: Nearly 15% of couples involve in infertility as a universal health issue. About 50% of infertility cases have been known to be associated with the male parameters. Oxidative stress (OS) represents an imbalance in the level of reactive ox-ygen species (ROS) and anti-oxidant. In fact, OS has been considered as one of the popular pathologies reported in about 50% of all infertile male. Therefore, the increased level of ROS may result in infertility via DNA damages or lipid peroxida-tion (LPO) as well as the enzymes inactivation and proteins oxidation in spermatozoa. Basically, OS results from the life-style variables. As the absence of antioxidant and the respective deficiencies in the semen cause OS, variations in the life-style and anti-oxidant regimes may be advantageous to treatment strategies for resolving such an issue. Actually, anti-oxidants like vitamins E and C, glutathione, coenzyme-Q10, carnitines, selenium, N-acetylcysteine, carotenoids, zinc, and pentoxifylline decline the OS-induced sperm damages.Therefore, the present review overviews the oxidative bio-chemistry associated with the sperm health and identifies which men would be most at risk of the oxidative infertility. Hence, the re-view would show the techniques provided to diagnose OS and diverse therapeutic options.
The number of radioligand therapy applications for metastatic castration-resistant prostate cancer has been continuously rising in most nuclear medicine departments in Iran, but to our knowledge, no one has studied the dose to staff who perform treatment procedures. The current study aimed to determine the external radiation dose received by staff who, using or not using a lead shield, treat patients with 177 Lu-prostate-specific membrane antigen therapy. Methods: This study used a personal thermoluminescent digital survey meter to measure dose rates to staff at various distances from patients and determined the average time spent by staff at these distances. The deep-dose equivalent to staff was obtained. Results: The measured deep-dose equivalent to staff per patient was within the range of 1.8-5.2 mSv using a 2-mm lead shield and 3.3-8.1 mSv not using the shield. The shield markedly reduced the external dose to staff. Conclusion: The skill and accuracy of staff, and the speed with which they act, can directly affect their received dose.
Abstract:: Male infertility is one of the major global health problems, in particular, in more than half of the affected men. Genetic factors are important for identifying men with idiopathic infertility along with semen analysis. Valid and useful information can be obtained through non-invasive molecular research. Among these, small single-stranded non-coding RNA molecules of microRNAs (abbreviated miRNAs) are non-invasive biomarkers with a diagnostic value by regulating the post-transcriptional gene silence through repression and prevention of the translation process. The association between various types of male infertility and miRNA regulation changes has been evaluated to understand the biological function of miRNA and gene targets. Accordingly, further study of the function of miRNAs associated with reproductive disorders could lead researchers to further understand the molecular mechanisms of male infertility in order to find effective biomarkers and therapeutic strategies. Therefore, the present review article aimed at scrutinizing those researches investigating the altered miRNA expression in testicles, epididymis, and spermatozoa.
Background: To improve the accuracy of activity image quality, scatter correction is a critical method. The aim of this study is to compare the accuracy in calculation of absorbed dose to patients following radioligand therapy (RLT) with 177 Lu-DKFZ-PSMA-617 by two different methods of background correction in the conjugate view method. Materials and Methods: This study involved 10 patients. The individualized patient dosimetry calculations were based on whole-body planar scintigraphy images acquired in 10 patients with a mean age of 71.4 ± 6.07 years (range 63–85 years) at approximately 0–2 h, 4–6 h, 18–24 h, and 36–48 h after administration of the mean 6253 ± 826.4 MBq (range 5500–7400 MBq) of 177 Lu-DKFZ-PSMA-617. Organ activities were calculated using the conjugate view method by Buijs and conventional background correction. Eventually, the absorbed dose of radiation was calculated using Medical Internal Radiation Dose formalism. Results: The dose per unit of injected activity (mGy/MBq) ± standard deviation for kidney using Buijs and conventional methods was 1.05 ± 0.11 and 0.63 ± 0.14, respectively. Conclusion: The Buijs background correction method was more accurate than the conventional method.
A review of the various approaches to L2 listening instruction suggests that they were more of text- or communication-oriented approaches and less of learner-oriented ones. More recently, the focus has shifted to engage L2 listeners in their own listening comprehension process through strategy instruction inside the classroom and strategy use outside the classroom. In this regard, Vandergrift and Goh suggested a metacognitive approach to L2 listening instruction in which listening homework is assigned to L2 listeners as an extensive listening activity. Thus, the present article reports on a qualitative study that explores the role of embedding listening homework in metacognitive intervention in the case of English as Foreign Language listening comprehension and the problems learners encounter during listening. A group of intermediate-level male and female learners (N = 25) speaking Persian as the first language participated in embedded listening tasks. As part of a metacognitive intervention, the learners were given listening homework for which they were requested to view five news programs drawn from the BBC website for 5 weeks and complete diaries with a self-directed listening guide before, during, and after watching the programs. Totally, 116 diary entries were analyzed and data about factors influencing their listening comprehension processes and the actual notes they took during planning, monitoring, and evaluating stages of listening comprehension were collected. To categorize and analyze the diary entries, Goh’s framework was used as the analytical framework. Results indicated that diaries with a self-directed listening guide served pedagogical purposes by raising the learners’ metacognitive knowledge and providing them with opportunities to plan, monitor, and evaluate their unseen listening processes. It helped listeners to reflect on their listening homework, find the gap, take action to resolve their listening problems, and experience a sense of achievement and confidence. Possible reasons for findings are outlined and recommendations for future research are presented.
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