Senescence impairs successful reprogramming to pluripotent stem cells

Somatic cells can be reprogrammed into induced pluripotent stem (iPS) cells by overexpression of combinations of transcription factors such as Oct4, Sox2, Klf4 and c-Myc. However, reprogramming is slow and stochastic, suggesting the existence of mechanisms that limit its efficiency. Senescence is an irreversible G1 cell cycle arrest elicited by replicative exhaustion or in response to stresses such as DNA damage, or aberrant expression of oncogenes. The arrest observed during senescence is implemented mainly through activation of p53 and the upregulation of the cyclin-dependent kinase (CDK) inhibitors, p16INK4a and p21Cip1. In this work the relation between the process of reprogramming to iPS cells and senescence was investigated. The expression of the 4 reprogramming factors from a polycistronic vector in human fibroblasts (IMR90) was shown to induce cell cycle arrest and upregulation of p53, p16INK4a and p21Cip1. Reprogramming-induced senescence (RIS) results from the activation of a DNA damage response, and chromatin remodeling of the INK4a/ARF locus, as shown by a decrease in the levels of the H3K27me3 modification following expression of the reprogramming factors. RIS resembles a stress response, which parallels oncogene-induced senescence, however context-dependent differences may also contribute as shown by the fact that ES cells-specific miRNAs can partially bypass RIS. Additionally when expressed individually, each reprogramming factor was shown to have a negative effect over the proliferation of somatic cells. Since reprogramming initially triggers a stress response with characteristics of senescence it may act as an initial barrier limiting the efficiency of the process. Indeed, ablation of different senescence effectors improved the efficiency of reprogramming, both in mouse and human cells. Additionally, the polycomb protein CBX7 was also shown to increase reprogramming efficiency in a process that may partially dependent on repression of the INK4a/ARF locus. The senescence response to expression of reprogramming factors uncovers an important barrier to induced pluripotency but also highlights the importance of tumour suppressor pathways in preventing dedifferentiation during tumorigenesis. Identification of RIS mediators may help to understand this connection and provide safer approaches to increase reprogramming efficiency

Iconicity in the emergence of a phonological system?

Iconicity has been described as an impetus for creating sign forms in emerging sign languages and forming signs in estab- lished sign languages. Iconic signs are defined as spontaneous or stable signs that directly reflect the representation of their referent. In established sign languages, iconic signs have phonological features. Regarding the link between the motivation for iconic signs and phonological features, we aim to investigate how iconicity might influence the emergence of a phonological system along with the evolution of a new sign language by observing how the rise of a phonological system might be revealed by the evolution of emerging iconic gestures and signs in a new sign language. For this purpose, we inventoried and coded the iconicity nature and phonological structure of 200 signed lexical items collected in two moments of Sao Tome and Principe Sign Language (LGSTP) emergence: at T1 (after 2 years since the deaf habitants initiated their social meetings) and T2 (8 years subsequent to T1 data collection). In the 8 years of LGSTP’s emergence, we found a dominance of iconic signs in tandem with changes in the signs’ internal structure. The handshape is revealed to be the phonological parameter with the greatest devel- opment, presenting itself as more complex. The LGSTP lexicon reveals that iconicity seems to prompt the emergence of sign forms. However, iconic strategies remain stable across the evolution of the emergent signs and are independent of the internal structure change of the sign.info:eu-repo/semantics/acceptedVersio

Um olhar diacrónico à variação fonológica e lexical da língua gestual portuguesa no conto capuchinho vermelho

