ATLANTIC-PRIMATES: a dataset of communities and occurrences of primates in the Atlantic Forests of South America

Primates play an important role in ecosystem functioning and offer critical insights into human evolution, biology, behavior, and emerging infectious diseases. There are 26 primate species in the Atlantic Forests of South America, 19 of them endemic. We compiled a dataset of 5,472 georeferenced locations of 26 native and 1 introduced primate species, as hybrids in the genera Callithrix and Alouatta. The dataset includes 700 primate communities, 8,121 single species occurrences and 714 estimates of primate population sizes, covering most natural forest types of the tropical and subtropical Atlantic Forest of Brazil, Paraguay and Argentina and some other biomes. On average, primate communities of the Atlantic Forest harbor 2 ± 1 species (range = 1–6). However, about 40% of primate communities contain only one species. Alouatta guariba (N = 2,188 records) and Sapajus nigritus (N = 1,127) were the species with the most records. Callicebus barbarabrownae (N = 35), Leontopithecus caissara (N = 38), and Sapajus libidinosus (N = 41) were the species with the least records. Recorded primate densities varied from 0.004 individuals/km 2 (Alouatta guariba at Fragmento do Bugre, Paraná, Brazil) to 400 individuals/km 2 (Alouatta caraya in Santiago, Rio Grande do Sul, Brazil). Our dataset reflects disparity between the numerous primate census conducted in the Atlantic Forest, in contrast to the scarcity of estimates of population sizes and densities. With these data, researchers can develop different macroecological and regional level studies, focusing on communities, populations, species co-occurrence and distribution patterns. Moreover, the data can also be used to assess the consequences of fragmentation, defaunation, and disease outbreaks on different ecological processes, such as trophic cascades, species invasion or extinction, and community dynamics. There are no copyright restrictions. Please cite this Data Paper when the data are used in publications. We also request that researchers and teachers inform us of how they are using the data. © 2018 by the The Authors. Ecology © 2018 The Ecological Society of Americ

O l?dico no ensino de f?sica : eletrost?tica via quadrinhos.

