Functional beta(1)- and beta(2)-adrenoceptors in the left and right atrium of pre-hypertensive rats

There is a small increase in the functional beta(2)-adrenoceptor response on the spontaneously hypertensive rat (SHR) left atrium in the early stages of hypertension. In the present study, the functional beta(1)- and beta(2)-adrenoceptors of the left and right atrium in SHR pre-hypertension and age-matched (5-week-old) Wistar Kyoto (WKY) rats were characterized. Contractility methods with isoprenaline, T-0509 (a selective beta(1)-adrenoceptor agonist) and procaterol (a selective beta(2)-adrenoceptor agonist) were used. At 5 weeks, the SHRs were pre-hypertensive. Isoprenaline was more potent on the left atrium of 5-week-old SHRs than WKY rats. Bisoprolol, a selective beta(1)-adrenoceptor antagonist, was more potent against isoprenaline and T-0509 on the SHR than WKY rat left atrium. ICI 118,551, a selective beta(2)-adrenoceptor antagonist, was more potent against procaterol and T-0509 on the SHR than WKY rat left atrium. The results with bisoprolol and ICI 118,551 suggest that there are more functional beta(1)- and beta(2)-adrenoceptors on the left atrium of 5-week-old SHRs than WKY rats. Isoprenaline, T-0509 and procaterol were equipotent on the right atrium of 5-week-old WKY rats and SHRs. Bisoprolol was more potent against isoprenaline, T-0509 and procaterol on the SHR than WKY rat right atrium. ICI 118,551 was more potent against T-0509, but not isoprenaline and procaterol, on the SHR than WKY rat left atrium. This suggests there are more functional beta(1)-adrenoceptors, and probably more functional beta(2)-adrenoceptors, on the right atrium of 5-week-old SHRs than WKY rats. These functional differences in beta(1)-and beta(2)-adrenoceptor-mediated responses of the left and right atria of pre-hypertensive SHRs cannot be caused by hypertension, and may be associated with the onset of hypertension.

Phylogenetic relationships of Hepatozoon (Haemogregarina) boigae Hepatozoon sp. Haemogregarina clelandi and Haemoproteus chelodina from Australian reptiles to other Apicomplexa based on cladistic analyses of ultrastructural and life-cycle characters

The phylogeny of representative haemozoan species of the phylum Apicomplexa was reconstructed by cladistic analyses of ultrastructural and life-cycle characteristics. The analysis incorporated 4 apicomplexans previously not included in phylogenetic reconstructions: Haemogregarina clelandi from the Brisbane River tortoise (Emydura signata), Hepatozoon sp. from the slaty grey snake (Stegonotus cucullatus), Hepatozoon (Haemogregarina) boigae from the brown tree snake (Boiga irregularis), and Haemoproteus chelodina from the saw-shelled tortoise (Elseya latisternum). There was no apparent correlation between parasite phylogeny and that of their vertebrate hosts, but there appeared to be some relationship between parasites and their intermediate hosts, suggestive of parasite/vector co-evolution.

Contribution towards a reflection about methodological strategies in design education and the function of drawing in design

This work presents a reflection on Design education and specifically on the role of Drawing in this area. As a subject, Design has expanded its field of action expanding into new areas such as Experience Design or Service Design. It became necessary for the designer to have more than an education based on technological knowledge or know-how. Many authors like Meredith Davis, Don Norman or Jamie Hobson point out the urgency to review the curricula of Design courses because nowadays “… design is more than appearance, design is about interaction, about strategy and about services. Designers change social behavior” (Norman 2011). When shifting from a product-centered design to a person-centered design (in a structure, a service or in a relationship) what should the function of drawing in a design course be? What should its curriculum be? Our work methodology will be to confront today’s perspectives on design theory and practice in an attempt to add to the discussion on the methodological strategies in design teaching in the contemporary context.

