Effects of Purified Saccharomyces cerevisiae (1→3)-β-Glucan on Venous Ulcer Healing

Water-insoluble glucan was isolated from the baker’s yeast Saccharomyces cerevisiae. The yeast cells were treated with alkali and the residue then with acid. Chemical and NMR (1D and 2D) analyses showed that a linear (1→3)-β-glucan was purified that was not contaminated with other carbohydrates, proteins or phenolic compounds. The effects of the glucan on wound healing were assessed in human venous ulcers by histopathological analysis after 30 days of topical treatment. (1→3)-β-glucan enhanced ulcer healing and increased epithelial hyperplasia, as well as increased inflammatory cells, angiogenesis and fibroblast proliferation. In one patient who had an ulcer that would not heal for over 15 years, glucan treatment caused a 67.8% decrease in the area of the ulcer. This is the first study to investigate the effects of (1→3)-β-glucan on venous ulcer healing in humans; our findings suggest that this glucan is a potential natural biological response modifier in wound healing

O contributo das atividades lúdicas no sucesso da aprendizagem no pré-escolar e 1º ciclo

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

O contributo da utilização do EdiLim, como recurso educativo na prática de ensino supervisionada, através da conceção de atividades no 1º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

O desenvolvimento lexical como potenciador do processo de aquisição da leitura em contexto do 1º. Ciclo do Ensino Básico

Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ciências da Educação: área de especialização em Animação da Leitura.

As aprendizagens através do lúdico: a linguagem e a matemática na educação Pré-Escolar e no 1º Ciclo do Ensino Básico

Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

Cooperar para aprender: contributos para o desenvolvimento de competências sociais em crianças da educação pré-escolar e do 1º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau de Mestre em Educação Pré- Escolar e Ensino do 1ºCiclo do Ensino Básico

Otimização e validação de método empregando SPE e LC-APCI-MS/MS para determinação de fármacos em água de supefície e de abastecimento público

O uso mundial dos fármacos classificados como contaminantes emergentes tornouse um novo problema ambiental devido à possível contaminação das águas de superfície e de abastecimento, podendo impactar o meio ambiente e causar danos à saúde pública. Na cidade de Rio Grande, RS, Brasil, o suprimento de água potável é realizado pela CORSAN (Companhia Riograndense de Saneamento), que capta a água do Canal São Gonçalo, o qual estabelece uma ligação entre as lagoas: dos Patos e Mirim. Neste trabalho um método analítico empregando Extração em Fase Sólida (SPE) e Cromatografia Líquida com Fonte de Ionização Química a Pressão Atmosférica acoplada a Espectrometria de Massas (LC-APCI-MS/MS) foi desenvolvido e validado para a determinação dos fármacos atenolol, cafeína, diclofenaco, fluoxetina e sulfametoxazol em amostras de água superficial e de abastecimento público. O método foi validado conforme parâmetros do INMETRO e SANCO. Os limites de detecção do método variaram entre 0,053 – 0,53 µg L -1 , enquanto para os limites de quantificação a variação foi de 0,16 – 1,6 µg L-1 . Todos os compostos apresentaram excelente linearidade, com coeficiente de correlação maior do que 0,99. Os valores de recuperação estiveram na faixa de 70 a 120%, com RSD menores que 20% para todos os compostos. Através do monitoramento de múltiplas reações (MRM), duas transições diferentes (íon precursor – íon produto) foram selecionadas para cada composto, uma para quantificação e outra para confirmação, o que aumentou a seletividade do método. O efeito de matriz foi avaliado, e dois compostos apresentaram supressão de sinal. O efeito de matriz foi compensado com calibração dos padrões na matriz.

