Chromosome evolution in Cophomantini (Amphibia, Anura, Hylinae)

The hylid tribe Cophomantini is a diverse clade of Neotropical treefrogs composed of the genera Aplastodiscus, Boana, Bokermannohyla, Hyloscirtus, and Myersiohyla. The phylogenetic relationships of Cophomantini have been comprehensively reviewed in the literature, providing a suitable framework for the study of chromosome evolution. Employing different banding techniques, we studied the chromosomes of 25 species of Boana and 3 of Hyloscirtus; thus providing, for the first time, data for Hyloscirtus and for 15 species of Boana. Most species showed karyotypes with 2n = 2x = 24 chromosomes; some species of the B. albopunctata group have 2n = 2x = 22, and H. alytolylax has 2n = 2x = 20. Karyotypes are all bi-armed in most species presented, with the exception of H. larinopygion (FN = 46) and H. alytolylax (FN = 38), with karyotypes that have a single pair of small telocentric chromosomes. In most species of Boana, NORs are observed in a single pair of chromosomes, mostly in the small chromosomes, although in some species of the B. albopunctata, B. pulchella, and B. semilineata groups, this marker occurs on the larger pairs 8, 1, and 7, respectively. In Hyloscirtus, NOR position differs in the three studied species: H. alytolylax (4p), H. palmeri (4q), and H. larinopygion (1p). Heterochromatin is a variable marker that could provide valuable evidence, but it would be necesserary to understand the molecular composition of the C-bands that are observed in different species in order to test its putative homology. In H. alytolylax, a centromeric DAPI+ band was observed on one homologue of chromosome pair 2. The band was present in males but absent in females, providing evidence for an XX/XY sex determining system in this species. We review and discuss the importance of the different chromosome markers (NOR position, C-bands, and DAPI/CMA3 patterns) for their impact on the taxonomy and karyotype evolution in Cophomantini

Projeto "a escola promovendo hábitos alimentares saudáveis": comparação de duas estratégias de educação nutricional no Distrito Federal, Brasil "Promotion of healthy eating habits by schools" study: comparison of two nutrition education strategies in the Federal District of Brazil

OBJETIVO: Analisar e comparar o conhecimento sobre nutrição de professores e alunos do Projeto "a escola promovendo hábitos alimentares saudáveis", submetidos a duas estratégias de educação nutricional em escolas do Distrito Federal. MÉTODOS: O Projeto Escola utilizou duas estratégias de intervenção em educação nutricional: intervenção nutricional (A) ações educativas realizadas na comunidade escolar pela equipe; e intervenção nutricional (B) ações educativas desenvolvidas por professores que frequentaram oficinas de capacitação. O conhecimento das crianças foi avaliado por meio de um instrumento sobre pirâmide dos alimentos e um sobre higiene pessoal; sendo aplicado com os professores um questionário do tipo verdadeiro ou falso. RESULTADOS: Foram avaliadas 4 escolas com intervenção A (180 alunos e 19 professores) e 4 com intervenção B (129 alunos e 16 professores). A média de acertos no instrumento de pirâmide dos alimentos foi de 3,2 e 2,9 (p=0,37), respectivamente pelas crianças que receberam as intervenções nutricionais A e B. Na atividade sobre higiene pessoal, para estes mesmos alunos, observaram-se percentuais de acerto de 61,1% e 73,6% (p=0,10). Os professores que receberam as intervenções nutricionais A e B obtiveram percentuais de acertos semelhantes nos questionários, em torno de 90,0% (p=0,06). CONCLUSÃO: Observou-se que os dois tipos de intervenção de educação nutricional foram igualmente úteis para promover o conhecimento de alunos e professores. Portanto, faz-se necessário incentivar a realização de processos de educação nutricional no ambiente escolar, de acordo com a diretriz da Política Nacional de Alimentação e Nutrição que diz respeito à promoção da saúde.<br>OBJECTIVE: The objective of this study was to analyze and compare the nutrition knowledge of teachers and students who participated in the study "Promotion of healthy eating habits by schools" and were submitted to two different strategies of nutrition education in schools of the Federal District, Brazil. METHODS: The study administered two strategies of nutrition education intervention: nutrition intervention (A) administration of educational activities in the school community by the research team; and nutrition intervention (B) educational activities were administered by teachers who participated in the training workshops..The knowledge of the students was assessed by an instrument based on the food pyramid and another one based on personal hygiene. The teachers were assessed by means of a true-or-false questionnaire. RESULTS: Four schools submitted to nutrition intervention A (180 students and 19 teachers) and four schools submitted to nutrition intervention B (129 students and 16 teachers) were assessed. The average number of correct answers given by the students on the instrument based on the food pyramid was 3.2 for students in intervention A and 2.9 for students in intervention B (p=0.37). On the instrument about personal hygiene for the same students, 61.1% and 73.6%, respectively, answered it correctly (p=0.10). The teachers submitted to interventions A and B answered a similar number of questions correctly, around 90.0% (p=0.06). CONCLUSION: This study showed that two different types of nutrition education intervention were equally useful to promote nutrition knowledge among teachers and students. Therefore, it is necessary to promote nutrition education programs in schools, in accordance with the National Food and Nutrition Policies, which regard health promotion strategies

Educação em saúde: uma reflexão histórica de suas práticas Health education: a historical reflection of its practices

Este texto procura contextualizar as transformações ocorridas nas práticas de educação em saúde desde o cenário político no final do século XIX, quando se organizaram as primeiras iniciativas ampliadas do Estado brasileiro no campo da saúde, até a criação do Sistema Único de Saúde.<br>This text aims to contextualize the transformations occurred in the practice of health education since the political scenario in the end of 19th century, when the first extended initiatives of the Brazilian State in the health field were organized, until the creation of the Brazilian Unified Health System