Study of the antiviral potential on SARS CoV-2 of compounds identified in the leaves of the gross extract of Eugenia pyriformis

Eugenia pyriformis Cambess (Myrtaceae), popularly known as uvaia. In its fruits, phenolic compounds with antioxidant action are found and in the leaves, high levels of flavonoids and hydrolyzed tannins were detected, which proved to be an inhibitor of the 2019 protease - nCoV and SARS-CoV. In this sense, the objective of this study was to obtain the crude extract of the leaves, the analysis of the chemical composition and the possibility of antiviral action against SARS COV-2. The crude extract (EB) was obtained from the dried leaves of E. pyriformis, by the dynamic maceration technique with solvent exhaustion (ethanol 90 degrees GL) and concentrated in a rotary evaporator. Six grams of EB were fractionated in column chromatography, and eluted with hexane, dichloromethane, ethyl acetate and methanol, the fractions were concentrated on a rotary evaporator (Tecnal TE-210). EB and fractions were identified by high performance liquid chromatography using high resolution mass spectrometry (HPLC-ESI/qTOF). The chemical identification of the crude extract and fractions of E. pyriformis leaves evidenced the presence of phenolic compounds, highlighting phenolic acids, flavonoids and tannins. In addition, a bibliographic survey was carried out on the probable antiviral action of phenolic compounds and tannins present in uvaia leaves. The results showed that the flavonoids quercetin and kaempferol have antiviral action when they bind to the envelope glycoprotein or viral capsid, interfering with the binding and penetration of the virus into the cell. This result places E. pyriformis leaves in the list of plants with antiviral action.

Organization of mental health services to face COVID-19 in Brazil

Issue/problem Covid-19 pandemic requires rapid responses. The reconfiguration of the psychosocial care network was needed to ensure access to all patients during this period. Description of the problem Psychosocial Care Centers (PCC) are strategic equipment for strengthening the mental health policy in Brazil. These services work with a multi and interdisciplinary team, aiming to assist crisis and rehabilitation processes of people with severe and persistent mental disorders or those with impairments due to the use of psychoactive substances. This work shares the experience of two PCC over the COVID-19 pandemic in São Paulo, Brazil. In April 2020, in front of the increasing Covid-19 cases and hospitalization, lack of hospital beds for mental health care, suspension of PCC group activities, and restriction of face-to-face assistance, it was necessary to adjust the PCC work process and physical structure. Results Telemedicine was implemented to assure assistance and monitoring. An internal flow was implemented to identify and assess patients seeking the service with respiratory symptoms and proceed with case notification if confirmed. A station for respiratory symptoms screening was settled outside the PCC, an isolation room to symptomatic respiratory patients was defined to medical assessment, and referral criteria to the emergency care established. To reinforce beds for hospitals in the region, inpatient beds were created in the PCC to attend hospitalization of acute crisis cases. Further, professionals from Primary Health Care were relocated and trained to support PCC assistance. Lessons This experience reaffirms the role of PCC as an articulator of the psychosocial network. Reorganization of PCC work process enabled the continuity of mental health outpatient care as well as rearguard from inpatient beds. Key messages The COVID-19 pandemic reinforce the necessity of integrated healthcare networks to provide care access and continuity of care. This experience reaffirms the role of PCC as an articulator of the psychosocial network.

THE STUDENT WHIT AUTISTIC SPECTRUM DISORDER (ASD) AND REMOTE LEARNING

This is qualitative research that investigated the pedagogical strategies adopted during the Covid-19 pandemic to assist a student with Autism Spectrum Disorder (ASD) enrolled at the Federal Institute of Rondonia (IFRO). ASD is a term that includes, among other manifestations, autism, and the individual usually presents deficits in communication, social and behavioral interaction at different levels. Thus, the objective was to understand how pedagogical strategies were planned and developed so that the autistic student could follow the classes at home, as well as having greater ease in interacting with classmates. The methodology involved accessing documents in digital media, without personal contact, during the period from June to November 2020. The results indicated that the Virtual Learning Environment (AVA) was adapted through an accessibility tab and monitoring through the remote inclusive monitoring, which is developed by a student under the supervision of a supervisor. Thus, the autistic student had weekly monitoring and support to overcome their learning difficulties, which were more accentuated in remote education.

Adaptation to emergency remote teaching by students with distinct ICT backgrounds

The year 2020 has been a year of disruption in our World, at all levels, from society, economics, and education. The World, as we knew it, left to never return. The COVID-19 pandemic highlighted the existing major differences in life styles, working conditions, etc. The education sector was severely shaken, with all courses abruptly sent to an online framework, despite the scientific area or level of education. Every player in Education sector had to adjust their performance. Teachers and students were unexpectedly thrown to online communication platforms, namely Teams, Zooms, and asked to continue classes on a new framework, without a priori preparation. This teaching style is defined as emergency remote teaching (ERT), contrasting to the planned and designed online learning. The echo from this teaching paraphernalia is felt in learning quality, motivation and engagement in students, peers' support, communication, and time management.In this paper, we focus on adaptation to ERT by students attending two Baccalaureate degrees in Engineering, one in Informatics and one in Biomedical Engineering. We gauge the influence of students' ICT (Information, and Communications Technology) backgrounds in the way they perceive their learning process. The analysis of the data collected, from a survey made to the two groups of students, reveals common challenges faced by the students, from learning physical conditions to difficulty in focusing during online classes, and heartfelt absence of the social part in Education. The higher ICT level from the students attending the Baccalaureate in Informatics Engineering, with respect to students attending the Biomedical Engineering, may explain why 7% of these students choose an exclusively online regime. Nevertheless, the other 93% prefer either b-learning or face-to-face. Students in Biomedical Engineering did not consider the exclusively online learning hypothesis. © 2021 IEEE.