Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.9

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.10

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.11

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.12

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.7

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

Jornal das Trincheiras : órgão da Revolução Constitucionalista. N.6

Jornal publicado durante a Revolução Constitucionalista de 1932. A coleção completa compõe-se de treze números, produzidos pela Liga de Defesa Paulista (LDP), no período de 14 de agosto a 25 de setembro de 1932.

O ensino da produção textual: entre as teorias linguísticas e os materiais didáticos

Este trabalho pretende comparar o ensino da produção textual em livros didáticos do português (LDP) e em apostilas escolares (AE), as quais hoje apontam para uma opção mercadológica de mercantilização do conhecimento escolar brasileiro. Como metodologia da pesquisa, optamos por um levantamento diacrônico sobre o ensino de Língua Portuguesa no Brasil, apresentando um histórico do LD como suporte de ensino e de aprendizagem da disciplina, para analisarmos os impactos das teorias linguísticas modernas, sobretudo, no que diz respeito aos gêneros discursivos (cf. Bakhtin, 2003), e dos PCN/PCNEM no ensino da produção de textos em sala de aula. Em virtude das modificações recentemente propostas pelo Exame Nacional de Ensino Médio (ENEM) e dos seus impactos na abordagem escolar da Produção Textual (PT), delimitamos nossa análise ao gênero dissertação escolar (DE), conhecido genericamente como redação escolar (RE), o mais cobrado em concursos e vestibulares brasileiros, traçando um recorte desde o período pós-Ditadura até as recentes propostas semióticas de abordagem do gênero (BARTHES, 1975; SANTAELLA, 2009; SIMÕES, 2009). Nossa perspectiva é, à guisa das mudanças ideológicas envolvidas na mudança de abordagem do ensino de RE para PT, apontar como LDP, tradicionalmente adotados em escolas públicas, e AE, contemporaneamente preferidas por dirigentes de escolas particulares, comportam-se frente a quatro eixos fundamentais para a prática docente do ensino da dissertação escolar: concepções teóricas adotadas, metodologia do ensino de DE, fundamentação teórico-metodológica dos professores e propostas de avaliação. Feita a análise contrastiva, o trabalho apontará aspectos divergentes e convergentes desse ensino, contextualizando o papel docente como mediador diante dos conflitos pedagógicos surgidos no decorrer da educação básica

Intertextualidade e interdiscursividade no ensino fundamental: uma perspectiva dialógica para o livro didático de português

O estudo ora desenvolvido parte do pressuposto segundo o qual o texto é entendido como o lugar de constituição e de interação de sujeitos sociais, como um evento no qual convergem ações linguísticas, cognitivas e sociais, segundo uma concepção dialógica do texto (BAKHTIN, 1992). Nos dias atuais, os livros didáticos continuam, em muitas das salas de aula brasileiras, a ditar os procedimentos de ensino (MESERANI, 2001 e MARCUSCHI apud DIONÍSIO; BEZERRA, 2005) e entende-se que a articulação das atividades de trabalho com textos, encontradas em tais materiais para o Ensino Fundamental (EF), a recursos como a intertextualidade e a interdiscursividade, importantes para a construção da textualidade e para a produção de sentidos, configura-se como um tema de pesquisa relevante. Assim, nessa investigação analisam-se a) as instruções metodológicas presentes no Manual do Professor e b) as atividades de produção e recepção textual retiradas de duas coleções de livro didático de Ensino Fundamental (6 ao 9 anos). Tal investigação prioriza o aspecto qualitativo, a natureza analítico-descritiva e o caráter interpretativista de pesquisa e visa a trazer novas referências para pesquisas em Língua Portuguesa no nível estudado, estabelecendo um diálogo com as práticas de ensino de leitura e escrita na escola, além de permitir uma análise crítica da forma como o livro didático é utilizado em sala. A análise apoia-se, principalmente, na Semiolinguística, uma vertente da Análise de Discurso Francesa (ADF), que constitui um olhar sobre o discurso, entendido como um processo interativo em uma determinada situação, resultante de um contrato (CHARAUDEAU, 2008) atribuído por um determinado grupo social, em uma dada situação sociointerativa. Considerando-se a análise dos LDP, observa-se a pouca ênfase que os autores dão ao papel da intertextualidade como recurso coesivo, tendo em vista a coerência textual, e como modo de manifestação da argumentatividade inerente a qualquer texto; da mesma forma, em relação à interdiscursividade, ressalta-se a falta de menção aos pressupostos discursivos e aos outros índices de polifonia, assim como à ironia, nas atividades de leitura e de produção escrita

辐照对不相容聚合物共混物相界面粘接的影响

介绍了改善不相容聚合物共混物界面粘接状况的一种崭新方法，应用SEM、TEM技术研究了辐射敏化界面反应对iPP/LDPＥ不相容共混物体系相界面粘接的影响，并结合溶解度参数的方法评估了多官能团单体—三烯丙基异氰酸酯(TAIC)在iPP/LDPE共混物中的分布状况。结果表明，辐射增强界面反应的方法是改善不相容聚合物共混物界面粘结的有效途径。

