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Additional file 3. Supplementary Fig. 9. Agreement and directional disagreement between 5-7 y. patients’ and parents’ reports on PedsQL Cardio. Supplementary Fig. 10. Agreement and directional disagreement between 5-7 y. patients’ and parents’ reports on PedsQL Generic. Supplementary Fig. 11. Agreement and directional disagreement between 8-12 y. patients’ and parents’ reports on PedsQL Cardio. Supplementary Fig. 12 Agreement and directional disagreement between 8-12 y. patients’ and parents’ reports on PedsQL Generic. Supplementary Fig. 13.Agreement and directional disagreement between 13-18 y. patients’ and parents’ reports on PedsQL Cardio. Supplementary Fig. 14. Agreement and directional disagreement between 13-18 y. patients’ and parents’ reports on PedsQL Generic.

Additional file 2. Supplementary Fig. 1. Agreement and directional disagreement between mothers and fathers of 2-4 y. patients on PedsQL Cardio. Supplementary Fig. 2. Agreement and directional disagreement between mothers and fathers of 2-4 y. patients on PedsQL General. Supplementary Fig. 3. Agreement and directional disagreement between mothers and fathers of 5-7 y. patients on PedsQL Cardio. Supplementary Fig. 4. Agreement and directional disagreement between mothers and fathers of 5-7 y. patients on PedsQL Generic. Supplementary Fig. 5. Agreement and directional disagreement between mothers and fathers of 8-12 y. patients on PedsQL Cardio. Supplementary Fig. 6. Agreement and directional disagreement between mothers and fathers of 8-12 y. patients on PedsQL Generic. Supplementary Fig. 7. Agreement and directional disagreement between mothers and fathers of 13-18 y. patients on PedsQL Cardio. Supplementary Fig. 8. Agreement and directional disagreement between mothers and fathers of 13-18 y. patients on PedsQL Generic

Additional file 1: PedsQL™ 3.0 Cardiac Module. The additional file includes all formats of Child Self-Report and Parent Proxy-Report of PedsQL™ 3.0 Cardiac Module.

Additional file 2: Table 7: PedsQL 3.0 Cardiac Module Scores, Reliability and percent Floor and Ceiling Effects for Child Self-Report and Parent Proxy-Report. Table 8: PedsQL 4.0 Generic Module Scores, Reliability and percent Floor and Ceiling Effects for Child Self-Report and Parent Proxy-Report. Tables 7 and 8 show number of items, number of subjects, Mean, SD, percent Floor and Ceiling effects for PedsQL 3.0 Cardiac Module Scores and PedsQL 4.0 Generic Module Scores, respectively.

