Padrões de coexistência e utilização do hábitat por duas espécies de Herpsilochmus (Aves: Thamnophilidae)

How ecologically similar species are able to coexist has always generated great interest in the scientific community. Classical niche theory predicts that species coexistence is only possible when they segregate in at least one dimension of the ecological niche, thus leading to ecological differentiation among species. However, recent work has shown that species that are more similar in some ecological traits are the ones more prone to be able to coexist (environmental filter). The knowledge of how these forces act shaping ecological communities can reveal co-existence strategies, providing important information for management and conservation of the species. This study tested these hypotheses using a pair of coexisting species of Herpsilochmus, H. pectoralis and H. sellowi. In this study I use high resolution (50 x 50 m) ecological niche models to Identify which environmental factors best predict species occurrence. Next, I calculate the overlap in habitat use by species and build null models to test the hypothesis of spatial niche segregation. In addition, I obtain the selectivity parameters of habitat use to test whether the species H. pectoralis (larger body size) is less selective than H. sellowi (smaller body size) as stated in the literature for other species. The results reject the ecological equivalence among species, revealing that the species of Herpsilochmus explore the habitat differently, having different environmental niches. The hypothesis of environmental filter was not observed in my analysis, the observed overlap in habitat use among species was lower than expected by chance. Evidence that Herpsilochmus are spatially segregating reinforces the hypothesis of interspecific competition as the predominant force in the selection of microhabitat of the species. However, more data and experiments are necessary to state categorically that the observed pattern is a result of current or past competition

O concreto e o simbólico no cotidiano da educação em saúde: práticas, representações e processo identitário dos agentes comunitários de saúde de João Pessoa PB

The present study is about an etnographic research based on the Theory of Social Representation and its complementary approach, the Theory of Central Core based on the bourdiesianos concepts of field and habitus , concerning that these concepts, articulated to the constructed social representation, may contribute to the study of social identities. Its aim is to acknowledge which identity references community health agents (CHA), agents from Community Health Agent Program (CHAP) and Family Health Program (FHP) from João Pessoa PB and which social representation is constructed by them towards health education. The study had the participation of 119 CHAs, from which 90,3 % were female and 9,7% were male. Since the identity is also built by the representation of others towards the group, 63 professionals of the FHP group (16 nurses, 16 nursing assistents, 12 doctors, 9 dentists, 6 dentistry office assistents, 4 coordinators, 1 psicologist and 1 receptionist) and 1 nurse from CHAP took part of the study, oficial documents from the Health Ministry were analyzed, verbal information from its representatives were also taken into consideration, as well as reports from the many benefitiaries of the CHA, CHAP and FHP. For data collecting, we used the combination of (a) Direct Observation and Participant Observation of the functioning micro-areas of the CHA at the Family Health Units, and the Union of the Agents; (b) Free-Association of words and expressions to stimulate the CHA , Health Education and Health ; (c) Questionnaire; (d) Interviews. The interviews were submitted to a thematic analysis of its topic. The free-association was analyzed taking in consideration the vèrgesiana proposal (a combination of the frequency and average order of evocation) which treatment enabled the identification of the central and peripheral systems of social representation towards health education and the community health agent. A test of central refutation, associated to the analysis of the indicated evocations as the most important, provided empirical evidence of social representation towards health education as orientation , prevention and hygiene , as well as the identity of CHA as supervisor , friend , help , important , and the link between the community and the Family Health Staff. Other professionals from CHAP, FHP and the Health Ministry share all of these representational contents, especially the concepts of friend and link , also shared by the community. A habitus towards the community health agents was identified, as a representation based on trust and friendship, which gives the professional a great importance towards the daily inconsistencies faced by the community

Ensino de matemática, história da matemática e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

Indução da expressão precoce de sintomas de Guignardia citricarpa em frutos de laranjeira 'pêra-rio'

O presente trabalho teve por objetivo avaliar a influência de diferentes concentrações de ethephon na expressão precoce de sintomas de Guignardia citricarpa em frutos de laranjeira 'Pêra-Rio'. Para tal, frutos assintomáticos e isentos de aplicações com fungicidas, com 20 e 28 semanas após a queda de pétalas, foram coletados em área de comprovada existência da doença, no município de Conchal-SP e levados ao Laboratório de Fitopatologia da FCAV/UNESP, em Jaboticabal-SP, onde foram tratados com soluções nas seguintes doses de ethephon: i) 1,57 g L-1; ii) 2,10 g L-1; iii) 2,42 g L-1; iv) Testemunha (água). Todas acrescidas de imazalil a 0,25 g L-1, para prevenir podridões de pós-colheita. Após os tratamentos, os frutos foram mantidos em câmara incubadora para B.O.D., calibrada à temperatura de 25ºC ±1ºC, por 15 dias. Posteriormente, os frutos foram submetidos a quatro avaliações, em intervalos semanais, sendo atribuídas notas que variaram de zero (ausência de sintomas) a 6 (sintomas severos). Os dados da severidade da doença observados nos frutos colhidos prematuramente e submetidos aos diferentes tratamentos com ethephon foram comparados aos observados em frutos ensacados e não ensacados, mantidos no campo até a maturação natural. Constatou-se maior equivalência de sintomas nos frutos com idade entre 20 e 28 semanas, quando estes foram tratados com 2,10 g L-1 de ethephon e avaliados entre 28 e 35 dias. Concluiu-se que o emprego de ethephon, nestas condições, viabilizou a expressão precoce dos sintomas da mancha preta em frutos contendo infecções quiescentes de G. citricarpa, com antecedência de, pelo menos, 105 dias antes da colheita. Tal resultado constitui-se, portanto, em alternativa de grande aplicabilidade na detecção precoce de sintomas de mancha preta.

