Using the significant dust deposition event on the glaciers of Mt. Elbrus, Caucasus Mountains, Russia on 5 May 2009 to develop a method for dating and provenancing of desert dust events recorded in snow pack.

A significant desert dust deposition event occurred on Mt. Elbrus, Caucasus Mountains, Russia on 5 May 2009, where the deposited dust later appeared as a brown layer in the snow pack. An examination of dust transportation history and analysis of chemical and physical properties of the deposited dust were used to develop a new approach for high-resolution provenancing of dust deposition events recorded in snow pack using multiple independent techniques. A combination of SEVIRI red-green-blue composite imagery, MODIS atmospheric optical depth fields derived using the Deep Blue algorithm, air mass trajectories derived with HYSPLIT model and analysis of meteorological data enabled identification of dust source regions with high temporal (hours) and spatial (ca. 100 km) resolution. Dust, deposited on 5 May 2009, originated in the foothills of the Djebel Akhdar in eastern Libya where dust sources were activated by the intrusion of cold air from the Mediterranean Sea and Saharan low pressure system and transported to the Caucasus along the eastern Mediterranean coast, Syria and Turkey. Particles with an average diameter below 8 μm accounted for 90% of the measured particles in the sample with a mean of 3.58 μm, median 2.48 μm and the dominant mode of 0.60 μm. The chemical signature of this long-travelled dust was significantly different from the locally-produced dust and close to that of soils collected in a palaeolake in the source region, in concentrations of hematite and oxides of aluminium, manganese, and magnesium. Potential addition of dust from a secondary source in northern Mesopotamia introduced uncertainty in the provenancing of dust from this event. Nevertheless, the approach adopted here enables other dust horizons in the snowpack to be linked to specific dust transport events recorded in remote sensing and meteorological data archives.

Mild cognitive impairment (part 2): Biological markers for diagnosis and prediction of dementia in Alzheimer's disease

To present a critical review of publications reporting on the rationale and clinical implications of the use of biomarkers for the early diagnosis of Alzheimer's disease (AD). Methods: We conducted a systematic search of the PubMed and Web of Science electronic databases, limited to articles published in English between 1999 and 2012, and based on the following terms: mild cognitive impairment, Alzheimer's disease OR dementia, biomarkers. We retrieved 1,130 articles, of which 175 were reviews. Overall, 955 original articles were eligible. Results: The following points were considered relevant for the present review: a) rationale for biomarkers research in AD and mild cognitive impairment (MCI); b) usefulness of distinct biomarkers for the diagnosis and prediction of AD; c) the role of multimodality biomarkers for the diagnosis and prediction of AD; d) the role of biomarkers in clinical trials of patients with AD and MCI; and e) current limitations to the widespread use of biomarkers in research and clinical settings. Conclusion: Different biomarkers are useful for the early diagnosis and prediction of AD in at-risk subjects. Nonetheless, important methodological limitations need to be overcome for widespread use of biomarkers in research and clinical settings. © 2013 Associação Brasileira de Psiquiatria.

O evolucionismo no ensino de Biologia: investigação das teorias de Lamarck e Darwin expostas nos livros didáticos de Biologia do Plano Nacional do Livro Didático do ensino médio - PNLEM

Pós-graduação em Educação - IBRC

Construção de estatutos de ciência para a biologia numa perspectiva histórico-filosófica: uma abordagem estruturante para seu ensino

Pós-graduação em Educação para a Ciência - FC

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC

História e Filosofia da Biologia como ferramenta no ensino de evolução na formação inicial de professores de Biologia

By establishing a relationship among several sections of Biology, the theory of the evolution enables a more systemized and less fragmented education of this science. However, students seem to have difficulties of understanding the concept of biological evolution, by virtue of misunderstanding conceptual and historical data present in textbooks, among other causes. One of these mentioned distortions is the shock between Lamarck and Darwin’s ideas. We aimed, in this work, to investigate the understanding of Biology’s students in pre-service teachers education concerning the Lamarck and Darwin’s theories at different moments of the Evolution discipline. For this, some steps had been followed: 1) Verification of the previous conceptions; 2) Elaboration of a pedagogical material, containing diverse historical texts of primary and secondary sources; 3) Debates in two didactic modules, using the pedagogical material elaborated; 4) Analysis of the conceptions constructed by the students, from the didactic intervention. The results obtained show the preconceptions of the students interviewed, concerning the Lamarck and Darwin’s theories, resemble the explanations presented in textbooks and the insertion of historical texts in the Evolution lessons can be an interesting strategy to construction of knowledge of this theme

