How Fires Affect the Eyes – Irritations and Inflammations of the Eyes that Impact Vision.

Over the past decade, devastating forest fires have struck Australia, Europe, and America, exposing millions of people to their toxic smoke. This has consequences for the human body, with the eyes, which have direct contact with their surface, being one of the first organs affected.

“The smooth function of the eye’s surface (ocular surface) is crucial for vision. However, it is not a single entity but consists of individual structures, each of which can be affected by smoke,” says Dr. Anastasios-I. Kanellopoulos, MD, Ophthalmic Surgeon, founder and Scientific Director of the LaserVision Ophthalmology Institute, Professor of Ophthalmology at the University of New York.

The ocular surface is composed of the corneal epithelium, the conjunctiva, the tear film, the eyelids, and glands that produce various components of the tear film.

The movement of the eyelids stimulates the production of tears, which coat the cornea and conjunctiva. This ensures their adequate hydration, nourishment, and protection from pathogenic microorganisms and toxins.

Anything that disrupts the balance of this system can lead to eye irritation and inflammation that affect vision.

The smoke from forest fires consists of thousands of components, including solids (molecules, heavy metals, organic microorganisms, etc.), vapors, and complex mixtures of gases such as carbon monoxide, sulfur dioxide, nitrogen oxides, ozone, etc. It may also contain volatile compounds, microscopic suspended particles, and more. Additionally, because forests are often near buildings, businesses, or infrastructure that may burn, smoke from forest fires can contain many other chemicals and toxic compounds.

Exposure of the ocular surface to all these components can cause symptoms in both the personnel trying to extinguish the fires and the general population. Moreover, it’s not just the residents of affected areas who are at risk, but people hundreds of kilometers away, as smoke from forest fires can cover vast distances, driven by strong winds.

“Many people experience eye irritation and inflammation from wildfires. This is even more likely to occur in those who already have eye disorders such as dry eye, blepharitis, or allergic conjunctivitis,” notes Dr. Kanellopoulos. “Irritation and inflammation from smoke can cause a burning sensation, stinging in the eyes, redness, and increased tear production (tearing). Patients may also feel a foreign body sensation in their eyes, dryness, and grittiness.”

Especially in areas with heavy smoke, some patients may experience changes in their vision (e.g., blurriness), irritation of the conjunctiva, or, more rarely, severe dry eye that damages the corneal surface and affects visual acuity.

Furthermore, with prolonged exposure to smoke from forest fires, intense inflammation of the conjunctiva can occur, promoting the formation of scars. These scars can lead to a condition called trichiasis, where eyelashes grow inwards (towards the eyeball), constantly touching and irritating the conjunctiva or cornea.

When smoke from fires has a high concentration of microscopic suspended particles, it can reduce vision by causing severe eye irritation. These particles can also trigger allergic reactions.

Smoke from wildfires can cause significant discomfort for contact lens wearers, as it can get trapped between the lenses and the eyes, causing inflammation and pain.

“Fortunately, the effects of smoke from forest fires on the eyes appear to be temporary. However, we do not know if the repeated exposure to smoke, which we have been experiencing in recent years, will have long-term consequences,” emphasizes the professor. “We know that those living in areas with high levels of atmospheric pollution have a significantly increased likelihood of developing dry eye and long-term serious conditions such as glaucoma and age-related macular degeneration. However, this data comes from studies on atmospheric pollution from sources such as the combustion of fossil fuels and industrial processes. Special research is needed to determine if and what kind of long-term consequences the exposure of the eyes to airborne toxic pollutants from forest fires may have.”

This does not mean that we are defenseless against potential risks. To protect ourselves when there is smoke from a forest fire in the atmosphere, the first thing we should do is enter an indoor space with closed doors and windows. If you have air conditioning with HEPA air filters, you can use it to refresh the indoor air without the smoke particles.

If you have pre-existing ocular surface conditions (e.g., dry eye, conjunctivitis), do not go outside at all. To protect and relieve your eyes, use artificial tears. Patients with eye conditions who are already using them may need to increase their application (up to twice the usual amount) until the atmosphere is clear of smoke.

If it’s necessary to go outdoors, wear glasses that cover your face well to reduce the airflow entering your eyes.

Finally, if you wear contact lenses, “make sure you strictly adhere to hygiene and replacement rules. However, if the fires continue, you may need to wear your corrective glasses for a while,” concludes Dr. Kanellopoulos.

Source: e-farmako.gr

The intervention of the Multiple Sclerosis Association and OSAC on the issue of Despina Rousou.