Characterization of Lipid Droplets and Functional Analysis of Lipid Droplet-Associated Proteins in Dictyostelium discoideum

Lipid droplets (LDs) are the universal storage form of fat as a reservoir of metabolic energy in animals, plants, bacteria and single celled eukaryotes. Dictyostelium LD formation was investigated in response to the addition of different nutrients to the growth medium. LDs were induced by adding exogenous cholesterol, palmitic acid (PA) as well as growth in bacterial suspension, while glucose addition fails to form LDs. Among these nutrients, PA addition is most effective to stimulate LD formation, and depletion of PA from the medium caused LD degradation. The neutral lipids incorporated into the LD-core are composed of triacylglycerol (TAG), steryl esters, and an unknown neutral lipid (UKL) species when the cells were loaded simultaneously with cholesterol and PA. In order to avoid the contamination with other cellular organelles, the LD-purification method was modified. The isolated LD fraction was analysed by mass spectrometry and 100 proteins were identified. Nineteen of these appear to be directly involved in lipid metabolism or function in regulating LD morphology. Together with a previous study, a total of 13 proteins from the LD-proteome were confirmed to localize to LDs after the induction with PA. Among the identified LD-proteins, the localization of Ldp (lipid droplet membrane protein), GPAT3 (glycerol-3-phosphate acyltransferase 3) and AGPAT3 (1-acylglycerol-3-phosphate-acyltransferase 3) were further verified by GFP-tagging at the N-termini or C-termini of the respective proteins. Fluorescence microscopy demonstrated that PA-treatment stimulated the translocation of the three proteins from the ER to LDs. In order to clarify DGAT (diacylglycerol acyltransferase) function in Dictyostelium, the localization of DGAT1, that is not present in LD-proteome, was also investigated. GFP-tagged DGAT1 localized to the ER both, in the presence and absence of PA, which is different from the previously observed localization of GFP-tagged DGAT2, which almost exclusively binds to LDs. The investigation of the cellular neutral lipid level helps to elucidate the mechanism responsible for LD-formation in Dictyostelium cells. Ldp and two short-chain dehydrogenases, ADH (alcohol dehydrogenase) and Ali (ADH-like protein), are not involved in neutral lipid biosynthesis. GPAT, AGPAT and DGAT are three transferases responsible for the three acylation steps of de novo TAG synthesis. Knock-out (KO) of AGPAT3 and DGAT2 did not affect storage-fat formation significantly, whereas cells lacking GPAT3 or DGAT1 decreased TAG and LD accumulation dramatically. Furthermore, DGAT1 is responsible for the accumulation of the unknown lipid UKL. Overexpression of DGAT2 can rescue the reduced TAG content of the DGAT1-KO mutant, but fails to restore UKL content in these cells, indicating that of DGAT1 and DGAT2 have overlapping functions in TAG synthesis, but the role in UKL formation is unique to DGAT1. Both GPAT3 and DGAT1 affect phagocytic activity. Mutation of GPAT3 increases it but a DGAT1-KO decreases phagocytosis. The double knockout of DGAT1 and 2 also impairs the ability to grow on a bacterial lawn, which again can be rescued by overexpression of DGAT2. These and other results are incorporated into a new model, which proposes that up-regulation of phagocytosis serves to replenish precursor molecules of membrane lipid synthesis, whereas phagocytosis is down-regulated when excess fatty acids are used for storage-fat formation.  

What role for nuclear power in Japan after Fukushima?

This chapter brings a human security lens to bear on the energy-mix question in post-Fukushima Japan. In particular, two of the four elements of human security identified in the 1994 Human Development Report (HDR), prevention and people-centeredness, are mobilized. We trace developments in Japan’s post-Fukushima nuclear politics through the demise of DPJ rule to the advent of the LDP government, and evaluate the current nuclear energy strategy of the Abe administration. Using a human security framework, we consider the economic security dimension of the arguments for and against the use of nuclear power, and weigh the result of this consideration against a concern with the six other elements of human security identified in the 1994 HDR. We conclude that the risks and threats to human security engendered by the use of nuclear energy outweigh any benefits that could reasonably be argued to accrue from its use. The notion of prevention, so central to the concept of human security, performs a further ‘trumping’ function, in leading us to put a premium on the downside risk of the use of nuclear energy.

Quasi-sure existence of Gaussian rough paths and large deviation principles for capacities

We construct a quasi-sure version (in the sense of Malliavin) of geometric rough paths associated with a Gaussian process with long-time memory. As an application we establish a large deviation principle (LDP) for capacities for such Gaussian rough paths. Together with Lyons' universal limit theorem, our results yield immediately the corresponding results for pathwise solutions to stochastic differential equations driven by such Gaussian process in the sense of rough paths. Moreover, our LDP result implies the result of Yoshida on the LDP for capacities over the abstract Wiener space associated with such Gaussian process.

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

A Transposição Didádica dos Gêneros do domínio do discursivo publicitários nos livros didáticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Conceição in Jaçanã city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Paraíba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others