have provided comprehensive analytical data of the major watercress metabolites thereby providing an opportunity to exploit different parts of watercress for potential therapeutic applications

Pathogenic and low-frequency variants in children with central precocious puberty

Background: Central precocious puberty (CPP) due to premature activation of GnRH secretion results in early epiphyseal fusion and to a significant compromise in the achieved final adult height. Currently, few genetic determinants of children with CPP have been described. In this translational study, rare sequence variants in MKRN3, DLK1, KISS1, and KISS1R genes were investigated in patients with CPP. Methods: Fifty-four index girls and two index boys with CPP were first tested by Sanger sequencing for the MKRN3 gene. All children found negative (n = 44) for the MKRN3 gene were further investigated by whole exome sequencing (WES). In the latter analysis, the status of variants in genes known to be related with pubertal timing was compared with an in-house Cypriot control cohort (n = 43). The identified rare variants were initially examined by in silico computational algorithms and confirmed by Sanger sequencing. Additionally, a genetic network for the MKRN3 gene, mimicking a holistic regulatory depiction of the crosstalk between MKRN3 and other genes was designed. Results: Three previously described pathogenic MKRN3 variants located in the coding region of the gene were identified in 12 index girls with CPP. The most prevalent pathogenic MKRN3 variant p.Gly312Asp was exclusively found among the Cypriot CPP cohort, indicating a founder effect phenomenon. Seven other CPP girls harbored rare likely pathogenic upstream variants in the MKRN3. Among the 44 CPP patients submitted to WES, nine rare DLK1 variants were identified in 11 girls, two rare KISS1 variants in six girls, and two rare MAGEL2 variants in five girls. Interestingly, the frequent variant rs10407968 (p.Gly8Ter) of the KISS1R gene appeared to be less frequent in the cohort of patients with CPP. Conclusion: The results of the present study confirm the importance of the MKRN3-imprinted gene in genetics of CPP and its key role in pubertal timing. Overall, the results of the present study have emphasized the importance of an approach that aligns genetics and clinical aspects, which is necessary for the management and treatment of CPP

The political facets of maps : The case of Nicosia

Εθνικό Μετσόβιο Πολυτεχνείο. Μεταπτυχιακή εργασία. Διεπιστημονικό - Διατμηματικό Πρόγραμμα Μεταπτυχιακών Σπουδών (Δ.Π.Μ.Σ.) "Αρχιτεκτονική - Σχεδιασμός του Χώρου : Πολεοδομία - Χωροταξία (Κατ. Β')

Risk factors for voice disorders in university professors in Cyprus

Aims: The purpose of this study was to investigate risk factors for voice pathologies in university professors to determine the need for a preventative vocal hygiene education program that could improve the quality of life of university faculty. Methods: An online questionnaire was completed by 196 professors from 12 universities in Cyprus. The questionnaire elicited data regarding risk factors that may lead to voice disorders on parameters including general health, voice use, lifestyle, and environment and the self-perceived severity of a subject's voice problem. Subjects were divided into two groups based on their Voice Disorder Index (VDI) score: professors with VDI ≤5 and professors with VDI >5. The chi-square test was used to examine the differences in responses for each voice risk factor between the VDI ≤5 and the VDI >5 groups. Results: The VDI >5 group was more likely to frequently or sometimes experience respiratory infections, coughing, throat clearing, and stress, teach above students talking, and speak over their natural breath cycle than the VDI ≤5 group. Professors in the VDI >5 category were also more likely to have taught in very or moderately noisy environments than the VDI ≤5 group. Conclusions: Health, voice use, lifestyle, and environmental factors may contribute to the development of voice disorders in university professors in Cyprus. Therefore, a preventative vocal hygiene education program is recommended

Risk and Prevalence of Self-Perceived Voice Disorders in Male and Female University Professors

Purpose: The aim of this survey was to explore risk factors and prevalence of voice disorders in male and female university professors in order to determine the need for a gender specific preventative vocal hygiene education program which could improve their occupational performance. Methods: An online survey was filled out by 102 female and 94 male university professors from 12 universities in Cyprus. The survey obtained information on risk factors that may lead to voice problems related to general health, voice use, lifestyle, and environment, as well as, the self-perceived severity of a participant’s voice difficulty. The chi-squared test was applied to investigate the differences in answers for each voice risk factor between male and female professors. The prevalence of self-perceived voice disorders in males and females was also calculated. Results: The estimated prevalence of self-perceived voice disorders was 43.1% for female and 26.6% for male professors. Female professors were more likely to “frequently” experience respiratory infections, “sometimes” speak over their natural breath cycle, and “always” and “frequently” have stress and anxiety than males. Female faculty were also more likely to have breaks between classes that last less than 30 minutes. Conclusions: Risk factors for developing voice disorders in female professors are related to health, voice use and lifestyle. Therefore, a preventative gender specific vocal hygiene education program is recommended for female faculty

Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Aim: The aim of this investigation was to complete a further analysis of existing data to compare risk factors of voice problems as well as create a hierarchical ranking of risk factors in preschool-kindergarten and 1st- to 6th-grade teachers in order to develop a voice hygiene program and prioritize its goals for each group of teachers. Methods: An online survey was completed by 148 preschool-kindergarten and 301 1st- to 6th-grade public school teachers. Participants were divided into four groups, preschool-kindergarten and 1st- to 6th-grade teachers with no self-perceived voice disorders and preschool-kindergarten and 1st- to 6th-grade teachers with self-perceived voice disorders. A χ2 test and a multivariate logistic regression model were used to examine the differences in answers between the preschool-kindergarten teachers with and without voice disorders and the 1st- to 6th-grade teachers with and without voice disorders and to identify the most important predictors. Results: The significant predictors for preschool-kindergarten teachers are frequently or sometimes continuing to talk after a breath cycle and being exposed to an excessive or a lot of noise generated in the classroom. The significant predictors for 1st- to 6th-grade teachers include having short breaks between classes and continuing to talk frequently after a breath cycle. Conclusions: Job-related risk factors in preschool-kindergarten and in 1st- to 6th-grade teachers may vary. Therefore, a preventative vocal hygiene education program specifically tailored for each population of teachers is suggested

Correlation Between a Self-Voice Assessment and Objective-Voice Evaluation Outcomes in Speech Language Pathology Students

Aim The aims of this study is to explore the correlation between the Voice Disorder Index (VDI) score and acoustic and phonatory respiratory voice parameters in speech language pathology (SLP) students with and without self-perceived voice disorders. Methods The Voice Disorder Index (VDI) and the Lingwaves 3 “Voice Protocol” were administered to each participant in order to assess his/her self-perceived severity of his/her voice problem, as well as, acoustic and phonatory respiratory measurements. The correlation coefficients were used to evaluate and quantify the degree of a linear relationship between VDI scores and acoustic and phonatory respiratory voice measures in students with and without self-perceived voice disorders. Results Relatively strong, strong and strong positive correlations were revealed when comparing the VDI physical subscale with the Dysphonia Severity Index (r(11) = 0.56, P = 0.048), mean loudness when reading in English (r(11) = 0.70, P = 0.008) and mean loudness when reading in Greek (r(11) =0.69, P = 0.009) respectively. Conclusions SLP students may be more aware of the impact of their laryngeal discomfort and voice output characteristics on their daily activities that can predict certain acoustic parameters than the emotional and functional impact on their daily activities