New cosmic accelerating scenario without dark energy

We propose an alternative, nonsingular, cosmic scenario based on gravitationally induced particle production. The model is an attempt to evade the coincidence and cosmological constant problems of the standard model (Lambda CDM) and also to connect the early and late time accelerating stages of the Universe. Our space-time emerges from a pure initial de Sitter stage thereby providing a natural solution to the horizon problem. Subsequently, due to an instability provoked by the production of massless particles, the Universe evolves smoothly to the standard radiation dominated era thereby ending the production of radiation as required by the conformal invariance. Next, the radiation becomes subdominant with the Universe entering in the cold dark matter dominated era. Finally, the negative pressure associated with the creation of cold dark matter (CCDM model) particles accelerates the expansion and drives the Universe to a final de Sitter stage. The late time cosmic expansion history of the CCDM model is exactly like in the standard Lambda CDM model; however, there is no dark energy. The model evolves between two limiting (early and late time) de Sitter regimes. All the stages are also discussed in terms of a scalar field description. This complete scenario is fully determined by two extreme energy densities, or equivalently, the associated de Sitter Hubble scales connected by rho(I)/rho(f) = (H-I/H-f)(2) similar to 10(122), a result that has no correlation with the cosmological constant problem. We also study the linear growth of matter perturbations at the final accelerating stage. It is found that the CCDM growth index can be written as a function of the Lambda growth index, gamma(Lambda) similar or equal to 6/11. In this framework, we also compare the observed growth rate of clustering with that predicted by the current CCDM model. Performing a chi(2) statistical test we show that the CCDM model provides growth rates that match sufficiently well with the observed growth rate of structure.

Using selected scenes from Brazilian films to teach about substance use disorders, within medical education

CONTEXT AND OBJECTIVES: Themes like alcohol and drug abuse, relationship difficulties, psychoses, autism and personality dissociation disorders have been widely used in films. Psychiatry and psychiatric conditions in various cultural settings are increasingly taught using films. Many articles on cinema and psychiatry have been published but none have presented any methodology on how to select material. Here, the authors look at the portrayal of abusive use of alcohol and drugs during the Brazilian cinema revival period (1994 to 2008). DESIGN AND SETTING: Qualitative study at two universities in the state of São Paulo. METHODS: Scenes were selected from films available at rental stores and were analyzed using a specifically designed protocol. We assessed how realistic these scenes were and their applicability for teaching. One author selected 70 scenes from 50 films (graded for realism and teaching applicability > 8). These were then rated by another two judges. Rating differences among the three judges were assessed using nonparametric tests (P < 0.001). Scenes with high scores (> 8) were defined as "quality scenes". RESULTS: Thirty-nine scenes from 27 films were identified as "quality scenes". Alcohol, cannabis, cocaine, hallucinogens and inhalants were included in these. Signs and symptoms of intoxication, abusive/harmful use and dependence were shown. CONCLUSIONS: We have produced rich teaching material for discussing psychopathology relating to alcohol and drug use that can be used both at undergraduate and at postgraduate level. Moreover, it could be seen that certain drug use behavioral patterns are deeply rooted in some Brazilian films and groups.

THE CONSTRUCTION PROCESS OF MANAGERIAL PROFILE COMPETENCIES FOR NURSE COORDINATORS IN THE HOSPITAL FIELD

The objective of this study was to construct a profile of managerial competencies, based on the consensus of nurse coordinators in the field. This study was developed in a philanthropic hospital in Sao Paulo, following the research-action model, and included 13 nurse coordinators as participants. The data collection was performed using the focal group technique. Data analysis was performed using the theoretical frameworks related to the working process and managerial competencies. The results identified the greater emphasis assigned to the competencies related to the mentor, coordinator and director roles. It was, therefore, possible to construct a professional development plan that is based on competencies in the technical, ethical-political, and communicative domains, as well as the development of citizenship. The analysis of the managerial working process and the study of the competencies within the managerial environment were shown to be important, because they highlighted the professionals' need to improve, thus fulfilling personal, professional, and organizational demands.

Modelling Mathematical Reasoning in Physics Education

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.