Conditional reasoning: A key to assessing computer-based knowledge-building communication processes

This article describes a methodological approach to conditional reasoning in online asynchronous learning environments such as Virtual-U VGroups, developed by SFU, BC, Canada, consistent with the notion of meaning implication: If part of a meaning C is embedded in B and a part of a meaning B is embedded in A, then A implies C in terms of meaning [Piaget 91]. A new transcript analysis technique was developed to assess the flows of conditional meaning implications and to identify the occurrence of hypotheses and connections among them in two human science graduate mixed-mode online courses offered in the summer/spring session of 1997 by SFU. Flows of conditional meaning implications were confronted with Virtual-U VGroups threads and results of the two courses were compared. Findings suggest that Virtual-U VGroups is a knowledge-building environment although the tree-like Virtual-U VGroups threads should be transformed into neuronal-like threads. Findings also suggest that formulating hypotheses together triggers a collaboratively problem-solving process that scaffolds knowledge-building in asynchronous learning environments: A pedagogical technique and an built-in tool for formulating hypotheses together are proposed. © Springer Pub. Co.

Intermolecular interactions of the malate synthase of Paracoccidioides spp

Background: The fungus Paracoccidioides spp is the agent of paracoccidioidomycosis (PCM), a pulmonary mycosis acquired by the inhalation of fungal propagules. Paracoccidioides malate synthase (PbMLS) is important in the infectious process of Paracoccidioides spp because the transcript is up-regulated during the transition from mycelium to yeast and in yeast cells during phagocytosis by murine macrophages. In addition, PbMLS acts as an adhesin in Paracoccidioides spp. The evidence for the multifunctionality of PbMLS indicates that it could interact with other proteins from the fungus and host. The objective of this study was to identify and analyze proteins that possibly bind to PbMLS (PbMLS-interacting proteins) because protein interactions are intrinsic to cell processes, and it might be possible to infer the function of a protein through the identification of its ligands. Results: The search for interactions was performed using an in vivo assay with a two-hybrid library constructed in S. cerevisiae; the transcripts were sequenced and identified. In addition, an in vitro assay using pull-down GST methodology with different protein extracts (yeast, mycelium, yeast-secreted proteins and macrophage) was performed, and the resulting interactions were identified by mass spectrometry (MS). Some of the protein interactions were confirmed by Far-Western blotting using specific antibodies, and the interaction of PbMLS with macrophages was validated by indirect immunofluorescence and confocal microscopy. In silico analysis using molecular modeling, dynamics and docking identified the amino acids that were involved in the interactions between PbMLS and PbMLS-interacting proteins. Finally, the interactions were visualized graphically using Osprey software. Conclusion: These observations indicate that PbMLS interacts with proteins that are in different functional categories, such as cellular transport, protein biosynthesis, modification and degradation of proteins and signal transduction. These data suggest that PbMLS could play different roles in the fungal cell. © 2013 de Oliveira et al.; licensee BioMed Central Ltd.

Práticas letradas/escritas na internet: marcas do outro no processo de textualização via MSN

Pós-graduação em Estudos Linguísticos - IBILCE

Educação infantil e cultura lúdica: um olhar sobre a prática pedagógica das professoras da Escola de Aplicação da UFPA

