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In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed.

Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settings. However, the need of future studies addressing this topic in the Brazilian educational context is identified. [This is an unofficial English translation provided by the authors and has not been peer-reviewed.]

Free-electron lasers (FEL) hold the potential to revolutionize structural biology by producing X-ray pules short enough to outrun radiation damage, thus allowing imaging of biological samples without the limitation from radiation damage. Thus, a major part of the scientific case for the first FELs was three-dimensional (3D) reconstruction of non-crystalline biological objects. In a recent publication we demonstrated the first 3D reconstruction of a biological object from an X-ray FEL using this technique. The sample was the giant Mimivirus, which is one of the largest known viruses with a diameter of 450 nm. Here we present the dataset used for this successful reconstruction. Data-analysis methods for single-particle imaging at FELs are undergoing heavy development but data collection relies on very limited time available through a highly competitive proposal process. This dataset provides experimental data to the entire community and could boost algorithm development and provide a benchmark dataset for new algorithms.

We demonstrate the use of an X-ray free electron laser synchronized with an optical pump laser to obtain X-ray diffraction snapshots from the photoactivated states of large membrane protein complexes in the form of nanocrystals flowing in a liquid jet. Light-induced changes of Photosystem I-Ferredoxin co-crystals were observed at time delays of 5 to 10 µs after excitation. The result correlates with the microsecond kinetics of electron transfer from Photosystem I to ferredoxin. The undocking process that follows the electron transfer leads to large rearrangements in the crystals that will terminally lead to the disintegration of the crystals. We describe the experimental setup and obtain the first time-resolved femtosecond serial X-ray crystallography results from an irreversible photo-chemical reaction at the Linac Coherent Light Source. This technique opens the door to time-resolved structural studies of reaction dynamics in biological systems.

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The article is dedicated to the question of how the conceptions of subjectivizing digitalization are presented in those general- and media-pedagogical researches that address digitalization. The aim is to answer the question of whether and to what extent individual sovereignty is still considered conceptually viable and, above all, practically realizable as a media-pedagogical target category in the face of digital change. [ABSTRACT FROM AUTHOR]