Effects of FGF10 on bovine oocyte meiosis progression, apoptosis, embryo development and relative abundance of developmentally important genes in vitro

Contents Fibroblast growth factor (FGF10) acts at the cumulus oocyte complex, increasing the expression of cumulus cell expansion-related genes and oocyte competency genes. We tested the hypothesis that addition of FGF10 to the maturation medium improves oocyte maturation, decreases the percentage of apoptotic oocytes and increases development to the blastocyst stage while increasing the relative abundance of developmentally important genes (COX2, CDX2 and PLAC8). In all experiments, oocytes were matured for 22h in TCM-199 supplemented with 0, 2.5, 10 or 50ng/ml FGF10. In Experiment 1, after maturation, oocytes were stained with Hoechst to evaluate meiosis progression (metaphase I, intermediary phases and extrusion of the first polar body) and submitted to the TUNEL assay to evaluate apoptosis. In Experiment 2, oocytes were fertilized and cultured to the blastocyst stage. Blastocysts were frozen for analysis of COX2, CDX2 and PLAC8 relative abundance. In Experiment 1, 2.5ng/ml FGF10 increased (p<0.05) the percentage of oocytes with extrusion of the first polar body (35%) compared to 0, 10 and 50ng/ml FGF10 (21, 14 and 12%, respectively) and FGF10 decreased the percentage of oocytes that were TUNEL positive in all doses studied. In Experiment 2, there was no difference in the percentage of oocytes becoming blastocysts between treatments and control. Real-time RT-PCR showed a tendency of 50ng/ml FGF10 to increase the relative abundance of COX2 and PLAC8 and of 10ng/ml FGF10 to increase CDX2. In conclusion, the addition of FGF10 to the oocyte maturation medium improves oocyte maturation in vitro, decreases the percentage of apoptotic oocytes and tends to increase the relative abundance of developmentally important genes.

Weakly bound states of two- and three-boson systems in the crossover from two to three dimensions

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

In search of the autonomous and critical individual: a philosophical and pedagogical analysis of the physical education curriculum of São Paulo (Brazil)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Mineral requirements for growth and maintenance of F-1 Boer x Saanen male kids

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Comparative study of the ovarian morphology in the order Polydesmida (Diplopoda) and description of unusual structures in the female reproductive system

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A radiologic morphometric study of sellar, infrassellar and parasellar regions by magnetic resonance in adults

To evaluate variations of some anatomic structures of sellar and parasellar regions and their possible differences between genders and age groups. Magnetic resonance images (MRI) of 380 patients were performed to analyze the dimensions of the sphenoid sinus, pituitary gland, optic chiasm, intra-cavernous carotid distances, distance between columella nasal - sphenoid sinus; and columella nasal-pituitary gland. The patients age ranged between 20 and 80 years (mean age 48 years). The study included 235 females (mean age 53 years) and 145 males (mean age 40 years). The transverse length of the pituitary, the inter-carotid distance and the height of the pituitary were similar between genders and age groups. The width and height of the optic chiasm showed differences only between females of different ages. Males presented greater distances between nasal columella and sphenoid sinus. The most common type of pneumatization of the sphenoid sinus was the sellar, and depending on the age group, sphenoid sinus was larger in males than females. The anatomy of the Sellar and parasellar regions is complex and varies widely within the normal range. They are a small area, rich in anatomical details affecting multiple physiological systems in the body and, therefore, have great importance in several medical fields. A better understanding of these complex structures is essential in clinical diagnosis and treatment of disease.

A review of pharmacokinetic parameters of metabolites and prodrugs

In drug discovery and development, the kinetic study of active metabolites plays an important role, helping to define the time course of the drug in the body and its activity or toxicity. After a pharmacokinetics assessment of a drug and its metabolite or a prodrug and its parent-drug, several parameters can be calculated. In some cases, achieving the objective of the study does not require all possible parameters to be calculated. When parameters are calculated, it is essential that their denotations are widely accepted and used. However, some parameters undergo a certain variability of denotation, which may confuse some readers. Thus, this review summarizes the current published data for experimental pharmacokinetic parameters of metabolites and the calculations involved in simple metabolite pharmacokinetic studies. It also evaluates the most common pharmacokinetic parameters in the literature and suggests metabolite parameters that could be determined to help advance metabolite kinetic models.

Drosophila melanogaster lipins are tissue-regulated and developmentally regulated and present specific subcellular distributions

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Teaching general concepts about sensors and transfer functions with a voltage divider

This work proposes the use of a simple voltage divider circuit composed by one potentiometer and one resistor to simulate the behavior of the electrical output signal of linear and nonlinear sensors. It is a low cost way to implement practical experiments in classroom and it also enables the analysis of interesting topics of electricity. This work induces naturally to a class guide where students can build and characterize a voltage divider to explore several concepts about sensors output signal. As the result of this teaching activity it is expected that students understand fundamentals of voltage divider, potentiometer operation, fundamental sensor characteristics, transfer function, and, besides, associate directly concepts of physics and mathematics with a practical approach.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Connections Between Communication and Math Abilities

In this action research study of my Class I School’s 5th and 8th grade mathematics, I investigated students’ connections between communication of math skills and their math abilities. I discovered that students can increase their math abilities with the opportunities to discuss their thinking as well as evaluate thinking and strategies of other students. Electronic communication can be a valuable source for students to communicate further to other students.

Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

Reviewing, Rethinking and Revising Homework Expectations in a Seventh Grade Math Class

In this action research study of my seventh grade mathematics class, I investigated whether de-emphasizing homework assignments as daily grades while stressing them as daily practice encouraged students to focus more on the learning rather than the daily grade. As part of this study, I also looked at how this change in homework expectations affected my daily teaching. I discovered that having students keep notes, examples, practice problems and homework assignments in a notebook helped them concentrate more on the process of getting answers and why they may of had an incorrect answer. Students were more likely to discuss with their peers how answers were found when comparing answers showed differences. When we reviewed the answers, they were more willing to ask questions about why their answer was wrong and then make corrections. As a result of this research, I plan to continue having seventh graders keep using notebooks to organize their notes, examples and assignments.

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.