Retinal Molecular Changes Are Associated with Neuroinflammation and Loss of RGCs in an Experimental Model of Glaucoma

Signaling mediated by cytokines and chemokines is involved in glaucoma-associated neuroinflammation and in the damage of retinal ganglion cells (RGCs). Using multiplexed immunoassay and immunohistochemical techniques in a glaucoma mouse model at different time points after ocular hypertension (OHT), we analyzed (i) the expression of pro-inflammatory cytokines, anti-inflammatory cytokines, BDNF, VEGF, and fractalkine; and (ii) the number of Brn3a+ RGCs. In OHT eyes, there was an upregulation of (i) IFN-γ at days 3, 5, and 15; (ii) IL-4 at days 1, 3, 5, and 7 and IL-10 at days 3 and 5 (coinciding with downregulation of IL1-β at days 1, 5, and 7); (iii) IL-6 at days 1, 3, and 5; (iv) fractalkine and VEGF at day 1; and (v) BDNF at days 1, 3, 7, and 15. In contralateral eyes, there were (i) an upregulation of IL-1β at days 1 and 3 and a downregulation at day 7, coinciding with the downregulation of IL4 at days 3 and 5 and the upregulation at day 7; (ii) an upregulation of IL-6 at days 1, 5, and 7 and a downregulation at 15 days; (iii) an upregulation of IL-10 at days 3 and 7; and (iv) an upregulation of IL-17 at day 15. In OHT eyes, there was a reduction in the Brn3a+ RGCs number at days 3, 5, 7, and 15. OHT changes cytokine levels in both OHT and contralateral eyes at different time points after OHT induction, confirming the immune system involvement in glaucomatous neurodegeneration

Methodological organization of a physical education didactic unit during covid-19

Nos encontramos en los últimos meses en una situación excepcional, que ha cambiado seguramente para siempre muchos de los hábitos y de las formas de proceder que tenemos en nuestra vida diaria, y en nuestra vida profesional. Los profesionales de la educación en general y de la educación física en particular, se han tenido que adaptar y terminar el curso 2019/20 trabajando a distancia, usando formas creativas de enseñanza y vinculando el proceso de enseñanza-aprendizaje más que nunca a las tics, intentando que ese proceso no perdiera calidad. Para el curso 2020/21 el reto es el mismo, aunque en principio de manera presencial, presentándose una serie de condicionantes que tendremos que tener en cuenta para llevar a cabo una práctica segura. Este artículo aprovecha el programa estival de la Consejería de Educación y Deporte de la Junta de Andalucía (celebrado en julio de 2020) para anticiparse a toda esa serie de condicionantes, planteando en la introducción la problemática actual del Covid-19, que se une a los problemas habituales de sedentarismo que afectan a la población infantil y juvenil; enmarcado en un centro educativo con unas características determinadas y con un alumnado de sexto curso de primaria. La experiencia didáctica se basó en todas las recomendaciones que al respecto se habían dado, para llegar a unas propuestas (resultados-sesiones) concretas, con las que pudimos concluir con algunos cambios metodológicos a realizar en nuestro que hacer diario, para dar respuesta al Covid-19We have found ourselves in an exceptional situation in recent months, which has surely forever changed many of the habits and ways of proceeding that we have in our daily life and in our professional life. Professionals in education in general and in physical education in particular, have had to adapt and finish the 2019/20 course working remotely, using creative ways of teaching and linking the teaching-learning process more than ever to tics, trying that this process did not lose quality. For the 2020/21 academic year the challenge is the same, although in principle in person, presenting a series of conditions that we will have to take into account to carry out a safe practice. This article takes advantage of the summer program of the Council of Education and Sports of the Junta de Andalucía (held in July 2020) to anticipate all this series of conditions, raising in the introduction the current problem of Covid-19, which joins the habitual problems of sedentary lifestyle that affect the child and youth population; framed in an educational center with certain characteristics and with sixth-grade primary school students. The didactic experience was based on all the recommendations that had been given in this regard, to arrive at specific proposals (results-sessions), with which we were able to conclude with some methodological changes to make in our daily work, to respond to the Covid- 19