UIDB/03213/2020 UIDP/03213/2020 UIDB/00022/2020Phonological and lexical diachronic variation are phenomena common to all natural languages. The present study aims to analyze the phenomena of variation in the Portuguese Sign Language in the story-tell “Capuchinho Vermelho”, through an elicitation task to two deaf signers recorded in 1992 and in 2019. Using the phonetic transcription system for sign languages, HamNoSys, 383 tokens of 20 key-items were transcribed. The main results point to a slight increase in the occurrence of the non dominant hand with a symmetrical role in the sign co articulation and an increase in the use of phonological facial expressions. It was observed that the hand shape variation is present in all phonological variation cases. Of the 20 key-items, only 3suffered lexical variation. A variação diacrónica fonológica e a lexical são fenómenos comuns a todas as línguas naturais. O presente estudo tem como objetivo analisar os fenómenos de variação na Língua Gestual Portuguesa no conto “Capuchinho Vermelho”, através de uma tarefa de elicitação a dois gestuantes Surdos gravados em 1992 e em 2019. Com recurso ao sistema de transcrição fonética para as línguas gestuais, HamNoSys, procedeu-se à transcrição de 383 tokens de 20 itens-chave. Os principais resultados apontam para um ligeiro aumento do uso da mão não dominante com papel simétrico na articulação do gesto e um aumento do uso de expressões faciais fonológicas. Observou-se que a configuração é o parâmetro alterado em todas os itens que sofreram variação fonológica. Dos 20 itens-chave, apenas 3 sofreram variação lexical.publishersversionpublishe

Correspondence between language performance of children in formal alternative care and the placement environment: preliminary data from a systematic review

An estimated 2.7 million children live in formal alternative care (FAC). FAC varies in living conditions and care provided. However, research has shown that living in FAC adversely afects child development. This should be cautiously interpreted as studies reporting these efects have mainly been conducted in the northern hemisphere, in psychosocially deprived settings. Conversely, due to socio-economic factors, FAC compares favorably to domestic care in low-income countries. Here, we sought to understand the correspondence between children’s language performance in FAC and the placement setting (residential, foster, and kinship care), a query subset from a more extensive main study aiming to investigate children’s language development in formal alternative care. Materials and methods We systematically searched APA PsycInfo, Cochrane Library, Embase, ERIC, MEDLINE, PubMed, Scopus, and Web of Science databases between October and November 2021. The search was not circumscribed to a period. Only primary English reports published in peerreviewed journals investigating the language performance of children up to age 18 in FAC were included. Results We identifed ten reports that matched these criteria. Eight reports (80%) described changes in the setting in FAC leading to variations in children’s linguistic performance. We found that children who transition from low-quality settings (i.e., settings in which some aspect of care is substantially lower than suggested by best practice) to higherquality environments show a "catch-up efect" in their linguistic performance. When this change happens early, children in FAC have equivalent language performances to the comparison groups (children living with their biological parents). Conversely, children who stay with their families in situations of abuse or exposure to war show lower linguistic performance scores than children in FAC. Conclusions Thus, not all settings, even if family-based, can be linguistically enriching; there needs to be reciprocity in interactions between carers and children to promote this development. Training and support for carers in all care settings are essential to ensure responsiveness and developmentally appropriate environments for children in FAC.info:eu-repo/semantics/publishedVersio

Microbial contribution to biofuels production

Dissertação para obtenção do Grau de Doutor em Engenharia Química e BioquímicaBiomass can be converted into biofuels by two different ways: thermochemical or biochemical. Both processes produce waste streams that can be valorised in order to increase the sustainability of the biofuels production process. Recent research on polyhydroxyalkanoates(PHA) production has focused on developing cost-effective processes using low cost substrates combined with mixed microbial cultures (MMC). The intent of this thesis was to study and characterise MMC able to produce PHA using the by-products resulting from the biofuels production. Bio-oil resulting from the fast-pyrolysis of chicken beds was used as substrate to select cultures under feast/famine conditions with a good PHA storage response. Several operational conditions were investigated and optimized. A copolymer composed by hydroxybutyrate and hydroxyvalerate monomers (70%:30%) was obtained. The impact of the bio-oil matrix on PHA production was also investigated suggesting that some compound may inhibit or interfere with the ability of the enriched culture to accumulate PHA. For further maximization of polymer accumulation two strategies for bio-oil upgrade were performed, anaerobic fermentation and vacuum distillation. The increased of volatile fatty acids on the fermented bio-oil led to an increase on the production yield compared to the ones obtain with pure bio-oil (0.63 and 0.31Cmmol HA/Cmmol S, respectively). In another system, MMC selected with crude glycerol from biodiesel production as feedstock had the ability to simultaneously store PHA and glycogen. Although the methanol fraction present in the crude was also consumed, glycerol was the only carbon source that contributed for the biopolymers production. During PHA accumulating assay a content of 47% cell dry weight was achieved. The dynamics of the microbial community of both PHA production systems was assessed by denaturing gradient gel electrophoresis, fluorescent in situ hybridization and sequencing. Both systems had a high microbial diversity with a predominance of Betaproteobacteria class and Amaricoccus genus in the bio-oil and crude glycerol system, respectivel

