Genome wide interactions of wild-type and activator bypass forms of σ54

Enhancer-dependent transcription involving the promoter specificity factor σ54 is widely distributed amongst bacteria and commonly associated with cell envelope function. For transcription initiation, σ54-RNA polymerase yields open promoter complexes through its remodelling by cognate AAA+ ATPase activators. Since activators can be bypassed in vitro, bypass transcription in vivo could be a source of emergent gene expression along evolutionary pathways yielding new control networks and transcription patterns. At a single test promoter in vivo bypass transcription was not observed. We now use genome-wide transcription profiling, genome-wide mutagenesis and gene over-expression strategies in Escherichia coli, to (i) scope the range of bypass transcription in vivo and (ii) identify genes which might alter bypass transcription in vivo. We find little evidence for pervasive bypass transcription in vivo with only a small subset of σ54 promoters functioning without activators. Results also suggest no one gene limits bypass transcription in vivo, arguing bypass transcription is strongly kept in check. Promoter sequences subject to repression by σ54 were evident, indicating loss of rpoN (encoding σ54) rather than creating rpoN bypass alleles would be one evolutionary route for new gene expression patterns. Finally, cold-shock promoters showed unusual σ54-dependence in vivo not readily correlated with conventional σ54 binding-sites.

Chp8, a diguanylate cyclase from Pseudomonas syringae pv tomato DC3000 suppresses the PAMP flagellin, increases EPS and promotes plant immune evasion.

The bacterial plant pathogen Pseudomonas syringae causes disease in a wide range of plants. The associated decrease in crop yields results in economic losses and threatens global food security. Competition exists between the plant immune system and the pathogen, the basic principles of which can be applied to animal infection pathways. P. syringae uses a type III secretion system (T3SS) to deliver virulence factors into the plant that promote survival of the bacterium. The P. syringae T3SS is a product of the hypersensitive response and pathogenicity (hrp) and hypersensitive response and conserved (hrc) gene cluster, which is strictly controlled by the codependent enhancer-binding proteins HrpR and HrpS. Through a combination of bacterial gene regulation and phenotypic studies, plant infection assays, and plant hormone quantifications, we now report that Chp8 (i) is embedded in the Hrp regulon and expressed in response to plant signals and HrpRS, (ii) is a functional diguanylate cyclase, (iii) decreases the expression of the major pathogen-associated molecular pattern (PAMP) flagellin and increases extracellular polysaccharides (EPS), and (iv) impacts the salicylic acid/jasmonic acid hormonal immune response and disease progression. We propose that Chp8 expression dampens PAMP-triggered immunity during early plant infection.

In vitro and in vivo methodologies for studying the Sigma 54-dependent transcription.

Here we describe approaches and methods to assaying in vitro the major variant bacterial sigma factor, Sigma 54 (σ54), in a purified system. We include the complete transcription system, binding interactions between σ54 and its activators, as well as the self-assembly and the critical ATPase activity of the cognate activators which serve to remodel the closed promoter complexes. We also present in vivo methodologies that are used to study the impact of physiological processes, metabolic states, global signalling networks, and cellular architecture on the control of σ54-dependent gene expression.

Research Methods in Psychology For Dummies

Your hands-on introduction to research methods in psychology.  
Looking for an easily accessible overview of research methods in psychology? This is the book for you! Whether you need to get ahead in class, you're pressed for time, or you just want a take on a topic that's not covered in your textbook, Research Methods in Psychology For Dummies has you covered. 
Written in plain English and packed with easy-to-follow instruction, this friendly guide takes the intimidation out of the subject and tackles the fundamentals of psychology research in a way that makes it approachable and comprehensible, no matter your background. Inside, you'll find expert coverage of qualitative and quantitative research methods, including surveys, case studies, laboratory observations, tests and experiments—and much more. 
- Serves as an excellent supplement to course textbooks - Provides a clear introduction to the scientific method - Presents the methodologies and techniques used in psychology research- Written by the authors of Psychology Statistics For Dummies 
If you're a first or second year psychology student and want to supplement your doorstop-sized psychology textbook—and boost your chances of scoring higher at exam time—this hands-on guide breaks down the subject into easily digestible bits and propels you towards success.

Incentives and rewards: what do adult populations truly want? Insights from the physical activity loyalty (PAL) scheme

Background
Trials depend on good recruitment and retention, but efforts to improve these have had varying success. This may be due to inadequate understanding of what participants would value in return for taking part. An opportunity arose in one trial to investigate the incentives that might help recruit and retain participants to another.

Aim
To determine what adults value as an incentive for involvement in a trial.

Methods
In the PAL Scheme, employees used a ‘loyalty card’ to monitor their physical activity over 12 weeks. The incentive group (n=199) collected points and received rewards for physical activity (1 minute = 1 point, max: 30 pts/day). A comparator group (n=207) self-monitored their physical activity only. Points could be redeemed as retail vouchers. 17 different incentives were available, from 75 pts (£2.50, a sandwich) to 1800 pts (£60, 1 month gym membership).