The Pan-Cypriot Multiple Sclerosis Association, in its statement, “condemns the removal of the journalist from the Cyprus Broadcasting Corporation, Despina Rousou,” from her duties, “a decision that was taken arbitrarily and without respect and dignity.”

The Pan-Cypriot Multiple Sclerosis Association also expresses “strong dissatisfaction and protest against the heartless and unjust treatment of a person with a disability and calls for the immediate intervention and support of the relevant authorities regarding this poor treatment,” as stated, by the Cyprus Broadcasting Corporation (RIK).

The Pan-Cypriot Multiple Sclerosis Association hopes for “the elimination of discrimination against people with disabilities.”

It also states that “unfortunately, there are still individuals and services that infringe upon the rights of persons with disabilities, who, despite their health problems, continue to struggle and advocate for their right to work.”

“Instead of being rewarded for their resilience, they are being degraded in this way,” concludes the Pan-Cypriot Multiple Sclerosis Association.

The letter from the Pan-Cypriot Multiple Sclerosis Association regarding Despina Rousou:

“On behalf of the Federation of Cyprus Patient Associations (OSAK), we express our strong protest and indignation at the unacceptable behavior and undignified treatment that Mrs. Despina Rousou has experienced.

Mrs. Rousou is a person with chronic illness and disabilities, who has been employed at RIK for many years, a member of the Executive Committee of OSAK, and has been an active volunteer with significant contributions to the patient movement for many years.

Despite facing multiple health problems and disabilities, Mrs. Rousou has been working with unparalleled integrity and dedication in her duties for several decades (please note that according to our information, she has one of the lowest sick leave records at RIK), without ever invoking her illness or disability to seek any favorable treatment.

Mrs. Rousou serves as a shining example to all of us and should receive the support and encouragement of the management of the Foundation to enable her to work and perform her duties, rather than being subjected to the “disrespectful and degrading behavior” as noted in the report by the Commissioner for Administration, Mrs. Maria Stylianou Lottides.

Unfortunately, the consequences for her health resulting from the above are serious, and due to the exacerbation of her illness, she is unable to work and is hospitalized.

The unfavorable treatment she received from the management of RIK and the unacceptable practices are condemnable, and for this reason, we urge you to take immediate action and restore order and respect for the rights of Ms. Rousou.

We call on the President of the Board of Directors of RIK to restore order and respect for human rights, both for Ms. Rousou and for all employees in general at the state channel, which should promote respect for human rights through the decisions of its management and serve as an example to be followed in our country.”

Source: Φilenews

Inclusion Program for Children with Hearing Loss in Middle and Technical Education

Subject: Integration Program for Children with Hearing Loss in Secondary and Technical Education

The education of children with hearing loss in general education has been legally safeguarded through the enactment and implementation of Law 113(I)/99 “On the Education and Training of Children with Special Needs of 1999,’ as well as the accompanying regulations.”

The inclusion of these children in General Secondary and Technical and Vocational Education and Training is working very successfully. This is evident from their entry into Higher Education Institutions in Cyprus and elsewhere. To continue and enhance the effective education of children with hearing loss, the following should be considered:

1. Staff Training

Every school year, seminars are held with the aim of training educators involved in the inclusion program for children with hearing loss. Please ensure that all relevant individuals attend these seminars. Additionally, short seminars or sample lessons may be organized at schools in consultation with the Coordinator/Link Worker for Hearing Impairment.

2. Implementation of Individual Educational Plans (IEPs)

With the start of the school year, the school is obliged to implement the Individual Program of each child, as approved by the District Committee for Special Education and Training (EEAEAT) (accommodations, support hours, exemptions, and withdrawal from classes). It has been observed that in some schools, the start of support is delayed. The support program must be implemented from the first day of the school’s operation and should be included in the temporary school schedule. The responsibility for ensuring the adherence and implementation of the Individual Program lies with the school’s Assistant Director in charge of Special Education.

3. Exemptions or Withdrawal from Classes

To fulfill support hours, children are exempted from and withdrawn from specific classes as specified in their Individual Program, which is sent out in the early days of the school year after approval by the EEAEAT. In cases where the IEP is not functioning as approved, the Coordinator/Link Worker for Hearing Impairment should be informed.

4. Educators

The role of the educator is particularly crucial for the smooth psychological, academic, and social development of children with hearing loss. Therefore, educators should be willing to engage, be sensitive, and be informed about or have attended seminars related to the education of children with hearing loss. Additionally, their physical characteristics should contribute to better communication with the student (e.g., natural speech rate, clear articulation). Educators who take on the above responsibility should be aware that anything assigned to them becomes obligatory, such as following specific guidelines (e.g., simplifying the curriculum language, instructional adaptations, writing semester reports). Support lessons should be conducted by the teachers of the department, as this contributes to better preparation of the child and the development of better relationships between them.