Gestão da glicemia na parturiente com bomba de insulina

Relatório apresentado para obtenção do grau de Mestre em Enfermagem de Saúde Materna e ObstetríciaPara a mulher com diabetes mellitus tipo1, a maternidade apresenta desafios acrescidos que requerem intervenção especializada. Nestas situações, o papel do enfermeiro especialista em Enfermagem de Saúde Materna e Obstétrica, com a sua abordagem holística, revela-se fundamental para garantir uma gravidez, parto e puerpério isentos de riscos e complicações. A melhor e mais atual evidência científica demonstrou que a manutenção da terapia com bomba de insulina durante o trabalho de parto permite um melhor controlo da glicose, sem que tal represente qualquer risco para a parturiente. Sugere-se, por isso, que, nestes casos, a opção pela manutenção da bomba de insulina durante o trabalho de parto seja a prática-padrão. Neste trabalho, a análise dos cuidados de enfermagem é feita à luz da Teoria dos Sistemas, desenvolvido por Betty Neuman. Procede-se a uma análise crítica às atividades desenvolvidas ao longo do estágio realizado no bloco de partos.For women with type1 diabetes mellitus, motherhood poses added challenges that require specialized intervention. In these situations, the role of the specialist nurse in Maternal and Obstetric Health Nursing, with its holistic approach, is essential to ensure a pregnancy, delivery and puerperium free of risks and complications. The best and most current scientific evidence has shown that maintaining insulin pump therapy during labour allows for a better glucose control, without posing any risk to the parturient woman. It is therefore suggested that, in these cases, the option of maintaining the insulin pump during labour should be the standard practice. In this paper, the analysis of nursing care is carried out under the System Theory approach developed by Betty Neuman. A critical analysis of the activities undertaken during the internship carried out in the delivery room is herein presented.N/

Avaliação do processo ensino-aprendizagem de estudantes da área da saúde: manobras de ressuscitação cardiopulmonar

