Prevalence of thyroiditis and immunohistochemistry study searching for a morphologic consensus in morphology of autoimmune thyroiditis in a 4613 autopsies series

We sought to verify the prevalence of lymphocytic thyroiditis (LT) and Hashimoto's thyroiditis (HT) in autopsy materials. Cases examined between 2003 and 2007 at the Department of Pathology of Faculty of Medicine of São Paulo University were studied. Immunohistochemical analyses were conducted in selected cases to characterize the type of infiltrating mononuclear cells; in addition, we evaluated the frequency of apoptosis by TUNEL assay technique and caspase-3 immunostaining. Significant increase in overall thyroiditis frequency was observed in the present series when compared with the previous report (2.2978% vs. 0.0392%). Thyroiditis was more prevalent among older people. Selected cases of LT and HT (5 cases each) had their infiltrating lymphocytes characterized by immunohistochemical analyses. Both LT and HT showed similar immunostaining patterns for CD4, CD8, CD68, thus supporting a common pathophysiology mechanism and indicating that LT and HT should be considered different presentations of a same condition, that is, autoimmune thyroiditis. Moreover, apoptosis markers strongly evidenced that apoptosis was present in all studied cases. Our results demonstrated an impressive increase in the prevalence of thyroiditis during recent years and our data support that the terminology of autoimmune thyroiditis should be used to designate both LT and HT. This classification would facilitate comparison of prevalence data from different series and studies.

Biographical narratives in teaching: a study of rofessors on postgraduate courses

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

Journal of botany :being a second series of the Botanical miscellany.

v. 1 1834

Journal of botany :being a second series of the Botanical miscellany.

v. 2 1840

Journal of botany :being a second series of the Botanical miscellany.

v. 3 1841

Journal of botany :being a second series of the Botanical miscellany.

v. 4 1842

Transactions of the Linnean Society of London, 2nd series: Botany

v.1: no.1-5 (1875-1878)

Transactions of the Linnean Society of London, 2nd series: Botany

v.1: no.6-9 (1879-1880)

Transactions of the Linnean Society of London, 2nd series: Botany

v.2 (1881-1887)

Transactions of the Linnean Society of London, 2nd series: Botany

v.3 (1888-1894)

Transactions of the Linnean Society of London, 2nd series: Botany

v.4 (1894-1896)

Transactions of the Linnean Society of London, 2nd series: Botany

v.5 (1895-1901)

Transactions of the Linnean Society of London, 2nd series: Botany

v.6 (1901-1905)