Ethnoveterinary knowledge of the inhabitants of Marajó Island, Eastern Amazonia, Brazil

There have been ethnoveterinary reports from around the world investigating plant usage in therapeutic protocols; however, there is no information regarding the ethnoveterinary practices in Brazilian Amazonia. The objective of this work was to register and document the ethnoveterinary knowledge of the inhabitants of the Island of Marajó, eastern Amazonia, Brazil. In the study, interviews were conducted with 50 individuals, with the application of semi-structured questionnaires that were quantitatively analyzed using descriptive statistic methods of frequency distribution. Use-value was calculated to determine the most important species. Samples of plants that were reported to have medicinal value were collected and identified by botanical classification. Fifty plants, distributed among 48 genera and 34 families, were indicated for 21 different medicinal uses. The family Asteraceae had the largest number of reported species; Carapa guianensis Aubl., Copaifera martii Hayne, Crescentia cujete L., Caesalpinia ferrea Mart., Chenopodium ambrosioides L., Jatropha curcas L. and Momordica charantia L. were species with highest use- value. The plant parts that were more commonly utilized for the preparation of ethnoveterinary medicines were the leaves (56%), bark (18%), roots (14%), seeds (14%) and fruit (8%). With regard to usage, tea was reported as a usage method by 56% of the informants; most preparations (90.9%) utilized only a single plant. In addition to medicinal plants, informants reported using products of animal and mineral origin. The present study contributed to the construction of an inventory of Marajó Island's ethnoveterinary plants, which might be the basis for future scientific validation studies.

Postcolonial co-ordinary literature and the Web 2.0/3.0: "Thinking Back" within transmediatic knowledge

Pedro Andrade destaca o papel que as literacias híbridas preenchem numa redefinição pós-colonial da Europa. Em sua opinião, as literacias híbridas constituem uma condição necessária para a desconstrução do discurso colonial e a posterior reconstrução de literacias e literaturas pós-coloniais. Como parte deste processo, o autor argumenta a necessidade de vários tipos de competências que enfatizem a leitura e escrita não apenas dentro de sua própria cultura, mas também nas culturas dos outros. A literacia digital desempenha um papel particularmente importante neste processo, o que nos permite enfatizar as multivocalidades desta alteridade, igualmente na interação entre diferentes tradições de literacia: Ocidental e Oriental, nacional e transnacional, verbal e mediática. Andrade exemplifica o conceito de literatura transmediática com uma série de projetos em que esteve envolvido, por exemplo a Web 3.0 Novel enquanto modalidade daquilo que ele nomeia "GeoNeoLogic Novel". Este género de novel experimental mistura a narrativa com a teoria e a recolha de dados no campo empírico, promovendo uma abordagem que se apresenta simultaneamente regional e global. Em suma, o autor sugere diversos conceitos em primeira mão que classifica de ‘origem Lusófona’, e que representam diversas estratégias pós-coloniais globais também visíveis na área social, política e cultural da Lusofonia: o ‘pensamento-réplica’ (thinking back); o 'conhecimento transmediático' (transmediatic knowledge); a ‘sociedade da escrita comum’ (common writing society); as ‘redes comuns de conflito/significado’ (common webs of conflict and meaning); a literatura co-ordinária (co-ordinary literature).

Impact of an educational hands-on project on the antimicrobial, antitumor and anti-inflammatory properties of plants on Portuguese students' awareness, knowledge, and competences

Promoting environmental and health education is crucial to allow students to make conscious decisions based on scientific criteria. The study is based on the outcomes of an Educational Project implemented with Portuguese students and consisted of several activities, exploring pre-existent Scientific Gardens at the School, aiming to investigate the antibacterial, antitumor and anti-inflammatory properties of plant extracts, with posterior incorporation in soaps and creams. A logo and a webpage were also created. The effectiveness of the project was assessed via the application of a questionnaire (pre- and post-test) and observations of the participants in terms of engagement and interaction with all individuals involved in the project. This project increased the knowledge about autochthonous plants and the potential medical properties of the corresponding plant extracts and increased the awareness about the correct design of scientific experiments and the importance of the use of experimental models of disease. The students regarded their experiences as exciting and valuable and believed that the project helped to improve their understanding and increase their interest in these subjects and in science in general. This study emphasizes the importance of raising students’ awareness on the valorization of autochthonous plants and exploitation of their medicinal properties.