5. Number of Children in the Class with Children with Hearing Loss

The number of students in the class where a child with hearing loss is enrolled should be significantly smaller than in other classes of the same grade (Article 12, 2 (d) (ii) of the Law on the Education and Training of Children with Special Needs of 1999), as it serves important educational purposes. It is advisable to avoid placing children with behavioral problems or ADHD in the same class.

6. Examination Accommodations (Tests and Final Examinations)

Children with hearing loss are entitled to examination accommodations, both in tests and final examinations (e.g., additional time, simplified language in test questions, bearing in mind that this does not dictate the answer, exemption from the listening part in foreign languages). The accommodations for each child are specified in the decision of the District Committee for Special Education and Training (EEAEAT) sent to the school.

7. Technical Infrastructure

One of the fundamental requirements for the successful inclusion of children with hearing loss is the provision of an environment free from noise and disruptive sounds. Therefore, the classroom and the individual support room should be located away from sources of noise (e.g., sports fields, cafeteria, music room), soundproofed (e.g., with a plastic floor, heavy curtains), and adequately equipped (e.g., interactive whiteboard, projector).

8. Adaptation of the Curriculum

Children with hearing loss require adaptations to the curriculum to meet their specific educational needs. This includes more instructional adjustments from educators for better communication, identifying key points for exams, linguistic adaptation of the curriculum in support lessons, and so on.

Source: Παιδεία news

There is a gene that may affect our biological clock and is associated with the development of autistic disorders.

A recent study published in the prestigious journal Molecular Psychiatry by a team of scientists from the Medical School of the University of Minnesota, the University of Texas, San Antonio, and the Institute of Biomedical Research (IBR) of the Foundation for Research and Technology (FORTH) reveals that a gene that plays a central role in regulating the circadian or biological clock may be associated with the development of autism spectrum disorder (ASD).

Neurodevelopmental disorder of the autistic spectrum (ASD) is characterized by a wide range of behavioral changes, including social skills, repetitive behaviors, speech, and non-verbal communication. According to the Centers for Disease Control and Prevention, ASD affects 1 in 44 children in the U.S.

Approximately 50-80% of children with ASD experience sleep problems, while this percentage is less than 30% for the general population. The causes of sleep problems in ASD are not fully clear, but the dysfunction of our internal clock could be a factor.

“It has long been recognized that the function of our internal clock is often disrupted in patients with autism, and these patients often present various sleep problems,” said Dr. Ruifeng Cao, Associate Professor of Neurosciences at the Medical School of the University of Minnesota. “But it is not yet known whether autism can be directly triggered by the disruption of the circadian rhythm gene.”

This study found that the disruption of a significant gene that regulates the circadian rhythm, in preclinical models, can lead to phenotypes resembling autism.

Specifically, the deletion of the Bmal1 gene can cause significant changes in social behavior, communication, and repetitive behaviors.

The models also exhibited impairments in their pineal gland or “pineal ataxia.” The research team further examined the pathological changes in the pineal gland and identified a series of cellular and molecular changes that suggest neurodevelopmental deficits.

The disruption of this gene could potentially constitute a mechanism underlying various forms of autism and possibly other neurodevelopmental disorders, and this discovery paves the way for further exciting research,” stated Dr. Christos Gkogkas, Principal Investigator of Neurobiology at the Institute of Biomedical Research (IBR) of the Foundation for Research and Technology (FORTH).

The research team plans to continue studying other circadian rhythm genes that are mutated in ASD. Specifically, they recommend the development of new therapeutic strategies based on their findings.

This study is supported by grants from the National Institutes of Health and the Winston and Maxine Wallin Neuroscience Discovery Fund.

The research team consists of professors Harry Orr, Alfonso Araque, Paulo Kofuji, and Jonathan Jonathan Gewirtz (now at the University of Arizona) from the University of Minnesota, as well as Prof. Victor Jin from the University of Texas Health Science Center at San Antonio, and Dr. Kleanthi Halkiadaki and Dr. Christos Gkogkas from the Institute of Biomedical Research (IBR) of FORTH in Greece.

Source: FemaleG

The research team consists of professors Harry Orr, Alfonso Araque, Paulo Kofuji, and Jonathan Jonathan Gewirtz (now at the University of Arizona) from the University of Minnesota, as well as Prof. Victor Jin from the University of Texas Health Science Center at San Antonio, and Dr. Kleanthi Halkiadaki and Dr. Christos Gkogkas from the Institute of Biomedical Research (IBR) of FORTH in Greece.