Prática de ensino supervisionada em pré-escolar e ensino do 1.º ciclo do ensino básico: educação literária : a literatura para a infância e as expressões artísticas

O presente Relatório de Estágio de Prática de Ensino Supervisionada em Educação Pré-escolar e 1.º Ciclo do Ensino Básico foi realizado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora, tendo por base as unidades curriculares de Prática de Ensino Supervisionada em Educação Pré-escolar e em 1.º Ciclo do Ensino Básico. Ao longo das respetivas práticas foi desenvolvido o tema Educação Literária: A Literatura para a infância e as expressões artísticas, assente na metodologia da investigação-ação e teve como principal objetivo promover nas crianças a educação literária e a sua relação com as expressões artísticas. Deste modo, este documento encontra-se organizado em cinco capítulos: o primeiro capítulo inclui todo o enquadramento conceptual que suporta a temática investigada; o segundo capítulo refere-se à conceção da ação educativa em Pré-escolar e 1.º Ciclo do Ensino Básico; o terceiro capítulo considera a metodologia utilizada na investigação-ação; o quarto capítulo remete para a intervenção nos respetivos contextos; o quinto capítulo diz respeito ao trabalho de projeto de cariz literário, desenvolvido em ambos os contextos; concluindo com as respetivas considerações finais; Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education: Literacy Education- Children’s Literature and Artistic Expressions Abstract: This Internship Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education was carried out within the framework of the Master's Degree in Pre-school Education and the 1st Cycle of Primary Education, at the University of Évora, based on the courses units of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education During the respective practices it was developed the theme of Literary Education: Children's literature and the artistic expressions, based on the research-action methodology and had as a main objective the promotion of literary education in children and their relationship with the artistic expressions. Thus far, this document is organized into five chapters: the first chapter includes all the conceptual framework that supports the thematic investigated; the second chapter refers to the conception of educational activity in Pre-school Education and the 1st Cycle of Primary Education; the third chapter considers the methodology used in the research-action; the fourth chapter refers to the intervention in the respective contexts; the fifth chapter concerns the work project of literary nature , developed in both contexts; concluding with the final considerations.

Study of antioxidant, antiproliferative and apoptosis-inducing properties of wild mushrooms from the Northeast of Portugal

Mushrooms are known as a powerful source of bioactive compounds including antioxidants, inhibitors of human tumour cell lines growth, inducers of apoptosis and enhancers of immunity. Indeed, many pre-clinical studies have been conducted in human tumour cell lines and in some cases a number of compounds isolated from mushrooms have followed to clinical trials. The Northeast of Portugal is one of the European regions with higher wild mushrooms diversity. However, to our knowledge, no studies had been conducted so far to verify their bioactivities. The main aim of this work was the evaluation of the bioactive properties (antioxidant properties and growth inhibitory potential on human tumour cell lines) of wild edible mushrooms collected in the Northeast of Portugal. Once properly identified, methanolic, ethanolic and boiling water extracts were prepared from thirty eight wild mushroom species collected in that region. Chemical characterization was obtained by high performance liquid chromatography (HPLC) coupled to a photodiode array detector (DAD) or to a refraction index detector (RI). Antioxidant activity assays were carried out in those extracts, including evaluation of 2,2-diphenyl-1-picrylhydrazyl (DPPH) radicals scavenging capacity, reducing power and inhibition of β-carotene bleaching. Extract-induced cell growth inhibition was assessed with the sulforhodamine B assay in four human tumour cell lines (NCI-H460 - lung cancer, MCF-7 -breast cancer, HCT-15 -colon cancer and AGS - gastric cancer). The effects on cell cycle profile and apoptosis were evaluated by flow cytometry and the effect on the expression levels of proteins related to cell cycle and apoptosis was further investigated by Western blotting. Three wild edible mushroom species revealed growth inhibitory activity in the studied human tumour cell lines: Clitocybe alexandri ethanolic extract, Lepista inversa methanolic extract and Suillus collinitus methanolic extract. C. alexandri ethanolic extract induced an S-phase cell cycle arrest and increased the percentage of apoptotic cells, in the NCI-H460 cell line. The analysed mushroom species also provided interesting antioxidant potential, mainly the boiling water extract of L. inversa which showed the highest DPPH radical scavenging activity, reducing power and β-carotene bleaching inhibition. S. collinitus methanolic extract induced a slight increase in the number of cells in G1, with a concomitant decrease in the percentage of cells in the S phase of the cell cycle and an increase in the percentage of apoptotic cells, in the MCF-7 cell line. The combined use of the S. collinitus methanolic extract and etoposide caused a greater decrease in the percentage of cell growth, when compared to either of them used individually, indicating the potential benefit of this combination. The tested extracts were chemically characterized and protocatechuic, p-hydroxybenzoic, p-coumaric and cinnamic acids were the main compounds identified on the phenolic (methanolic and ethanolic) extracts, while mannitol, trehalose and arabinose were the main sugars found in the polysaccharidic (boiling water) extracts after hydrolysis. The individual compounds identified in the extracts were submitted to a screening of tumour cells growth inhibitory activity, but only the phenolic acids and a related compound, cinnamic acid, presented activity. This compound was found to be the most potent one regarding cell growth inhibition in the NCI-H460 cell line. The effect of the individual and combined treatment with the identified compounds was also evaluated. Cinnamic and protochatequic acids caused a statistically significantly reduction in the number of viable cells. In addition, p-hydroxybenzoic acid did not show any significantly reduction in the viable cell number. Nevertheless, it was verified that the concomitant use of the three compounds provided the strongest decrease in the viable cell number, suggesting a possible concomitant effect of those compounds. Overall, the present work has contributed to further understand the bioactive potential of wild edible mushrooms from the Northeast of Portugal. This study allowed to identify some species with antioxidant or tumour cell growth inhibitory potential.