Contribution towards a reflection about methodological strategies in Design Education and the function of Drawing in Design

This work presents a reflection on Design education and specifically on the role of Drawing in this area. As a subject, Design has expanded its field of action expanding into new areas such as Experience Design or Service Design. It became necessary for the designer to have more than an education based on technological knowledge or know-how. Many authors like Meredith Davis, Don Norman or Jamie Hobson point out the urgency to review the curricula of Design courses because nowadays “ … design is more than appearance, design is about interaction, about strategy and about services. Designers change social behavior” (Norman, 2011) When shifting from a product-centered design to a person-centered design (in a structure, a service or in a relationship) what should the function of drawing in a design course be? What should its curriculum be? Our work methodology will be to confront today’s perspectives on design theory and practice in an attempt to add to the discussion on the methodological strategies in design teaching in the contemporary context.

Correlation between grain nutritional content and pasting properties of pre-gelatinized red rice flour

As with any variety of rice, red rice characteristics are subject to varietal differences, growing conditions, types of processing, and nutritional and rheological properties. This study determined the nutritional characteristics (centesimal composition and minerals) and paste viscosity properties of raw grains of four red rice genotypes (Tradicional MNAPB0405, MNACE0501 and MNACH0501) and the paste viscosity properties of pre-gelatinized flours obtained at different cooking times (20, 30 and 40 min). The main nutritional properties were correlated with the pasting properties of the pre-gelatinized flours. The samples showed differences in nutritional properties and paste viscosity. MNAPB0405 and MNACE0501 showed higher levels of fiber and fat and provided higher caloric energy than Tradicional and MNACH0501, which, in turn, showed higher levels of amylose. MNACH0501 showed higher peak viscosity (2402 cP), higher breakdown viscosity (696 cP) and a greater tendency to retrogradation (1510 cP), while Tradicional, MNAPB0405 and MNACE0501 had pasting profiles with peak viscosities varying between 855 and 1093 cP, breaking viscosity below 85 cP and retrogradation tendency between 376 and 1206 cP. The factors genotype and cooking time influenced the rheological behavior of pre-gelatinized flours, decreasing their pasting properties. The protein and amylose levels are correlated with the pasting properties and can be used as indicators of these properties in different genotypes of red rice, whether raw or processed into pre-gelatinized flours.

Production of basic potato seed minitubers in substrate and different nitrogen rates

The optimal dose of nitrogen (N) in potato crop depends on the production system. The objective of this study was to determine the optimal dose of N for the production of basic potato seed minitubers and evaluate the effect of N rates on physiological and nitrogen indices in the youngest fully developed leaf (fourth leaf) and in the oldest leaf of the plants at 60 days after planting. The experiment was conducted in a greenhouse at the Departamento de Fitotecnia da Universidade Federal de Viçosa. The treatments consisted of five N rates (0, 45, 90, 180 and 360 mg dm-3), with 10% of each dose applied at planting and the remainder through irrigation water, daily, for 30 days. The nitrogen rates positively influenced the physiological indices (length, width, leaf area, number of leaves, fresh mass and dry mass) and nitrogen (level and content of N and N-NO³ in the dry mass and SPAD) both in the fourth leaf and in the oldest leaf. Likewise, the N rates positively influenced the number and mass of harvested tubers. The largest number (5.44 tubers/plant) and the maximum mass of tubers (243.5 g/plant) were obtained with 360.0 and 332.9 mg N dm-3, respectively. Therefore, the mass and number of tubers were not optimized by the same N rate. The critical SPAD index was 38.8 in the fourth leaf, which was more sensitive to the effect of N rates than the oldest leaf.