Desenvolvimento e actualização do controlo de um equipamento de prototipagem rápida

Dissertação de mestrado integrado em Engenharia Mecânica

Crowdfunding e resiliência das comunidades: estudo de caso

Dissertação de mestrado integrado em Engenharia e Gestão de Sistemas de Informação

On trust, knowledge, sharing and innovation

Organisations continuously innovate, create, and are competitive if they improve their performance through continuous intellectual capital development, a key resource for value creation and organisational performance driver. Apart from sustaining competitive advantage, intellectual capital is increasingly important due to its ability to increase shareholder value, especially in public organisations. Employee learning, talent development, and knowledge creation allow the organisation to generate innovative ideas due to the quickness of knowledge obsolescence. The organisation's dynamic capabilities create and re-ignite organisational competencies for business sustainability being co-ordinated by well-structured organisational strategic routines ensuring continuous value creation streams into the business. This chapter focuses on the relationship between notions of knowledge sharing and trust in organisations. Lack of trust can impact negatively organisational knowledge sharing, dependent on trust, openness, and communication. The research sample included graduates and postgraduate students from two universities in Portugal. The findings revealed different perceptions according to the age group.

Longitudinal evaluation, acceptability and long-term retention of knowledge on a horizontally integrated organic and functional systems course

Undergraduate medical education is moving from traditional disciplinary basic science courses into more integrated curricula. Integration models based on organ systems originated in the 1950s, but few longitudinal studies have evaluated their effectiveness. This article outlines the development and implementation of the Organic and Functional Systems (OFS) courses at the University of Minho in Portugal, using evidence collected over 10 years. It describes the organization of content, student academic performance and acceptability of the courses, the evaluation of preparedness for future courses and the retention of knowledge on basic sciences. Students consistently rated the OFS courses highly. Physician tutors in subsequent clinical attachments considered that students were appropriately prepared. Performance in the International Foundations of Medicine examination of a self-selected sample of students revealed similar performances in basic science items after the last OFS course and 4 years later, at the moment of graduation. In conclusion, the organizational and pedagogical approaches of the OFS courses achieve high acceptability by students and result in positive outcomes in terms of preparedness for subsequent training and long-term retention of basic science knowledge.

Tapping the wealth of microbial data in high-throughput metabolic model reconstruction

Genome-scale metabolic models are valuable tools in the metabolic engineering process, based on the ability of these models to integrate diverse sources of data to produce global predictions of organism behavior. At the most basic level, these models require only a genome sequence to construct, and once built, they may be used to predict essential genes, culture conditions, pathway utilization, and the modifications required to enhance a desired organism behavior. In this chapter, we address two key challenges associated with the reconstruction of metabolic models: (a) leveraging existing knowledge of microbiology, biochemistry, and available omics data to produce the best possible model; and (b) applying available tools and data to automate the reconstruction process. We consider these challenges as we progress through the model reconstruction process, beginning with genome assembly, and culminating in the integration of constraints to capture the impact of transcriptional regulation. We divide the reconstruction process into ten distinct steps: (1) genome assembly from sequenced reads; (2) automated structural and functional annotation; (3) phylogenetic tree-based curation of genome annotations; (4) assembly and standardization of biochemistry database; (5) genome-scale metabolic reconstruction; (6) generation of core metabolic model; (7) generation of biomass composition reaction; (8) completion of draft metabolic model; (9) curation of metabolic model; and (10) integration of regulatory constraints. Each of these ten steps is documented in detail.