Os santos populares : 1ª parte

Académico - CPTV

Imagens da ficção portuguesa contemporânea : Vergílio Ferreira

Recursos Educativos

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: tornando-se educadora/professora

O presente relatório da Prática de Ensino Supervisionada (PES) resulta da observação e participação no contexto da PES em Educação Pré-Escolar realizado em Florianópolis, Santa Catarina (Brasil), através do programa Luso-Brasileiro, no Núcleo de Educação Infantil Colónia Z-11 e da PES em 1º Ciclo do Ensino Básico na Escola EB1 da Quinta da Vista Alegre, pertencente ao Agrupamento Manuel Ferreira Patrício de Évora. O relatório centra-se no meu percurso e aprendizagens como futura educadora/professora: ir aprendendo a profissão em contexto, indo ao encontro de quem somos e em quem nos vamos tornando, dando enfase ao papel das crianças nos processos de aprendizagem que experimentámos. Na conceção da ação educativa, tornada prática pedagógica em contexto, a avaliação, formativa e transformadora, assim como a reflexão acerca da prática foram fundamentais para o melhoramento da intervenção e, por tal, influências positivas na aprendizagem das crianças e na minha aprendizagem profissional. A problemática deste relatório teve como base o querer compreender relações entre uma reflexão sistemática, por escrito, sobre o desenvolvimento do meu projeto de formação em contexto, considerando que a avaliação formativa deveria nortear e monitorizar o nosso trabalho, as relações e aprendizagens, na ação docente que ia desenvolvendo, quer em Educação Pré-Escolar quer no 1º Ciclo. Neste percurso, entrelaçando a ação e a investigação, procurei respostas para as seguintes questões: o que sabia acerca da docência que se pauta por uma avaliação formativa e formadora no trabalho com crianças? O que fiz para aprendermos em conjunto, tendo em conta uma função reguladora que a avaliação poderia tomar? Como o fiz? Em que momentos e com quem? Para quê, com que finalidade? O que aprendi no decorrer deste processo de aprendizagem profissional, onde a investigação-ação teve um papel relevante?; Supervised Teaching Practice’s Report to obtain a Master’s Degree in Preschool and Primary school: Abstract: The present report of Supervised Teaching Practice (STP) is a result of the observation and participation in context of STP in pre-school that took place in Florianópolis, Santa Catarina (Brazil), through the Luso-Brazilian program, in Núcleo de Educação Infantil Colónia Z-11 and through STP in Primary School of Ensino Básico in Escola EB1 da Quinta da Vista Alegre, which belongs to the Manuel Ferreira de Évora Group. The report focuses on my journey and learnings as a future teacher: learning the profession in it’s actual context, trying to find who we are and what we can become, and emphasizing the children’s role in these learning processes. In the conception of the education activities, which became possible by pedagogical practice in context, the evaluation, formative and transformative, as well as the reflection about the practice were vital to improve the intervention and, consequently, to have a positive influence in the children’s learning process and in my own professional experience. The main focus of this report is to understand the relation between a systematic reflection, in writing, about the development of my teaching in context project, considering that the formative evaluation should guide and monitor our work, the relationships and learnings, in the educational process that I developed, either in pre-school or primary school. In this journey, by combining action and investigation, the main intention was to answer the following questions: What did I know about teaching characterized by a formative assessment when working with children? What did I do so we could learn together, bearing in mind a regulative function that evaluation could take? How did I do it? In what moments and whom with? What for, and what was the purpose? What did I learn throughout this professional learning process, where the investigation-action played a major role?

