ABSTRACT
Background: After 4 months we have shown, that DLCO is lower in severe COVID-19 patients compared to nonsevere (Guler SA, et al. Eur Respir J. 2021 Apr 29;57(4):2003690). Contributing factors are unclear. Calprotectin is an inflammatory marker released by activated neutrophils and is increased in acute severe COVID-19. Aim(s): We hypothesized that circulating calprotectin correlates with persistent lung functional impairment after COVID-19. Method(s): Calprotectin serum levels were measured in 124 patients (50% male) 4 months after COVID-19 (NCT04581135). Calprotectin was correlated with clinical parameters (Spearman's correlation). Multivariate linear regression (MLR) was performed to evaluate the independent association of calprotectin in different models. Result(s): Post-ICU patients (72% male) compared to non-ICU were significantly older (age 59.4 +/- 13.6 vs 49.2 +/- 13.1 years) and more obese (BMI 28.7 +/- 4.5 vs 25.2 +/- 6.0 kg/m2) (p=0.001, each) compared to non-ICU. DLCO was lower in post-ICU patients (75.96 +/- 19.05 %-predicted) compared to non-ICU (p<0.01). Calprotectin was significantly higher in post-ICU patients (2.74 +/- 1.15 mug/ml) compared to non-ICU (1.81 +/- 0.94 mug/ml, p<0.001). In unadjusted analysis, calprotectin correlated with DLCO (r=-0.350, p<0.001) and FVC (r=-0.417, p<0.001). In MLR adjusted for age, sex and BMI, calprotectin correlates with DLCO (R2=0.276, p<0.001). Calprotectin significantly predicted DLCO (beta=-6.463, p=0.001). Conclusion(s): Serum calprotectin is higher in post-ICU patients compared with non-ICU 4 months after COVID-19. The relationship between calprotectin levels and DLCO suggests a potential role for calprotectin in persisting lung functional impairment.
ABSTRACT
Anxiety and depression in infants are a problem that is increasing, this being a consequence of the global pandemic caused by COVID-19. The current panorama indicates that infants are possible victims of suffering from these moods at very early ages and in the worst case, it becomes the leading cause of child suicide. For this reason, it is very important to seek resources and means to mitigate the situation. The current project consisted of making a web application for the control of emotions in primary school children through modules made up of theoretical sessions that cover the management of emotions, thoughts, assertiveness, frustration, breathing, and muscle relaxation. Each module in turn has an intervention session, which consists of situations that are presented to the infants with the aim of analyzing the psychological impact that the theoretical sessions had, with the main purpose of improving or intervening the control of their emotions. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The coronavirus disease (COVID-19) pandemic has disrupted family life around the world. Families had to adapt to teleworking and online learning to maintain young children’s learning at home. During quarantine and nationwide school closures, parents of young children and children with disabilities had to act as teachers, therapists and caregivers. The role of parents gained relevance and it was needed to be able to guide their children to use technology during online learning. Digital resources provided an opportunity for children to keep learning, take part in games and keep in touch with their friends and teachers. But it increased access online brings heightened risks for children’s safety, protection and privacy, so it is necessary that parents observe their children and support them. In this context, this paper presents the perception from parents about on the use of digital resources and techno-logical tools that teachers applied before and during pandemic. This study surveyed 773 Peruvian parents to know which of the resources used by teachers helped their children to understand the content of the course and which of tools allowed a better interaction with their classmates and teachers. According to the results of the survey, the most used resource before pandemic has been WhatsApp (32.1%), followed by office tools (Word or Excel 20.3%) and email (8.7%). However, for carrying out online activities during the pandemic the most digital used resource by the teachers has been WhatsApp (29.9%), then YouTube (17.6%), Google Drive (16.7%) and Google Docs. (7.9%). Regarding to a good interaction to increase a better interaction between their classmates and teacher were Zoom (61.7%), Google Meet (25.1%) and WhatsApp (11.6%). These results suggested that the use of digital resources and technological tools during the pandemic has been problematic and challenging for families. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.