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Voluntary running wheel activity reduces seizure burden and affords neuroprotection in a mouse model of acquired epilepsy
No full textObjective: Physical exercise may improve neurological deficits and neuronal damage after acute brain injuries and decrease established seizures. We investigated whether voluntary running wheel (RW) activity affects epileptogenesis in a mouse model of acquired epilepsy compared to sedentary mice. Methods: Epilepsy was induced by intra-amygdala kainate causing status epilepticus (SE) in adult male mice. Sham mice were implanted with electrodes and injected with saline, and matched to experimental mice. In the RW-1 protocol, SE mice were trained to run for 5 weeks before SE induction and for 6 weeks thereafter. In the RW-2 protocol, mice began using RWs 24 h post-SE for 10 weeks. At the end of each protocol, electrocorticography (ECoG) was recorded for 2 weeks (24/7) in the absence of RWs. Matched sedentary mice were kept in home cages without RWs, subjected to SE, and had ECoG monitored. At the end of experiment, all mice were processed for assessing hippocampal neuronal cell loss (Nissl staining), hilar mossy cells (GLUR2/3 staining), and blood–brain barrier (BBB) damage (serum matrix metalloproteinase-9 [MMP-9] by enzyme-linked immunosorbent assay). Neuroinflammation (reverse-transcriptase quantitative polymerase chain reaction) and albumin level (western blot) were also measured in the hippocampus of RW1 mice 72 h post-SE, together with serum MMP-9. Results: RW activity in SE mice reduced the incidence of epilepsy (RW-1 by 38%; RW-2 by 54%, p <.05) and the total time spent in seizures (RW-1, p <.05; RW-2, p <.01) compared to sedentary mice. RW-1 SE mice showed reduced average seizure duration (p <.01), whereas RW-2 SE mice showed reduced number of seizures (p <.01). Reduction in seizure duration was associated with prevention of GluR2/3-positive mossy cell loss, which occurs in sedentary SE mice (p <.01 vs sham mice). Seizure duration in epileptic mice was negatively correlated with the number of hilar mossy cells (p <.01). Preventive RW-1 activity reduced SE duration and severity (p <.05) vs sedentary mice. Aberrant neurogenesis was reduced in the dentate gyrus of SE mice subjected to RWs (p <.01) vs sedentary mice. Serum MMP-9 and brain albumin levels were reduced in SE mice exposed to running activity (p <.05) compared to sedentary mice. Significance: Physical exercise reduced seizure burden and neuropathology in mice, offering a strategy to improve disease outcomes after acute brain injury
Utilizing Evolutionary Algorithms for the Synthesis of Cryptographic Substitution Patterns
No full textThe effects of post-hypnotic suggestion on muscular performance: an EMG study on the forearm during a static handgrip endurance test
No full textComparison of personality and psychopathology in patients with Fabry disease and patients with end-stage renal disease: a preliminary study
No full textBackground: The present study aimed to investigate personality characteristics and psychopathological symptoms in patients with Fabry disease (FD) vs a group of individuals with end-stage renal disease (ESRD). Methods: A total of 36 patients, equally divided into patients with FD and patients with ESRD (control group), were administered the following tools: the Millon Clinical Multiaxial Inventory III (MCMI-III) to evaluate personality psychopathology and the Symptom Checklist-90-R (SCL-90-R) to assess symptoms of psychopathology. Results: Significantly higher levels of Schizoid, Depressive, and Negativistic personality traits emerged in FD patients. Moreover, statistically significant differences in Anxiety, Interpersonal Sensitivity, Obsessive-Compulsive, Depression, Somatization, and Psychoticism dimensions of the SCL-90-R were found, with higher levels of each dimension in patients with FD than ESRD. Conclusions: The literature, albeit limited, highlights how patients with FD are at higher risk of developing psychological distress and psychopathology than patients presenting other chronic diseases such as ESRD. Using psychological therapies together with standard treatments for FD can promote condition acceptance, reduce emotional burden, and relieve psychopathological symptoms in FD patients
La formazione dei docenti in servizio nella modalità a distanza: non solo strumenti.