Este estudo tem como foco de investigação a prática pedagógica das professoras de Educação Infantil da Escola de Aplicação da UFPA. A pesquisa analisa como estão constituídos o tempo e o espaço das atividades lúdicas na educação infantil e que possibilidades a prática pedagógica das professoras oferece para a manifestação de situações lúdicas. Tendo como base da investigação o brincar como fenômeno social, realizaram-se incursões no campo da Sociologia, especificamente em Benjamin (2002) e Brougère (1995, 1998) que caracterizam o brincar como uma atividade essencial na formação cultural e social da criança e nas contribuições procedentes do campo da Psicologia Sócio-Histórica, principalmente nas obras de Vygotsky (1984), Leontiev (1978), Elkonin (1998) que compreendem o brincar como uma atividade/necessidade humana, considerando a situação lúdica como geradora potencial de desenvolvimento e principal atividade da criança. O estudo tem também como referência os trabalhos de Kishimoto (1990, 1993, 1994, 1997, 1998b, 2001), Friedmann (1990,1996), Oliveira (1992), Campos de Carvalho; Rubiano (1994), Wajskop (1995, 1996) e Faria (l999a, 1999b), os quais privilegiam a análise de questões relacionadas ao tempo e ao espaço na educação infantil na perspectiva da criança e a valorização da cultura lúdica na prática pedagógica. Trata-se de uma pesquisa qualitativa, tem a abordagem sócio-histórica como orientadora da investigação e utiliza a observação direta, o questionário-inventário e o projeto pedagógico da educação infantil como instrumentos de recolha de dados. Tais fontes permitiram identificar a presença das atividades lúdicas no cotidiano da educação infantil desta instituição. Existem momentos na rotina reservados às brincadeiras, além de espaços e materiais destinados a este fim. Há uma compreensão quanto à organização de espaços que possam potencializar aspectos do imaginário, lúdico, artístico, criativo. Entretanto, tais dimensões possuem uma posição periférica na prática pedagógica das professoras, pois é dada prioridade às atividades consideradas mais escolares. A homogeneidade e a uniformidade compreender grande parte do formato e da dinâmica dos trabalhos ali realizados, constituindo-se em tempo e em espaço institucionalizado engessado pelo modelo escolar. É preciso repensar este modelo rígido de ensinar e aprender, de forma a colocar a criança com suas especificidades e singularidades como foco de toda e qualquer atividade, o que implica na compreensão da cultura lúdica como expressão social e cultural da criança e, como tal, não pode ocupar uma posição secundária e periférica na educação infantil, mas ser incluída como uma atividade privilegiada e um fator educativo por excelência.

Análise do desenvolvimento de competências gerenciais na construção civil através do modelo da Aprendizagem Baseada em Problemas adaptado ao contexto organizacional

As mudanças no cenário da engenharia civil e consequentemente da gestão da produção das obras exigem um engenheiro com perfil diferente, resultando na necessidade novas competências, relacionadas a inovação, foco no cliente, planejamento e controle, sistemas de gestão da qualidade, sustentabilidade e uma visão humanista. O objetivo principal deste artigo é identificar as competências desenvolvidas em uma empresa construtora com o processo de implantação da Aprendizagem Baseada em Problemas adaptado ao contexto organizacional. A estratégia de pesquisa adotada foi a pesquisa-ação, na qual a equipe de pesquisa atua com profissionais para melhorar a forma como estes entendem e resolvem problemas. Os resultados alcançados envolveram o desenvolvimento de competências relacionadas ao contexto organizacional, à aprendizagem individual, coletiva e organizacional, apontando problemas e possíveis soluções de gestão na empresa. Através do desenvolvimento de competências gerenciais, foi estimulada uma visão humanística, sustentável, com foco no cliente, além de um melhor sistema de gestão da qualidade. Identificaram-se problemas no sistema de gestão organizacional, ficando evidente a necessidade da criação de um ambiente propício para troca de informações entre diferentes setores da empresa.

A autonomia no contexto Teletandem institucinal integrado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A Comparison of Adaptive Strategies and Patterns of Victimization among Homeless Adolescents and Adults

One hundred and fifty-six homeless adolescents and 319 homeless adults interviewed directly on the streets and in shelters were compared for backgrounds of abuse, adaptations to life on the streets, and rates of criminal victimization when on the streets. Homeless adolescents were more likely to be from abusive family backgrounds, more likely to rely on deviant survival strategies, and more likely to be criminally victimized. A social learning model of adaptation and victimization on the streets was hypothesized. Although the model was supported for both homeless adults and adolescents, it was more strongly supported for adolescents than adults, and for males than females regardless of age.