Results
148 of the 199 intervention participants used their card at least once, earning a mean of 374 pts. 121 earned sufficient to collect a reward and 76 redeemed points for vouchers but only 48 exchanged the vouchers for rewards. The most popular reward was not that of highest monetary value: two cinema tickets (300 pts, £10).

Conclusions
The value that participants place on a reward might be more important than its monetary value. Some might appreciate receiving the voucher, without spending it. In choosing incentives to boost trial participation, it may help to allow people to choose from a variety of rewards, rather than reimbursing in money.

The Determinants of Brownfields Redevelopment in England

This paper uses discrete choice models, supported by GIS data, to analyse the National Land Use Database, a register of more than 21,000 English brownfields - previously used sites with or without contamination that are currently unused or underused. Using spatial discrete choice models, including the first application of a spatial probit latent class model with class-specific neighbourhood effects, we find evidence of large local differences in the determinants of brownfields redevelopment in England and that the reuse decisions of adjacent sites affect the reuse of a site. We also find that sites with a history of industrial activities, large sites, and sites that are located in the poorest and bleakest areas of cities and regions of England are more difficult to redevelop. In particular, we find that the probability of reusing a brownfield increases by up to 8.5% for a site privately owned compared to a site publicly owned and between 15% - 30% if a site is located in London compared to the North West of England. We suggest that local tailored policies are more suitable than regional or national policies to boost the reuse of brownfield sites.

Runtime Support for Adaptive Power Capping on Heterogeneous SoCs

Power capping is a fundamental method for reducing the energy consumption of a wide range of modern computing environments, ranging from mobile embedded systems to datacentres. Unfortunately, maximising performance and system efficiency under static power caps remains challenging, while maximising performance under dynamic power caps has been largely unexplored. We present an adaptive power capping method that reduces the power consumption and maximizes the performance of heterogeneous SoCs for mobile and server platforms. Our technique combines power capping with coordinated DVFS, data partitioning and core allocations on a heterogeneous SoC with ARM processors and FPGA resources. We design our framework as a run-time system based on OpenMP and OpenCL to utilise the heterogeneous resources. We evaluate it through five data-parallel benchmarks on the Xilinx SoC which allows fully voltage and frequency control. Our experiments show a significant performance boost of 30% under dynamic power caps with concurrent execution on ARM and FPGA, compared to a naive separate approach.

Knowledge dilemmas : the perspective of two Portuguese organisations

A presente investigação pretende examinar se existe uma convergência entre as diferentes percepções dos actores organizacionais, no que respeita à criação e uso/partilha de conhecimento durante o processo de inovação e mudança organizacional. Iremos igualmente tentar compreender se o conhecimento individual – técnico e organizacional – tem impacto na inovação organizacional e no processo de mudança e, consequentemente, no rumo da organização. Iremos conceptualizar o conhecimento individual como conhecimento tácito e assumir que poderá impulsionar a inovação organizacional e, consequentemente, o desenvolvimento da organização. Contudo, iremos assumir que a partilha do conhecimento explícito não poderá ser separada do processo de compreensão, sendo necessário o conhecimento tácito individual para completar a partilha. O conhecimento explícito e o conhecimento tácito serão ambos estudados como dois elementos inseparáveis porque consideramos que o conhecimento explícito necessita de uma compreensão tácita da linguagem que estrutura o conhecimento explícito. Neste contexto, este estudo apresenta as conclusões acerca dos métodos e formas de interacção e partilha de conhecimento entre os actores organizacionais no que toca à inovação organizacional e aos processos de mudança. A informação será recolhida por via de entrevistas e a técnica Group Recall usando a metodologia de investigação-acção. Este estudo contribui, de várias formas, para o desenvolvimento de um quadro teórico e empírico sobre o conhecimento e a partilha de conhecimento tácito em contextos de inovação organizacional e de processos de mudança. Em primeiro lugar, identifica e analisa as diferentes percepções dos actores organizacionais sobre a partilha e o uso do conhecimento individual durante os processos de inovação organizacional. Em segundo lugar, apresenta o impacto do uso do conhecimento individual partilhado e/ou criado durante os projectos de inovação organizacional nos processoe e práticas da organização. Em terceiro lugar, propõe um conjunto de perfis de conhecimento que podem potenciar a criação e partilha de conhecimento entre os actores organizacionais. Em quarto lugar, sugere um modelo facilitador da partilha de conhecimento que pode servir de referência para investigadores e para profissionais das organizações em processos de inovação organizacional e de mudança. Finalmente, este estudo propõe algumas direcções para futuras investigações e sugere algumas questões de estudo que emergiram desta investigação e que poderão ser exploradas.