No full textNegli ultimi anni, con un’accelerazione ed intensificazione dopo il periodo della pandemia Covid-19, si è registrata una crescita esponenziale dell’uso di strumenti di insegnamento/apprendimento online nei contesti formativi e scolastico-accademici. Si è così accentuata una tendenza preesistente, a cui non era estranea nemmeno la formazione iniziale dei docenti (si pensi agli insegnamenti blended in alcuni corsi universitari, o alla disponibilità consolidata di interi percorsi universitari e/o di abilitazione online, come è per i TFA relativi al sostegno). Ciò accade anche e specificamente per quanto riguarda le dinamiche di formazione e aggiornamento in servizio degli insegnanti, che costituiscono il precipuo campo di interesse di questo intervento. La presenza di un’offerta crescente di corsi (gestiti da enti di categoria, associazioni di docenti e/o sedi universitarie) che mirano ad implementare la competenza del docente in servizio tramite modalità totalmente virtuali costituisce un nodo pedagogicamente rilevante.
A un primo e più superficiale livello, tale “nodo pedagogico” implica una rinnovata riflessione sul rapporto che lega la formazione teorica, l’esperienza pratico-laboratoriale e le tecnologie utilizzate, in particolare quelle informatiche e il web. Più in profondità, comunque, è necessario rinnovare la riflessione circa le modalità con cui la mente umana conosce ed apprende. Alcune ricerche empiriche, condotte negli ultimi dieci anni presso docenti in formazione e presso insegnanti a inizio carriera o in servizio, gettano luce sul complesso insieme dei dispositivi pedagogici che sono strutturalmente implicati nella formazione della professionalità docente, consentendo di identificare alcuni principi di metodo utili per la formazione continua dei docenti in ambiente digitale
GLOBAL CITIZENSHIP EDUCATION: A RESEARCH TRAINING IN PIEDMONT
No full textThe actions of teachers are crucial for transforming schools into spaces that
prepare students to address global challenges (Bourn, 2022). Specifically,
teachers must promote global competence in students, as emphasized in Goal
4.7 of the 2030 Agenda, which integrates Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). To achieve this, teacher training programs are needed to recognize the transformative nature of these approaches and the necessity for a change in practices. A UNESCO systematic review identifies key factors for effective teacher education: integration of ESD and GCED, teachers’ active involvement, use of constructivist teaching strategies based on teachers’ existing ideas and misconceptions (Bourn et al., 2017).
The University of Turin’s “Region 4.7 – Territories for Global Citizenship Educa-
tion” project followed these principles. The program trained 282 teachers and
indirectly impacted over 4,000 students (primary, secondary, and high school
levels). Teacher training included reflecting on GCED and ESD models, assessing students’ starting levels, and considering classroom intervention strategies. It also focused on developing knowledge, cognitive skills, and affective dispositions (empathy, motivation, and self-efficacy), leading to behaviours aligned with global citizenship values. The paper discusses the research-training model, the components of global competence addressed, and the initial outcomes
Tasso degli interessi e titolo esecutivo silente: la Notte di Hegel
No full textIl lavoro esamina la disciplina dei c.d. super-interessi e muove dall’analisi di due sentenze. La prima è quella delle Sezioni Unite del 7 maggio 2024, n. 12449, con la quale è stato affermato che il generico richiamo agli interessi legali contenuto in un provvedimento di condanna possa essere interpretato in modo da riferire tali interessi anche all’art. 1284, comma 4, c.c., giacché i super-interessi non decorrono automaticamente dal momento della proposizione della domanda giudiziale, ma è necessario che il giudice di merito accerti gli elementi costitutivi della relativa fattispecie speciale. La seconda è quella dell’11 luglio 2024, n. 19015, con la quale la Terza sezione ha escluso la debenza dei super-interessi non solo ove in sede di cognizione ne sia stata, esplicitamente o implicitamente, negata l’applicabilità, ma anche qualora sia stato omesso ogni accertamento sul punto, per mancanza di domanda e/o in conseguenza dell’eventuale omissione di pronuncia da parte del giudice della cognizione
Best practice recommendations for clinical psychological interventions in patients with fibromyalgia
No full textObjectives: The role of psychological aspects in the overall care of fibromyalgia (FM) is extremely relevant. Nevertheless, there is a lack of practical guidelines for rheumatologists for supporting effective referral to clinical psychology specialists together with the implementation of psychological practices in the treatment of FM. Methods: The current work reviews the core psychological and psychopathological features highlighted by FM patients together with the best psychological interventions for treating FM. Results: General recommendations are provided concerning key aspects of psychological assessment and related treatment choices taking into account individual characteristics of each patient. Conclusions: The current work suggests a practical checklist for clinicians reporting the main key points for supporting an adequate referral to clinical psychologists