Exploitation of Ashbya gossypii for the production of high-value products from glycerol feedstocks

Dissertação de mestrado em Bioengenharia

Utilización de biomarcadores para la evaluación integrada de la calidad del agua de la cuenca del río Suquía.Utilization of biomarkers for the integrated evaluation of water quality of the Suquía River Basin.

En los últimos años el grupo de investigación ha caracterizado la calidad de los cuerpos de agua, detectando gradientes de calidad ambiental que se manifiestan por la aparición de tóxicos que generan cambios en la calidad del agua, sedimento y especialmente en la biota. El presente proyecto propone una evaluación integrada de la contaminación de los recursos hídricos abarcando el estudio de las causas de la contaminación y las respuestas biológicas que se producen ante dichas alteraciones. Por ello nuestro objetivo principal es evaluar la contaminación de los recursos acuáticos a través del desarrollo y aplicación de diversas herramientas. El enfoque multidisciplinario del mismo permitirá integrar los análisis de las diferentes áreas de estudio, con el fin de brindarán soluciones al problema generalizado de la contaminación acuática. El fin último es alcanzar una mejor valoración de los cambios temporales y espaciales en la calidad de las cuencas hídricas. Se propone analizar la presencia y concentración de tóxicos en agua, suelo, sedimento y biota conjuntamente con la evaluación de los efectos sobre los organismos a diferentes niveles de organización, lo que permitirá determinar y seleccionar los indicadores más eficientes de la contaminación ambiental. Se desarrollarán biomarcadores moleculares basados en expresión genética en la biota acuática y biomarcadores morfológicos, histológicos y bioquímicos. Además se evaluará el efecto del estrés tóxico sobre los hábitos natatorios de peces utilizando un software recientemente desarrollado por el grupo. También se intensificará la búsqueda de biomarcadores específicos de disrupción endocrina en peces tales como aromatasa, vitelogenina, parámetros estáticos y dinámicos de espermatozoides y comportamiento de cortejo y cópula. Así, el plan propuesto brindará un conjunto de herramientas, con diverso grado de complejidad, para ser usadas en la correcta evaluación del impacto ambiental de las actividades humanas. El grupo de trabajo pretende realizar una fuerte contribución a los conocimientos de base para crear conciencia sobre el problema de las diferentes cuencas en estudio, a fin de llevar a cabo un control sostenido de la calidad de los recursos acuáticos.

Comprensión en resolución de problemas en Física: niveles de representación e inferencias basadas en el conocimiento. Comprehension in Physics Problem-Solving: levels of representation and knowledge-based inferences.

Se propone desarrollar e integrar estudios sobre Modelado y Resolución de Problemas en Física que asumen como factores explicativos: características de la situación planteada, conocimiento de la persona que resuelve y proceso puesto en juego durante la resolución. Interesa comprender cómo los estudiantes acceden al conocimiento previo, qué procedimientos usan para recuperar algunos conocimientos y desechar otros, cuáles son los criterios que dan coherencia a sus decisiones, cómo se relacionan estas decisiones con algunas características de la tarea, entre otras. Todo ello con miras a estudiar relaciones causales entre las dificultades encontradas y el retraso o abandono en las carreras.Se propone organizar el trabajo en tres ejes, los dos primeros de construcción teórica y un tercero de implementación y transferencia. Se pretende.1.-Estudiar los procesos de construcción de las representaciones mentales en resolución de problemas de física, tanto en expertos como en estudiantes de diferentes niveles académicos.2.-Analizar y clasificar las inferencias que se producen durante las tareas de comprensión en resolución de problemas de física. Asociar dichas inferencias con procesos de transición entre representaciones mentales de diferente naturaleza.3.-Desarrollar materiales y diseños instruccionales en la enseñanza de la Física, fundamentado en un conocimiento de los requerimientos psicológicos de los estudiantes en diversas tareas de aprendizaje.En términos generales se plantea un enfoque interpretativo a la luz de marcos de la psicología cognitiva y de los desarrollos propios del grupo. Se trabajará con muestras intencionales de alumnos y profesores de física. Se utilizarán protocolos verbales y registros escritos producidos durante la ejecución de las tareas con el fin de identificar indicadores de comprensión, inferencias, y diferentes niveles de representación. Se prevé analizar material escrito de circulación corriente sea comercial o preparado por los docentes de las carreras involucradas.Las características del objeto de estudio y el distinto nivel de desarrollo en que se encuentran los diferentes ojetivos específicos llevan a que el abordaje contemple -según consideracion de Juni y Urbano (2006)- tanto la lógica cualitativa como la cuantitativa.