Programa de P?s-Gradua??o em Ensino de Ci?ncias. Instituto de Ci?ncias Exatas e Biol?gicas, Universidade Federal de Ouro Preto.Neste trabalho produzimos uma sequ?ncia did?tica que tem como objetivo ensinar conceitos de carga el?trica e eletriza??o via estrat?gias de ensino diversificadas, sendo a principal ferramenta did?tica, as Hist?rias em Quadrinhos (HQs). As HQs foram escolhidas por estarem presentes no cotidiano da maioria dos estudantes desde a inf?ncia. Al?m disso, os estudantes associam as HQs com uma atividade l?dica e prazerosa. As Hist?rias em Quadrinhos trazem muitas caracter?sticas positivas que podem ser utilizadas no ambiente escolar, pois, tradicionalmente, elas s?o um meio de comunica??o de f?cil acesso, familiar ao aluno e com um formato liter?rio bastante universal. Como nos dias de hoje, os games, aplicativos na internet, v?deos e TV s?o muito utilizados e sedutores para os estudantes, resgatar o gosto pela leitura ? algo extremamente desafiador. A sequ?ncia did?tica consiste de dez aulas de 50min. A primeira aula tem car?ter explorat?rio com o objetivo de detectar subsun?ores presentes na estrutura cognitiva dos estudantes sobre conceitos relativos ? eletricidade e eletrost?tica. O fio norteador dessa aula foi um question?rio. A segunda e terceira aulas tratam dos modelos at?micos e hist?ria do ?tomo por meio de v?deo, HQs e atividade consistindo da representa??o dos modelos at?micos pelos alunos utilizando massa de modelar sobre cartolina. Na quarta aula s?o apresentados os conceitos de carga el?trica e processos de eletriza??o por atrito, contato e indu??o utilizando-se slides e HQs. A quinta aula aborda os conceitos de conserva??o da carga nos processos de eletriza??o, al?m da atra??o e repuls?o de corpos carregados. Nessa aula utiliza-se a simula??o PhET Bal?es e Eletricidade Est?tica e um question?rio/roteiro investigativo. A sexta aula ? composta de experimentos de baixo custo sobre eletriza??o. Na s?tima aula ? utilizado o artigo ?Por que o p?len adere ? abelha? E por que ele salta para o estigma??, que mostra que a poliniza??o ? feita via processo de eletriza??o. As ?ltimas tr?s aulas s?o referentes ? oficina para confec??o de HQs pelos estudantes. O referencial te?rico desse trabalho ? a aprendizagem significativa de Ausubel e a aprendizagem significativa cr?tica de Moreira, portanto, a sequ?ncia did?tica foi desenvolvida de tal maneira que uma aula servisse como organizador pr?vio da pr?xima. A pesquisa foi aplicada numa escola da rede p?blica estadual de ensino de Minas Gerais com alunos do 3? ano do Ensino M?dio. Como indicadores de aprendizagem significativa n?s avaliamos os resultados dos question?rios e as falas das tirinhas (HQs) confeccionadas pelos pr?prios alunos sobre os temas: hist?ria da eletricidade, hist?ria do ?tomo, carga el?trica e processos de eletriza??o.A an?lise das HQ?s produzidas pelos estudantes foi feita via modelo de categoriza??o anal?tica de Bardin. Para a categoriza??o das HQs foram estabelecidas as categorias de conceitos: Hist?ria da Eletricidade, Princ?pio da Eletrost?tica, Modelos At?micos, Eletriza??o e Energia El?trica. Observamos que as estrat?gias utilizadas nas 10 aulas da sequ?ncia did?tica proporcionaram a compreens?o dos conceitos abordados, o que ficou evidenciado nos registros das falas citadas nas HQs da maioria dos estudantes.In this work we produce a didactic sequence from the perspective of Meaningful Learning Theory to teach concepts of Eletrostatics consider many teaching strategies, being the primary teaching tool, the Comics. The Comics were chosen because they are present in the daily life of the majority of the students since childhood. In addition, the students associate the HQs with a playful and enjoyable activity. The comics bring many positive characteristics that can be used in class, mainly because they are a means of communication within easy access, familiar to the student and with an universal literary format. Currently the games, applications, videos, and TV are much used and attractive for students, so rescue the appreciation for reading is a challenger. The didactic sequence consists of ten classes of 50 min. The first meeting class has the objective of detecting subsun?ores present in the cognitive structure of students relative to concepts related to Electricity and Electrostatics. The second and third meeting aims to study the atomic models and the history of the atom by video and Comics. Also the students use the modeling clay to represent some atomic models. In the fourth meeting are presented the concepts of electrical charge and eletrostatical processes using slides and Comics. The fifth meeting is used to discusses the concepts of conservation of charge via PhET simulation presented in the site of the University of Colorado. In the sixth meeting the students do several experiments about Elestrostatic Process. Besides that is presented an article about pollination and its relation with eletric charges. The last three meetings are reserved to a workshop to produce Comics about the studied concepts. The research was applied to one public school of Minas Gerais in Brazil with students of the last year of high school. The analysis of the Comics produced by the students was made via Bardin's analytical categorization model. The following categories of concepts were established: History of Electricity, Principle of Electrostatics, Atomic Models and Electricity. We observed by the analysis of the Comics that the strategies used in the 10 meetings indications of Meaningful Learning

A neurociência e a educação : como nosso cérebro aprende?

III Curso de atualização de professores da educação infantil, ensino fundamental e médio, realizado na UFOP, pelo Programa de Pós-Graduação em Ciências Biológicas e Mestrado Profissional em Ensino de Ciências. 2016.Qual é o objetivo do ensino? O que é aprendizagem? Como se aprende algo novo? Onde se localizam nossas memórias? Segundo o neurocientista Ivan Izquierdo, a memória é a aquisição, formação, conservação e evocação de informações. Esta aquisição de novos conhecimentos é também chamada de aprendizagem, pois só se retém na memória o conteúdo que foi aprendido. Aprendizagem, portanto, é um processo complexo que envolve a formação de novas memórias. A educação, por meio do processo ensino e aprendizagem, tem como objetivo o grande desenvolvimento pessoal, adequando o aprendiz ao meio no qual ele está inserido. Educar é proporcionar oportunidades e orientação para aprendizagem, para aquisição de novos comportamentos. Segundo Hipócrates, grande filósofo grego, pai da Medicina, no século IX A.C., o homem deveria saber que de nenhum outro lugar, mas do encéfalo vem a alegria, o pesar, adquirimos sabedoria e conhecimento, enxergamos, ouvimos e sabemos. Neste relato, Hipócrates evidencia que a aprendizagem depende do encéfalo. Muito tempo depois das afirmações de Hipócrates, o conceito de que o comportamento humano estaria diretamente ligado ao encéfalo foi intensamente investigado e publicado na década de 90, a chamada “Década do Cérebro”, quando diversas pesquisas científicas se destinaram intensamente ao estudo deste órgão. Estudar o encéfalo, portanto, é se dedicar ao estudo da parte do corpo humano responsável pela aprendizagem. É neste substrato biológico, o encéfalo, que se faz a aprendizagem. De acordo com a grande professora Leonor Guerra, desde o nascimento, o ser humano aprende algo novo todos os dias. É por meio da interação entre as pessoas, e com o meio ambiente, que se dá a aquisição de novos conhecimentos e a partir disso, podemos modificar os comportamentos que adquirimos ao longo de nossas vidas. Quando se aprende, novas habilidades e conhecimentos são demonstradas, ganha-se competências para realizar novos feitos que serão relevantes para a sobrevivência, seja essa sobrevivência a busca da saúde e bem estar ou a realização profissional e pessoal. Aprender é uma característica intrínseca do ser humano

NEOTROPICAL ALIEN MAMMALS: a data set of occurrence and abundance of alien mammals in the Neotropics

Biological invasion is one of the main threats to native biodiversity. For a species to become invasive, it must be voluntarily or involuntarily introduced by humans into a nonnative habitat. Mammals were among first taxa to be introduced worldwide for game, meat, and labor, yet the number of species introduced in the Neotropics remains unknown. In this data set, we make available occurrence and abundance data on mammal species that (1) transposed a geographical barrier and (2) were voluntarily or involuntarily introduced by humans into the Neotropics. Our data set is composed of 73,738 historical and current georeferenced records on alien mammal species of which around 96% correspond to occurrence data on 77 species belonging to eight orders and 26 families. Data cover 26 continental countries in the Neotropics, ranging from Mexico and its frontier regions (southern Florida and coastal-central Florida in the southeast United States) to Argentina, Paraguay, Chile, and Uruguay, and the 13 countries of Caribbean islands. Our data set also includes neotropical species (e.g., Callithrix sp., Myocastor coypus, Nasua nasua) considered alien in particular areas of Neotropics. The most numerous species in terms of records are from Bos sp. (n = 37,782), Sus scrofa (n = 6,730), and Canis familiaris (n = 10,084); 17 species were represented by only one record (e.g., Syncerus caffer, Cervus timorensis, Cervus unicolor, Canis latrans). Primates have the highest number of species in the data set (n = 20 species), partly because of uncertainties regarding taxonomic identification of the genera Callithrix, which includes the species Callithrix aurita, Callithrix flaviceps, Callithrix geoffroyi, Callithrix jacchus, Callithrix kuhlii, Callithrix penicillata, and their hybrids. This unique data set will be a valuable source of information on invasion risk assessments, biodiversity redistribution and conservation-related research. There are no copyright restrictions. Please cite this data paper when using the data in publications. We also request that researchers and teachers inform us on how they are using the data

NEOTROPICAL XENARTHRANS: a data set of occurrence of xenarthran species in the Neotropics