HPLC-DAD-ESI/MS phenolic characterization and biological activity of Equisetum giganteum L.

Naturally-occurring phytochemicals have received a pivotal attention in the last years, due to the increasing evidences of biological activities. Equisetum giganteum L., commonly known as “giant horsetail”, is a native plant from Central and South America, being largely used in dietary supplements as diuretic, hemostatic, antiinflammatory and anti-rheumatic agents [1,2]. The aim of the present study was to evaluate the antioxidant (scavenging effects on 2,2-diphenyl-1-picrylhydrazyl radicals- RSA, reducing power- RP, β-carotene bleaching inhibition- CBI and lipid peroxidation inhibition- LPI), anti-inflammatory (inhibition of NO production in lipopolysaccharidestimulated RAW 264.7 macrophages) and cytotoxic (in a panel of four human tumor cell lines: MCF-7- breast adenocarcinoma, NCI-H460- non-small cell lung cancer, HeLa- cervical carcinoma and HepG2- hepatocellular carcinoma; and in non-tumor porcine liver primary cells- PLP2) properties of E. giganteum, providing a phytochemical characterization of its extract (ethanol/water, 80:20, v/v), by using highperformance liquid chromatography coupled to diode array detection and electrospray ionisation mass spectrometry (HPLC-DAD–ESI/MS). E. giganteum presented fourteen phenolic compounds, two phenolic acids and twelve flavonol glycoside derivatives, mainly kaempferol derivatives, accounting to 81% of the total phenolic content, being kaempferol-O-glucoside-O-rutinoside, the most abundant molecule (7.6 mg/g extract). The extract exhibited antioxidant (EC50 values = 123, 136, 202 and 57.4 μg/mL for RSA, RP, CBI and LPI, respectively), anti-inflammatory (EC50 value = 239 μg/mL) and cytotoxic (GI50 values = 250, 258, 268 and 239 μg/mL for MCF-7, NCI-H460, HeLa and HepG2, respectively) properties, which were positively correlated with its concentration in phenolic compounds. Furthermore, up to 400 μg/mL, it did not revealed toxicity in non-tumor liver cells. Thus, this study highlights the potential of E. giganteum extracts as rich sources of phenolic compounds that can be used in the food, pharmaceutical and cosmetic fields.

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: explorando a simetria na infância