Construcción de un Test de Conocimiento General. Development of a General Knowledge Test

Entre los factores que contribuyen a predecir el rendimiento académico se pueden destacar aquellos que reflejan capacidades cognitivas (inteligencia, por ejemplo), y aquellas diferencias individuales consideradas como no-cognitivas (rasgos de personalidad, por ejemplo). En los últimos años, también se considera al Conocimiento General (CG) como un criterio para el éxito académico (ver Ackerman, 1997), ya que se ha evidenciado que el conocimiento previo ayuda en la adquisición de nuevo conocimiento (Hambrick & Engle, 2001). Uno de los objetivos de la psicología educacional consiste en identificar las principales variables que explican el rendimiento académico, como también proponer modelos teóricos que expliquen las relaciones existentes entre estas variables. El modelo teórico PPIK (Inteligencia-como-Proceso, Personalidad, Intereses e Inteligencia-como-Conocimiento) propuesto por Ackerman (1996) propone que el conocimiento y las destrezas adquiridas en un dominio en particular son el resultado de la dedicación de recursos cognitivos que una persona realiza durante un prolongado período de tiempo. Este modelo propone que los rasgos de personalidad, intereses individuales/vocacionales y aspectos motivacionales están integrados como rasgos complejos que determinan la dirección y la intensidad de la dedicación de recursos cognitivos sobre el aprendizaje que realiza una persona (Ackerman, 2003). En nuestro medio (Córdoba, Argentina), un grupo de investigadores ha desarrollado una serie de recursos técnicos necesarios para la evaluación de algunos de los constructos propuesto por este modelo. Sin embargo, por el momento no contamos con una medida de Conocimiento General. Por lo tanto, en el presente proyecto se propone la construcción de un instrumento para medir Conocimiento General (CG), indispensable para poder contar con una herramienta que permita establecer parámetros sobre el nivel de conocimiento de la población universitaria y para en próximos trabajos poner a prueba los postulados de la teoría PPIK (Ackerman, 1996). Between the factors that contribute to predict the academic achievement, may be featured those who reflect cognitive capacities (i.g. intelligence) and those who reflect individual differences that are considered like non-cognitive (i.g. personality traits). In the last years, also the General Knowledge has been considered like a criterion for the academic successfully (see Ackerman, 1997), since it has been shown that the previous knowledge helps in the acquisition of the new knowledge (Hambrick & Engle, 2001). An interesting theoretical model that has proposed an explanation for the academic achievement, is the PPIK (intelligence like a process, interests and inteligence like knowledge) proposed by Ackerman (1996), who argues that knowledge and the acquired skills in a particular domain are the result of the dedication of cognitive resources that a person perform during a long period of time. This model proposes that personality traits, individuals interests and motivational aspects are integrated as complex traits that determine the direction and the intensity of the dedication of cognitive resources on the learning that a person make (Ackerman, 2003). In our context, (Córdoba, Argentina), a group of researcher has developed a series of necessary technical resoures for the assesment of some of the theoretical constructs proposed by this model. However, by the moment, we do not have an instrument for evaluate the General Knowledge. Therefore, this project aims the construction of an instrument to asess General Knowledge, essential to set parameters on the knowledge level of the university population and for in next works test the PPIK theory postulates.