Egg White Hydrolysate Mitigates Cadmium-induced Neurological Disorders and Oxidative Damage.

We aimed to investigate whether the consumption of Egg White Hydrolysate (EWH) acts on nervous system disorders induced by exposure to Cadmium (Cd) in rats. Male Wistar rats were divided into (a) Control (Ct): H2O by gavage for 28 days + H2O (i.p. - 15th - 28th day); (b) Cadmium (Cd): H2O by gavage + CdCl2 - 1 mg/kg/day (i.p. - 15th - 28th day); (c) EWH 14d: EWH 1 g/kg/day by gavage for 14 days + H2O (i.p.- 15th - 28th day); (d) Cd + EWH cotreatment (Cd + EWHco): CdCl2 + EWH for 14 days; (e) EWH 28d: EWH for 28 days; (f) EWHpre + Cd: EWH (1st - 28th day) + CdCl2 (15th - 28th day). At the beginning and the end of treatment, neuromotor performance (Neurological Deficit Scale); motor function (Rota-Rod test); ability to move and explore (Open Field test); thermal sensitivity (Hot Plate test); and state of anxiety (Elevated Maze test) were tested. The antioxidant status in the cerebral cortex and the striatum were biochemically analyzed. Cd induces anxiety, and neuromotor, and thermal sensitivity deficits. EWH consumption prevented anxiety, neuromotor deficits, and alterations in thermal sensitivity, avoiding neuromotor deficits both when the administration was performed before or during Cd exposure. Both modes of administration reduced the levels of reactive species, and the lipid peroxidation increased by Cd and improved the striatum's antioxidant capacity. Pretreatment proved to be beneficial in preventing the reduction of SOD activity in the cortex. EWH could be used as a functional food with antioxidant properties capable of preventing neurological damage induced by Cd.

COVID-19 is more lethal in hemodialysis chronic kidney disease patients with low physical capacity.

INTRODUCTION: The mortality rate in patients on maintenance hemodialysis (HD) is high and is associated with low functional capacity (FC). We analyzed the association of FC and COVID-19 lethality among HD patients. METHODS: A cohort study that included evaluations of FC in patients on HD was underway, and the association between FC and lethality was included as an ad-hoc outcome. RESULTS: One hundred and twelve patients were submitted to a physical, 31 patients contracted symptomatic COVID-19, 20 recovered and 11 died (lethality rate of 35.5%). There was a difference between survivors and non-survivors on six-minutes-walking-test (6MWT) 386.1 ± 112.8 versus 296.9 ± 103.3 meters (p = 0.04), 30 s sit-to-stand test (30CST) score 11.7 ± 3.1 versus 7.7 ± 4.1 (p = 0.006), and timed up and go test (TUG) 9.4 versus 13.6 s (p = 0.009). There was also an association between percentages of predicted 6MWT, 30CST, and TUG with COVID-19 lethality. CONCLUSION: Patients on maintenance HD with poorer physical performance presented the worst prognosis from COVID-19 pandemic.

Supplementation with Manihot esculenta Crantz (Cassava) leaves' extract prevents recognition memory deficits and hippocampal antioxidant dysfunction induced by Amyloid-ß.

OBJECTIVE: The Manihot esculenta Crantz (Cassava) is a typical South American plant rich in nutrients and energetic compounds. Lately, our group has shown that non-pharmacological interventions with natural antioxidants present different neuroprotective effects on oxidative balance and memory deficits in AD-like animal models. Here, our objective was to evaluate the neuroprotective effects of Cassava leaves' extract (CAS) in an AD-like model induced by amyloid-beta (Aß) 25-35 peptide. METHODS: Male Wistar rats (n = 40; 60 days old) were subjected to 10 days of CAS supplementation; then, we injected 2 µL Aß 25-35 in the hippocampus by stereotaxic surgery. Ten days later, we evaluated object recognition (OR) memory. Cassavas' total polyphenols, flavonoids, and condensed tannins content were measured, as well as hippocampal lipid peroxidation and total antioxidant capacity. RESULTS: CAS protected against Aß-induced OR memory deficits. In addition, Aß promoted antioxidant capacity decrease, while CAS was able to prevent it, in addition to diminishing lipoperoxidation compared to Aß. DISCUSSION: We show that treatment with Cassava leaves' extract before AD induction prevents recognition memory deficits related to Aß hippocampal injection. At least part of these effects can be related to the Cassava leaves' extract supplementation effects on diminishing lipid peroxidation and preventing a decrease in the hippocampal total antioxidant capacity in the hippocampus of AD-like animals without adverse effects. Once cassavais a plant of warm and dry ground that can adapt to growon various soil types and seems to resist several insects, our results enable Cassava to be considered asa potential preventive intervention to avoid or minimizeAD-induced memory deficits worldwide.