Organización metodológica de una unidad didáctica de educación física en tiempos del covid-19

Nos últimos meses, nos encontramos em uma situação excepcional, o que certamente mudou para sempre muitos dos hábitos e modos de proceder que temos no nosso dia a dia e na nossa vida profissional. Os profissionais da educação em geral e da educação física em particular, tiveram que se adaptar e terminar o curso 2019/20 trabalhando remotamente, utilizando formas criativas de ensino e vinculando o processo ensino-aprendizagem mais do que nunca aos tiques, tentando que esse processo não perder qualidade. Para o ano letivo 2020/21, o desafio é o mesmo, embora em princípio presencial, apresentando uma série de condições que teremos de levar em conta para realizar uma prática segura. Este artigo aproveita o programa de verão do Ministério da Educação e Desportos da Junta de Andalucía (realizado em julho de 2020) para antecipar todo este conjunto de condicionantes, levantando na introdução o atual problema da Covid-19, que se junta ao habitual problemas de sedentarismo que afetam a população infanto-juvenil; enquadrado em um centro educacional com certas características e com alunos do sexto ano do ensino fundamental. A experiência didática assentou em todas as recomendações que nos foram dadas a este respeito, para chegar a propostas concretas (sessões de resultados), com as quais pudemos concluir com algumas alterações metodológicas a fazer no nosso trabalho quotidiano, para responder às Covid- 19.Nos encontramos en los últimos meses en una situación excepcional, que ha cambiado seguramente para siempre muchos de los hábitos y de las formas de proceder que tenemos en nuestra vida diaria, y en nuestra vida profesional. Los profesionales de la educación en general y de la educación física en particular, se han tenido que adaptar y terminar el curso 2019/20 trabajando a distancia, usando formas creativas de enseñanza y vinculando el proceso de enseñanza-aprendizaje más que nunca a las tics, intentando que ese proceso no perdiera calidad. Para el curso 2020/21 el reto es el mismo, aunque en principio de manera presencial, presentándose una serie de condicionantes que tendremos que tener en cuenta para llevar a cabo una práctica segura. Este artículo aprovecha el programa estival de la Consejería de Educación y Deporte de la Junta de Andalucía (celebrado en julio de 2020) para anticiparse a toda esa serie de condicionantes, planteando en la introducción la problemática actual del Covid-19, que se une a los problemas habituales de sedentarismo que afectan a la población infantil y juvenil; enmarcado en un centro educativo con unas características determinadas y con un alumnado de sexto curso de primaria. La experiencia didáctica se basó en todas las recomendaciones que al respecto se habían dado, para llegar a unas propuestas (resultados-sesiones) concretas, con las que pudimos concluir con algunos cambios metodológicos a realizar en nuestro quehacer diario, para dar respuesta al Covid-19. We have found ourselves in an exceptional situation in recent months, which has surely forever changed many of the habits and ways of proceeding that we have in our daily life and in our professional life. Professionals in education in general and in physical education in particular, have had to adapt and finish the 2019/20 course working remotely, using creative ways of teaching and linking the teaching-learning process more than ever to tics, trying that this process did not lose quality. For the 2020/21 academic year the challenge is the same, although in principle in person, presenting a series of conditions that we will have to take into account to carry out a safe practice. This article takes advantage of the summer program of the Council of Education and Sports of the Junta de Andalucía (held in July 2020) to anticipate all this series of conditions, raising in the introduction the current problem of Covid-19, which joins the habitual problems of sedentary lifestyle that affect the child and youth population; framed in an educational center with certain characteristics and with sixth-grade primary school students. The didactic experience was based on all the recommendations that had been given in this regard, to arrive at specific proposals (results-sessions), with which we were able to conclude with some methodological changes to make in our daily work, to respond to the Covid- 19