O presente relatório é referente à investigação realizada no âmbito das unidades curriculares da Prática de Ensino Supervisionada em Pré-Escolar e 1.º Ciclo do Ensino Básico, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora. A investigação foi realizada em contexto de uma sala de Pré-Escolar e em contexto de 1.º Ciclo do Ensino Básico, numa turma de 2.º ano. Os dois contextos fazem parte da Escola Manuel Ferreira Patrício, sede do Agrupamento de Escolas n.º 1 de Évora. A respetiva investigação teve como objetivos compreender, analisar e refletir acerca da exploração da simetria de reflexão em Pré-Escolar e em 1.º Ciclo do Ensino Básico. Deste modo, era pretendido responder às seguintes questões: “Como lidam as/os crianças/alunos com a identificação e a exploração de simetria de reflexão?” e “Que práticas devo desenvolver que contribuam para a compreensão e utilização da simetria de reflexão por parte das crianças?”. No decorrer da investigação foi desenvolvida uma intervenção didática em cada contexto, consistindo em sequências de tarefas de exploração de simetria que se caracterizaram por recorrer a diversos materiais e ao computador com o programa SIMIS, em 1.º Ciclo, com tarefas abertas de natureza exploratória. A recolha de dados apoiou-se nos cadernos de formação relativos às PES, nas planificações, nas produções das crianças, em respostas às tarefas e excertos dos diálogos havidos. Esta investigação permitiu verificar que é possível explorar a simetria no Pré- Escolar e 1.ºCiclo de Ensino Básico, uma vez que as crianças reconheceram figuras com simetria, conseguiram identificar eixos de simetria em figuras e construíram figuras simétricas. Para tal, desenvolveram-se práticas que contribuíram para a compreensão e utilização da simetria, através de estratégias de ensino-aprendizagem exploratório da Matemática, com recurso a materiais manipuláveis e a software específico, que mostraram ser ferramentas essenciais nas tarefas de exploração e identificação de simetria; ABSTRACT: The present report refers to research developed in the context of Supervised Teaching Practice in Pre-school Education and in Primary School, integrated in Master’s degree in Pre-school Education and Teaching Primary School at University of Évora. The research was conducted in context of a pre-school room and in context of 1st cycle of basic education, in a 2nd class year. The two contexts are part of the Manuel Ferreira Patrício School, headquarters of cluster of Évora schools. The respective research has aimed understand, analyze and reflect about reflection symmetry exploration, in Pre-school and in Primary School. Thus, was intented to answer the questions: “How childrens deal with the identification and exploration of reflection symmetry?" And "What practices should be developed to contribute to the understanding and use of reflection symmetry by childrens?". During the research it was developed a didactic intervention, in each context, consisting of sequences of symmetry exploration tasks that featured by resorting to diverse materials and the computer with the SIMIS program in the Primary School, with open tasks exploratory. Data collection builds on the training books on STP, the flat patterns, in productions of children, in response tasks and excerpts from the additions accruing dialogues. This research has shown that it is possible to explore the symmetry in Preschool and Primary School, since children recognized figures with symmetry, they were able to identify lines of symmetry in figures and built symmetrical figures. For such practices have developed that have contributed to the understanding and use of symmetry, through exploratory teaching and learning strategies of mathematics, using manipulatives and specific software, which proved to be essential tools in the exploration tasks and identification symmetry.

Co-administration of plasmid-encoded granulocyte-macrophage colony-stimulating factor increases human immunodeficiency virus-1 DNA vaccine-induced polyfunctional CD4+ T-cell responses

T-cell based vaccines against human immunodeficiency virus (HIV) generate specific responses that may limit both transmission and disease progression by controlling viral load. Broad, polyfunctional, and cytotoxic CD4+ T-cell responses have been associated with control of simian immunodeficiency virus/HIV-1 replication, supporting the inclusion of CD4+ T-cell epitopes in vaccine formulations. Plasmid-encoded granulocyte-macrophage colony-stimulating factor (pGM-CSF) co-administration has been shown to induce potent CD4+ T-cell responses and to promote accelerated priming and increased migration of antigen-specific CD4+ T-cells. However, no study has shown whether co-immunisation with pGM-CSF enhances the number of vaccine-induced polyfunctional CD4+ T-cells. Our group has previously developed a DNA vaccine encoding conserved, multiple human leukocyte antigen (HLA)-DR binding HIV-1 subtype B peptides, which elicited broad, polyfunctional and long-lived CD4+ T-cell responses. Here, we show that pGM-CSF co-immunisation improved both magnitude and quality of vaccine-induced T-cell responses, particularly by increasing proliferating CD4+ T-cells that produce simultaneously interferon-γ, tumour necrosis factor-α and interleukin-2. Thus, we believe that the use of pGM-CSF may be helpful for vaccine strategies focused on the activation of anti-HIV CD4+ T-cell immunity.