Resumo A bacia hidrográfica do Rio Paraná possui cerca de 600 espécies de peixes. No Alto Rio Paraná, 310 espécies de peixes foram registradas com 52 espécies registradas em riachos do Rio Paranapanema. O objetivo deste estudo foi caracterizar a comunidade de peixes de riachos da bacia do Alto Rio Paranapanema. O levantamento das espécies foi realizado com uso de pesca elétrica durante a estação seca de 2014. As coletas ocorreram em 30 trechos de riachos. Foram capturas 41 espécies distribuídas em 26 gêneros, 11 famílias e 7 ordens. Trinta e nove por cento das espécies podem ser consideradas raras, 41% intermediárias e 20% comuns. Foram capturadas cerca de 8 espécies por trecho de riacho e a riqueza estimada (Schao2) foi 40 ± 6 espécies. Cerca de 40% dos indivíduos possuem comprimento menor que 50 mm.

Abstract The Paraná River basin has about 600 fish species. In the Upper Paraná, 310 fish species were recorded, with 52 species were registered in the streams and headwaters of the Paranapanema River. The aim of this study was to characterize the stream fish communities in the Upper Paranapanema River basin. Samplings were conducted with electrofishing during the dry season in the year of 2014. The collection effort consisted of 30 streams stretches. As a result, 41 species of stream fish were recorded in the Upper Paranapanema River basin, distributed in 26 genera, 11 families and 7 orders. Thirty-nine percent of the species can be considered rare, 41% intermediate and 20% common. We captured approximately eight species by stream stretch and the estimated richness (Schao2) was 40 ± 6 species. Around 40% of the individuals had less than 50 mm in length.

Larval development of Physocephala (Diptera, Conopidae) in the bumble bee Bombus morio (Hymenoptera, Apidae). In the summer of 2012, a high incidence of conopid larvae was observed in a sample of female B. morio collected in remaining fragments of semidecidual forest and Cerrado, in the municipality of Sorocaba, state of São Paulo, Brazil. The larval development of conopid flies was studied, beginning at the larval instars (LO to L3) and PUP, until the emergence of the imago under laboratory conditions and inside the host. At the first instar, or LO, the microtype larvae measured less than 1 mm in length. During the transition from L1 to L3, the larvae grew in length. At L3, the larvae doubled their length (4 mm) and then started to develop both in length and width, reaching the PUP stage with 10 mm in length and 7 mm in width. The main characteristic that differentiates L3 from the early instars is the larger body size and the beginning of posterior spiracle development. The development from PUP to puparium took less than 24h. The bees died ten days after the fly oviposition, or just before full PUP development. The early development stages (egg-LO to L1) were critical for larva survival. The pupa was visible between the intersegmental sternites and, 32 days after pupation, a female imago of Physocephala sp. emerged from one bee. The puparium and the fly measured approximately 10 mm in length. In a single day of collection, up to 45% of the bumble bees collected were parasitized by conopid flies.

Introdução: A eficácia da colonoscopia depende de uma visualização adequada e cuidadosa de toda a mucosa cólica. A má qualidade da preparação intestinal é um problema comum na nossa prática clínica, estimando-se que afete cerca de 20% dos exames. Objetivo: Avaliar o impacto que o ensino personalizado ao doente pode ter na qualidade da preparação intestinal para a colonoscopia. Métodos: Durante 24 meses foi efetuado um estudo prospetivo, randomizado e cego para os investigadores. A randomização foi efetuada por tabela computorizada e os doentes foram alocados em 2 grupos (grupo «controlo» e grupo «intervenção»). A todos os doentes foi dada informação verbal pelo gastrenterologista assistente, e nos doentes do grupo «intervenção» foi adicionalmente efetuado ensino personalizado pela equipa de enfermagem. Foram incluídos doentes referenciados para realização de colonoscopia total, com exceção dos que apresentavam cirurgia prévia do cólon ou diagnóstico de neoplasia colorretal. A preparação intestinal foi efetuada com 4 litros de solução de polietilenoglicol e todos os exames foram realizados sem sedação anestésica, por 2 gastrenterologistas. Foram apuradas as características dos doentes e aplicado um questionário no final do exame. A classificação da limpeza intestinal foi aferida usando a escala de Aronchick. A correlação entre os 2 investigadores foi avaliada pelo método de Kappa e a análise estatística entre os grupos pelos testes t-Student e Qui-quadrado. Resultados: Foram randomizados 125 doentes, 67 para o grupo «controlo» e 58 para o grupo «intervenção». Os grupos eram homogéneos para a maioria das características estudadas exceto para os antecedentes de cirurgia abdominal e de colonoscopia prévia. Foi conseguida uma limpeza intestinal excelente ou boa em 38,8% dos exames no grupo «controlo» e em 58,6% dos exames no grupo «intervenção», sendo esta diferença estatisticamente significativa (p = 0,03). Em análise de subgrupos verificou-se uma melhoria da qualidade da preparação nos doentes com obstipação crónica (preparação intestinal excelente ou boa: 21,4% no grupo «controlo» vs. 57,1% no grupo «intervenção», p = 0,04). Conclusões: Os resultados, embora preliminares, sugerem que o ensino personalizado poderá ter um impacto positivo na melhoria da qualidade da preparação intestinal, sobretudo em alguns grupos de doentes como aqueles com obstipação crónica.

Introduction: The effectiveness of colonoscopy depends on adequate and careful examination of the entire colonic mucosa. Inadequate bowel preparation is a common problem on our daily clinical practice, affecting approximately 20% of all examinations. Objective: To analyze the impact that personal education could have on quality of bowel preparation for colonoscopy. Methods: During 24 months a prospective study was performed, randomized and blinded to the investigators. A computerized table was used for randomization and patients were allocated into two groups (control group and intervention group). All patients received oral information by their gastroenterologist and in the intervention group patients were given additionally personal education by a nurse. Patients referred for total colonoscopy were included with the exception of those with prior colonic surgery or diagnosis of colorectal cancer. The bowel preparation used was 4 liters of polyethylene glycol solution and the examination was performed without anesthesia, by two gastroenterologists. Patient’s data were analyzed and a questionnaire was applied after the examination. The grade of intestinal preparation was evaluated using the Aronchick preparation assessment scale. Correlation between investigators was calculated using Kappa method and the statistical analysis between the groups performed using t-Student and chi-squared tests. Results: 125 patients were randomized, 67 in control group and 58 in intervention group. Groups were homogeneous for almost all study variables with the exception of prior abdominal surgery and prior colonoscopy. An excellent or good bowel preparation was achieved in 38.8% of the exams in control group and in 58.6% in the intervention group, achieving statistical significance (p = 0.03). In subgroup analysis we also verified a better quality of bowel preparation in patients with chronic constipation (excellent or good bowel preparation: 21.4% in control group Vs. 57.1% in intervention group, p = 0.04). Conclusions: These results, although preliminary, suggest that the personal education could have a positive impact in improving quality of bowel preparation, particularly in some groups of patients as those with chronic constipation.