Ultrapassando as dificuldades da dislexia através da arte

Resumo: A intervenção em crianças disléxicas nem sempre é fácil uma vez que, à partida, serão crianças desmotivadas por insucessos repetidos, complexos de inferioridade, timidez, baixa autoconfiança e auto-estima, com pouca capacidade de atenção e concentração. A família, a escola e a sociedade em geral têm um papel decisivo, não deverão exigir nem impor metas complicadas, adaptando sempre uma postura de compreensão da criança. A criança disléxica aprende num ritmo diferente, como tal, precisa que a escola adeqúe as suas práticas educativas tendo em conta as suas características e especificidades. Pretende-se com este trabalho aprofundar conhecimentos sobre a temática da dislexia e sua aplicação, dentro da sala de aula, na disciplina Educação Visual e Tecnológica, numa turma do 2º Ciclo do Ensino Básico que inclui uma aluna considerada disléxica. Começámos por caracterizar a turma, a aluna e os contextos envolventes em que as mesmas se inserem, seguidamente fez-se uma intervenção estruturada, a longo e curto prazo, numa dinâmica de planificação, acção e reflexão, numa perspectiva de educação inclusiva, com práticas educativas cooperativas e diferenciadas. Ao longo das sessões de trabalho, a turma teve a oportunidade de se manifestar nas assembleias de turma, na negociação das actividades, de trabalhar em pares, em grande e pequeno grupo, criando desta forma um clima de inter-ajuda e de cooperação na sala de aula, funcionando com as duas professoras da disciplina, partilhando momentos de aprendizagem e socialização de saberes. A aluna considerada disléxica passou a interagir na turma com os colegas, de forma positiva, e estes com ela. As suas dificuldades foram superadas com a ajuda dos colegas, partilhando os seus saberes, dúvidas e experiências. Foi uma experiência positiva para o grupo, para a aluna e para as professoras da turma. Abstract: The intervention in dyslexic children is not always easy from the start, a priori, children will be discouraged by repeated failures, inferiority complexes, shyness, low selfconfidence and self- esteem, with little attention span and concentration. The family, school and society in general have a decisive role, should not require or impose complicated goals, always adapting an attitude of understanding of the child. The dyslexic children learn at a different pace, as such, requires the school to adjust its educational practices in view of their characteristics and specificities. The aim of this work to deepen knowledge on the subject of dyslexia and its application in the classroom, Visual and Technological Education as the subject, in a class of the 2nd Cycle of Basic Education that includes a student considered dyslexic. We have began by characterizing the class, the student and the surrounding contexts in which they are involved, then became a structured intervention in the long and short term, in order of creating a dynamic planning, action and reflection, with a inclusive education perspective, with cooperative practical education and differentiated. During the work seasons, the class had the opportunity to express themselves in class meetings, the negotiation activities, working in pairs, in large and small groups, thus creating a climate of mutual help and cooperation in the classroom, working with two teachers of the subject, sharing moments of learning and socialization of knowledge. The student consider as dyslexic has started to interact in the class with the colleagues in a positive way, and they with her. Their difficulties were overcome with the help of colleagues, sharing their knowledge, doubts and experiences. It was a positive experience for the group, to the student and the teachers of the class.

Monetary channels of social inclusion: a case study of basic income and the Caixa Econômica Federal in Brazil

This article reports evidence of new monetary channels for social inclusion involving basic income policies and the Caixa Econômica Federal, a Brazilian government savings bank. Since the Plano Real (Brazilian currency) and the liberalization of banking in the 1990s, the realization of competitive advantages by the Caixa as social policy agent and the importance of citizenship cards differ from existing theories of bank change, financial inclusion and monetary policy. Multi-method research reveals the importance of 1) political theories of basic income, 2) conceptions of citizenship and social justice, and 3) a back to the future modernization of government banking. This provides alternatives to contemporary market-based banking theory, neo-liberal policies, private and non-governmental microfinance strategies, and theories in political economy about fiscal constraints to social policies. New monetary channels of change also suggest that zero sum theories about politics, monetary authority and social inclusion are amiss.

Qualified intervention/qualifying formation

An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category ‘Science as culture’ acquires in the current work a major importance: it enlightens the meaning of scientific literacy. Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities. On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions. In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the discussion on the curriculum design for a socio-cultural animator degree (1st cycle of Bologna process). In particular, this study intends to assess how the formation given complies with enabling animators to work, within multiple scenarios, with communities in situations of socio-scientific relevance. A set of themes, issues and both current and potential fields of action, not described or insufficiently described in literature, is identified and analysed in the perspective of a qualified intervention of animators. One of these examples is thoroughly discussed. Finally, suggestions are made about curriculum reforms in order, if possible, to strongly link the desired qualified intervention with a qualifying formation.

