Desenvolvimento e caracterização de nanopartículas lipídicas sólidas para administração cutânea de trans-resveratrol

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Nitric Oxide and Nitroxyl Products from the Reaction of L-Cysteine with trans-[RuNO(NH3)(4)P(OEt)(3)](PF6)(3)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

The putative Leishmania telomerase RNA (leishTER) undergoes trans-splicing and contains a conserved template sequence

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Bianchi identities for an N=2, d=5 supersymmetric Yang-Mills theory on the group manifold

The purpose of this note is the construction of a geometrical structure for a supersymmetric N = 2, d = 5 Yang-Mills theory on the group manifold. From a general hypothesis proposed for the curvatures of the theory, the Bianchi identities are solved, whose solution will be fundamental for the construction of the geometrical action for the N = 2, d = 5 supergravity and Yang-Mills coupled theory.

Identities among actin-encoding cDNAs of the Nile tilapia (Oreochromis niloticus) and other eukaryote species revealed by nucleotide and amino acid sequence analyses

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A (trans)formação vivencial: a práxis educativa e a formação para docência frente o papel das narrativas

This work by questioning the methodology and curriculum standardization and the separation between theory and practice, both of the top training courses for educators and schools in general, proposes to investigate, through action research, writing and analysis of narratives drawn from the author's experiences as a volunteer educator for a Brazilian educational project inspired by the experience of the Portugal's Escola da Ponte, the (trans)formation of educators in educational praxis, ie, the training that is not represented in formatting. Experiences, reflections and analyzes developed are in line to share new possibilities in the training of education professionals to effectively contribute to the methodological and curricular flexibility and with no dissociation between practice and theory present in current and anachronistic higher education courses educators, as well as the vast majority of elementary schools, both public and private and secondary levels