The cashew nut releases a substance that is known as cashew nut shell liquid (CNSL). There are both natural (iCNSL) and technical (tCNSL) cashew nut shell liquids. This study used an Artemia salina bioassay to evaluate the toxic effects of iCNSL and tCNSL cashew nut shell liquids. It also evaluated the toxicity, cytotoxicity, and mutagenicity of CNSL and its effects on the damage induced by copper sulfate (CuSO4·5H2O) on the meristems' root of Allium cepa. Effects of the damage induced by CuSO4·5H2O were evaluated before (pre-), during (co-), and after (post-) treatments. The iCNSL contained 94.5% anacardic acid, and the tCNSL contained 91.3% cardanol. The liquids were toxic to A. salina. Toxicity, cytotoxicity, and mutagenicity were observed with iCNSL compared with the negative control. Similarly, iCNSL failed to inhibit the toxicity and cytotoxicity of CuSO4·5H2O. The tCNSL was not toxic, cytotoxic, or mutagenic in any of the concentrations. However, the lowest iCNSL concentrations and all of the tCNSL concentrations had preventive, antimutagenic, and reparative effects on micronuclei and on chromosomal aberrations in the A. cepa. Therefore, protective, modulating, and reparative effects may be observed in the A. cepa, depending on the concentration and type of CNSL used.
Cashew apple juice and cajuina (processed juice) are drinks widely consumed in northeast Brazil. In vitro studies have shown that both juices have antimutagenic activity as well as antioxidant effects. These juices contain vitamins, carotenoids, and phenolic compounds. This in vivo study assessed the antigenotoxic and anticlastogenic effects of both drinks against genotoxicity and mutagenicity induced by cyclophosphamide. The comet, micronucleus, and chromosome aberrations tests were used. Male Swiss mice were divided into 6 groups (5 animals per group) and received the following by gavage, 0.15 mL/10 g body weight: group 1, water; group 2, cashew apple juice; group 3, cajuina juice; group 4, cashew apple juice and cyclophosphamide (50 mg/kg); group 5, cajuina juice and cyclophosphamide; group 6: cyclophosphamide. Both drinks significantly reduced DNA damage of peripheral blood cells (P<.001), with modulation percentages of 60.82% (cashew apple juice) and 82.19% (cajuina) when compared with the cyclophosphamide group. Cashew apple juice and cajuina modulated cyclophosphamide-induced micronucleus frequency, with up to 80.0% inhibition. Cashew apple juice and cajuina decreased the average number of cells with chromosome aberrations in bone marrow of mice by 53% and 65%, respectively. These findings demonstrate the high antigenotoxic and anticlastogenic potential of cashew apple juice and cajuina in vivo, which can be related to the antioxidant compounds found in both drinks.
Anacardium occidentale L. is a tree native to Brazil, which is rich in phenolic lipids. Nowadays, the cashew bark (Cashew Nut Shell Liquid) has received great attention in the pharmaceutical industry, due to its economy, abundance and important chemical compounds. Net of cashew nut shell is classified according to the method of production of: (1) net of the shell of natural cashew nut (60-65% anacardic acid; 15-20% cardol and 10% of cardanol) and (2) liquid from the technical cashew nut shell (60-65% of cardanol, 15-20% cardol and 10% of polymeric material). This work aims to report the pharmacological properties of liquids from cashew nut shells. Results suggest that both liquids have antifungal, antibacterial, antiparasitic, anti-tumor, antiulcerogenic, molluscicides, antimutagenic and antioxidant activities. Natural cashew nut liquid is non-genotoxic, whereas technical liquid is genotoxic in prokaryotes and eukaryotes, although there is no evidence of their mutagenic effects on eukaryotic cells. In conclusion, the excellent antioxidant and non-mutagenic activities of cashew nut shell liquid (CNSL) provide opportunities for CNSL in the cosmetic and/or pharmaceutical industries, but continuous study is needed to allow safe and efficacious preparations.
A Genética tornou-se uma área de grande visibilidade no contexto científico e social. Entretanto, é reportado na literatura a complexidade dos conteúdos e processos, atrelados a carência de metodologias de ensino. Por isso, este estudo teve como objetivo verificar o desempenho dos alunos do Ensino Superior do Instituto Federal de Educação, Ciência e Tecnologia do Piauí após a aplicação de um material didático, “O caminho das ervilhas”, para a construção da aprendizagem. Utilizamos a pesquisa de campo, com abordagem qualitativa, onde participaram 15 alunos do curso de Ciências Biológicas do Instituto Federal do Piauí. Como atividade de intervenção pedagógica, foi desenvolvido um jogo didático-digital para trabalhar conceitos e processos genéticos. Evidenciou-se que os alunos apresentavam dificuldades em aplicar os conhecimentos matemáticos na resolução de problemas genéticos, além de demonstrarem insegurança no momento da interpretação desses dados. Por meio da atividade de intervenção, percebeu-se que a metodologia de ensino contribuiu na aprendizagem dos alunos. Portanto, o uso de metodologias alternativas no ensino de Genética indica a possibilidade de correlacionar teoria e prática de forma lúdica e interativa, além de desenvolver conteúdos vistos como teóricos no ensino de Genética.
A pandemia da COVID-19 atingiu diversos países, levando ao fechamento das escolas e à expansão do uso das tecnologias na educação. A pesquisa teve como objetivo avaliar a produtividade nas aulas remotas e a continuidade do aprendizado dos alunos por meio do uso das tecnologias da informação e comunicação. O estudo foi desenvolvido com alunos do curso de Ciências Biológicas do Instituto Federal do Maranhão, Campus São Raimundo das Mangabeiras, os quais responderam um formulário eletrônico com perguntas abertas e fechadas sobre o ensino remoto e tecnologias educacionais. A abordagem da pesquisa utilizada foi quali-quantitativa. As respostas foram submetidas à análise textual discursiva e estatística descritiva. Os resultados indicaram que a maioria dos alunos possui domínio no uso das tecnologias, e que a qualidade das conexões de internet interferiu no desempenho acadêmico, fatores psicológicos pessoais e relacionados à pandemia também afetaram o desempenho, as desigualdades sociais, principalmente a renda interferiu diretamente no processo de ensino e aprendizagem. Os que possuem menores condições financeiras foram contemplados com auxílio inclusão digital. O aprendizado foi considerado satisfatório levando em conta os entraves causados pela pandemia. Portanto, a multiplicidade de metodologias é necessária para tornar o processo de ensino e aprendizagem inclusivo e integrativo.
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