Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Uma proposta de construção e utilização de um sensor de presença simplificado

In this paper, we propose the development and use of an experimental classroom activity that simulates infrared motion sensors, commonly used to control the interior lighting of buildings and, consequently, to save energy. The aim of this experiment is to facilitate and contextualize the understanding of the concepts of 'transmitter' and 'receptor' by using a circuit involving infrared. This activity looks at issues such as the built-in obsolescence of electronic devices in order to raise pupils' awareness of the environmental and social impact of such issues.No presente trabalho, propomos a elaboração e utilização, em sala de aula, de uma atividade experimental que simula o sensor de movimento infravermelho, normalmente usada em edifícios para o controle da iluminação do ambiente e consequente economia de energia. O propósito desse experimento é o de facilitar e contextualizar a abordagem dos conceitos de ‘transmissor’ e ‘receptor’ em um circuito envolvendo o infravermelho. Essa atividade pode ser abordada mediante a problematização de questões como a obsolescência programada associada aos equipamentos eletrônicos, a fim de levar os alunos à conscientização dos impactos ambientais e sociais decorrentes desse problema

A metodologia do Projeto Integrador desenvolvida em cursos de Licenciatura da UNIVESP: uma análise praxeológica do método de ensino

The adoption of the Integrative Project (IP) as a practice as a curricular component in the teacher education programs at the Virtual University of the State of Sao Paulo (UNIVESP) is an innovative approach that connects the theoretical content of the course with reality, promoting students' exposure to real contexts and practice in problem solving. In this article, we propose a praxeological analysis of the constitutive elements of the methodology developed in the IP of the teacher education programs at UNIVESP, with a focus on the role of graduation students. Through a detailed analysis, we aim to contribute to the understanding of this methodology, providing a reference for evaluating possible modifications and adaptations of integrative projects developed in other educational contexts, while preserving their essence and original conception. The findings of this research may be relevant for researchers and educators interested in innovative approaches to teaching and learning in teacher education within the context of distance education.La adopción del Proyecto Integrador (PI) como práctica y componente curricular en las licenciaturas de la Universidad Virtual del Estado de São Paulo (UNIVESP) es un enfoque innovador que articula los contenidos teóricos del curso con la realidad, promoviendo el contacto de los estudiantes con contextos reales y la práctica en la resolución de problemas. En este artículo, proponemos un análisis praxeológico de los elementos constitutivos de la metodología desarrollada en el PI de los cursos de licenciatura de la UNIVESP, con énfasis en el papel de los licenciandos. A través de un análisis detallado, buscamos contribuir a la comprensión de esta metodología, proporcionando una referencia para evaluar posibles modificaciones y adaptaciones en proyectos integradores desarrollados en otros contextos educativos, manteniendo su esencia y concepción original. Los resultados de esta investigación pueden ser relevantes para investigadores y educadores interesados en enfoques innovadores de enseñanza-aprendizaje en la formación de profesores en contextos educativos de enseñanza a distancia.A adoção do Projeto Integrador (PI) como prática como componente curricular nas licenciaturas da Universidade Virtual do Estado de São Paulo (UNIVESP) é uma abordagem inovadora que articula os conteúdos teóricos do curso com a realidade, promovendo o contato dos estudantes com contextos reais e a prática na resolução de problemas. Neste artigo, propomos uma análise praxeológica dos elementos constitutivos da metodologia desenvolvida no PI dos cursos de licenciatura da UNIVESP, com enfoque no papel dos licenciandos. Através de uma análise detalhada, buscamos contribuir para a compreensão dessa metodologia, fornecendo uma referência para avaliar possíveis modificações e adaptações em projetos integradores desenvolvidos em outros contextos educacionais, mantendo sua essência e concepção original. Os resultados dessa pesquisa podem ser relevantes para pesquisadores e educadores interessados em abordagens inovadoras de ensino-aprendizagem na formação de professores em contextos educacionais de ensino à distância.  &nbsp