Developmental basis of limb homology in Pleurodiran turtles, and the identity of the hooked element in the chelonian tarsus

Although Pleurodiran turtles represent an important component of extant turtle radiation, our knowledge of the development and homology of limb bones in turtles rests mostly upon observations made on derived members of the Cryptodiran clade. Herein, we describe limb development in three pleurodirans: Podocnemis unifilis Troschel, 1848, Podocnemis sextuberculata Cornalia, 1849 and Phrynops hilarii (Dumeril and Bibron, 1835), in an effort to contribute to filling this anatomical gap. For earlier stages of limb development, we described the Y-shaped condensation that gave rise to the zeugopodial cartilages, and differentiation of the primary axis/digital arch that reveals the invariant pattern common to tetrapods. There are up to four central cartilaginous foci in the carpus, and the proximal tarsale is formed by the fusion of the fibulare, intermedium, and centrale 4. Digital development is similar for the five digits. Changes in toe V occur predominantly in the distal tarsale 5. Ontogenetic reduction of phalanges is observed in toe V of Podocnemis. Based on these results, we suggest that the hooked element present in the chelonian tarsus, and traditionally recognized as a modified fifth metatarsale, is actually the fifth distal tarsale. Additionally, our data on limb development of pleurodiran turtles supply more taxonomically comprehensive information to interpret limb configuration within the chelonian clade. (C) 2009 The Linnean Society of London, Zoological Journal of the Linnean Society, 2009, 155, 845-866.

Service Innovation: the state of the art and a proposal of a research agenda

The service sector has acquired a growing importance in every country economy, which has stimulated research in the field of service innovation, a new field in management studies. This text aimed to state a research agenda upon service innovation, based on an articulated discussion of the results of several articles that compose the state of the art of this concept. 73 empirical articles were analyzed, 33% of them exploring the innovation strategies and technology; 18% of the articles describe research on economic performance and enterprise productivity; 16% are related to antecedents and determinants of innovation; another 16% about network capacity development, alliances and collaboration among organizations; 9% of the articles explore service quality, innovation taxonomy, flexible systems and regional systems of innovation; and another 8% are related to themes such as intensive knowledge, research and development. The researches were concentrated in the Engineering & Technology and Hospitality Industries, which accounted for 31% and 24% of the texts, respectively. The remaining 45% of the articles referred to sectors such as Telecommunications, Health, Retail, Financial & Insurance and Public Services. The main gaps identified in these texts refer to the difficulties on measuring service innovation, besides the small number of researches on the public sector. At the end, a research agenda in the subject is presented, including the development of a scale for orientating the innovation and identifying the determining factors of the innovation in the public environment.

PBL and B-Learning for Civil Engineering Students in a Transportation Course

The results of a pedagogical strategy implemented at the University of Sao Paulo at Sao Carlos are presented and discussed. The initiative was conducted in a transportation course offered to Civil Engineering students. The approach is a combination of problem-based learning and project-based learning (PBL) and blended-learning (B-learning). Starting in 2006, a different problem was introduced every year. From 2009 on, however, the problem-based learning concept was expanded to project-based learning. The performance of the students was analyzed using the following elements: (1) grades in course activities; (2) answers from a questionnaire designed for course evaluation; and (3) cognitive maps made to assess the effects of PBL through the comparison of the responses provided by the students involved and those not involved in the experiment. The results showed positive aspects of the method, such as a strong involvement of several students with the subject. A gradual increase in the average scores obtained by the students in the project activities (from 6.77 in 2006 to 8.24 in 2009) was concomitant with a better evaluation of these activities and of the course as a whole (90 and 97% of options "Good" or "Very good" in 2009, respectively). A growing interest in the field of transportation engineering as an alternative for further studies was also noticed. DOI: 10.1061/(ASCE)EI.1943-5541.0000115. (C) 2012 American Society of Civil Engineers.