Physiology faculty and student contributions to schoolteacher training in neuroscience: innovations during the COVID-19 pandemic.

Research investigating how the brain develops and learns profoundly impacts education. Understanding the brain mechanisms responsible for learning and memory and the factors that influence them, such as age, environment, emotions, and motivation, can transform educational strategies by contributing to the development of programs that optimize learning. Including neuroscience education in teachers' training requires teaching them a multidisciplinary approach to science, which presents a challenge. Furthermore, the potential educational advances from the incorporation of neuroscience into teachers' training are hindered by significant obstacles such as translating research into the classroom; this includes the spread of neuromyths and the products, practices, and programs based on them. Our group has 9 years of experience in developing courses for training teachers. However, in 2020 the world faced the COVID-19 pandemic, which imposed on society a new way of carrying out its daily activities, including teaching. This study reports the experiences of our group as we developed the ninth edition of the Neuroscience Applied to Education teachers' training in an online format that included synchronous and asynchronous activities. Sixty teachers participated in the course. The synchronous meetings lasted 1.5 h/wk and addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, neurobiology of learning and memory, factors that interfere with learning, and pedagogical innovation. According to the teachers' perceptions, the course was fundamental for them in terms of acquiring new knowledge about neuroscience. Everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and teaching environment.NEW & NOTEWORTHY This study reports the experience of developing the ninth edition of the Neuroscience Applied to Education course in an online format that included synchronous and asynchronous activities. Here we show that schoolteachers consider the course important for acquiring new knowledge about neuroscience and the applicability of the concepts covered to improve their pedagogical practice and teaching environment. The online format did not prejudice the experience, and the technologies used were well evaluated.

O profissional Fisioterapeuta, a pandemia e os ecos futuros / The professional physical therapist, the pandemic and future echoes / El fisioterapeuta, la pandemia y los ecos del futuro

Este artigo é resultado do "I Encontro da Fisioterapia da UFPel", que ocorreu junto ao tradicional Simpósio Nacional de Educação Física da Universidade Federal de Pelotas, e tem o objetivo de apresentar experiências vividas por profissionais fisioterapeutas sobre o momento pandêmico, o cenário apresentado, as dificuldades enfrentadas e os aprendizados. Foi relatada a experiência de profissionais que atuaram durante a pandemia nas áreas de terapia intensiva, unidade de tratamento intensivo neonatal e na clínica, após a alta hospitalar. Identificamos que as experiências vivenciadas na atuação do profissional fisioterapeuta foi marcada pela adaptação ao novo cenário e pelo enfrentamento de diferentes situações com protagonismo, o que possibilitou mostrar o quanto esses profissionais estão prontos para agir, junto aos demais membros da equipe de saúde, nas diversas situações em saúde que podem se apresentar.

This article is the result of the "I Meeting of Physiotherapy at UFPel", which took place together with the traditional National Symposium of Physical Education at the Federal University of Pelotas, and aims to present experiences lived by professional physiotherapists about the pandemic moment, the scenario presented, the difficulties faced and the lessons learned. The experience of professionals who worked during the pandemic in the areas of intensive care, neonatal intensive care unit and in the clinic, after hospital discharge, was reported. We identified that the experiences lived in the work of the physiotherapist professional were marked by the adaptation to the new scenario and by the confrontation of different situations with protagonism, which made it possible to show how these professionals are ready to act, together with the other members of the health team, in the various health situations that may arise.