Structure and binding kinetics of three different human CD1d-alpha-galactosylceramide-specific T cell receptors

Invariant human TCR Valpha24-Jalpha18+/Vbeta11+ NKT cells (iNKT) are restricted by CD1d-alpha-glycosylceramides. We analyzed crystal structures and binding characteristics for an iNKT TCR plus two CD1d-alpha-GalCer-specific Vbeta11+ TCRs that use different TCR Valpha chains. The results were similar to those previously reported for MHC-peptide-specific TCRs, illustrating the versatility of the TCR platform. Docking TCR and CD1d-alpha-GalCer structures provided plausible insights into their interaction. The model supports a diagonal orientation of TCR on CD1d and suggests that complementarity determining region (CDR)3alpha, CDR3beta, and CDR1beta interact with ligands presented by CD1d, whereas CDR2beta binds to the CD1d alpha1 helix. This docking provides an explanation for the dominant usage of Vbeta11 and Vbeta8.2 chains by human and mouse iNKT cells, respectively, for recognition of CD1d-alpha-GalCer.

Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

Kelvin-Helmholtz instabilities at the magnetic cavity boundary of comet 67P/Churyumov-Gerasimenko

We investigate the plasma environment of comet 67P/Churyumov-Gerasimenko, the target of the European Space Agency's Rosetta mission. Rosetta will rendezvous with the comet in 2014 at almost 3.5 AU and follow it all the way to and past perihelion at 1.3 AU. During its journey towards the inner solar system the comet's environment will significantly change. The interaction of the solar wind with a well developed neutral coma leads to the formation of an upstream bow shock and, closer to the comet, the inner shock separating the solar wind, with cometary pick-up ions mass-loaded, from the inner cometary ions which are dragged outward through abundant collisions and charge exchange with the expanding neutral gas. As a consequence the interplanetary magnetic field is prevented from penetrating the innermost region of the comet, the so-called magnetic cavity. We use our magnetohydrodynamics model BATSRUS (Block-Adaptive-Tree-Solarwind-Roe-Upwind-Scheme) to simulate the solar wind - comet interaction. The model includes photoionization, ion-electron recombination, and charge exchange. Under certain conditions our model predicts an unstable plasma flow at the inner shock. We show that the plasma shear flow around the magnetic cavity can lead to Kelvin-Helmholtz instabilities. We investigate the onset of this phenomenon with change of heliocentric distance and furthermore show that a previously stable magnetic cavity boundary can become unstable when the neutral gas is predominately released from the dayside of the comet.

3D-modeling of Mercury's solar wind sputtered surface-exosphere environment

The efficiency of sputtered refractory elements by H+ and He++ solar wind ions from Mercury's surface and their contribution to the exosphere are studied for various solar wind conditions. A 3D solar wind-planetary interaction hybrid model is used for the evaluation of precipitation maps of the sputter agents on Mercury's surface. By assuming a global mineralogical surface composition, the related sputter yields are calculated by means of the 2013 SRIM code and are coupled with a 3D exosphere model. Because of Mercury's magnetic field, for quiet and nominal solar wind conditions the plasma can only precipitate around the polar areas, while for extreme solar events (fast solar wind, coronal mass ejections, interplanetary magnetic clouds) the solar wind plasma has access to the entire dayside. In that case the release of particles form the planet's surface can result in an exosphere density increase of more than one order of magnitude. The corresponding escape rates are also about an order of magnitude higher. Moreover, the amount of He++ ions in the precipitating solar plasma flow enhances also the release of sputtered elements from the surface in the exosphere. A comparison of our model results with MESSENGER observations of sputtered Mg and Ca elements in the exosphere shows a reasonable quantitative agreement. (C) 2015 Elsevier Ltd. All rights reserved.

