Marimbondos: a review on the neotropical swarm-founding polistines

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Incorporation of hydrogen production process in a sugar cane industry: Steam reforming of ethanol

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A structure-based proposal for a comprehensive myotoxic mechanism of phospholipase A(2)-like proteins from viperid snake venoms

Envenomation via snakebites is an important public health problem in many tropical and subtropical countries that, in addition to mortality, can result in permanent sequelae as a consequence of local tissue damage, which represents a major challenge to antivenom therapy. Venom phospholipases A(2) (PLA(2)s) and PLA(2)-like proteins play a leading role in the complex pathogenesis of skeletal muscle necrosis, nevertheless their precise mechanism of action is only partially understood. Recently, detailed structural information has been obtained for more than twenty different members of the PLA(2)-like myotoxin subfamily. In this review, we integrate the available structural, biochemical and functional data on these toxins and present a comprehensive hypothesis for their myotoxic mechanism. This process involves an allosteric transition and the participation of two independent interaction sites for docking and disruption of the target membrane, respectively, leading to a five-step mechanism of action. Furthermore, recent functional and structural studies of these toxins complexed with ligands reveal diverse neutralization mechanisms that can be classified into at least three different groups. Therefore, the data summarized here for the PLA(2)-like myotoxins could provide a useful molecular basis for the search for novel neutralizing strategies to improve the treatment of envenomation by viperid snakes. (C) 2014 Elsevier B.V. All rights reserved.

Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

The information presented in this paper demonstrates the author's experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.

Discutindo a EaD no ensino superior: dando voz aos alunos

The work appeared before the process of articulation and curricular restructuring of Pedagogy courses conducted at the request of the Dean of undergraduate studies at UNESP. The documents surveyed pointed out that, although all courses obey the same laws, curriculum organization of each features singularities, where the course of pedagogy of Bauru (SP) is the only one which is distinguished by the presence of disciplines that work with the issue of technologies. Thus, we have as objectives: to analyze a proposal of curricular use of distance education; map of the curricula of pedagogy of UNESP with respect to technologies; Verify there is possibility of use of a virtual learning scenario in teachers ' initial formation. Thus, there was a didactic experience of use of distance education, which happened in 2010, 2011 and 2012, with students of the first and third year of the course. Were job steps: 1) literature review; 2) study of official documents of the courses of pedagogy of UNESP; 3) elaboration and execution of a didactic proposal of virtual learning environment; 4) description and categorization of data; 5) analysis and interpretation of results. We conclude that there is a need for reorganization of curriculum Pedagogy courses on the use of technologies and virtual learning environments are theoretical and practical articulation opportunities.

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC