The Brazilian Research Consortium on Obsessive-Compulsive Spectrum Disorders: recruitment, assessment instruments, methods for the development of multicenter collaborative studies and preliminary results

OBJETIVO: Descrever o recrutamento de pacientes, instrumentos de avaliação, métodos para o desenvolvimento de estudos colaborativos multicêntricos e os resultados preliminares do Consórcio Brasileiro de Pesquisa em Transtornos do Espectro Obsessivo-Compulsivo, que inclui sete centros universitários. MÉTODO: Este estudo transversal incluiu entrevistas semi-estruturadas (dados sociodemográficos, histórico médico e psiquiátrico, curso da doença e diagnósticos psiquiátricos comórbidos) e instrumentos que avaliam os sintomas do transtorno obsessivo-compulsivo (Escala para Sintomas Obsessivo-Compulsivos de Yale-Brown e Escala Dimensional para Sintomas Obsessivo-Compulsivos de Yale-Brown), sintomas depressivos (Inventário de Depressão de Beck), sintomas ansiosos (Inventário de Ansiedade de Beck), fenômenos sensoriais (Escala de Fenômenos Sensoriais da Universidade de São Paulo), juízo crítico (Escala de Avaliação de Crenças de Brown), tiques (Escala de Gravidade Global de Tiques de Yale) e qualidade de vida (questionário genérico de avaliação de qualidade de vida, Medical Outcome Quality of Life Scale Short-form-36 e Escala de Avaliação Social). O treinamento dos avaliadores consistiu em assistir cinco entrevistas filmadas e entrevistar cinco pacientes junto com um pesquisador mais experiente, antes de entrevistar pacientes sozinhos. A confiabilidade entre todos os líderes de grupo para os instrumentos mais importantes (Structured Clinical Interview for DSM-IV, Dimensional Yale-Brown Obsessive-Compulsive Scale, Universidade de São Paulo Sensory Phenomena Scale ) foi medida após seis entrevistas completas. RESULTADOS: A confiabilidade entre avaliadores foi de 96%. Até março de 2008, 630 pacientes com transtorno obsessivo-compulsivo tinham sido sistematicamente avaliados. A média de idade (±SE) foi de 34,7 (±0,51), 56,3% eram do sexo feminino e 84,6% caucasianos. Os sintomas obsessivo-compulsivos mais prevalentes foram os de simetria e os de contaminação. As comorbidades psiquiátricas mais comuns foram depressão maior, ansiedade generalizada e transtorno de ansiedade social. O transtorno de controle de impulsos mais comum foi escoriação neurótica. CONCLUSÃO: Este consórcio de pesquisa, pioneiro no Brasil, permitiu delinear o perfil sociodemográfico, clínico e terapêutico do paciente com transtorno obsessivo-compulsivo em uma grande amostra clínica de pacientes. O Consórcio Brasileiro de Pesquisa em Transtornos do Espectro Obsessivo-Compulsivo estabeleceu uma importante rede de colaboração de investigação clínica padronizada sobre o transtorno obsessivo-compulsivo e pode abrir o caminho para projetos semelhantes destinados a integrar outros grupos de pesquisa no Brasil e em todo o mundo.

Work and injuries in dancers: Survey of a professional dance company in Brazil

This study examined the daily life and most important physical injuries suffered and reported by the dancers of a professional (contemporary) dance company in S (a) over tilde $o Paulo, Brazil. Through an observational, cross,sectional, retrospective procedure using a questionnaire that collected qualitative and quantitative data, we were able to gather information on 30 dancers who collaborated with the survey. We determined that the injuries considered as most important by dancers were those that prevented dance activity during some months. These injuries occurred mainly during rehearsals (which is the activity occuppying, the most time on the schedule). Articular injuries were the most frequent and mainly involved the knee and ankle. They were related to classical technique, in which most of the company's artists started their dance careers. Medical care usually was sought within 1 day, and the prescribed treatment resolved the problem, but the injury cause was not identified in all cases.

The Predation of Artemia Nauplii by the Larvae of the Amazon River Prawn, Macrobrachium amazonicum (Heller, 1862), is Affected by Prey Density, Time of Day, and Ontogenetic Development

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Effect of different plot coverings on emergence and early development of seven palm species (arecaceae)

The Arecaceae family comprises plants with economical importance in many Brazilian regions, for agricultural exploration or for landscaping. In great portion, species of this family present low germination velocity and percentage. This work meant to evaluate the germination and early development of seven palm species (Archontophoenix alexandrae H. Wendl. et Drude, Copernicia prunifera (Miller) H.E. Moore, Latania commersonii Gmel., Livistona chinensis R. Br., Syagrus campos-portoana Bondar, Syagrus coronata (Mart.) Beccari, Syagrus picrophylla Barb. Rod.), submitted to three kinds of seed bed plot coverings. Three 10 x 2 m seedbeds were built and filled with a mixture of sand, soil and chicken manure (1:3:0.5 proportion), where two lines were sown with each specie. On top of each seedbed, plastic covering and fifty percent screen were set allowing one third of the seedbed to full sunlight exposure. Seedbeds were irrigated by dripping system. All species had the same germination rate, regardless of the covering, by the end of the experiment (146 days after sowing), eventhough, A. alexandrae under plastic covering conditions, L. commersonii at full sunlight exposure and Syagrus campos-portoana under fifty percent shade, had reached that percentage around 51 days after sowing. The remaining species reached the greatest germination percentage earlier with some of the coverings, rather than at full sunlight exposure. For the studied conditions, covering type had no effect in leaf length and width. For leaf number, there was interaction between species x covering type for Livistona chinensis and Copernicia prunifera.

Moments of induced spawning and embryonic development of Brycon amazonicus (Teleostei, Characidae)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.