Análisis de las creencias epistemológicas de estudiantes colombianos según variables sociodemográficas y educativas / Epistemological beliefs of Colombian students according to educational and socio-demographic variables / Análise das crenças epistemológicas de estudantes colombianos segundo variáveis sociodemográficas e educativas

El objetivo principal del presente estudio es analizar y caracterizar la influencia de las variables educativas y sociodemográficas sobre el grado de desarrollo de las creencias epistemológicas (CE) en estudiantes universitarios y de último año de bachillerato. Para conseguir este objetivo se administró un instrumento llamado EQEBI, que mide las CE a una muestra de 1.387 alumnos en Bogotá (Colombia). La metodología utilizada fue cuantitativa y no experimental. Para comparar las CE de acuerdo con los grupos conformados según las variables analizadas, se utilizaron las pruebas estadísticas no paramétricas de Mann-Whitney y Kruskal-Wallis. Los resultados indican diferencias significativas en las CE por sexo, nivel socioeconómico y nivel educativo de los estudiantes y de sus padres. Sin embargo, no se encontraron diferencias según el entorno de procedencia (rural o urbano), ni por la repetición de curso. Este estudio tiene implicaciones para el diseño de programas educativos específicos, según las características de los alumnos, que favorezcan el desarrollo de las CE.

The main goal of the present study is to analyze and characterize the influence of educational and socio-demographic variables on the Epistemological Beliefs (EB) of senior year and university students. With this aim, an instrument that measures EB, called EQEBI, was applied to a sample of 1387 students in Bogota-Colombia. The methodology used was quantitative, non experimental, and the nonparametric statistics tests of Mann-Whitney and Kruskal-Wallis were used to compare the EB according to the groups formed by the variables analyzed. Results indicate significant differences in EB by sex, socioeconomic status and educational level of students and his parents, but no differences according to the environmental background (rural or urban) and grade repetition. This study has implications for the design of specific educational programs, according to the characteristics of students, to encourage the development of EB.

O objetivo principal do presente estudo é analisar e caracterizar a influência de variáveis educativas e sociodemográficas sobre o grau de desenvolvimento das crenças epistemológicas (CE) em estudantes universitários e do último ano do ensino médio. Para atingir esse objetivo, administrou-se um instrumento chamado EQEBI, que mede as CE a uma amostra de 1.387 alunos em Bogotá (Colômbia). A metodologia utilizada foi quantitativa e não experimental. Para comparar as CE de acordo com os grupos formados segundo as variáveis analisadas, utilizaram-se as provas estatísticas não paramétricas de Mann-Whitney e Kruskal-Wallis. Os resultados indicam diferenças significativas nas CE por sexo, nível socioeconômico e nível educativo dos estudantes e de seus pais. Contudo, não se encontraram diferenças segundo o ambiente de procedência (rural ou urbano) nem pela repetição de curso. Este estudo tem implicações para o desenho de programas educativos específicos, conforme as características dos alunos, que favoreçam o desenvolvimento das CE.

Validation of the Cognitive Structure of an Arithmetic Test with the Least Squares Distance Model (LSDM) / Validación de la estructura cognitiva de una prueba aritmética con el Modelo de Distancia Mínima de Cuadrados (LSDM)

The aim of the present paper is to collect evidence about validity of the cognitive structure proposed to solve the items of an arithmetic test using an cognitive diagnosis model (based on the Item Response Theory) called Least Squares Distance Model (LSDM). The test was applied to a sample of 382 students of 7th grade from five public high schools in Bogotá-Colombia. With this data the objective was addressed in three ways: first, the analysis of two statistical validity indices; second by a cross -validation of the LSDM results on attribute difficulties using other cognitive model (LLTM), and third, by comparing the LSDM results with the observed scores on individual attributes. The logical behavior of the probability curves for the five attributes under study provides important evidence for their overall validity. Additional specific evidences of validity are also presented in the results.

El objetivo del presente trabajo ha sido reunir evidencias sobre la validez de la estructura cognitiva propuesta para resolver los ítems de un test de aritmética, mediante la aplicación de un modelo de diagnóstico cognitivo basado en la Teoría de Respuesta al Item llamado Modelo de las Distancias Mínimo Cuadráticas (LSDM, por sus siglas en inglés). El test se aplicó a una muestra de 382 estudiantes de séptimo grado en cinco colegios públicos en Bogotá-Colombia. Usando estos datos el objetivo se abordó de tres maneras: en primer lugar se analizaron dos índices estadísticos de validez, en segundo lugar, se realizó una validación cruzada de los resultados del LSDM sobre las dificultades de atributos utilizando otro modelo cognitivo (LLTM) y en tercer lugar, se compararon los resultados del modelo con las puntuaciones observadas en atributos individuales. El comportamiento lógico de las curvas de probabilidad para los cinco atributos estudiados proporciona importante evidencia para su validez general. En los resultados se presentan también otras evidencias concretas de validez de la estructura propuesta.