Este artículo es el resultado del "I Encuentro de Fisioterapia de la UFPel", que se realizó en conjunto con el tradicional Simposio Nacional de Educación Física en la Universidad Federal de Pelotas, y tiene como objetivo presentar experiencias vividas por fisioterapeutas profesionales sobre el momento de la pandemia, el escenario presentado, las dificultades enfrentadas y las lecciones aprendidas. Se relató la experiencia de los profesionales que actuaron durante la pandemia en las áreas de cuidados intensivos, unidad de cuidados intensivos neonatales y en la clínica, después del alta hospitalaria. Identificamos que las experiencias vividas en el trabajo del profesional fisioterapeuta estuvieron marcadas por la adaptación al nuevo escenario y el enfrentamiento de diferentes situaciones con protagonismo, lo que permitió evidenciar cómo estos profesionales están preparados para actuar, junto a los demás integrantes del equipo de salud, en las diferentes situaciones de salud que se presenten.

On the role of the dopaminergic system in the memory deficits induced by maternal deprivation.

Previous researches showed that maternal deprivation (MD) leads to memory deficits that persist until adulthood. The hippocampus, an important brain structure involved in memory processes, receives dopaminergic afferents from other brain areas that modulate memory. Here we demonstrated that MD results in object recognition memory deficits that are reverted by intra-hippocampal stimulation of D1-dopaminergic receptor and peripheral administration of a dopamine precursor. The D1-dopaminergic receptor and peripheral administration of a dopamine precursor also promoted memory persistence in control rats.

Maternal Deprivation Induces Memory Deficits That Are Reduced by One Aerobic Exercise Shot Performed after the Learning Session.

During the neonatal period, the brain is susceptible to external influences. Exposure to stressful events during this phase of life influences brain development and impacts adult life. In animals, the maternal deprivation (MD) model is effective in mimicking stress in the early stages of development. In contrast, physical exercise seems to be able to prevent deficits in memory consolidation. Although the effects of chronic exercise in cognition are already well established, little is known about the effects of acute aerobic exercise. Here, male Wistar rats divided into deprived (MD) and nondeprived (NMD) rats were submitted to the object recognition (OR) memory test. Immediately after OR training, some of the rats were submitted to a single aerobic exercise session for 30 minutes. Memory consolidation and persistence were evaluated by retention tests performed 24 h and 7, 14, and 21 days after OR training. We show that a single physical exercise session is able to modulate learning by promoting memory consolidation and persistence in rats with cognitive deficits induced by MD. Hippocampal dopamine levels, measured by HPLC, were not altered after OR training in rats that performed and in rats that did not perform an exercise session; on the other hand, while OR training promoted increase of hippocampal norepinephrine in NMD rats, the MD rats did not present this increase, regardless of the practice or not of exercise.

Green Tea and Red Tea from Camellia sinensis Partially Prevented the Motor Deficits and Striatal Oxidative Damage Induced by Hemorrhagic Stroke in Rats.

Green tea from Camellia sinensis plays a well-established neuroprotective role in several neurodegenerative diseases, including intracerebral hemorrhage (ICH). However, the other teas of the same plant do not have their properties well understood; but they can be as effective as green tea as an alternative therapy. In this study, we investigated the effects of supplementation with green tea and red tea from Camellia sinensis on motor deficits and striatum oxidative damage in rats submitted to hemorrhagic stroke (ICH). Male Wistar rats were supplemented with green tea, red tea, or vehicle for 10 days prior to ICH induction. After injury, the rats were submitted to motor tests (open field for locomotion, rotarod for balance, and neurological deficit scale (NDS)) 1, 3, and 7 days after ICH induction, while the tea supplementation was maintained. Subsequently, the rats were euthanized to striatal tissue dissection for biochemical analyzes (lipid peroxidation, reactive oxygen species, glutathione levels, and total antioxidant capacity). ICH caused locomotor and balance deficits, as well as increased the neurological deficit (NDS). Only red tea prevented locomotor deficits after injury. Green tea and red tea prevented balance deficits on the seventh day after ICH. On NDS evaluation, green tea presented a better neuroprotection than red tea (until day 3 after ICH injury). In addition, ICH increased reactive oxygen species and lipid peroxidation levels, without altering antioxidant markers. Green and red teas were effective in decreasing the lipid peroxidation levels. Therefore, green and red teas partially prevented the motor deficits and striatal oxidative damage induced by ICH. Based on our results, we can consider that the two teas seem to be equally effective to prevent motor deficits and striatal oxidative damage induced by hemorrhagic stroke in rats.

