Manifestações orais e craniofaciais da Síndrome de Apert: uma revisão da literatura

A síndrome de Apert apresenta desafios craniofaciais complexos, exigindo procedimentos cirúrgicos como correção de cranioestenose e avanço da região médiofacial. Embora menos prevalentes do que em outras síndromes, questões como hidrocefalia e herniação tonsilar ainda são relevantes. Anomalias craniofaciais características, como hipoplasia orbital, mandibular e dental, juntamente com atrasos no desenvolvimento dentário, são comuns.   Foi realizada uma revisão sistemática de artigos com sistematização PRISMA no período de 2021 a 2024. usando como base o Pubmed, critérios de inclusão inglês, português e espanhol com descritor  “Oral, Craniofacial Apert Syndrome”. Os estudos demonstram que a intervenção ortodôntica e maxilofacial é crucial na prevenção e tratamento dessas condições. Um diagnóstico preciso e um plano de tratamento personalizado são essenciais, destacando a importância de uma equipe odontológica bem treinada na melhoria da saúde bucal e qualidade de vida dos pacientes com síndrome de Apert

Imidazolium salts as an alternative for anti-Leishmania drugs: Oxidative and immunomodulatory activities

In this study we explored the previously established leishmanicidal activity of a complementary set of 24 imidazolium salts (IS), 1-hexadecylimidazole (C16Im) and 1-hexadecylpyridinium chloride (C16PyrCl) against Leishmania (Leishmania) amazonensis and Leishmania (Leishmania) infantum chagasi. Promastigotes of L. amazonensis and L. infantum chagasi were incubated with 0.1 to 100 μM of the compounds and eight of them demonstrated leishmanicidal activity after 48 h – C10MImMeS (IC50L. amazonensis = 11.6), C16MImPF6(IC50L. amazonensis = 6.9), C16MImBr (IC50L. amazonensis = 6), C16M2ImCl (IC50L. amazonensis = 4.1), C16M4ImCl (IC50L. amazonensis = 1.8), (C10)2MImCl (IC50L. amazonensis = 1.9), C16Im (IC50L. amazonensis = 14.6), and C16PyrCl (IC50L. amazonensis = 4).The effect of IS on reactive oxygen species production, mitochondrial membrane potential, membrane integrity and morphological alterations of promastigotes was determined, as well as on L. amazonensis-infected macrophages. Their cytotoxicity against macrophages and human erythrocytes was also evaluated. The IS C10MImMeS, C16MImPF6, C16MImBr, C16M2ImCl, C16M4ImCl and (C10)2MImCl, and the compounds C16Im and C16PyrCl killed and inhibited the growth of promastigote forms of L. amazonensis and L. infantum chagasi in a concentration-dependent manner, contributing to a better understanding of the structure-activity relationship of IS against Leishmania. These IS induced ROS production, mitochondrial dysfunction, membrane disruption and morphological alterations in infective forms of L. amazonensis and killed intracellular amastigote forms in very low concentrations (IC50 amastigotes ≤ 0.3), being potential drug candidates against L. amazonensis

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

Processo de implantação e consolidação da monitoria acadêmica na UERJ e na Faculdade de Enfermagem (1985-2000)

Pesquisa histórico-social tem como objeto a trajetória de implantação e consolidação do Programa de Monitoria Acadêmica na UERJ e na Faculdade de Enfermagem no período de 1985-2000. OBJETIVOS: Descrever a trajetória de implantação da Monitoria na UERJ e Faculdade de Enfermagem e analisar o processo de consolidação do Programa no recorte temporal do estudo. As fontes primárias foram os documentos existentes no Departamento de Estágios e Bolsas - CETREINA, Rede Sirius de Biblioteca, Reitoria da UERJ e Centro de Memória da FENF/UERJ. O projeto foi aprovado pelo Comitê de Ética do Hospital Universitário Pedro Ernesto/UERJ. Utilizou-se um formulário que foi preenchido pelas pesquisadoras. Os resultados evidenciaram que a Monitoria na UERJ foi criada em 1985 e implantada em 1986 em diversas unidades acadêmicas. Ao longo de sua história, o Programa passou por diferentes momentos que contribuíram para a sua consolidação. A Monitoria apresenta avanços em sua estrutura e sua dinâmica

Um olhar sobre a EA e suas práticas na região sul - a contribuição da REASUL

A REASul foi criada em julho de 2002, pelo projeto Tecendo Redes de Educação Ambiental na Região Sul (Convênio com o Fundo Nacional do Meio Ambiente – FNMA). A Comissão de Gestão Participativa (CGP) é formada por representantes da UNIVALI, FURG, CEPSUL, IBAMA-SC e MATER NATURA – Instituto de Estudos Ambientais. O principal objetivo da REASul é debater e traçar rumos para difundir e fortalecer a Educação Ambiental (EA) no Brasil e, particularmente, na região Sul, contribuindo para diagnosticar, socializar e dar visibilidade a projetos e ações na área, fornecendo subsídios para os processos de formação de educadores e gestores ambientais e para as políticas públicas. No I Encontro da Rede Sul Brasileira de Educação Ambiental (I EREASul), a CGP está apresentando os resultados parciais dos dados da EA na Região Sul, inseridos e validados no Sistema Brasileiro de Informação sobre Educação Ambiental (SIBEA), e discutindo com os participantes sua nova estrutura organizacional, formada pelos facilitadores, pessoas e instituições que atuam difundindo a cultura de redes e as diretrizes e princípios da Educação Ambiental (EA). Este artigo apresenta os dados preliminares do diagnóstico da EA e sua práticas na Região Sul inseridos e validados no SIBEA.REASul was created in July of 2002, through the project “Weaving Environmental Education Networks in the Southern Region” (“Tecendo Redes de Educação Ambiental na Região Sul”) – Convention with the National Fund of the Environment – (Fundo Nacional do Meio Ambiente – FNMA). The Participative Administration Committee (Comissão de Gestão Participativa – CGP) was formed by representatives of UNIVALI, FURG, CEPSUL, IBAMA-SC e MATER NATURA – Institute of Environmental Studies (Instituto de Estudos Ambientais). The main objective of REASUL was to debate and trace routes in order to disseminate and strengthen Environmental Education (EE) in Brazil, and, specifically, in the Southern Region, contributing to diagnose, socialize and offer visibility to projects and actions in the area, providing subsidies for the educational processes of teachers and environmental managers and for public policies. In the First Meeting of the South Brazilian Network of Environmental Education (I Encontro da Rede Sul Brasileira de Educação Ambiental – I EREASul), the CGP is presenting the partial results of data of EE in the Southern Region, inserted in and validated by the Brazilian System of Information about Environmental Education (Sistema Brasileiro de Informação sobre Educação Ambiental -SIBEA), and discussing with the participants its new organizational structure, formed by the facilitators, people and institutions that work disseminating the culture of networks, guiding lines and principles of Environmental Education (EE). This article presents the preliminary data of the diagnosis of EE and its practices in the Southern Region inserted and validated in the SIBEA

Um olhar sobre a EA e suas práticas na região sul - a contribuição da REASUL

Submitted by Bruna Heller ([email protected]) on 2011-10-31T18:22:14Z No. of bitstreams: 1 Um olhar sobre EA e suas práticas na região Sul.pdf: 257896 bytes, checksum: 6832a230eb38a62d42b1aeb63899105e (MD5)Approved for entry into archive by Barbara Milbrath([email protected]) on 2011-10-31T19:34:58Z (GMT) No. of bitstreams: 1 Um olhar sobre EA e suas práticas na região Sul.pdf: 257896 bytes, checksum: 6832a230eb38a62d42b1aeb63899105e (MD5)Made available in DSpace on 2011-10-31T19:34:58Z (GMT). No. of bitstreams: 1 Um olhar sobre EA e suas práticas na região Sul.pdf: 257896 bytes, checksum: 6832a230eb38a62d42b1aeb63899105e (MD5) Previous issue date: 2004A REASul foi criada em julho de 2002, pelo projeto Tecendo Redes de Educação Ambiental na Região Sul (Convênio com o Fundo Nacional do Meio Ambiente – FNMA). A Comissão de Gestão Participativa (CGP) é formada por representantes da UNIVALI, FURG, CEPSUL, IBAMA-SC e MATER NATURA – Instituto de Estudos Ambientais. O principal objetivo da REASul é debater e traçar rumos para difundir e fortalecer a Educação Ambiental (EA) no Brasil e, particularmente, na região Sul, contribuindo para diagnosticar, socializar e dar visibilidade a projetos e ações na área, fornecendo subsídios para os processos de formação de educadores e gestores ambientais e para as políticas públicas. No I Encontro da Rede Sul Brasileira de Educação Ambiental (I EREASul), a CGP está apresentando os resultados parciais dos dados da EA na Região Sul, inseridos e validados no Sistema Brasileiro de Informação sobre Educação Ambiental (SIBEA), e discutindo com os participantes sua nova estrutura organizacional, formada pelos facilitadores, pessoas e instituições que atuam difundindo a cultura de redes e as diretrizes e princípios da Educação Ambiental (EA). Este artigo apresenta os dados preliminares do diagnóstico da EA e sua práticas na Região Sul inseridos e validados no SIBEA.REASul was created in July of 2002, through the project “Weaving Environmental Education Networks in the Southern Region” (“Tecendo Redes de Educação Ambiental na Região Sul”) – Convention with the National Fund of the Environment – (Fundo Nacional do Meio Ambiente – FNMA). The Participative Administration Committee (Comissão de Gestão Participativa – CGP) was formed by representatives of UNIVALI, FURG, CEPSUL, IBAMA-SC e MATER NATURA – Institute of Environmental Studies (Instituto de Estudos Ambientais). The main objective of REASUL was to debate and trace routes in order to disseminate and strengthen Environmental Education (EE) in Brazil, and, specifically, in the Southern Region, contributing to diagnose, socialize and offer visibility to projects and actions in the area, providing subsidies for the educational processes of teachers and environmental managers and for public policies. In the First Meeting of the South Brazilian Network of Environmental Education (I Encontro da Rede Sul Brasileira de Educação Ambiental – I EREASul), the CGP is presenting the partial results of data of EE in the Southern Region, inserted in and validated by the Brazilian System of Information about Environmental Education (Sistema Brasileiro de Informação sobre Educação Ambiental -SIBEA), and discussing with the participants its new organizational structure, formed by the facilitators, people and institutions that work disseminating the culture of networks, guiding lines and principles of Environmental Education (EE). This article presents the preliminary data of the diagnosis of EE and its practices in the Southern Region inserted and validated in the SIBEA