Formação de professores de ciências para o uso de tecnologias

Na atualidade, torna-se premente que os alunos exerçam um papel ativo face a problemáticas de cariz científico e tecnológico na sociedade em que se inserem. Neste contexto, tem sido recomendada a promoção da Educação em Ciências, com orientação Ciência-Tecnologia-Sociedade (CTS) para o desenvolvimento da Literacia científica dos alunos, em particular, do Ensino Básico (EB). As Tecnologias da Informação e Comunicação (TIC) têm-se assumido, cada vez mais, como recursos privilegiados para os alunos aprenderem ciências. Portanto, é fundamental que os professores de Ciências do EB considerem os aspetos pedagógico-didáticos relacionados com a integração das TIC no processo de ensino e aprendizagem (E/A) das Ciências. No entanto, vários estudos têm revelado que a maioria dos professores parece não integrar as TIC no processo de E/A, o que se relaciona, entre outros obstáculos, com a falta de formação a este nível. Por outro lado, em Portugal, são escassos os estudos relacionados com a formação de professores de Ciências do EB para o uso de TIC no processo de E/A, com orientação CTS. O presente estudo tem como finalidade a criação de uma proposta de esquema referencial para o desenvolvimento de programas de formação (PF) de professores de Ciências do EB com orientação CTS (inicial, contínua e pós-graduada), com vista ao desenvolvimento de “competências TIC” destes (futuros) profissionais. Para tal, procurou-se responder a duas questões de investigação: Que componentes curriculares privilegiar em PF de professores do EB, que contribuam para o desenvolvimento de competências de integração das tecnologias no processo de E/A, em geral, e das Ciências, em particular?; e Qual o contributo de um PF na promoção de práticas pedagógico-didáticas com orientação CTS de Professores de Ciências do EB? O estudo organizou-se em duas fases. A Fase I designou-se “Formação de Professores do Ensino Básico em Tecnologia Educativa”, decorreu entre janeiro de 2009 e novembro de 2009, e teve um caráter exploratório com vista a descrever estratégias para a promoção do desenvolvimento pessoal, social e profissional, em particular, na dimensão do Conhecimento Pedagógico Tecnológico de Conteúdo (CPTC), de estudantes/professores do EB (inicial, contínua e pós-graduada). O CPTC representa o conhecimento de professores do EB para integrar as TIC no processo de E/A das Ciências, de acordo com a Perspetiva de Ensino por Pesquisa (EPP). A recolha de dados envolveu: a análise documental de vinte e três unidades curriculares (UC) de Tecnologia Educativa (TE) de Cursos de Educação Básica (1.º Ciclo de Bolonha), de dezassete Instituições de Ensino Superior Público Português; e o inquérito por entrevista a quatro Investigadores Portugueses em TE. A análise de conteúdo do corpus recolhido possibilitou a identificação dos componentes curriculares a privilegiar em PF de professores do EB neste âmbito, tais como: i) a “competência digital” de “pesquisa, seleção e organização de informação”; ii) a “competência pedagógica com TIC” de “planificação e/ou implementação de atividades de E/A”; iii) a “competência pedagógica com TIC de nível avançado” de reflexão crítica; iv) o conteúdo curricular centrado na colaboração online; v) a estratégia/atividade de E/A de trabalho de projeto; vi) o cenário de E/A misto (b-learning); vii) as ferramentas da web 2.0 (ex. Blog); e viii) a avaliação formativa de portefólios digitais desenvolvidos pelos estudantes/professores do EB em formação. A Fase II denominou-se “Formação de Professores de Ciências do Ensino Básico com Orientação CTS”, decorreu entre dezembro de 2009 e maio de 2011, e teve um caráter interventivo, com o intuito de conceber, produzir, implementar e avaliar um PF com esta orientação. O PF foi integrado nas UC de “TIC e Educação em Ciências” (TIC_EC) e de “Didática das Ciências Integradas II” (DCI_II) do Mestrado em Didática, área de especialização das Ciências, da Universidade de Aveiro (no 2.º semestre do ano letivo 2009/2010). O Mestrando dirigiu-se a um público profissionalizado, em particular, Educadores de Infância, Professores do 1.º CEB e Professores de Matemática e Ciências Naturais do 2.º CEB. A avaliação do PF foi contínua durante todo o seu processo de desenvolvimento, o que implicou a recolha das perceções dos principais envolvidos (os dois Docentes de DCI_II e de TIC_EC, os nove Mestrandos, um especialista externo em TE e a Investigadora do estudo). Para tal recorreu-se ao inquérito por questionário e por entrevista, à observação participante da Investigadora e à análise dos portefólios digitais desenvolvidos pelos Mestrandos durante o PF. A avaliação final do PF ocorreu no final do mesmo e dez meses após a formação ter terminado (maio de 2011). A análise de conteúdo do corpus recolhido permitiu demonstrar que o PF foi exequível e eficaz no contexto em que se projetou, o que se comprova na evidência de práticas pedagógico-didáticas de utilização das TIC no processo de E/A das Ciências, com orientação CTS, por parte de Mestrandos envolvidos no PF. O esquema referencial resultante do estudo integra a “estratégia de investigação conduzida pelo professor”, pressupõe a sinergia entre as áreas científicas da Didática das Ciências (DC) e da TE, e implica a integração da dimensão do CPTC ao nível da formação de professores de Ciências do EB (inicial, contínua e pós-graduada). Neste âmbito, sugere-se o desenvolvimento de projetos CTS pelos (futuros) profissionais, com recurso às TIC, e tendo em conta a perspetiva de EPP. Considera-se que estudos desta natureza poderão ser um contributo para impulsionar a Educação em Ciências com orientação CTS recorrendo às potencialidades educativas das tecnologias, em particular no EB. Assim, preconiza-se a necessidade de se investir na transferência, expansão e avaliação do referencial a outros contextos de formação de professores de Ciências.

