Immunohistochemical localization of fibromodulin in the periodontium during cementogenesis and root formation in the rat molar

Background: Cementum is essential for periodontal regeneration, as it provides anchorage between the root surface and the periodontal ligament. A variety of macromolecules present in the extracellular matrix of the periodontium, including proteoglycans, are likely to play a regulatory role in cementogenesis. Recently, the small leucine-rich proteoglycan, fibromodulin, has been isolated from bovine periodontal ligament and localized in bovine cementum, as well as in human periodontal ligament. Objective: The aim of this study was to examine the distribution of fibromodulin during cementogenesis and root formation. Methods: A standard indirect immunoperoxidase technique was employed, using an antifibromodulin polyclonal antibody on sections of molar teeth from rats aged 3, 5 and 8 weeks. Results: Immunoreactivity to fibromodulin was evident in the periodontal ligament in all sections. An intense positive stain was observed in the extracellular matrix where the periodontal ligament fibers insert into the alveolar bone and where the Sharpey's fibers insert into the cementum. There was no staining evident in the mineralized cellular and acellular cementum. The intensity of immunoreactivity to the antifibromodulin antibody increased proportionally with increasing tissue maturation. Conclusion: The results from this study suggest that fibromodulin is a significant component of the extracellular matrix in the periodontal ligament during development, and may play a regulatory role in the mineralization process or maintaining homeostasis at the hard-soft tissue interface during cementogenesis.

Conceptual modelling and ontology: Possibilities and pitfalls

Conceptual modelling is an activity undertaken during information systems development work to build a representation of selected semantics about some real-world domain. Ontological theories have been developed to account for the structure and behavior of the real world in general. In this paper, I discuss why ontological theories can be used to inform conceptual modelling research, practice, and pedagogy. I provide examples from my research to illustrate how a particular ontological theory has enabled me to improve my understanding of certain conceptual modelling practices and grammars. I describe, also, how some colleagues and I have used this theory to generate several counter-intuitive, sometimes surprising predictions about widely advocated conceptual modelling practices - predictions that subsequently were supported in empirical research we undertook. Finally, I discuss several possibilities and pitfalls I perceived to be associated with our using ontological theories to underpin research on conceptual modelling.

Identification and in vivo characterization of PpaA, a regulator of photosystem formation in Rhodobacter sphaeroides

A regulatory protein, PpaA, involved in photosystem formation in the anoxygenic phototrophic proteobacterium Rhodobacter sphaeroides has been identified and characterized in vivo. Based on the phenotypes of cells expressing the ppaA gene in extra copy and on the phenotype of the ppaA null mutant, it was concluded that PpaA activates photopigment production and puc operon expression under aerobic conditions. This is in contrast to the function of the PpaA homologue from Rhodobacter capsulatus, AerR, which acts as a repressor under aerobic conditions [Dong, C., Elsen, S., Swem, L. R. & Bauer, C. E. (2002). J Bacteriol 184, 2805-2814]. The expression of the ppaA gene increases several-fold in response to a decrease in oxygen tension, suggesting that the PpaA protein is active under conditions of low or no oxygen. However, no discernible phenotype of a ppaA null mutant was observed under anaerobic conditions tested thus far. The photosystem gene repressor PpsR mediates repression of ppaA gene expression under aerobic conditions. Sequence analysis of PpaA homologues from several anoxygenic phototrophic bacteria revealed a putative corrinoid-binding domain. It is suggested that PpaA binds a corrinoid cofactor and the availability or structure of this cofactor affects PpaA activity.

Structural characterization of respiratory syncytial virus fusion inhibitor escape mutants: homology model of the F protein and a syncytium formation assay

Respiratory syncytial virus (RSV) is a ubiquitous human pathogen and the leading cause of lower respiratory tract infections in infants. Infection of cells and subsequent formation of syncytia occur through membrane fusion mediated by the RSV fusion protein (RSV-F). A novel in vitro assay of recombinant RSV-F function has been devised and used to characterize a number of escape mutants for three known inhibitors of RSV-F that have been isolated. Homology modeling of the RSV-F structure has been carried out on the basis of a chimera derived from the crystal structures of the RSV-F core and a fragment from the orthologous fusion protein from Newcastle disease virus (NDV). The structure correlates well with the appearance of RSV-F in electron micrographs, and the residues identified as contributing to specific binding sites for several monoclonal antibodies are arranged in appropriate solvent-accessible clusters. The positions of the characterized resistance mutants in the model structure identify two promising regions for the design of fusion inhibitors. (C) 2003 Elsevier Science (USA). All rights reserved.

New structure formation on gamma-irradiation of poly(chlorotrifluoroethylene)

The radiation chemistry of PCTFE at different temperatures has been studied. The polymer was irradiated under vacuum to absorbed doses of up to 1500 kGy. Three irradiation temperatures were chosen. These included ambient temperature, a temperature well above the T, and a temperature above the crystalline melting temperature. These were 298, 423 and 493 K, respectively. The formation of new structures was identified by solid-state FTIR and F-19 NMR. No branching was observed below the melting temperature, but branches were observed above the melting temperature. G-values for chain-end formation were 1.5 and 2.4 at room temperature and 423 K, respectively and the G-value for the formation of double bonds was found to be < 0.1. For the irradiations at 493 K, the G-values for the formation of chain ends, double bonds and branching points were 3.6, 0.2 and 0.5, respectively. The presence of long-chain branches within the polymer structure could not be proven for radiolysis at 493 K, but scission predominates and network formation does not occur upon irradiation. DSC studies of the polymers irradiated at ambient temperature were consistent with chain scission leading to an increase in the percentage crystallinity, as observed for other fluoropolymers. (C) 2003 Elsevier Science Ltd. All rights reserved.

Radical formation on gamma-radiolysis of poly [(methacrylic acid)-co-acrylonitri

The radicals formed on gamma-radiolysis of a series of copolymers of methacrylic acid and acrylonitrile have been investigated by ESR spectroscopy. This series of copolymers spanned the full composition range and the study was carried out at 77 K and ambient temperature. The radicals formed in the copolymers at 77 and 303 K were found to be similar to those found in the two homopolymers, but in the intermediate composition range the presence of acrylonitrile propagation radicals was also detected. These radicals were not observed to be formed in significant quantities on the radiolysis of polyacrylonitrile. They are believed to result from a scission of the main chain at methacrylic acid/acrylonitrile diad sequences following loss of the methacrylic acid carboxyl group. At 77 K, the copolymers with high methacrylic acid contents were found to be more sensitive to radical formation than the methacrylic acid homopolymer, but this enhanced sensitivity was not evident at ambient temperature, where the G-values for radical formation for the copolymers were slightly less than the values for the homopolymers. (C) 2003 Society of Chemical Industry.

Structural variations and formation constants of first-row transition metal complexes of biologically active aroylhydrazones

Iron chelators of the 2-pyridinecarbaldehyde isonicotinoylhydrazone (HPCIH) class show high potential for the treatment of iron overload diseases. In the present study, selected first-row transition metal (from Mn to Zn) complexes with HPCIH and 2-pyridinecarbaldehyde (4'-aminobenzoyl)hydrazone (HPCAH) were synthesised and characterised. Crystallography reveals that HPCAH exclusively forms bis complexes with divalent transition metals, with each ligand coordinating meridionally through its pyridine-N, imine-N and carbonyl-O atoms, forming distorted octahedral cis-MN4O2 complexes. Complexes of HPCIH were more varied and unpredictable, with metal/ligand ratios of 1:1, 1:2, 2:2 and 3:2 obtained with different metal ions. The isonicotinoyl ring N-atom in HPCIH was found to be an effective ligand, and this resulted in the varied metal/ligand ratios observed. The formation constants of divalent metal complexes with HPCIH were determined by potentiometric titrations and the values obtained were consistent with similar tridentate ligands and with the Irving-Williams order. ((C) Wiley-VCH Verlag GmbH & Co. KGaA, 69451 Weinheim, Germany, 2003).

Pesquisa com o cotidiano

Este texto trata do tema da pesquisa "com" o cotidiano. O interesse é provocar uma permanente abertura para a reflexão e o debate sobre o cotidiano e a pesquisa com o cotidiano, e não fechar a questão com uma proposta sistemática. Vale-se dos estudos desenvolvidos em escolas públicas do Estado do Espírito Santo no período de 1999 a 2004, cujo principal objetivo foi desencadear, entre os praticantes do cotidiano escolar, práticas de intervenção nos "currículos" e na "formação continuada", assumidos como processos complexos que se interpenetram em meio às redes de saberesfazeres tecidas e partilhadas pelos sujeitos das escolas. Podemos inferir, a partir das pistas encontradas, que o cotidiano exige dos pesquisadores em educação outras possibilidades teórico-metodológicas, diferentes daquelas herdadas da modernidade, para superar o aprisionamento do cotidiano em categorias prévias e assegurar a impossibilidade de usarmos o singular para tratar da diversidade que se manifesta na vida.

Olhares sobre Jongos e Caxambus: Processos educativos nas práticas religiosas afro-brasileiras

Este estudo foi elaborado a partir da proposta de fortalecimento das relações comunitárias entre a Universidade Federal do Espírito Santo e as comunidades jongueiras e caxambuzeiras. Destina-se a apresentar a pesquisa realizada em territórios negros sob a inspiração do Jongo e do Caxambu, reconhecidos como Patrimônio Imaterial do Brasil pelo Instituto do Patrimônio Histórico e Artístico Nacional (Iphan). A pesquisa foi desenvolvida no norte do Estado do Espírito Santo e tem como recurso analítico e conceitual estudos sobre etnicidade no campo da educação. Sua proposta é ampliar e constituir-se como base para a implementação da Lei nº. 10.639/2003, considerando a descrição das categorias religiosidade, territorialidade, memórias, cultura negra, cultura popular e tradição, com base nas narrativas dos sujeitos. Relaciona as práticas culturais do jongo e do caxambu como elementos importantes para a reconstrução da história do negro no Sudeste brasileiro. O tema de investigação foi construído sob a inspiração teórica dos estudos culturais referenciados em Stuart Hall (2008), Canclini (1997), Santos (2008, 2009), Certeau (2005) e na produção simbólica das interpretações sociais, das fronteiras étnicas para descrever as diferenças percebidas pelos sujeitos. Trabalhou-se basicamente propondo as múltiplas interpretações a partir do vivido. O estudo reforça a importância das africanidades na formação de professores e a discussão do Patrimônio Imaterial do Jongo como possibilidades de saberes-fazeres no campo do currículo escolar. Os caminhos da pesquisa partem de uma base etnográfica, conjugando a metodologia da história oral temática com a pesquisa participante e a pesquisa ação, interligando as memórias dos sujeitos, suas narrativas e vivências ao fazer pedagógico no cotidiano das comunidades. Ressalta a relação intercultural e territorial que identifica jongueiros e caxambuzeiros. Os resultados da pesquisa descrevem as condições dessas práticas, da visibilidade das políticas culturais, da produção das identidades jongueiras no norte do Estado do Espírito Santo, sob o ponto de vista dos sujeitos elencados.

Structure formation in an expanding universe : I José Plínio Baptista School of Cosmology

José Plínio Baptista School of Cosmology (1. : 2012 : Anchieta, ES). Seminário realizado no período de 14 a 19 de outubro de 2012.

Tecnologia assistiva e computacional : contribuições para o atendimento educacional especializado e desafios na formação de professores

Neste trabalho, analisamos aspectos relacionados a como a tecnologia computacional é utilizada no Atendimento Educacional Especializado (AEE) e como se deu a formação de professores para utilizar esses recursos. Para tanto, delimitamos os seguintes objetivos específicos: investigar a utilização da tecnologia assistiva (TA) computacional no âmbito das salas de recursos multifuncionais (SRM); problematizar as tensões, dificuldades e possibilidades relacionadas à TA com ênfase na tecnologia computacional para o AEE; analisar a formação do professor de educação especial para o AEE tendo como recurso a TA com ênfase na tecnologia computacional, visando à mediação dos processos de aprendizagem. O aporte teórico deste trabalho foi a abordagem histórico-cultural, tomando por referência os estudos de Vigotski e seus colaboradores. Trata-se de uma pesquisa qualitativa que fez uso de diferentes instrumentos metodológicos como, os grupos focais, o questionário online e a entrevista semiestruturada. Para desenvolvê-lo, realizamos a coleta de dados em diferentes contextos, começando pelos grupos focais da pesquisa inaugural do Oneesp, que serviram como dispositivo para esta pesquisa, seguida da aplicação de um questionário aos professores participantes da pesquisa-formação desenvolvida como um desdobramento no estado do Espírito Santo da pesquisa inaugural do Oneesp pelos integrantes do Oeeesp e da aplicação in loco de entrevistas semiestruturadas com professores de educação especial, de uma SRM do Tipo II. Foram oitenta e nove professores participantes na pesquisa do Oneesp, trinta professores na pesquisa-formação do Oeeesp e dois professores para aplicação da entrevista semiestruturada in loco, respectivamente. Esses dois professores participaram tanto da pesquisa do Oneesp como da pesquisa do Oeeesp. Analisamos esses três momentos, dos quais emergiram os apontamentos que nos proporcionaram pensar, com base nas narrativas orais e escritas dos professores: sua formação para uso da TA computacional; seu entendimento sobre sua formação para este fim; seus anseios por uma formação mais direcionada; a forma como utilizam a tecnologia na sala de recursos; seus entendimentos sobre as dificuldades e possibilidades relacionadas a TA com ênfase na tecnologia computacional para o AEE. Após essas análises, concluímos que poucos professores que atuam nas SRM tiveram uma formação que possibilitasse a aplicação das tecnologias computacionais em sua mediação pedagógica, aliando teoria e prática, com momentos de formação que privilegiassem os momentos presenciais e em laboratórios, onde possam interagir com os computadores e suas ferramentas simbólicas. Sem essa familiaridade com os recursos computacionais, os professores acabam sentindo-se inseguros para utilizá-los, deixando de potencializar, pela via desses recursos, os processos de ensinoaprendizagem do aluno com deficiência. Faz-se necessário um investimento nesse tipo de formação e, mais do que isso, que se viabilize para os professores que atuam ou que pretendem atuar nas SRM. A partir de uma formação apropriada é possível fazer com que os professores utilizem os recursos computacionais como mediadores dos processos de ensino-aprendizagem de seus alunos.

A constituição do Instituto de Educação de Vitória/ES e a formação de professores primários no Espírito Santo (1971-2000)

Investiga o processo de transição da Escola Normal para outro espaço físico sob a forma de Instituto de Educação e os desdobramentos dessa mudança na formação de professores no Espírito Santo, segundo as diretrizes instituídas pela Lei nº. 5.692/71, durante o Regime Ditatorial Brasileiro (1964-1985). O recorte temporal inicia-se em 1971, quando ocorreu a transição, e encerra-se no ano 2000, momento em que o Instituto passa a denominar-se Escola Estadual de 2º grau Professor Fernando Duarte Rabelo. Privilegia, como interlocutores teóricos, os historiadores Carlo Ginzburg (1986, 2006), Marc Bloch (2001) e Michel de Certeau (2004) e toma, como corpus documental, propostas curriculares do Estado, portarias, matérias de jornais, fotografias de eventos realizados pela instituição e entrevistas com sujeitos que atuaram naquele espaço como professoras, diretora e aluna. As fontes foram interrogadas a partir das seguintes questões: como se deu a transição da Escola Normal D. Pedro II para o Instituto de Educação de Vitória? Que motivos levaram a essa transição? Como se configurou a formação de professores no Instituto de Educação? Quais os desdobramentos das mudanças ocorridas, em se tratando da formação de professores capixabas? Pareceram intrigantes silêncios e lacunas observados em relação à transição da Escola Normal para o Instituto de Educação e aos motivos que desencadearam essa mudança. Das falas das professoras, depreende-se que decisões sobre a transferência do espaço físico e as modificações no currículo vieram prontas, de cima para baixo. O discurso da modernização alardeia a técnica e o tecnicismo e anuncia novidades. A Escola Normal e as suas tradições passam a habitar o passado como algo que se apaga em nome do avanço técnico. Ainda que sutilmente, o cheiro do cafezinho gratuito e do mingau fizessem espargir o aroma da saudade de um outro tempo em que o lanche dos professores da Escola Normal era um encontro “solene”. Conclui-se que a abrupta descontinuidade da Escola Normal, cujo prédio passou a abrigar a atual Escola Estadual Maria Ortiz, possivelmente não se esgota nas questões de ordem técnico-pedagógica que os documentos deixam explícitas. Entretanto, tendo em vista o cronograma limitado desta pesquisa e a lacuna das fontes, não foi possível explorar outras possibilidades de resposta.

How middle managers contribute to strategy formation process: connection of strategy processes and strategy practices

The role of middle management is essential when managing integrative and emergent strategy formation processes. We stand out the importance of its role connecting micro and macro organizational level offering a very important contribution when examining the strategy-as-practice perspective and integrative strategy formation process. The main goal of this research is to analyse the relationship between the integrative strategy formation process and the roles of middle management under the strategy-as-practice perspective. To check it out we adopted a qualitative methodology droving a case analysis in a Spanish University. Data was collected by means of personal interviews with members of different levels of the Institution, documents analysis and direct observation. In advance of some results we find out that the University develops an integrative strategy formation process and confers to middle management an important role extended all over the organization.

Qualified intervention/qualifying formation

An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category ‘Science as culture’ acquires in the current work a major importance: it enlightens the meaning of scientific literacy. Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities. On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions. In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the discussion on the curriculum design for a socio-cultural animator degree (1st cycle of Bologna process). In particular, this study intends to assess how the formation given complies with enabling animators to work, within multiple scenarios, with communities in situations of socio-scientific relevance. A set of themes, issues and both current and potential fields of action, not described or insufficiently described in literature, is identified and analysed in the perspective of a qualified intervention of animators. One of these examples is thoroughly discussed. Finally, suggestions are made about curriculum reforms in order, if possible, to strongly link the desired qualified intervention with a qualifying formation.

A multi-agent system for the support of producer coalition formation in electricity markets

All over the world Distributed Generation is seen as a valuable help to get cleaner and more efficient electricity. To get negotiation power and advantages of scale economy, distributed producers can be aggregated giving place to a new concept: the Virtual Power Producer. Virtual Power Producers are multitechnology and multi-site heterogeneous entities. Virtual Power Producers should adopt organization and management methodologies so that they can make Distributed Generation a really profitable activity, able to participate in the market. In this paper we address the development of a multi-agent market simulator – MASCEM – able to study alternative coalitions of distributed producers in order to identify promising Virtual Power Producers in an electricity market.