Genetic diversity of Rhizobia isolates from Amazon soils using cowpea (Vigna unguiculata) as trap plant

The aim of this work was to characterize rhizobia isolated from the root nodules of cowpea (Vigna unguiculata) plants cultivated in Amazon soils samples by means of ARDRA (Amplified rDNA Restriction Analysis) and sequencing analysis, to know their phylogenetic relationships. The 16S rRNA gene of rhizobia was amplified by PCR (polymerase chain reaction) using universal primers Y1 and Y3. The amplification products were analyzed by the restriction enzymes HinfI, MspI and DdeI and also sequenced with Y1, Y3 and six intermediate primers. The clustering analysis based on ARDRA profiles separated the Amazon isolates in three subgroups, which formed a group apart from the reference isolates of Bradyrhizobium japonicum and Bradyrhizobium elkanii. The clustering analysis of 16S rRNA gene sequences showed that the fast-growing isolates had similarity with Enterobacter, Rhizobium, Klebsiella and Bradyrhizobium and all the slow-growing clustered close to Bradyrhizobium.

Long-term social recognition memory in adult male rats: factor analysis of the social and non-social behaviors

A modified version of the intruder-resident paradigm was used to investigate if social recognition memory lasts at least 24 h. One hundred and forty-six adult male Wistar rats were used. Independent groups of rats were exposed to an intruder for 0.083, 0.5, 2, 24, or 168 h and tested 24 h after the first encounter with the familiar or a different conspecific. Factor analysis was employed to identify associations between behaviors and treatments. Resident rats exhibited a 24-h social recognition memory, as indicated by a 3- to 5-fold decrease in social behaviors in the second encounter with the same conspecific compared to those observed for a different conspecific, when the duration of the first encounter was 2 h or longer. It was possible to distinguish between two different categories of social behaviors and their expression depended on the duration of the first encounter. Sniffing the anogenital area (49.9 percent of the social behaviors), sniffing the body (17.9 percent), sniffing the head (3 percent), and following the conspecific (3.1 percent), exhibited mostly by resident rats, characterized social investigation and revealed long-term social recognition memory. However, dominance (23.8 percent) and mild aggression (2.3 percent), exhibited by both resident and intruders, characterized social agonistic behaviors and were not affected by memory. Differently, sniffing the environment (76.8 percent of the non-social behaviors) and rearing (14.3 percent), both exhibited mostly by adult intruder rats, characterized non-social behaviors. Together, these results show that social recognition memory in rats may last at least 24 h after a 2-h or longer exposure to the conspecific.

Muerte digna o ensañamiento terapéutico: una reflexión para profesionales de la salud / Dignified death or therapeutical cruelty: A reflexion for healthcare professionals

El acompañamiento durante el sufrimiento humano se vuelve un desafío a la reflexión bioética, debido a una avanzada edad, a la gravedad de la enfermedad, a la condición terminal y al abandono familiar de pacientes en estas situaciones, y por tanto al dilema de la utilidad de algunos procedimientos y la consecuente actitud del profesional de enfermería. Centro de estos problemas es la concientización de los cuidados de enfermería y la relación enfermera-paciente en una situación de enfermedad terminal (SET) Se trata de un Estudio de caso producto de la práctica de los alumnos de la especialidad de post grado en Enfermería del Adulto en estado Crítico aplicando el Proceso de Atención de Enfermería basado en las 14 necesidades de Virginia Henderson realizado a una persona portadora de Cor Pulmonale. Su objetivo es analizar la evolución clínica de la información registrada siguiendo la metodología de estudio de casos. El marco teórico y el posterior análisis está centrado en la utilización de los conceptos ensañamiento terapéutico y rol de enfermería en el marco que proporciona la reflexión bioética contemporánea sobre el derecho a una muerte digna.

The company or accompany during human suffering becomes a challenge to bioethics reflection, due a very old age, the illness severity, a terminal condition, and the family abandon of patients in these situations, and therefore, also for the dilemma of the usefulness of some procedures and the consequent attitude of the nursing professional. The core of these problems is the conscious of nursing care and the nurse-patient relationship within a terminal illness situation (SET). This is a case study product of the practice of nursing specialized on critical state adults students, applying the Nursing. Attention Process based on the Virginia Henderson's 14 needs on a person carrying the Cor Pulmonale. The object to be analyzed is the clinical evolution of information registered following the case study methodology. The theoretical frame and later analysis is centered on the use of therapeutically enragement concepts and the nursing role in the frame that gives the contemporaneous bioethical reflection about the right to a honorable death.