Xenarthrans—anteaters, sloths, and armadillos—have essential functions for ecosystem maintenance, such as insect control and nutrient cycling, playing key roles as ecosystem engineers. Because of habitat loss and fragmentation, hunting pressure, and conflicts with domestic dogs, these species have been threatened locally, regionally, or even across their full distribution ranges. The Neotropics harbor 21 species of armadillos, 10 anteaters, and 6 sloths. Our data set includes the families Chlamyphoridae (13), Dasypodidae (7), Myrmecophagidae (3), Bradypodidae (4), and Megalonychidae (2). We have no occurrence data on Dasypus pilosus (Dasypodidae). Regarding Cyclopedidae, until recently, only one species was recognized, but new genetic studies have revealed that the group is represented by seven species. In this data paper, we compiled a total of 42,528 records of 31 species, represented by occurrence and quantitative data, totaling 24,847 unique georeferenced records. The geographic range is from the southern United States, Mexico, and Caribbean countries at the northern portion of the Neotropics, to the austral distribution in Argentina, Paraguay, Chile, and Uruguay. Regarding anteaters, Myrmecophaga tridactyla has the most records (n = 5,941), and Cyclopes sp. have the fewest (n = 240). The armadillo species with the most data is Dasypus novemcinctus (n = 11,588), and the fewest data are recorded for Calyptophractus retusus (n = 33). With regard to sloth species, Bradypus variegatus has the most records (n = 962), and Bradypus pygmaeus has the fewest (n = 12). Our main objective with Neotropical Xenarthrans is to make occurrence and quantitative data available to facilitate more ecological research, particularly if we integrate the xenarthran data with other data sets of Neotropical Series that will become available very soon (i.e., Neotropical Carnivores, Neotropical Invasive Mammals, and Neotropical Hunters and Dogs). Therefore, studies on trophic cascades, hunting pressure, habitat loss, fragmentation effects, species invasion, and climate change effects will be possible with the Neotropical Xenarthrans data set. Please cite this data paper when using its data in publications. We also request that researchers and teachers inform us of how they are using these data

NEOTROPICAL CARNIVORES: a data set on carnivore distribution in the Neotropics

Mammalian carnivores are considered a key group in maintaining ecological health and can indicate potential ecological integrity in landscapes where they occur. Carnivores also hold high conservation value and their habitat requirements can guide management and conservation plans. The order Carnivora has 84 species from 8 families in the Neotropical region: Canidae; Felidae; Mephitidae; Mustelidae; Otariidae; Phocidae; Procyonidae; and Ursidae. Herein, we include published and unpublished data on native terrestrial Neotropical carnivores (Canidae; Felidae; Mephitidae; Mustelidae; Procyonidae; and Ursidae). NEOTROPICAL CARNIVORES is a publicly available data set that includes 99,605 data entries from 35,511 unique georeferenced coordinates. Detection/non-detection and quantitative data were obtained from 1818 to 2018 by researchers, governmental agencies, non-governmental organizations, and private consultants. Data were collected using several methods including camera trapping, museum collections, roadkill, line transect, and opportunistic records. Literature (peer-reviewed and grey literature) from Portuguese, Spanish and English were incorporated in this compilation. Most of the data set consists of detection data entries (n = 79,343; 79.7%) but also includes non-detection data (n = 20,262; 20.3%). Of those, 43.3% also include count data (n = 43,151). The information available in NEOTROPICAL CARNIVORES will contribute to macroecological, ecological, and conservation questions in multiple spatio-temporal perspectives. As carnivores play key roles in trophic interactions, a better understanding of their distribution and habitat requirements are essential to establish conservation management plans and safeguard the future ecological health of Neotropical ecosystems. Our data paper, combined with other large-scale data sets, has great potential to clarify species distribution and related ecological processes within the Neotropics. There are no copyright restrictions and no restriction for using data from this data paper, as long as the data paper is cited as the source of the information used. We also request that users inform us of how they intend to use the data

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)