The unfolded protein response (UPR) is a conserved adaptive reaction that increases cell survival under conditions of endoplasmic reticulum (ER) stress. The UPR controls diverse processes such as protein folding, secretion, ER biogenesis, protein quality control and macroautophagy. Occurrence of chronic ER stress has been extensively described in neurodegenerative conditions linked to protein misfolding and aggregation, including Amyotrophic lateral sclerosis, Prion-related disorders, and conditions such as Parkinson's, Huntington's, and Alzheimer's disease. Strong correlations are observed between disease progression, accumulation of protein aggregates, and induction of the UPR in animal and in vitro models of neurodegeneration. In addition, the first reports are available describing the engagement of ER stress responses in brain post-mortem samples from human patients. Despite such findings, the role of the UPR in the central nervous system has not been addressed directly and its contribution to neurodegeneration remains speculative. Recently, however, pharmacological manipulation of ER stress and autophagy - a stress pathway modulated by the UPR - using chemical chaperones and autophagy activators has shown therapeutic benefits by attenuating protein misfolding in models of neurodegenerative disease. The most recent evidence addressing the role of the UPR and ER stress in neurodegenerative disorders is reviewed here, along with therapeutic strategies to alleviate ER stress in a disease context.
The salivary urea test has a great capacity to discriminate patients with chronic kidney disease from healthy people, and it was shown that the best cutoff point is 40 mg/dL.
Introduction: Although experience within Peru suggests clinical and physiological benefits of treating dehydration caused by diarrhoea with Lactated Ringer's solution (LR) over sodium chloride 0.9%, (NaCl) there is little documented scientific evidence supporting this view. It is important to clarify this issue and determine the best solution for use during epidemics. Methodology: Forty patients suffering from dehydration due to choleriform diarrhoea were enrolled in the study. Twenty patients were treated using NaCl (Group A) and the other twenty with LR (Group B). After diuresis recovery was achieved, the patients were continued on a course of oral rehydration salts. Serum electrolytes, arterial pH, HCO 3
RESUMEN Este artículo presenta una selección hallazgos producto de dos investigaciones enmarcadas en una línea de trabajo que estudia la iniciación profesional en docentes principiantes. Ambos estudios-de naturaleza cualitativa-centran su interés en las dificultades percibidas por profesoras y profesores de educación básica durante sus primeros años de iniciación y explora el modo en que los contextos escolares acogen a estos jóvenes profesores en sus comienzos, facilitando u obstaculizando un periodo que se sabe es crítico para la configuración de identidad y el fortalecimiento de la vocación profesional. Los resultados muestran variaciones, más que un patrón evolutivo y homogéneo, asociadas a las oportunidades que la formación ofreció para problematizar el aula y el trabajo docente y a establecimientos escolares flexibles o burocráticos, que apoyan o presionan. Se concluye en torno la necesidad de diseñar programas de inducción y mentoría desde una perspectiva contextualizada, diversificada, evitando homogeneizar necesidades. Palabras clave: profesores principiantes, formación docente, dificultades en la enseñanza, inserción profesional, contexto escolar ABSTRACT This article presents a selection of findings obtained in two investigations from a research which studies the first period of working practice of recently graduated teachers. Both qualitative studies focus on the difficulties perceived by teachers from primary education during their first years as professionals, and explore the way how school contexts receive young new teachers facilitating or holding up their performance in a critical period of identity construction and strengthening of the vocation. Results show variations rather than a developmental and homogeneous pattern; this is associated with the opportunities offered by the teaching formation in terms of questioning the classroom and the teaching performance, and the schools as either flexible or bureaucratic supporting or putting pressure. The study concludes by posing the need to design induction and mentoring programs from a contextualized and diversified perspective, avoiding the homogenization of teachers' needs.
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