The Church Music Program: The Effect of Moving from Performance-based to Education-based Emphasis in a Church Music Program

This research project sought to answer the primary research question: What occurs when the music program in a church changes its emphasis from performance to education? This qualitative study of a church choir included participant observation of Wednesday evening and Sunday morning rehearsals over a 12 week period, individual interviews, group interviews, written responses, and written and visual assessment of musical skills. The goal was a rich description of the participants and emerging themes resulting from the shift in emphasis. Analysis of data occurred through inductive processing. Data was initially coded and then the codes were categorized into sub-themes, and finally into major themes. Early analysis of the data began with reflection in a researcher journal. Following the completion of the study the journal was entered into a word processor, as were transcriptions of videotaped rehearsals, and written reflections from the participants. After all data had been reviewed repeatedly and entered into the word processor, it was coded, reexamined, and finally categorized into sub-themes and themes. After coding and identification of major themes and sub-themes the finding were challenged by looking for disconfirming evidence. Finally, after the completion of the analysis stage, member checks were conducted. The results of the analysis of data revealed themes that could be associated either with the choir or the director. The key themes primarily associated with the choir were: Response to the change in rehearsal format; Attitude toward learning; Appropriateness of community learning model; and, Member's perceptions of the results of the program. The key themes associated with the director were identified as: Conductor assuming the role of educator; Conductor recognizing the choir as learners; Conductor treating rehearsals as a time for teaching and learning; and, Conductor's perception of the effectiveness of the change in focus. The study concluded that a change in focus from performance to education did not noticeably improve the sound of the choir after twelve-weeks. There were however, indications that improvements were being made by the individual members. Further study of the effects over a longer period of time is recommended.

A simulation study of the effects of small center enrollment in multi -center clinical trials

Multi-center clinical trials are very common in the development of new drugs and devices. One concern in such trials, is the effect of individual investigational sites enrolling small numbers of patients on the overall result. Can the presence of small centers cause an ineffective treatment to appear effective when treatment-by-center interaction is not statistically significant?^ In this research, simulations are used to study the effect that centers enrolling few patients may have on the analysis of clinical trial data. A multi-center clinical trial with 20 sites is simulated to investigate the effect of a new treatment in comparison to a placebo treatment. Twelve of these 20 investigational sites are considered small, each enrolling less than four patients per treatment group. Three clinical trials are simulated with sample sizes of 100, 170 and 300. The simulated data is generated with various characteristics, one in which treatment should be considered effective and another where treatment is not effective. Qualitative interactions are also produced within the small sites to further investigate the effect of small centers under various conditions.^ Standard analysis of variance methods and the "sometimes-pool" testing procedure are applied to the simulated data. One model investigates treatment and center effect and treatment-by-center interaction. Another model investigates treatment effect alone. These analyses are used to determine the power to detect treatment-by-center interactions, and the probability of type I error.^ We find it is difficult to detect treatment-by-center interactions when only a few investigational sites enrolling a limited number of patients participate in the interaction. However, we find no increased risk of type I error in these situations. In a pooled analysis, when the treatment is not effective, the probability of finding a significant treatment effect in the absence of significant treatment-by-center interaction is well within standard limits of type I error. ^

La acreditación de las Ingenierías : Configuración compleja en la institucionalización de la política

La Ley de Educación Superior 24.521/95 legalizó las prácticas de evaluación y acreditación universitaria en Argentina. En su artículo 43 señala que, aquellos títulos correspondientes a profesiones reguladas por el Estado cuyo ejercicio pudieran comprometer el interés público, requieren la acreditación periódica por la Comisión Nacional de Evaluación y Acreditación Universitaria (CONEAU). Como evidencia, la producción académica sobre la evaluación universitaria, luego de una etapa caracterizada por la resistencia de los actores universitarios, dio paso a otra marcada por una progresiva institucionalización y legitimación de la política. El presente trabajo se centra en la indagación de las condiciones que generan dicha institucionalización considerando varias dimensiones de análisis: la agenda gubernamental, la cultura disciplinar, el modelo de enseñanza y el rol de organismos intermedios. Los resultados que se exponen se basan en un estudio llevado a cabo en la Facultad de Ingeniería de la Universidad Nacional de La Plata, que presentó varias carreras en la convocatoria obligatoria de la CONEAU del año 2002. Para la indagación se tuvo en cuenta el análisis de fuentes documentales y entrevistas con informantes clave de la institución