ABSTRACT
Background and purpose: Inflammatory bowel disease (IBD) is a chronic and multifactorial disease with unknown etiology and a decisive cure. Salvia officinalis (sage) which has anti-inflammatory, anti-oxidative, and ulcer healing properties can be useful for the treatment of IBD. Therefore, the effect of S. officinalis ethanolic extract (SOEE) and methanolic partition (SOMP) was investigated on acetic acid-induced ulcerative colitis. Experimental approach: Male Wistar rats (180-220 g) were used. SOEE (30, 60, and 120 mg/kg) and SOMP (50, 100, and 150 mg/kg) were prepared through maceration method. Prepared extracts, dexamethasone (1 mg/kg, i.p.), and mesalamine (100 mg/kg) as reference drugs and normal saline as control were administered by gavage, 2 h before colitis induction and preserved for four further days to animals. The colon tissues were examined for macroscopic and pathologic parameters and myeloperoxidase (MPO) and malondialdehyde (MDA) levels. Findings/Results: SOEE (60 and 120 mg/kg) and SOMP at all doses alleviated colitis severity and indices both in macroscopic and microscopic views. MDA and MPO activities were also significantly declined in the extracts-treated groups compared to the controls. The lowest dose of SOEE couldn't meaningfully reduce any of the parameters compared to the control group. Conclusion and implications: Both extracts of S. officinalis exerted anti-colitis effects in rats, though methanolic partition was more effective, especially at the highest dose. It seems S. officinalis could exert protection against oxidative stress and inflammatory mediators in colitis tissue. More experimental and clinical studies are required to explore the exact mechanisms and active ingredients which are involved.
ABSTRACT
INTRODUCTION: Sensory deprivations such as hearing impairment that affect sensory input have a secondary impact on cognitive functions such as working memory (WM). WM capacity is an important cognitive component that processes language-related activities. Moreover, several studies have shown a deficit in WM in children with a cochlear implant (CI). We aimed to assess the performance of children with CIs in pre- and post-training sessions and compare their scores on a battery of WM tests to investigate the efficacy of a WM training program. MATERIALS AND METHODS: Twenty-five children aged 7-10 years with a CI participated in this study. To train their WM, a computer game was used. In order to examine auditory WM, a test battery including standardized digit span (forward and backward variations), non-word and sentence repetition (subtest of the Test of Language Development-Primary) were assessed in pre- and post-training test sessions at Shiraz Implant Center. RESULTS: There were statistically significant differences between pre- and post-training test scores on all subtests. Test score differences were statistically significant for forward digit span (P=0.003), backward digit span (P=0.001), non-word repetition (P=0.001), and sentence repetition tasks (P=0.003) before and after training sessions. CONCLUSION: Training may enhance WM capacity. With regards to the importance of WM in literacy and learning, it seems applying such intervention programs may be helpful in the rehabilitation of implanted children.
ABSTRACT
INTRODUCTION: Teachers seem to be vulnerable to voice disorders because of excessive use of their voice. The purpose of this study was to investigate the effects of a voice education program on the Vocal Handicap Index (VHI) scores of elementary school teachers in the Persian education system. METHOD: This was a semi-experimental study, performed in Shiraz public schools. Ten schools were selected on their similarity in number of students and teachers, and allocated at random to training or control groups. Sixty-one teachers in the training group and 66 teachers in the control group completed the VHI in the first week. Teachers in the trained group received voice education for 4 weeks, and then continued to follow the program for a further 4 weeks. The control group received no training. After 8 weeks, all subjects completed the questionnaire again. RESULTS: Compliance was good for all practices except "breathing exercises" and "using amplifiers" where it was exceptionally poor. Teachers in the training group improved significantly in total VHI score (from 14.2 to 6.8), whereas the control group showed a significant worsening (from 10.1 to 13.7). These effects were significant (P < 0.05) for total VHI score and for all subscales. The corresponding effect sizes for the training group range from -0.53 to -0.84 (-0.83 in the overall VHI). CONCLUSION: A voice education program can have positive effects on the voice of teachers, even without dysphonia, in the middle of their teaching. Such a program may have a place in the Persian education system.