Effect of combined therapy of virtual reality and transcranial direct current stimulation in children and adolescents with cerebral palsy: A study protocol for a triple-blinded randomized controlled crossover trial

Background: Transcranial direct current stimulation (tDCS) and therapy-based virtual reality (VR) have been investigated separately. They have shown promise as efficient and engaging new tools in the neurological rehabilitation of individuals with cerebral palsy (CP). However, the recent literature encourages investigation of the combination of therapy tools in order to potentiate clinic effects and its mechanisms. Methods: A triple-blinded randomised sham-controlled crossover trial will be performed. Thirty-six individuals with gross motor function of levels I to IV (aged 4–14 years old) will be recruited. Individuals will be randomly assigned to Group A (active first) or S (sham first): Group A will start with ten sessions of active tDSC combined with VR tasks. After a 1-month washout, this group will be reallocated to another ten sessions with sham tDCS combined with VR tasks. In contrast, Group S will carry out the opposite protocol, starting with sham tDCS. For the active tDCS the protocol will use low frequency tDCS [intensity of 1 milliampere (mA)] over the primary cortex (M1) area on the dominant side of the brain. Clinical evaluations (reaction times and coincident timing through VR, functional scales: Abilhand-Kids, ACTIVLIM-CP, Paediatric Evaluation of Disability Inventory-PEDI- and heart rate variability-HRV) will be performed at baseline, during, and after active and sham tDCS. Conclusion: tDCS has produced positive results in treating individuals with CP; thus, its combination with new technologies shows promise as a potential mechanism for improving neurological functioning. The results of this study may provide new insights into motor rehabilitation, thereby contributing to the better use of combined tDCS and VR in people with CP

