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Advancing functional ecology depends fundamentally on the availability of data on reproductive traits, including those from tropical plants, which have been historically underrepresented in global trait databases. Although some valuable databases have been created recently, they are mainly restricted to temperate areas and vegetative traits such as leaf and wood traits. Here, we present Rock n' Seeds, a database of seed functional traits and germination experiments from Brazilian rock outcrop vegetation, recognized as outstanding centers of diversity and endemism. Data were compiled through a systematic literature search, resulting in 103 publications from which seed functional traits were extracted. The database includes information on 16 functional traits for 383 taxa from 148 genera, 50 families, and 25 orders. These 16 traits include two dispersal, six production, four morphological, two biophysical, and two germination traits—the major axes of the seed ecological spectrum. The database also provides raw data for 48 germination experiments, for a total of 10,187 records for 281 taxa. Germination experiments in the database assessed the effect of a wide range of abiotic and biotic factors on germination and different dormancy-breaking treatments. Notably, 8255 of these records include daily germination counts. This input will facilitate synthesizing germination data and using this database for a myriad of ecological questions. Given the variety of seed traits and the extensive germination information made available by this database, we expect it to be a valuable resource advancing comparative functional ecology and guiding seed-based restoration and biodiversity conservation in tropical megadiverse ecosystems. There are no copyright restrictions on the data; please cite this paper when using the current data in publications; also the authors would appreciate notification of how the data are used in publications.

Feline-transmitted sporotrichosis has garnered attention due to the recent high incidence and the lack of efficient control in the epicenter of the epidemic, Rio de Janeiro, Brazil. Sporothrix brasiliensis is the major pathogen involved in feline-to-human sporotrichosis in Brazil and displays more virulent genotypes than the closely related species S. schenckii. Over the last two decades, several reports of antifungal-resistant strains have emerged. Sequencing and comparison analysis of the outbreak strains allowed us to observe that the azole non-wild-type S. brasiliensis strain CFP 1054 had significant chromosomal variations compared to wild-type strains. One of these variants includes a region of 231 Kb containing 75 duplicated genes, which were overrepresented for lipid and isoprenoid metabolism. We also identified an additional strain (CFP 1055) that was resistant to itraconazole and amphotericin B, which had a single nucleotide polymorphism in the tac1 gene. The patients infected with these two strains showed protracted clinical course and sequelae. Even though our sample size is modest, these results suggest the possibility of identifying specific point mutations and large chromosomal duplications potentially associated with antifungal resistance and clinical outcomes of sporotrichosis.

No presente artigo narro algumas vivências como professora de Educação Especial, acontecidas na Escola Padre Francisco Silva. Desde uma perspectiva de inclusão me questiono sobre as dificuldades encontradas no cotidiano escolar para dar conta da diversidade. Na busca por compreender historicamente o caminho percorrido pelas pessoas portadoras de necessidades especiais, faço um diálogo com Pessoti (1984) quem me oferece elementos para ter uma compreensão maior das dificuldades que até hoje enfrentamos em relação à diversidade., In the present article I narrate some experiences like professor of Special Education, that occurred in the school Padre Francisco Silva. From an inclusion perspective, I question myself on the difficulties found daily in school to give account of diversity. In the search to understand historically the way crossed by people with special necessities, I make a dialogue with Pessoti (1984) who offers me the elements to have a greater understanding of the difficulties than until today we face in relation to diversity.

The genus Phytomonas comprises trypanosomatids that can parasitize a broad range of plant species. These fagellates can cause diseases in some plant families with a wide geographic distribution, which can result in great economic losses. We have demonstrated previously that Phytomonas serpens 15T, a tomato trypanosomatid, shares antigens with Trypanosoma cruzi, the agent of human Chagas disease. Herein, two-dimensional gel electrophoresis (2-DE) and mass spectrometry (MS) were used to identify proteins of P. serpens 15T that are recognized by sera from patients with Chagas disease. After 2D-electrophoresis of whole-cell lysates, 31 peptides were selected and analyzed by tandem mass spectrometry. Twenty-eight polypeptides were identifed, resulting in 22 different putative proteins. The identifed proteins were classifed into 8 groups according to biological process, most of which were clustered into a cellular metabolic process category. These results generated a collection of proteins that can provide a starting point to obtain insights into antigenic cross reactivity among trypanosomatids and to explore P. serpens antigens as candidates for vaccine and immunologic diagnosis studies.

In the present article I narrate some experiences like professor of Special Education, that occurred in the school Padre Francisco Silva. From an inclusion perspective, I question myself on the difficulties found daily in school to give account of diversity. In the search to understand historically the way crossed by people with special necessities, I make a dialogue with Pessoti (1984) who offers me the elements to have a greater understanding of the difficulties than until today we face in relation to diversity., No presente artigo narro algumas vivências como professora de Educação Especial, acontecidas na Escola Padre Francisco Silva. Desde uma perspectiva de inclusão me questiono sobre as dificuldades encontradas no cotidiano escolar para dar conta da diversidade. Na busca por compreender historicamente o caminho percorrido pelas pessoas portadoras de necessidades especiais, faço um diálogo com Pessoti (1984) quem me oferece elementos para ter uma compreensão maior das dificuldades que até hoje enfrentamos em relação à diversidade.