Contribuições da reconstrução racional didática no desenvolvimento de concepções epistemologicamente mais aceitáveis sobre a natureza da ciência e do progresso científico

This study inserts itself in the research line conceptions on the nature of the science (CNC) in the school atmosphere. More specifically, on that teacher of natural sciences who claims not to be interested in philosophy, it is usually noticed a tendency to understand and to teach a vision of a ready/ finished and unalterable science, which directly influences the students conception of science. Discussed here is the application of a didactic rational reconstruction in high school, the results of which are compatible with a more epistemologically acceptable educational concep tion on the nature of science as something provisory, variable and controversial.

A produção técnico-científica de James Precott Joule: uma leitura a partir da epistemologia de Ludwig Fleck

This paper aims an epistemologically analysis of the attempt of James Prescott Joule to replace the steam engine by the electric one. In this historical analysis, we use the epistemological categories: style of thinking, collective thinking, intercollective circulation of ideas and practices,Joule and other technicians in Machester received in that time financial incentives from governments and industry to replace the steam engine by the electric one, since it was in Manchester a culture of the technique of the accuracy and precision in which Joule was immersed, which allowed us to initially identify the styles of techniques thinking and experimental efficiency. However, Joule could not replace the steam engine by the electric; and the awareness of the problems faced by him, in the attempt to make such a substitution, led him to seek, through an intercollective circulation of ideas and practices, such as the studies of Faraday and Jacobi, a change of direction in his researches. According to our analysis, what happened was a change of style from a technical to a scientific thinking. In this sense, Joule began to investigate issues of a scientific nature, as the Joule’s effect and the mechanical equivalent of heat, which contributed significantly to the establishment of the principle of conservation of energy. We present here the contributions of this epistemological analysis to the discussion of questions of the nature of science in the basic education and for the training of physics teachers.

The Savannah hypotheses: origin, reception and impact on paleoanthropology

The reconstruction of the human past is a complex task characterized by a high level of interdisciplinarity. How do scientists from different fields reach consensus on crucial aspects of paleoanthropological research? The present paper explores this question through an historical analysis of the origin, development, and reception of the savannah hypotheses (SHs). We show that this model neglected to investigate crucial biological aspects which appeared to be irrelevant in scenarios depicting early hominins evolving in arid or semi-arid open plains. For instance, the exploitation of aquatic food resources and other aspects of hominin interaction with water were largely ignored in classical paleoanthropology. These topics became central to alternative ideas on human evolution known as aquatic hypotheses. Since the aquatic model is commonly regarded as highly controversial, its rejection led to a stigmatization of the whole spectrum of topics around water use in non-human hominoids and hominins. We argue that this bias represents a serious hindrance to a comprehensive reconstruction of the human past. Progress in this field depends on clear differentiation between hypotheses proposed to contextualize early hominin evolution in specific environmental settings and research topics which demand the investigation of all relevant facets of early hominins' interaction with complex landscapes.

Minimal assumption derivation of a weak Clauser-Horne inequality

According to Bell's theorem a large class of hidden-variable models obeying Bell's notion of local causality (LC) conflict with the predictions of quantum mechanics. Recently, a Bell-type theorem has been proven using a weaker notion of LC, yet assuming the existence of perfectly correlated event types. Here we present a similar Bell-type theorem without this latter assumption. The derived inequality differs from the Clauser-Horne inequality by some small correction terms, which render it less constraining.

Mineralogy and geochemistry of sedimentary deposits at DSDP Leg 55 Holes

The four holes (including a re-entry hole) drilled at Site 433 allow determination of the sedimentary sequence of Suiko Seamount in the Emperor chain. The holes are in a small graben basin situated within a lateral lagoon on the seamount. The sedimentary deposits range from the Paleocene to the upper Pliocene and are not uniform and continuous. A major hiatus exists at the top of the lower Eocene reef sediment, below the lower and upper Miocene pelagic sediments. The depositional history and succession of environments are shown by mineralogical and geochemical changes in the sediments.