APRENDIZAGEM SIGNIFICATIVA X APRENDIZAGEM MECÂNICA

The aim of current research is to draw a parallel between meaningful learning and rote learning, focusing on the conceptualization and differences between each type of learning. In this scope, the questions that guide the development of the research are: What is the concept of meaningful and mechanical learning? What is the difference between meaningful and rote learning? To seek answers to these questions, we chose to use bibliographical research (narrative review) and a qualitative approach. As main results, it can be seen that for a long time the school treats the student as a passive agent in the teaching and learning process, where the student stays at school for hours just listening to the teacher speak and transfer information, with activities that require memorization and processes. mechanics that do not favor effective learning. In contrast to this type of passive and memorization (mechanical) learning, meaningful learning arises, considered as that which makes sense to the student, close to their reality, which starts from what the student knows, which is based on potentially significant material promotes classes of interest to the student and distances itself from the first type of learning. Therefore, the second is considered more appropriate for today's students, and it is suggested that teachers promote meaningful learning in the classroom.El objetivo de la investigación actual es establecer un paralelo entre el aprendizaje significativo y el aprendizaje de memoria, centrándose en la conceptualización y las diferencias entre cada tipo de aprendizaje. En este ámbito, las preguntas que guían el desarrollo de la investigación son: ¿Cuál es el concepto de aprendizaje significativo y mecánico? ¿Cuál es la diferencia entre aprendizaje significativo y de memoria? Para buscar respuestas a estas preguntas, optamos por utilizar la investigación bibliográfica (revisión narrativa) y un enfoque cualitativo. Como principales resultados se puede observar que durante mucho tiempo la escuela trata al estudiante como un agente pasivo en el proceso de enseñanza y aprendizaje, donde el estudiante permanece en la escuela por horas simplemente escuchando hablar al maestro y transferirle información, con actividades que Requieren memorización y procesos mecánicos que no favorecen el aprendizaje efectivo. En contraposición a este tipo de aprendizaje pasivo y de memorización (mecánico), surge el aprendizaje significativo, considerado como aquel que tiene sentido para el estudiante, cercano a su realidad, que parte de lo que el estudiante sabe, que se basa en material potencialmente significativo que promueve las clases. de interés para el alumno y se aleja del primer tipo de aprendizaje. Por ello, la segunda se considera más apropiada para los estudiantes de hoy, y se sugiere a los docentes promover el aprendizaje significativo en el aula.O objetivo da pesquisa em voga é fazer um paralelo entre aprendizagem significativa e aprendizagem mecânica, com foco na conceituação e diferenças entre cada tipo de aprendizagem. Nesse escopo, as perguntam que norteiam o desenvolvimento da pesquisa se constituem em: Qual a conceituação de aprendizagem significativa e mecânica? Qual a diferença entre a aprendizagem significativa e mecânica? Para buscar respostas a essas perguntas optou-se por utilizar a pesquisa bibliográfica (revisão narrativa) e a abordagem qualitativa. Como principais resultados, pode-se evidenciar que há muito tempo a escola trata o aluno como agente passivo no processo de ensino e aprendizagem, onde ele fica por horas na escola apenas ouvindo o professor falar e transferir informações, com atividades que exigem memorização e processos mecânicos que não favorecem uma aprendizagem efetiva. Em contrapartida a este tipo de aprendizagem passiva e por memorização (mecânica), surge a aprendizagem significativa, considerada como aquela que faz sentido para o aluno, próxima de sua realidade, que parte do que o aluno conhece, que a partir de um material potencialmente significativo promove aulas de interesse do estudante e se distancia do primeiro tipo de aprendizagem. Assim, considera-se a segunda mais adequada para os alunos da atualidade, e sugere-se que os professores promovam a aprendizagem significativa em sala de aula.  O objetivo da pesquisa em voga é fazer um paralelo entre aprendizagem significativa e aprendizagem mecânica, com foco na conceituação e diferenças entre cada tipo de aprendizagem. Nesse escopo, as perguntam que norteiam o desenvolvimento da pesquisa se constituem em: Qual a conceituação de aprendizagem significativa e mecânica? Qual a diferença entre a aprendizagem significativa e mecânica? Para buscar respostas a essas perguntas optou-se por utilizar a pesquisa bibliográfica (revisão narrativa) e a abordagem qualitativa. Como principais resultados, pode-se evidenciar que há muito tempo a escola trata o aluno como agente passivo no processo de ensino e aprendizagem, onde ele fica por horas na escola apenas ouvindo o professor falar e transferir informações, com atividades que exigem memorização e processos mecânicos que não favorecem uma aprendizagem efetiva. Em contrapartida a este tipo de aprendizagem passiva e por memorização (mecânica), surge a aprendizagem significativa, considerada como aquela que faz sentido para o aluno, próxima de sua realidade, que parte do que o aluno conhece, que a partir de um material potencialmente significativo promove aulas de interesse do estudante e se distancia do primeiro tipo de aprendizagem. Assim, considera-se a segunda mais adequada para os alunos da atualidade, e sugere-se que os professores promovam a aprendizagem significativa em sala de aula.

Characteristics of women diagnosed with mpox infection compared to men: A case series from Brazil

Background: Cisgender men were mostly affected during the 2022 mpox multinational outbreak, with few cases reported in women. This study compares the characteristics of individuals diagnosed with mpox infection according to gender in Rio de Janeiro. Methods: We obtained surveillance data of mpox cases notified to Rio de Janeiro State Health Department (June 12 to December 15, 2022). We compared women (cisgender or transgender) to men (cisgender or transgender) using chi-squared, Fisher's exact, and Mood's median tests. Results: A total of 1306 mpox cases were reported; 1188 (91.0%) men (99.8% cisgender, 0.2% transgender), 108 (8.3%) women (87.0% cisgender, 13.0% transgender), and 10 (0.8%) non-binary persons. Compared to men, women were more frequently older (40+years: 34.3% vs. 25.1%; p < 0.001), reported more frequent non-sexual contact with a potential mpox case (21.4% vs. 9.8%; p = 0.004), fewer sexual partnerships (10.9 vs. 54.8%; p < 0.001), less sexual contact with a potential mpox case (18.5% vs. 43.0%; p < 0.001), fewer genital lesions (31.8% vs. 57.9%; p < 0.001), fewer systemic mpox signs/symptoms (38.0% vs. 50.1%; p = 0.015) and had a lower HIV prevalence (8.3% vs. 46.3%; p < 0.001), with all cases among transgender women. Eight women were hospitalized; no deaths occurred. The highest number of cases among women were notified in epidemiological week 34, when the number of cases among men started to decrease. Conclusions: Women diagnosed with mpox presented differences in epidemiological, behavioral, and clinical characteristics compared to men. Health services should provide a comprehensive assessment that accounts for gender diversity

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

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

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora