Assobios do boto-cinza, Sotalia guianensis, (Cetacea, Delphinidae) em três áreas de concentração na costa do Rio de Janeiro

A espécie Sotalia guianensis apresenta um variado repertório de assobios que estão ligados a interação social e a diferentes contextos de comportamento. As variações intraespecíficas nas estruturas dos assobios podem indicar diferenças entre populações dessa espécie. O presente estudo caracterizou e comparou o repertório dos assobios de Sotalia guianensis, em três baías do estado do Rio de Janeiro: Baía de Guanabara (BG), Baía de Sepetiba (BS) e Baía da Ilha Grande (BI), utilizando um sistema de gravação com limite superior de frequência de 48 kHz e através da aplicação das análises quantitativas e qualitativas dos parâmetros acústicos. As gravações dos assobios foram realizadas com embarcações de 5,5 e 7m e sistema de gravação composto por um hidrofone High Tech, modelo HTI-96-MIN, e um gravador digital modelo PMD 671 Marantz, com limite superior de frequência de 48 kHz. As análises dos espectrogramas foram realizadas com os softwares Adobe Audition 1.5 e Raven 1.3. Os assobios foram classificados em seis categorias de forma de contorno e 11 parâmetros acústicos foram medidos para cada assobio. Para comparar os parâmetros acústicos de mesma forma de contorno entre as três baías, foram aplicados a análise descritiva e testes estatísticos de comparação de média. Um total de 1800 assobios foi selecionado e 61,38% (N=1105) dos assobios apresentaram forma de contorno ascendente. Assobios com zero ou um ponto de inflexão foram mais frequentes (N=1476), correspondendo a 82%. A amplitude de frequência encontrada variou de 1,03 a 46,87 kHz, maior alcance registrado para essa espécie no Brasil. A média de duração dos assobios da BG foi menor do que as médias encontradas na BS e na BI. Os resultados de todas as comparações realizadas demonstraram que os parâmetros de frequência (FI, FF, FMAX e F3/4) foram os que mais apresentaram diferenças significativas entre as três áreas. A variação encontrada nos assobios de S. guianensis entre as três áreas estudadas pode também estar ligada aos tipos de assobios mais comuns em cada área, representados pelos assobios ascendentes, que apesar de apresentarem a mesma forma de contorno, possuem diferenças em seus parâmetros acústicos, possivelmente ligados a informações individuais. A utilização de um sistema de gravação com limite superior de 48 kHz possibilitou a análise de muitos assobios. Com isso, foi possível verificar a importância do limite de frequência aplicado para caracterizar o repertório acústico dessa espécie, juntamente com as análises qualitativas das formas de contorno e as análises quantitativas dos parâmetros acústicos dos assobios. A aplicação dessa metodologia foi eficaz na comparação intraespecífica dos assobios, e futuramente, estudos mais detalhados da classificação dos assobios, poderá acrescentar informações relevantes sobre a variação desse tipo de emissão sonora no repertório acústico S. guianensis

Se você não quer, faça matrícula no pagou-passou da esquina. Concepções de currículo e avaliação: Diálogos sobre um colégio de excelência

O estudo interroga sobres as articulações entre os sentidos de currículo, avaliação e qualidade que circulam entre os professores no contexto do Colégio de Aplicação da Uerj (CAp/UERJ) e que sustentam a legitimidade da instituição considerada de excelência pelos resultados alcançados pelos seus alunos e tem como objetivo identificar as concepções de conhecimento, de currículo e de avaliação que articulam a produção de sentidos de um ensino de qualidade entre os professores do CAp/UERJ? Dessa forma, utilizando aportes pósestruturais a pesquisa é realizada a partir da apropriação dos conceitos de discurso e hegemonia desenvolvido por Ernesto Laclau na Teoria do discurso para problematizar os processos de exclusão que resultam na significação de qualidade sustentada por padrões de desempenho a priori. Para concretizar o estudo, caracterizado como um Estudo de Caso, foram realizadas entrevistas com oito professores abrangendo todos os segmentos de ensino da instituição. Além dos depoimentos, forma consultados documentos institucionais que permitiram contextualizar e compreender melhor o funcionamento do CAp/UERJ. A Análise de Conteúdo foi a ferramenta utilizada na sistematização, leitura e interpretação do material empírico. É importante destacar que não houve na investigação qualquer pretensão de estabelecer juízos de valor sobre as tensões existentes na instituição acerca das concepções que nela circulam e que as falas dos sujeitos são tomadas como interpretações provisórias que cada entrevistado confere as suas experiências no contexto em que a entrevista acontece. Experiências que, por sua vez, também são reinterpretadas pela pesquisadora. Com o estudo foi possível concluir que a significação do CAp/UERJ como uma escola de excelência é um processo dinâmico em que os professores, juntamente com outros sujeitos sociais, nem sempre diretamente ligados à instituição, lutam por hegemonia em práticas coletivas de produção curricular em meio a conflitos que ultrapassam as fronteiras da escola. Essas práticas predominantemente críticas, são centradas na defesa de um repertório de bens simbólicos que podem até ser transmitidos de formas diferentes, com diversas atividades que contemplem a diversidade da escola, mas é na avaliação que elas realmente se concretizam como críticas ao exigir compreensões semelhantes de sujeitos diferentes, principalmente no anos finais de escolaridade. No entanto, ainda que possam ser consideradas hegemônicas e pareçam persistir há algum tempo, como apontam as análises realizadas, trata-se de uma hegemonia precária que se produz em meio a tensões e conflitos nas práticas curriculares da instituição. Assim a proposta da investigação consiste em desestabilizar hegemonias mais estáveis e seus interesses particulares, autorizando que outras hegemonias brotem, promovendo o antagonismo através dos múltiplos discursos.

Adaptive diversification of vomeronasal receptor 1 genes in rodents

The vomeronasal receptor 1 (V1R) are believed to be pheromone receptors in rodents. Here we used computational methods to identify 95 and 62 new putative V1R genes from the draft rat and mouse genome sequence, respectively. The rat V1R repertoire consists of 11 subfamilies, 10 of which are shared with the mouse, while rat appears to lack the H and I subfamilies found in mouse and possesses one unique subfamily (M). The estimations of the relative divergence times suggest that many subfamilies originated after the split of rodents and primates. The analysis also reveals that these clusters underwent an expansion very close to the split of mouse and rat. In addition, maximum likelihood analysis showed that the nonsynonymous and synonymous rate ratio for most of these clusters was much higher than one, suggesting the role of positive selection in the diversification of these duplicated V1R genes. Because V1R are thought to mediate the process of signal transduction in response to pheromone detection, we speculate that the V1R genes have evolved under positive Darwinian selection to maintain the ability to discriminate between large and complex pheromonal mixtures.

SEXUAL-BEHAVIOR OF TIBETAN MACAQUES AT MT EMEI, CHINA

Data on sexual behavior were collected in six groups of semi-commensal Macaca thibetana along the trail on the slope habitat between 1987 and 1989. Ignoring the common items such as mounting, presenting etc., 20 categories of sexual behavior were described. Most of the descriptions were likely to have enlarged the behavior repertoire reported in macaques, showing a great complexity of sociosexual interactions under the principally natural condition. A great diversity of grouping appeared in the mating season. The copulatory pattern was found to be the serial type contrary to previous speculation, and the mount-to-ejaculation ratio was higher in the central subgroup, as compared with the far-peripheral adult subgroup (FAS) with less male and female rivals. An age-class subdivision of sexually active males made it possible to show that the young adult male immigrants were the most active class in sexual activity. Subgrouping form FAS was a ''space-segregation'' tactic of mating for the losers of both sexes in the competition. Some parameters of copulation were also documented.

PATTERNS OF SPATIAL-DISPERSION, LOCOMOTION AND FORAGING BEHAVIOR IN 3 GROUPS OF THE YUNNAN SNUB-NOSED LANGUR (RHINOPITHECUS-BIETI)

Aspects of the behaviour of three groups of Yunnan snub-nosed langurs, Rhinopithecus bieti, were observed over the course of three field seasons from 1986 to 1988. The major findings of the study were: (1) The habitats of R. bieti were mainly at heights of 3,600-4,150 m above sea level. (2) Groups were very large, with group sizes ranging from more than 100 to 269 individuals. (3) Spatial dispersion densities ranged from about 27 to 106 m2/individual during sleeping and resting, to feeding dispersions as large as 5,000-15,000 m2. (4) The locomotor repertoire of R. bieti consisted largely of walking, jumping and climbing. On very rare occasions, semibrachiation was observed, but true brachiation was never observed. The locomotor repertoires of juveniles were more diverse than those of subadults or adults. (5) Communication consisted mainly of eye-to-eye contact accompanied by murmurs; while loud calls were heard only rarely. (6) Groups moved between sleeping and feeding sites in single file. It is concluded that R. bieti is a mainly terrestrial species.

A combined phage display ScFv library against Myxobolus rotundus infecting crucian carp, Carassius auratus auratus (L.), in China

Immunological methods have been developed for the diagnosis of Myxobolus rotundus but their use has been limited for the prevention and therapy of this serious parasitic pathogen. Phage display antibody libraries are a powerful technique for the development of antibodies to molecules of interest and have advantages over traditional hybridroma approaches. In the present study, four antigen fractions related to M. rotundus were prepared and a combined phage display single-chain antibody fragments (ScFv) library was constructed against this parasite. Preliminary analysis indicated that a combined antibody library of about 2.08 X 10(5) individual clones and high diversity was generated. After four rounds of screening (bio-panning) against soluble spore protein prepared from lysed, intact, mature M rotundus spores, a strain monoclonal phage display ScFv, termed pCAN-6H9, with better affinity, was isolated. The pCAN-6H9 gene fragment was sequenced and analysed. The specificity of pCAN-6H9 was further demonstrated by dot-blot. In competition enzyme-linked immunosorbent assay, both the original and enriched phage-displayed ScFv repertoire showed significant inhibition of mouse anti-M rotundus serum binding to coated antigen, while the inhibition rate of monoclonal pCAN-6H9 phage particles was only 11.83%.

Molecular and evolutionary analyses of formyl peptide receptors suggest the absence of VNO-specific FPRs in primates

Formyl peptide receptors (FPRs) were observed to expand in rodents and were recently suggested as candidate vomeronasal chemosensory receptors. Since vomeronasal chemosensory receptors usually underwent positive selection and evolved concordantly with the vomeronasal organ (VNO) morphology, we surveyed FPRs in primates in which VNO morphology is greatly diverse and thus it would provide us a clearer view of VNO-FPRs evolution. By screening available primate genome sequences, we obtained the FPR repertoires in representative primate species. As a result, we did not find FPR family size expansion in primates. Further analyses showed no evolutionary force variance between primates with or without VNO structure, which indicated that there was no functional divergence among primates FPRs. Our results suggest that primates lack the VNO-specific FPRs and the FPR expansion is not a common phenomenon in mammals outside rodent lineage, regardless of VNO complexity.

The unique skeleton of siliceous sponges (Porifera; Hexactinellida and Demospongiae) that evolved first from the Urmetazoa during the Proterozoic: a review

Sponges (phylum Porifera) had been considered as an enigmatic phylum, prior to the analysis of their genetic repertoire/tool kit. Already with the isolation of the first adhesion molecule, galectin, it became clear that the sequences of sponge cell surface receptors and of molecules forming the intracellular signal transduction pathways triggered by them, share high similarity with those identified in other metazoan phyla. These studies demonstrated that all metazoan phyla, including Porifera, originate from one common ancestor, the Urmetazoa. The sponges evolved prior to the Ediacaran-Cambrian boundary (542 million years ago [myr]) during two major "snowball earth events", the Sturtian glaciation (710 to 680 myr) and the Varanger-Marinoan ice ages (605 to 585 myr). During this period the ocean was richer in silica due to the silicate weathering. The oldest sponge fossils (Hexactinellida) have been described from Australia, China and Mongolia and are thought to have existed coeval with the diverse Ediacara fauna. Only little younger are the fossils discovered in the Sansha section in Hunan (Early Cambrian; China). It has been proposed that only the sponges possessed the genetic repertoire to cope with the adverse conditions, e.g. temperature-protection molecules or proteins protecting them against ultraviolet radiation. The skeletal elements of the Hexactinellida (model organisms Monorhaphis chuni and Monorhaphis intermedia or Hyalonema sieboldi) and Demospongiae (models Suberites domuncula and Geodia cydonium), the spicules, are formed enzymatically by the anabolic enzyme silicatein and the catabolic enzyme silicase. Both, the spicules of Hexactinellida and of Demospongiae, comprise a central axial canal and an axial filament which harbors the silicatein. After intracellular formation of the first lamella around the channel and the subsequent extracellular apposition of further lamellae the spicules are completed in a net formed of collagen fibers. The data summarized here substantiate that with the finding of silicatein a new aera in the field of bio/inorganic chemistry started. For the first time strategies could be formulated and experimentally proven that allow the formation/synthesis of inorganic structures by organic molecules. These findings are not only of importance for the further understanding of basic pathways in the body plan formation of sponges but also of eminent importance for applied/commercial processes in a sustainable use of biomolecules for novel bio/inorganic materials.