O currículo e as necessidades educativas especiais : práticas de adequação curricular no terceiro ciclo

A responsabilidade da construção de uma escola para todos deve ser o grande objectivo de todo e qualquer professor, criando espaços de reflexão conjunta no sentido de serem traçados projectos curriculares diferenciados que dêem resposta a todos os alunos na sua diversidade plural. Assim, a concepção e construção da escola inclusiva implicam mudanças, quer nas atitudes e práticas dos agentes educativos, quer nas estruturas do sistema de ensino ao nível organizacional e da gestão curricular. Neste âmbito, a adequação do currículo às necessidades educativas especiais (NEE) dos alunos torna-se essencial na (re)construção e operacionalização dos diferentes processos curriculares. O trabalho que agora se apresenta foi desenvolvido através de um estudo de caso. Constitui uma tentativa de compreensão das percepções dos professores e das práticas pedagógicas que desenvolvem para efectuar adequações curriculares para alunos com NEE. Centrámo-nos nos professores de um conselho de turma do sétimo ano do terceiro ciclo do ensino básico (3º CEB) que inclui uma aluna com NEE, procurando saber o que pensam sobre o processo de adequação curricular, como o concebem e como o implementam. Como metodologia de recolha dos dados utilizamos as técnicas da entrevista, da análise documental e da observação naturalista. Concluímos que, apesar das dificuldades que expressam e demonstram, os professores assumem a necessidade de implementar adequações curriculares face às NEE dos alunos, como resposta às diferenças e particularidades de cada um, tendo em vista o desenvolvimento de competências essenciais e a conclusão da escolaridade obrigatória. As Adequações Curriculares são percepcionadas como muito vantajosas do ponto de vista da promoção do sucesso educativo para todos os alunos e em particular para os alunos com NEE, proporcionando a estes, acompanhar o currículo mais próximo do que é normal, sentirem-se como “iguais” aos seus colegas, melhorar a sua auto-estima, auto-confiança e motivação ABSTRACT The responsibility of building a school for all must be the ultimate goal of any teacher, creating spaces for joint reflection in order to draw differentiated curricular projects which respond to all students in their plural diversity. Thus, the design and construction of the inclusive school involve changes both in attitudes and practices of the educational agents, and in the structures of the education system regarding the organization and the curriculum management. In this context, the adequacy of the curriculum to students’ special educational needs (SEN) becomes essential in the (re) construction and operationalization of the different curriculum processes. The work now presented was developed through a case study. It attempts to understand the perceptions of teachers and the pedagogical practices they develop to make curricular adjustments for students with SEN. We focused on the teachers of a seventh year class of the third cycle of basic education (3rd CBE) which includes a pupil, a girl, with SEN, trying to find out what they think about the process of adapting the curriculum, how they conceive and implement it. As a methodology of data collection we used different techniques: the interview, the documentary analysis and the naturalistic observation. We concluded that, despite the difficulties that teachers express and demonstrate they assume the need to implement curricular adjustments in relation to pupils with SEN in response to the differences and particularities of each one in order to develop core competencies and to complete compulsory schooling. The Curriculum Adequacies are perceived as very advantageous from the standpoint of promoting educational success for all students and particularly for pupils with SEN, providing the latter the possibility of following the curriculum closer than usual, feeling as "equal" to their schoolmates, improving their self-esteem, self- confidence and motivation.

Improving the learning experience and learning environment of adults in Higher Education – Project LIHE: the Portuguese case

Project LIHE: the Portuguese Case. ESREA Fourth Access Network Conference – “Equity, Access and Participation: Research, Policy and Practice”. Edinburgh (Scotland), 11 – 13 December, 2003.