Clustering of lifestyle risk behaviours among residents of forty deprived neighbourhoods in London: lessons for targeting public health interventions

Background Clustering of lifestyle risk behaviours is very important in predicting premature mortality. Understanding the extent to which risk behaviours are clustered in deprived communities is vital to most effectively target public health interventions. Methods We examined co-occurrence and associations between risk behaviours (smoking, alcohol consumption, poor diet, low physical activity and high sedentary time) reported by adults living in deprived London neighbourhoods. Associations between sociodemographic characteristics and clustered risk behaviours were examined. Latent class analysis was used to identify underlying clustering of behaviours. Results Over 90% of respondents reported at least one risk behaviour. Reporting specific risk behaviours predicted reporting of further risk behaviours. Latent class analyses revealed four underlying classes. Membership of a maximal risk behaviour class was more likely for young, white males who were unable to work. Conclusions Compared with recent national level analysis, there was a weaker relationship between education and clustering of behaviours and a very high prevalence of clustering of risk behaviours in those unable to work. Young, white men who report difficulty managing on income were at high risk of reporting multiple risk behaviours. These groups may be an important target for interventions to reduce premature mortality caused by multiple risk behaviours.

O expansionismo europeu : os Descobrimentos e a nova visão do mundo nos séculos XV e XVI : uma experiência de ensino

Relatório da Prática de Ensino Supervisionada, Ensino de História e Geografia no 3.º Ciclo do Ensino Básico e Ensino Secundário, Universidade de Lisboa, 2013

A discussão como método de ensino na disciplina de economia

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Economia e Contabilidade, Universidade de Lisboa, 2014

Intergroup Relations and Fundamental Dimensions of Social Judgment

The goal of this paper is to review the literature on the fundamental dimensions of social judgment and reflect on how these can help to boost our understanding of attitudes towards immigrants. We start by reviewing the work on the “fundamental dimensions” along which these judgments are organized, describing the different conceptions that have been put forward, identifying the regularities found in the content of these dimensions and the distinctions between them. Next, we propose a new way of looking at these fundamental dimensions by situating them within the specific field of intergroup relations in an immigration context, and explain how all the different examples of dimensions map onto this “new perspective”. We conclude by discussing how these two dimensions mirror the two fundamental topics that organize the discourse and the opinions about immigrants and immigration in society, and how attitudes towards immigrants can be differentially shaped by these two fundamental dimensions.

Concerto Concert with Members of the University Symphony Orchestra, May 14, 1969

Concert program for Concerto Concert with members of the University Symphony Orchestra, May 14, 1969

Image quality optimization, via application of contextual contrast sensitivity and discrimination functions

What is the best luminance contrast weighting-function for image quality optimization? Traditionally measured contrast sensitivity functions (CSFs), have been often used as weighting-functions in image quality and difference metrics. Such weightings have been shown to result in increased sharpness and perceived quality of test images. We suggest contextual CSFs (cCSFs) and contextual discrimination functions (cVPFs) should provide bases for further improvement, since these are directly measured from pictorial scenes, modeling threshold and suprathreshold sensitivities within the context of complex masking information. Image quality assessment is understood to require detection and discrimination of masked signals, making contextual sensitivity and discrimination functions directly relevant. In this investigation, test images are weighted with a traditional CSF, cCSF, cVPF and a constant function. Controlled mutations of these functions are also applied as weighting-functions, seeking the optimal spatial frequency band weighting for quality optimization. Image quality, sharpness and naturalness are then assessed in two-alternative forced-choice psychophysical tests. We show that maximal quality for our test images, results from cCSFs and cVPFs, mutated to boost contrast in the higher visible frequencies.