Memory deficits and oxidative stress in cerebral ischemia-reperfusion: neuroprotective role of physical exercise and green tea supplementation.

Ischemic stroke is a major cause of morbidity and mortality all over the world. Among impairments observed in survivors there is a significant cognitive learning and memory deficit. Neuroprotective strategies are being investigated to minimize such deficits after an ischemia event. Here we investigated the neuroprotective potential of physical exercise and green tea in an animal model of ischemia-reperfusion. Eighty male rats were divided in 8 groups and submitted to either transient brain ischemia-reperfusion or a sham surgery after 8 weeks of physical exercise and/or green tea supplementation. Ischemia-reperfusion was performed by bilateral occlusion of the common carotid arteries during 30 min. Later, their memory was evaluated in an aversive and in a non-aversive task, and hippocampus and prefrontal cortex were removed for biochemical analyses of possible oxidative stress effects. Ischemia-reperfusion impaired learning and memory. Reactive oxygen species were increased in the hippocampus and prefrontal cortex. Eight weeks of physical exercise and/or green tea supplementation before the ischemia-reperfusion event showed a neuroprotective effect; both treatments in separate or together reduced the cognitive deficits and were able to maintain the functional levels of antioxidant enzymes and glutathione.

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularizaçãoda Neurociência Junto a Estudantes da Rede Pública de EducaçãoBásica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularizaçãoda Neurociência Junto a Estudantes da Rede Pública de EducaçãoBásica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.

Conhecendo o Sistema Nervoso: Ações de Divulgação e Popularização da Neurociência Junto a Estudantes da Rede Pública de Educação Básica / Knowing the Nervous System: Actions of Neuroscience Divulgation and Popularizationwith Students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience

Conhecendo o sistema nervoso: ações de divulgação e popularização da neurociência junto a estudantes da Rede Pública de Educação Básica / Knowing the nervous system: actions of neuroscience divulgation and popularization with students of Public Basic Education

Este estudo tem a finalidade de relatar uma prática proposta (Semana do Cérebro de Uruguaiana) com o intuito de contribuir com a popularização e divulgação da Neurociência junto à Educação Básica. Paralelamente à Semana Internacional do Cérebro (Brain Awareness Week) foram realizadas atividades voltadas para alunos da rede pública de Educação Básica. As atividades foram organizadas em seis etapas: (1) divulgação; (2) palestra explicativa sobre o funcionamento do Sistema Nervoso Central; (3) exposição de neuroanatomia; (4) demonstração prática de ações nervosas; (5) noções de pesquisa científica em neurociências; e (6) avaliação. Ao final verificou-se a opinião dos alunos quanto às atividades realizadas durante as diferentes etapas, 98,6% manifestaram ter interesse em aprender mais sobre o sistema nervoso, 85,2% relataram que as atividades propostas serviram para despertar seu interesse por pesquisa e ciência, e, ao avaliarem as ações de uma forma geral, atribuindo uma nota de 0 a 10, a nota atribuída foi de 9,4 ± 0,99. Desse modo, pode-se afirmar que a proposta foi bem aceita pelos alunos, sendo considerada válida e atingindo o objetivo de promover a divulgação e popularização da neurociência.

This study aimed to report a practice (Brain Awareness Week of Uruguaiana) that was proposed with the aim of contribute with the popularization and dissemination of Neuroscience in the Basic Education. Alongside the Brain Awareness Week we performed activities with students from public basic education. The activities were organized in six steps: (1) disclosure; (2) lecture explaining the functioning of the Central Nervous System; (3) neuroanatomy exposition; (4) practical demonstration of nerve actions; (5) notions of scientific research neuroscience; and (6) evaluation. At the end was verified the opinion of students about the activities carried in the different steps. 98.6% of students expressed interest in learning more about the nervous system. 85.2% reported that the activities proposed in our actions served to awaken their interest on research and science, and when evaluating the actions in general, with a score from 0 to 10, the assigned score was 9.4 ± 0.99. Thus, we can claim that our proposal was well accepted by the students and is considered valid and reaching the aim of promoting the dissemination and popularization of neuroscience.