Incontinência urinária após gonadectomia em fêmeas caninas

A incontinência urinária adquirida é uma condição debilitante e, muitas vezes, incurável que acomete fêmeas castradas e raramente fêmeas inteiras ou machos. A manifestação clínica pode ocorrer em qualquer momento após a gonadectomia e resulta em graves problemas no manejo do paciente. Os mecanismos que desencadeiam a incontinência após ovariectomia envolvem decréscimo na pressão de fechamento uretral, alterações hormonais, aumento na deposição de colágeno na musculatura lisa da bexiga, diminuição na contratilidade do músculo detrusor e redução na resposta aos estímulos elétricos e ao carbachol. O diagnóstico é realizado pelo histórico do animal, pelo exame físico, pelos exames laboratoriais, pelo perfil de pressão uretral, pela ultrassonografia e pelas radiografias abdominais. O tratamento clínico envolve utilização de fármacos -adrenérgicos, estrógenos, análogos de GnRH e agentes antidepressivos. As técnicas cirúrgicas recomendadas correspondem à uretropexia, cistouretropexia, aplicação de colágeno na uretra e colpossuspensão. Melhor compreensão da etiologia, da fisiopatologia, dos métodos de diagnóstico e tratamentos é fundamental em razão do pouco conhecimento e da identificação dessa condição no Brasil.

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

Acupuntura: bases científicas e aplicações

A acupuntura visa à terapia e à cura das enfermidades pela aplicação de estímulos através da pele, com a inserção de agulhas em pontos específicos. Essa técnica esteve isolada do mundo ocidental durante milênios, distanciando sua forma de raciocínio e linguagem da cultura ocidental. Isto restringe sua aceitação no Ocidente, sendo considerada mística e sem base científica. Além disso, a prática da acupuntura no Ocidente se depara com deficiências no ensino e difusão científica. Porém, a eficácia dessa terapia levou a Organização Mundial de Saúde a listar enfermidades que podem ser tratadas pela acupuntura e, recentemente, essa técnica foi reconhecida como especialidade médica veterinária no Brasil. A pesquisa da acupuntura reveste-se, portanto, de grande interesse, na medida em que poderá traduzir conhecimentos milenares, contribuindo para sua aceitação e incorporação.

Association of acepromazine with propofol in giant amazon turtles Podocnemis expansa reared in captivity

PURPOSE: To evaluate the effects of different concentrations of an anesthetic association in giant amazon turtles (Podocnemis expansa).METHODS: Twenty healthy P. expansa of both sexes weighing between 1.0 and 1.5kg commercially bred in the Araguaia River Valley, Goias, Brazil, were separated into two groups (G1 n=10 and G2 n=10). Each group received a respective protocol: P1=acepromazine (0.5 mg/kg IM) and propofol (5 mg/kg IV) and P2=acepromazine (0.5 mg/kg IM) and propofol (10 mg/kg IV). The acepromazine was administered in the left thoracic member and the propofol in the cervical vertebral sinus. Assessments were made of the anesthetic parameters of locomotion, muscle relaxation, response to pain stimuli in the right thoracic and pelvic members and heartbeat.RESULTS: The anesthetic induction time was the same for both protocols (P1 and P2); however the P2 effects were of a longer duration.CONCLUSION: The sedation achieved with both protocols (P1 and P2) were satisfactory for the biological sample collection, physical examinations and minor surgeries on this species.

Sensibilidade interoceptiva e respostas psicofisiológicas ao exercício submaximo

The complex human behavior related to exercise involves cognitive, physical and emotional processing. The recent theories about exercise s intensity regulation have highlighted the role played by psychophysics aspects in controlling exercise s intensity. In this regard, recent evidences have shown that there is variability in human capacity in perceiving interoceptives clues. Thus, subjects more sensitive show higher physiological arousal to physical and/or emotional stress, and sensations with higher intensity. In fact, studies have evidenced that interoceptive feedback modifies behavior in exercise with free load. However, exercise recommendations are based in a constant load standard. Therefore, we aimed to analyze the influence of interoceptive sensibility on psychophysics responses during dynamic exercise performed with constant load. Twenty-four adult males were allocated into two groups accordingly with their interoceptive sensibility: high sensibility (n=11) and low sensibility (13). They underwent to an incremental test (IT) and then randomly to two sections of moderate and severe exercise intensity for 20 minutes. Heart rate (HR), rating of perceived exertion (RPE), affective feelings (AF), alert state (AS), and percentage of associative thoughts were collect during exercise. A two-way ANOVA with repeated measures was used to assess differences between psychophysics responses. There were differences between group in RPE, AF, and AS in moderate intensity. There was no difference in any measure in severe intensity. We conclude that subjects with high interoceptive sensibility feel dynamic moderate exercise more intense than the subjecs with low interoceptive sensibility