Crescer com saúde. Perspectiva dos professores do 1.º ciclo acerca da postura dos alunos e análise postural de crianças com 6 a 7 anos inseridas na comunidade escolar

O presente estudo teve como objectivos conhecer a percepção dos professores do ensino básico acerca da postura corporal dos alunos na sala de aula e analisar a postura de alunos do 1º ano do ensino básico. Este estudo foi realizado numa escola do 1º Ciclo, com 6 professores voluntários e 40 alunos do 1º ano. Na I parte referente ao estudo qualitativo, realizou-se uma discussão por grupo focal, com um roteiro de perguntas que os professores foram discutindo livremente expondo as suas opiniões. Concluiu-se que há por parte dos professores noção de como é a postura corporal dos alunos na sala de aula, como essa postura corporal, pode influenciar de forma, positiva ou negativa o estado de saúde do aluno na sala de aula e comprometer a qualidade de vida dos alunos. Na II parte quantitativa os alunos foram avaliados através do registo fotográfico, num programa de avaliação postural, demonstrando os resultados que na amostra em estudo não foi encontrado desvio vertical significativo entre a cintura escapular e a cintura pélvica. No entanto, foi encontrado desvio horizontal significativo do alinhamento das omoplatas entre si e das espinhas ilíacas postero-superiores entre si, já indicando um início de desvio postural com carácter escoliótico. Conclui-se pois que os alunos avaliados apresentavam problemas posturais com necessidade de serem acompanhados por Fisioterapeutas.

Shiftworking families: parents' working schedule and sleep patterns of adolescents attending school in two shifts

OBJECTIVE: To explore whether parents' engagement in shift work affects the sleep habits of their adolescent children who attend school in two shifts. METHODS: The data were drawn from an extensive survey of sleep and daytime functioning of adolescents attending school one week in the morning and the other in the afternoon. The participants were 1,386 elementary and high school students (11-18 years old) whose parents were both employed. The data were analyzed using MANOVA, with parents' work schedule, adolescents' gender and type of school as between-subject factors. RESULTS: Parents' working schedule significantly affected the sleep patterns of high school adolescents. When attending school in the morning, adolescents whose parents were both day workers woke up somewhat later than adolescents with one shiftworking parent. In addition, they slept longer than adolescents whose parents were both shift workers. On weekends, adolescents whose parents both worked during the day went to bed earlier than adolescents whose parents were both shiftworkers. They also had smaller bedtime delay on weekends with respect to both morning and afternoon shifts than adolescents for whom one or both parents worked shifts. A significant interaction between parents' working schedule, adolescents' gender and type of school was found for sleep extension on weekends after afternoon shift school. CONCLUSIONS: Parental involvement in shift work has negative effects on the sleep of high school adolescents. It contributes to earlier wake-up time and shorter sleep in a week when adolescents attend school in the morning, as well as to greater bedtime irregularity.

Peculiarities of the professional education and qualification appraisal of assistants of pharmacists in Lithuania

Following the alterations and additions to the pharmaceutical law of Lithuanian Republic the pharmaceutical activity in Lithuanian pharmacies is carried out by pharmacy specialists – pharmacists and pharmacy assistants (pharmacy technicians). The ability of pharmacy specialists to adapt, to improve and to develop their competencies is one of the success preconditions for Lithuanian health care pharmacy sector. Work aim: to investigate the changes among the specialists employed in pharmacies and pharmacy sector as well as to highlight the necessity to develop the qualification of pharmacy assistants (pharmacy technicians) according to the modern pharmaceutical legal basis in Lithuania. In 2008–2011 the research in Lithuanian pharmacy sector was performed which identified the changes in the numbers of pharmacies and their staff: the number of pharmacies decreased, while the number of pharmacists increased and the number of the assistants of pharmacists (pharmacy technicians) decreased. The decrease in the number of the assistants of pharmacists (pharmacy technicians) and the danger of their extinction in the future has been identified. The qualification appraisal for pharmacy assistants (pharmacy technicians) is implemented through the leveling studies at the Pharmacy technique department at the Health care faculty of Kauno Kolegija University of applied sciences and pharmacy study programme at the faculty of Pharmacy of Medical Academy at Lithuanian University of Health Sciences. 75 % of respondents use their own money to pay for the qualification appraisal, and 25 % of respondents get financial support for the qualification appraisal activities from the pharmacy managers.

Estratégias de abordagem à escrita criativa em educação pré-escolar e 1º ciclo do Ensino Básico

Mestrado, Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 2 de Julho de 2013 (Relatório de Estágio).