Larval development of Notolopas brasiliensis Miers, 1886 (Brachyura: Majoidea: Pisidae) described from laboratory reared material and a reappraisal of the characters of Pisidae

O completo desenvolvimento larval de Notolopas brasiliensis é descrito, a partir de material criado em laboratório, com ênfase na morfologia externa de Majoidea e comparado aos demais gêneros de Pisidae. O desenvolvimento larval de N. brasiliensis consiste em dois estágios de zoea e um de megalopa. A duração media de cada estágio foi de 4.2 ± 1.0 dias para a Zoea I e 3.8 ± 0.7 dias para a Zoea II, a megalopa aparece entre 8.1 ± 0.4 dias após a eclosão. Os caracteres previamente utilizados para definir as formas larvais de Pisidae ou são simplesiomórficos ou altamente homoplásticos. Foi observado que não existe um conjunto de caracteres capazes de definir Pisidae até o presente.Contudo foi mostrado que uma combinação de caracteres pode ser utilizada para diferenciar Notolopas dos demais gêneros da família.

Large scale laboratory cultures of Ankistrodesmus gracilis (Reisch) Korsikov (Chlorophyta) and Diaphanosoma biergei Korinek, 1981 (Cladocera)

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

Population growth and development of two species of Cladocera, Moina micrura and Diaphanosoma birgei, in laboratory

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

NOTES on THE BIOLOGY and BEHAVIOUR of THE JEWEL WASP, AMPULEX COMPRESSA (FABRICIUS, 1781) (HYMENOPTERA; AMPULICIDAE), IN THE LABORATORY, INCLUDING FIRST RECORD of GREGARIOUS REPRODUCTION

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Effect of the insecticides abamectin and lufenuron on eggs and larvae of Chrysoperla externa under laboratory conditions

The side effects of two insecticides/acaricides, abamectin and lufenuron, on the eggs and larvae of Chrysoperla externa (Hagen) were studied in the laboratory (25 +/- 2degreesC, 62 +/- 10% RH and 12-h photophase). The analytical methods used were those proposed by the International Organization for Biological Control (IOBC)-Working Group for 'Pesticides and Beneficial Organisms'. Chrysoperla externa egg viability was not affected by abamectin. Neonate larvae from abamectin sprayed eggs as well as first, second and third instar larvae that were directly treated, developed normally and yielded normal adults. Lufenuron presented no adverse effects on egg survival. However, lufenuron induced high mortality in neonate larvae from treated eggs. These neonates, as well as lufenuron treated first and second instar larvae could not molt. In the third instar, high pupal mortality occurred. The results showed that abamectin is innocuous and that lufenurom is toxic to Chrysoperla externa eggs and larvae.

Larvicidal activity of the water extract of Moringa oleifera seeds against Aedes aegypti and its toxicity upon laboratory animals

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Fecundity and pre-imaginal period of Chrysoperla externa (hagen) (neuroptera: chrysopidae) under different populations and laboratory generations

The lacewings appear in many agroecosystems, preying several species of agricultural pests. They have great search capability, high voracity, high reproductive potential and are easily maintained in laboratory conditions. In laboratory rearing, to avoid problems in the mass production are recommended adjustments in the type and quality of prey to be used in order to obtain individuals with desirable characteristics. It is necessary special care with the laboratory populations, avoiding problems from inbreeding. Larvae were reared individually in Petri dishes (9.0 cm diameter) and fed with eggs of Sitotroga cerealella (Olivier, 1789) (Lepidoptera: Gelechiidae), in the amount of 25 mg / larva, while the adults were kept in PVC cylindrical cages (10 cm x 30 cm). Thus, the study analyzed the influence of the size of the population of Chrysoperla externa (Hagen, 1861) (Neuroptera: Chrysopidae) on the pre-imaginal period (egg to adult) and reproductive capacity of this specie come from different populations and generations of laboratory. To this end, we used two populations, one of Jaboticabal (F-8 and F-21) and one of Piracicaba (F-6 and F-15), and subpopulations of 1, 5, 10, 15 and 20 couples, analyzing the incubation of eggs and the number of eggs per female in each population, generation and subpopulation. The pre-imaginal period (egg to adult) and the number of eggs per female of C. externa are influenced by the generation and the number of founding individuals, being these parameters favored when laboratory populations are established with the largest number of couples.

Comparative study of the sedative and antinociceptive effects of levomepromazine, azaperone and midazolam in laboratory animals

Os efeitos sedativos e antinociceptivos da levomepromazina, azaperone e midazolam foram avaliados utilizando-se três testes de comportamento em ratos e camundongos. No teste da atividade locomotora espontânea em campo aberto observou-se que tanto o comportamento exploratório como a atividade locomotora espontânea foram significativamente diminuídos quando se utilizou levomepromazina e azaperone. O efeito causado pelo azaperone foi menos prolongado quando comparado ao da levomepromazina. O midazolam causou diminuição do comportamento exploratório sem alterar a atividade locomotora espontânea. Quando se avaliou o efeito antinociceptivo por meio da latência para o reflexo da retirada da cauda em ratos após estímulo doloroso, as drogas não apresentaram nenhum efeito antinociceptivo observável. No teste das contorções em camundongos, os fármacos foram capazes de abolir as contorções quando comparados ao efeito do grupo-controle. Levomepromazina, azaperone e midazolam nas doses utilizadas foram capazes de inibir o comportamento exploratório de ratos, comprovando seus efeitos sedativos. Com relação aos efeitos antinociceptivos para dor visceral, eles foram capazes de inibir as contorções.

Germination of Albizia hassleri seeds at different temperatures, under laboratory conditions

The objective of this study was to analyze the germination of seeds of Albizia hassleri under different temperatures. A completely random design arranged as a split plot for temperatures regimes, with 11 seed lots and four replications of 15 seeds was used. The plot was represented by the various lots and the sub plots for different temperatures. The means were compared by Scott-Knott test at 5% probability. The temperatures used were: a) constant: 20, 25 and 30 degrees C, and b) alternating: 20-30 and 25-35 degrees C. For all 11 seed lots the mean germination was 90%, speed germination index (IVG) was 5.059, fresh matter of seedlings (MMF) was 0.0628 g and dry matter (MMS) 0.0499 g. The variation coefficient (CV) between plots ranged from 8.48% for germination to 51.71% for dry matter of seedlings and sub plot of 6.77% to 60.45% for germination and MMS. These high values of CV, tested for MMS and MMF, indicate low repeatability of results within each treatment. In general, the IVG obtained at temperatures of 20 and 25 degrees C was lower than those in temperatures of 30, 20-30 and 25-35 degrees C. The best temperature for IVG was the alternating 25-35 degrees C and constant 30 degrees C. The germination test can be conducted at 30, 20-30 and 25-35 degrees C for 19 days.

Entre orquídeas e girassóis :o laboratório de Enfermagem na visão de estudantes

To study the teaching/learning process about the Nursing procedures carried out in the laboratory, and learn both the sapiens and the demens dimensions of such process, is the main purpose of this study. The objectives are to: identify the major laboratory contributions to the teaching/learning process from the point of view of undergraduate students and the feelings they express; describe the difficulties they have identified; and analyze the relevance of the laboratory to this process. As part of the inquiry procedure, four core group meetings were held with 26 undergraduate students who had completed the course on Semiology and Semiotics in Nursing, which is the course where the Nursing laboratory is most needed as a learning space. The analysis, based on a qualitative approach, had as fundamental theoretical support studies made by Friedlander and Hayashida, who deal with learning/teaching in the Nursing laboratory, and by authors who favor humanization in teaching such as, among others, Freire, Maturana, Morin, Assmann. Results point toward the relevance of the Nursing laboratory as a facilitator for the learning/teaching process. In their speech the students repeatedly state that the development of procedures in simulated situations enable them to become more self-assured and technically prepared for caring. In addition, they emphasize that feelings such as fear, lack of confidence, anxiety, anguish and panic become diminished at the time of their clinic experience when they have had previous learning in the laboratory. They have also acknowledged that some difficulties of structural nature have become obstacles to a high-quality learning development. In summary, in spite of the difficulties that have been pointed out by the students concerning the use of the Nursing laboratory in the learning/teaching process, they also recognize that this is the locus par excellence where they can develop their skills and appease their anxieties

Feeding substrates to black coconut bunch weevil, Homalinotus coriaceus (Gyllenhal) (Coleoptera: Curculionidae), rearing in laboratory

A broca do cacho do coqueiro, Homalinotus coriaceus (Gyllenhal), é uma praga limitante da produção de coco no Brasil, sendo que tanto as larvas como os adultos provocam a queda das flores femininas e dos frutos imaturos, pela interceptação do fluxo de seiva ou pela alimentação direta nas estruturas reprodutivas. em virtude da escassez de informações sobre sua biologia, realizou-se esse trabalho com o objetivo de desenvolver uma metodologia mais adequada para a criação da praga em laboratório. Foram utilizados os parâmetros biológicos para avaliação e comparação dos sistemas de criação estudados.Toletes de cana-de-açúcar foram utilizados como substrato para alimentação dos adultos coletados no campo e obtenção dos ovos. As larvas foram criadas em três substratos alimentares no Laboratório de Entomologia da Empresa Brasileira de Pesquisa Agropecuária (EMBRAPA)-CPATC (Centro de Pesquisa Agropecuária dos Tabuleiros Costeiros), em Aracaju, SE. Os substratos alimentares estudados foram: o mesocarpo do coco, dieta para criação da broca dos citros e dieta para criação da broca do olho do coqueiro, sendo esta a que proporcionou o melhor desenvolvimento larval num menor tempo, com boa viabilidade, maior facilidade no preparo e manutenção.

New experimental tools for bioassays with whitefly in laboratory

O objetivo deste trabalho foi desenvolver um kit experimental para avaliações de repelência, deterrência à oviposição e atividade inseticida a adultos de mosca-branca, Bemisia tabaci biótipo B. O kit, constituído de arenas e nebulizador, foi eficaz para realização dos bioensaios, e a aplicação de extratos aquosos com o inalador foi adequada. As técnicas são simples, baratas e podem contribuir para as pesquisas com este inseto.

Cosmoeducação: uma abordagem transdisciplinar no ensino de astronomia

This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values