Financial support of graduate programs in Brazil: quo vadis?

Graduate programs provide the highest level of formal education and thus are crucial for the development of any country. However, official Brazilian data clearly show a dramatic decrease in the number and values of scholarships available to graduate programs in Brazil over the last few years, despite the importance and growth of such programs. Between 1995 and 2004, investment by the Coordenadoria de Aperfeiçoamento de Pessoal do Ensino Superior (CAPES, subordinate to the Ministry of Education and Culture) in funding scholarships, corrected for inflation in the period, actually decreased by 51 percent. In addition, during the period between 1994 and 2004, there was a loss of about 60 percent in the purchasing power of the graduate scholarships provided by CAPES and the National Council for Science and Technology (CNPq). To reverse this trend, we propose the development of sectorial funding for Brazilian graduate programs to guarantee the availability and continuity of financial support for this strategic activity.

The brain decade in debate: I. Neurobiology of learning and memory

This article is a transcription of an electronic symposium in which some active researchers were invited by the Brazilian Society for Neuroscience and Behavior (SBNeC) to discuss the last decade's advances in neurobiology of learning and memory. The way different parts of the brain are recruited during the storage of different kinds of memory (e.g., short-term vs long-term memory, declarative vs procedural memory) and even the property of these divisions were discussed. It was pointed out that the brain does not really store memories, but stores traces of information that are later used to create memories, not always expressing a completely veridical picture of the past experienced reality. To perform this process different parts of the brain act as important nodes of the neural network that encode, store and retrieve the information that will be used to create memories. Some of the brain regions are recognizably active during the activation of short-term working memory (e.g., prefrontal cortex), or the storage of information retrieved as long-term explicit memories (e.g., hippocampus and related cortical areas) or the modulation of the storage of memories related to emotional events (e.g., amygdala). This does not mean that there is a separate neural structure completely supporting the storage of each kind of memory but means that these memories critically depend on the functioning of these neural structures. The current view is that there is no sense in talking about hippocampus-based or amygdala-based memory since this implies that there is a one-to-one correspondence. The present question to be solved is how systems interact in memory. The pertinence of attributing a critical role to cellular processes like synaptic tagging and protein kinase A activation to explain the memory storage processes at the cellular level was also discussed

Parasitismo por Sarcoptes scabiei De Geer, 1778 e Lobalges trouessarti Fonseca, 1954 em Bradypus variegattus (preguiça) / Parasitism by Sarcoptes scabiei De Geer, 1778 and Lobalges trouessarti Fonseca, 1954 in Bradypus variegatus (sloth)

Skin scrapings of three sloths Bradypus variegatus from the State of Pernambuco, Brazil, were analysed after lactophenol clarification. The mites Sarcoptes scabiei De Geer, 1778 and Lobalges trouessarti Fonseca, 1954 were identified. For the first time, S. scabiei and L. trouessarti are recorded as mange agents in B. variegatus

Rats do react to stimulus omission

1. The great majority of data supporting the hypothesis of a systemcapable of compararing current sensorial imputs with and internal representation of the environment comes from studies about exploratory activity to new stimuli or to manipulation of features of a familiar stimulus. On the other hand, these data could also be explained simply by arousal constructs. In this context, demonstrations of exploratory behavior to the absence of a previously presented stimulus (i.e., stimulus omission) would provide stronger support for the idea of a comparator. 2. To test the reaction of rats to the absence of a stimulus, rats were submitted to 7 exploratory trials in an open-field. In the 1st trial there were only two patterns on the apparatus wall. In trials 2-6 a stimulus was presented in a designated area of the field. Finally, in the 7th trial this stimulus was omitted. Results showed that the animals reacted to the stimulus omission by spending more time in the stimulus presentation place during the 7th trial than 1) in the 1st trial (also without stimulus), 2) in the 6th trial (last trial with a stimulus present), and 3) in 3 neutral sectors of the same size as the stimulus presentation place, during the 7th trial. 3. These data indicated thath rats do react to the absence of a familiar stimulus and provide strong support for the existence of a Comparator System since the rats responded to "something that wasn't there anymore", a response that could only be due to a reaction triggered by a mismatch between internal representation of the environment and its present state