This study aims to investigate texts that instantiate genres of the family of arguments and their purposes in high school Portuguese Language textbooks by focusing on Appraisal and Periodicity semantic-discursive systems. Therefore, the research is based on the theoretical-methodological perspective of Systemic Functional Linguistics (SFL), especially in studies on text genre analysis (MARTIN; ROSE, 2008, ROSE; MARTIN, 2012). We have adopted as a universe of analysis three high school Portuguese Language textbooks from the most distributed collection, from 2015-2017 (BRAZIL, 2015), offered by the Programa Nacional do Livro Didático (PNLD – Brazilian Textbook Program) to public elementary schools. We have selected the Português Linguagens, by Cereja and Magalhães (2013) as corpus, more specifically, the potential texts to instantiate the genres Exposition and Discussion used in chapters named Produção de textos. Analytical procedures followed the steps: a) analysis of the three constituent variables of the situation context that determine the register of the texts: field, tenor and mode (HALLIDAY, 1989; EGGINS; MARTIN, 1994; MARTIN; ROSE, 2007; MATTHIESSEN, 2015); b) analysis of the semantic-discursive Appraisal system (MARTIN, 1992, MARTIN; WHITE, 2005); c) analysis of the semanticdiscursive Periodicity system (MARTIN, 1992; MARTIN; ROSE, 2007); d) confirmation of the socio-communicative purpose of each text and the schematic structure of the genre (MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010; ROSE; MARTIN, 2012); finally, e) analysis and reflection of the results obtained in the previous procedures to verify how SFL genres perspectives can contribute to teach and learn reading and writing of argumentative genres – exposition and discussion – in the high school context (MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010; ROSE; MARTIN, 2012, EMILIA; CHRISTIE, 2013, HALLIDAY; MATTHIESSEN, 2014). This joint analysis showed that the corpus texts instantiate the exposition genre as dominant. Regarding the Appraisal semantic-discursive system, we have found a higher occurrence of the Attitude subsystem in the Arguments stage. These appraisal marks, both positive and negative, can be understood as enhancers of argumentative construction. In the Thesis stage, judgment and appreciation predominate. In regard to the Reiteration of the Thesis stage, appreciation and judgment are recurrent. Regarding the Periodicity semantic-discursive system, we observed that the texts follow a predictable rhythm, signaled by macroTheme, hyperTheme, as well as hyperNew and macroNew. These features, with more or less textual prominence, facilitate the development of the text, so that the reader can follow and understand it. The Thesis stage appears in hyperNew, the Arguments stage is in hyperThemes, and the Reiteration of the Thesis stage performs macroNew or hyperNew. Finally, we understand that few linguistic aspects are explored in relation to the characteristics of the exposition genre in high school Portuguese Language textbooks analyzed in this study. O presente estudo tem como objetivo principal investigar, com foco nos sistemas semântico-discursivos de Avaliatividade e de Periodicidade, textos que instanciam gêneros de texto da família dos argumentos e suas finalidades em Livros Didáticos de Língua Portuguesa para o Ensino Médio. Para atingir tal propósito, a pesquisa se fundamenta na perspectiva teórico-metodológica da Linguística Sistêmico-Funcional (LSF), especialmente nos estudos sobre análise de gêneros de textos (MARTIN; ROSE, 2008, ROSE; MARTIN, 2012). Adotamos como universo de análise três livros didáticos da coleção de Língua Portuguesa para o Ensino Médio mais distribuída, do triênio 2015- 2017 (BRASIL, 2015), oferecida pelo Programa Nacional do Livro Didático (PNLD) às escolas públicas de ensino básico. Selecionamos a coleção Português Linguagens, de autoria de Cereja e Magalhães (2013) como corpus, mais especificamente, os textos com potencial para instanciar os gêneros Exposição e Discussão usados em capítulos nomeados de Produção de textos. Os procedimentos analíticos do corpus atenderam aos seguintes passos: a) análise das três variáveis constituintes do contexto de situação que determinam o registro dos textos: campo, relações e modo (HALLIDAY, 1989; EGGINS; MARTIN, 1994; MARTIN; ROSE, 2007; MATTHIESSEN, 2015); b) análise do sistema semântico-discursivo de Avaliatividade (MARTIN, 1992, MARTIN; WHITE, 2005); c) análise do sistema semântico-discursivo de Periodicidade (MARTIN, 1992; MARTIN; ROSE, 2007); d) confirmação do propósito sociocomunicativo de cada texto e da estrutura esquemática do gênero (MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010; ROSE; MARTIN, 2012); por fim, e) análise e reflexão dos resultados obtidos nos procedimentos anteriores para verificação de como a perspectiva de gêneros da LSF pode contribuir para o ensino e aprendizagem de leitura e escrita dos gêneros argumentativos – Exposição e Discussão – no contexto escolar do Ensino Médio (MARTIN; ROSE, 2008; CHRISTIE; DEREWIANKA, 2010; ROSE; MARTIN, 2012, EMÍLIA; CHRISTIE, 2013, HALLIDAY; MATTHIESSEN, 2014). Essa análise conjunta evidenciou que os textos do corpus instanciam como dominante o gênero Exposição. Em relação ao sistema semânticodiscursivo de Avaliatividade, verificamos na etapa Argumento maior ocorrência do subsistema de atitude, cujas marcas avaliativas tanto positivas quanto negativas podem ser entendidas como potencializadores da construção argumentativa. Na etapa Tese, predominam avaliações de julgamento e de apreciação. No que se refere à etapa Reiteração de Tese, são recorrentes avaliações de apreciação e julgamento. Sobre o sistema semântico-discursivo de Periodicidade, foi possível verificar que os textos seguem um ritmo previsível, sinalizado por MacroTema, hiperTema bem como hiperNovo e macroNovo. Esses recursos, com maior ou menor proeminência textual, facilitam o desenvolvimento do texto, de forma a propiciar o acompanhamento das informações do texto. A etapa Tese aparece no HiperNovo, a etapa Argumentos está nos HiperTemas e a etapa Reiteração da Tese realiza MacroNovo ou HiperNovo. Por fim, entendemos que são explorados poucos aspectos linguísticos em relação às características do gênero de texto Exposição nos livros didáticos de Língua Portuguesa para o Ensino Médio analisados neste estudo.

Background: Reconstructed human epidermis (RhE) is widely used to replace animal models in order to assess the proinflammatory and allergenic effects of chemicals. Unfortunately, RhE lacks proinflammatory responsiveness for metal haptens, which are the most prevalent human contact allergens, raising concerns about its reliability for predicting skin allergens. Objectives: To investigate whether this limitation of RhE might be attributable to a lack of functional expression of Toll-like receptor 4 (TLR4), which governs proinflammatory sensitivity to nickel and cobalt. Materials and Methods: RhE, dendritic cell (DC)-containing RhE and full-thickness skin equivalent (FTSE) were compared regarding their proinflammatory responsiveness to metal allergens. Results: The incorporation of dermal fibroblasts was sufficient to confer metal sensitivity to RhE. Unlike keratinocytes, normal human fibroblasts expressed high levels of TLR4 mRNA and induced interleukin-8 expression upon stimulation with nickel or cobalt. Consistently, dermal isolates from FTSE expressed considerable amounts of TLR4 mRNA, whereas RhE or epidermis isolated from FTSE, normal human epidermis or inflamed human epidermis failed to express TLR4. Similarly, co-culture with TLR4-positive DCs bestowed RhE with proinflammatory responsiveness to metals. Conclusion: Our data suggest that FTSE or DC/RhE co-culture models can circumvent the shortcomings of RhE assays, and combine the benefits of complex and monoculture-based test systems in a single assay.

A symbiotic microbial community of commensals exists during oral health. Pathogenic bacteria are able to induce dysregulation of hostmicrobiota homeostasis and a dysbiotic biofilm formation can cause peri-implantitis, a chronic infection. Little is known about the role of commensal and pathogenic bacteria in the regulation of the balance between host tolerance and inflammation. Previous studies have indicated that commensal bacteria are related to disease prevention, but details about the modulatory effects are still missing. Moreover, knowledge about the influence of implant material on host-microbe interaction is limited. Thus, our aim was to investigate the effects of a commensal monospecies Streptoccocus oralis biofilm and a commensal four-species biofilm (S. oralis, Actinomyces naeslundii, Veillonella dispar, Porphyromonas gingivalis) in our novel implant-mucosa model. The three dimensional in vitro model combines the three components oral mucosa, implant material and oral biofilm. After S. oralis challenge, a morphological difference at the implant area was observed in comparison to the farther or unchallenged mucosa. In addition, culture with S. oralis biofilm led to an altered cytokine/chemokine secretion. This indicates a hyporesponsiveness of the tissue which can protect it from inflammatory destruction. However, in the in vivo situation a multispecies biofilm is present. Therefore, we integrated a commensal four-species biofilm in our model to reduce the gap to the in vivo situation. The four-species biofilm challenged mucosa showed no morphological difference to the unchallenged mucosa. This illustrates that the effects of commensal mono- or multispecies biofilms are different and the interaction of bacteria species can be important regarding tissue response. The novel 3D implant-mucosa model opens the opportunity for various in vitro studies of host-microbe interactions for implant improvement.