A Robot that Walks: Emergent Behaviors from a Carefully Evolved Network

Most animals have significant behavioral expertise built in without having to explicitly learn it all from scratch. This expertise is a product of evolution of the organism; it can be viewed as a very long term form of learning which provides a structured system within which individuals might learn more specialized skills or abilities. This paper suggests one possible mechanism for analagous robot evolution by describing a carefully designed series of networks, each one being a strict augmentation of the previous one, which control a six legged walking machine capable of walking over rough terrain and following a person passively sensed in the infrared spectrum. As the completely decentralized networks are augmented, the robot's performance and behavior repertoire demonstrably improve. The rationale for such demonstrations is that they may provide a hint as to the requirements for automatically building massive networks to carry out complex sensory-motor tasks. The experiments with an actual robot ensure that an essence of reality is maintained and that no critical problems have been ignored.

Specialization of Perceptual Processes

In this report, I discuss the use of vision to support concrete, everyday activity. I will argue that a variety of interesting tasks can be solved using simple and inexpensive vision systems. I will provide a number of working examples in the form of a state-of-the-art mobile robot, Polly, which uses vision to give primitive tours of the seventh floor of the MIT AI Laboratory. By current standards, the robot has a broad behavioral repertoire and is both simple and inexpensive (the complete robot was built for less than $20,000 using commercial board-level components). The approach I will use will be to treat the structure of the agent's activity---its task and environment---as positive resources for the vision system designer. By performing a careful analysis of task and environment, the designer can determine a broad space of mechanisms which can perform the desired activity. My principal thesis is that for a broad range of activities, the space of applicable mechanisms will be broad enough to include a number mechanisms which are simple and economical. The simplest mechanisms that solve a given problem will typically be quite specialized to that problem. One thus worries that building simple vision systems will be require a great deal of {it ad-hoc} engineering that cannot be transferred to other problems. My second thesis is that specialized systems can be analyzed and understood in a principled manner, one that allows general lessons to be extracted from specialized systems. I will present a general approach to analyzing specialization through the use of transformations that provably improve performance. By demonstrating a sequence of transformations that derive a specialized system from a more general one, we can summarize the specialization of the former in a compact form that makes explicit the additional assumptions that it makes about its environment. The summary can be used to predict the performance of the system in novel environments. Individual transformations can be recycled in the design of future systems.

Learning and Control in Assistive Robotics for the Elderly

Q. Meng and M. H. Lee, Learning and Control in Assistive Robotics for the Elderly, IEEE Conference on Robotics, Automation and Mechatronics (RAM), Singapore, 2004.

Identyfikacja domen WG/GW zaangażowanych w wiązanie białek Argonaute oraz analiza mechanizmów molekularnych odpowiedzialnych za ich zmienność

Wydział Biologii: Instytut Biologii Molekularnej i Biotechnologii

Elevação do seio maxilar versus colocação de implantes curtos

Projeto de Pós-Graduação/Dissertação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Medicina Dentária

Genes involved in complex adaptive processes tend to have highly conserved upstream regions in mammalian genomes

BACKGROUND:Recent advances in genome sequencing suggest a remarkable conservation in gene content of mammalian organisms. The similarity in gene repertoire present in different organisms has increased interest in studying regulatory mechanisms of gene expression aimed at elucidating the differences in phenotypes. In particular, a proximal promoter region contains a large number of regulatory elements that control the expression of its downstream gene. Although many studies have focused on identification of these elements, a broader picture on the complexity of transcriptional regulation of different biological processes has not been addressed in mammals. The regulatory complexity may strongly correlate with gene function, as different evolutionary forces must act on the regulatory systems under different biological conditions. We investigate this hypothesis by comparing the conservation of promoters upstream of genes classified in different functional categories.RESULTS:By conducting a rank correlation analysis between functional annotation and upstream sequence alignment scores obtained by human-mouse and human-dog comparison, we found a significantly greater conservation of the upstream sequence of genes involved in development, cell communication, neural functions and signaling processes than those involved in more basic processes shared with unicellular organisms such as metabolism and ribosomal function. This observation persists after controlling for G+C content. Considering conservation as a functional signature, we hypothesize a higher density of cis-regulatory elements upstream of genes participating in complex and adaptive processes.CONCLUSION:We identified a class of functions that are associated with either high or low promoter conservation in mammals. We detected a significant tendency that points to complex and adaptive processes were associated with higher promoter conservation, despite the fact that they have emerged relatively recently during evolution. We described and contrasted several hypotheses that provide a deeper insight into how transcriptional complexity might have been emerged during evolution.

Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools

Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks ‘To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers’ learning at post-primary level?’ The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.