OBJECTIVETo evaluate the skills and knowledge of undergraduate students in the health area on cardiopulmonary resuscitation maneuvers with the use of an automatic external defibrillator.METHODThe evaluation was performed in three different stages of the teaching-learning process. A theoretical and practical course was taught and the theoretical classes included demonstration. The evaluation was performed in three different stages of the teaching-learning process. Two instruments were applied to evaluate the skills (30-items checklist) and knowledge (40-questions written test). The sample comprised 84 students.RESULTSAfter the theoretical and practical course, an increase was observed in the number of correct answers in the 30-items checklist and 40-questions written test.CONCLUSIONAfter the theoretical class (including demonstration), only one of the 30-items checklist for skills achieved an index ≥ 90% of correct answers. On the other hand, an index of correct answers greater than 90% was achieved in 26 (86.7%) of the 30 items after a practical training simulation, evidencing the importance of this training in the defibrillation procedure.OBJETIVOAvaliar o desempenho da habilidade e do conhecimento nas manobras de ressuscitação cardiopulmonar com o uso do desfibrilador externo automático, realizadas pelos estudantes de graduação da área da saúde em três etapas diferentes do processo ensino aprendizagem.MÉTODOFoi aplicado um instrumento de avaliação da habilidade, caracterizado por um modelo padrão "checklist", composto de 30 itens e outro para a avaliação do conhecimento, caracterizado por uma prova escrita composta de 40 questões objetivas. A amostra contou com 84 estudantes.RESULTADOSVerificou-se que após o curso teórico-prático, na habilidade houve um aumento no número de acertos nos 30 itens e no conhecimento um aumento no número de acertos nas 40 questões.CONCLUSÃOApós a aula teórica com demonstração, na habilidade, somente um dos itens atingiu o índice de acerto ≥ 90%. Já após o treino prático simulado na habilidade, 26 dos itens apresentaram índice de acertos superior a 90%, evidenciando a importância do treino prático no procedimento em pauta.OBJETIVOEvaluar el desempeño de la habilidad y el conocimiento en las maniobras de resucitación cardiopulmonar con el uso del desfibrilador externo automático, llevadas a cabo por los estudiantes de pregrado del área de salud en tres etapas distintas del proceso enseñanza aprendizaje.MÉTODOSe aplicó un instrumento de evaluación de la habilidad, caracterizado por un modelo estándar "checklist", compuesto de 30 ítems y otro para la evaluación del conocimiento, caracterizado por una prueba escrita compuesta de 40 cuestiones objetivas. La muestra contó con 84 estudiantes.RESULTADOSSe verificó que, tras el curso teórico-práctico, en la habilidad hubo un incremento del número de aciertos en los 30 ítems y, en el conocimiento, un incremento del número de aciertos en las 40 cuestiones.CONCLUSIÓNTras la clase teórica, con demostración, en la habilidad solo uno de los ítems alcanzó el índice de acierto ≥ 90%. Después del entrenamiento práctico simulado en la habilidad, 26 de los ítems presentaron índice de aciertos superior al 90%, evidenciando la importancia del entrenamiento práctico en el procedimiento en cuestión

O envolvimento parental: partilhar vivências e experiências

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-EscolarEste relatório de Mestrado em Educação Pré-Escolar surge no seguimento da minha Prática Profissional Supervisionada nos contextos de Creche e de Jardim-de- Infância. O objetivo deste relatório é fazer uma análise reflexiva da minha intervenção nos dois contextos em que se realizou a PPS bem como das aprendizagens mais significativas que me foram proporcionadas em ambos. Neste serão enunciadas as minhas intenções pedagógicas e os princípios educativos através dos quais orientei a minha intervenção. A prática pedagógica em Creche decorreu durante o mês de janeiro do presente ano, num estabelecimento de rede privada, com um grupo de 19 crianças com idades compreendidas entre os dezasseis e os trinta e dois meses. No período entre fevereiro e maio decorreu a intervenção no contexto de JI, num estabelecimento de rede pública e com um grupo de 20 crianças, com idades entre os 3 e os 6 anos. O presente documento tem enfoque ainda numa problemática, que para mim se evidenciou nestes contextos, a qual intitula o mesmo – “O Envolvimento Parental: partilhar vivências e experiências” – visa refletir e analisar a minha intervenção tendo em conta os objetivos que tracei em torno do envolvimento das famílias e a minha ação durante a minha prática pedagógica. Trata-se de reconhecer as famílias como pioneiras na educação das crianças, envolvendo-as na ação educativa, apelando à sua participação, através da partilha de vivências e experiências.Abstract This Masters report in Preschool Education follows my Supervised Professional Practice in the contexts of Nursery and Kindergarten. The objective of this report is to provide a reflective analysis of my speech in the two contexts in which it held my supervised professional practice as well as learning more significant that I have been provided in both. in this report I will announce too pedagogical intentions and educational principles through which I got my intervention. The pedagogical practice in Nursery held during the month of January this year, establishing a private network, a group of 19 children aged between sixteen and thirtytwo months. Between February and May took the intervention in the context of kindergarten an public establishment and with a group of 20 children aged between 3 and 6 years. This document is still a problematic approach, which to me was clear in these contexts, which entitles it - "The parental involvement: share experiences and experiments"-aims to reflect and analyze my speech and my main goals, surrounding the involvement of families and my actions during my teaching practice. It is recognizing the family as pioneers in the education of children, involving them in my educational action, calling for their participation and valuing this one, by sharing experiences and experiments