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In this work, a genotype-phenotype survey of a highly diversified Pseudomonas aeruginosa collection was conducted, aiming to detail pathogen-associated scenarios that clinicians face nowadays. Genetic relation based on RAPD-PCR of 705 isolates, retrieved from 424 patients and several clinical contexts, reported an almost isolatespecific molecular-pattern. Pneumonia-associated isolates HB13 and HB15, clustered in the same RAPD-PCR group, were selected to evaluate the genomic background underlying their contrasting antibiotic resistance and virulence. The HB13 genome harbors antibiotic-inactivating enzymes-coding genes (e.g. aac(3)-Ia, arr, bla VIM-2 ) and single-nucleotide variations (SNVs) in antibiotic targets, likely accounting for its pan-resistance, whereas HB15 susceptibility correlated to predicted dysfunctional alleles. Isolate HB13 showed the unprecedented rhlcluster absence and variations in other pathogen competitiveness contributors. Conversely, HB15 genome comprises exoenzyme-coding genes and SNVs linked to increased virulence. Secretome analysis identified signatures features with unknown function as potential novel pathogenic (e.g. a MATE-protein in HB13, a protease in HB15) and antibiotic resistance (a HlyD-like secretion protein in HB13) determinants. Detection of active prophages, proteases (including protease IV and alkaline metalloproteinase), a porin and a peptidase in HB15 highlights the secreted arsenal likely essential for its virulent behavior. The presented phenotype-genome association will contribute to the current knowledge on Pseudomonas aeruginosa pathogenomics.

The use of retrospective self-reports is a major methodological concern when ascertaining the occurrence of victimization experiences, with additional concerns when assessing psychiatric patients. The test for consistency can overcome some of these concerns, increasing the confidence in the information reported. Our aim was twofold: (1) to know the consistency of victimization reports; and (2) to test the role of changes on emotional distress in predicting report discrepancies, in a sample of 34 adult psychiatric patients. Participants were assessed twice, with a year interval. Sexual abuse was the experience that presented the higher level of consistency for childhood victimization, while assault with a weapon had the higher consistency level for adolescent and adult victimization. We found that increases on emotional distress predicted report discrepancies, and more specifically, increases in the report of victimization. Our results displayed acceptable consistency levels, suggesting some stability in the reporting of victimization over time. Considering that inconsistencies tended either to increases and decreases in the reporting of victimization, it would be important to consider the impact of such experiences when intervening with psychiatric patients.

The evolution of technology, the development of several economic sectors and the changes in the production and consumption of products has been changing the way people learn, how organizations work and, consequently, the value of specific, professional and social skills. The challenges people face in the development of their professions requires that they are able to solve complex problems, think critically, be creative, demonstrate emotional intelligence, be able to judge and make decisions, work with others and adapt to new situations.Higher education institutions recognize that to promote the development of these aspects it is necessary to introduce changes in the way students learn and, consequently, in the way teachers teach. Literature highlights that traditional lectures are not able to actively involve students in the learning process. In this context, the use of small groups has been increasingly prevalent to foster students' interactivity and problem-solving skills. This presupposes that students are selected and integrated in specific teams, according to some group formation strategy.Group formation can be performed by the students, allowing them to select their own teammates, or by the teacher, usually through a random or intentional selection. The intentional selection is guided by the students' skills to optimize the distribution of skills through the teams. In addition, teams can keep its formation through a significant amount of time, to develop a long-running task, or to develop several independent tasks during the semester, or can change, according to a jigsaw distribution of responsibilities or completely reset to new formations for each new task.This study investigates how the dynamics in group formation, namely maintaining the team members unchanged through a significant amount of time or changing the group members frequently through the semester influences the development of each member's transversal skills as well as the success in the tasks. The group formation method follows both strategies, namely student-selected and random teacher-assigned in eight moments during the semester. The student participation and the outcome of each group is assessed through a qualitative research approach, based on two open questions questionnaire and one focus group. The questionnaires were developed in the beginning of the semester and in the end of the semester, immediately after the focus group. The focus group was developed in the end of the semester, with a representative set of 8 students in a total of four sessions with different students.The experimental comparison was performed in the classes of Network and System Management (N=32) and Didactics of the Knowledge of the World (N=68). The qualitative data was obtained through students' written interview and the transcription of the focus group and categories inferred through content analysis.The findings indicated that teacher-assigned groups outperformed student-selected groups in terms of outcome and also in the stimulation of individual student's ...