Oxidative stress and inflammatory mediators contribute to endothelial dysfunction in high-fat diet-induced obesity in mice

Objective We investigated the effects of high-fat diet-induced obesity on vascular proinflammatory factors and oxidative stress on endothelium-dependent relaxation of the aorta. Methods Female Swiss mice were submitted to a high-fat diet for 16 weeks. At the end of the experimental period, we evaluated blood pressure, relaxation in response to acetylcholine in aortic rings in the absence and the presence of the superoxide anion scavenger, superoxide dismutase (SOD, 150 U/ml), and the nuclear factor (NF)-kappa B inhibitor, sodium salicylate (5 mmol/l). Aortic protein expression of endothelial nitric oxide synthase, Cu/Zn-SOD, NF-kappa B, I kappa B-alpha, and proinflammatory cytokines were also evaluated. Results Obese mice presented higher systolic and diastolic blood pressure than control mice (P<0.05). The relaxation of aortas to acetylcholine, but not to sodium nitroprusside, was significantly decreased in obese mice and was corrected by both SOD and sodium salicylate (P<0.05). The protein expression of endothelial nitric oxide synthase and Cu/Zn-SOD was significantly decreased in aorta from obese mice (P<0.05). Total p65 NF-kappa B subunit protein expression was not affected by obesity, but the protein expression of NF-kappa B inhibitor I kappa B-alpha was lower in aorta from obese mice (P<0.05). There were no significant differences in the interleukin (IL)-1 beta and IL-6 protein expression between groups. In contrast, the expression of TNF-alpha was significantly increased in aortas from obese mice. Conclusion Our resultssuggest that the reducedantioxidant defense and the local NF-kappa B pathway play an important role in the impairment of endothelium-dependent relaxation in aorta from obese mice. J Hypertens 28: 2111-2119 (C) 2010 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.

Antihyperon polarization in high-energy inclusive processes

We propose a model for the antihyperon polarization in high-energy proton-nucleus inclusive reactions, based on the final-state interactions between the antihyperons and other produced particles (predominantly pions). To formulate this idea, we use the previously obtained low-energy pion-(anti-)hyperon interaction using effective chiral Lagrangians, and a hydrodynamic parametrization of the background matter, which expands and decouples at a certain freezeout temperature.

EXACT AND APPROXIMATE RELATIONS FOR THE SPIN-DEPENDENCE OF THE EXCHANGE ENERGY IN HIGH MAGNETIC FIELDS

The exchange energy of an arbitrary collinear-spin many-body system in an external magnetic field is a functional of the spin-resolved charge and current densities, E(x)[n(up arrow), n(down arrow), j(up arrow), j(down arrow)]. Within the framework of density-functional theory (DFT), we show that the dependence of this functional on the four densities can be fully reconstructed from either of two extreme limits: a fully polarized system or a completely unpolarized system. Reconstruction from the limit of an unpolarized system yields a generalization of the Oliver-Perdew spin scaling relations from spin-DFT to current-DFT. Reconstruction from the limit of a fully polarized system is used to derive the high-field form of the local-spin-density approximation to current-DFT and to magnetic-field DFT.

Removal of phenol in high salinity media by a hybrid process (activated sludge plus photocatalysis)

The degradation of phenol by a hybrid process (activated sludge + photocatalysis) in a high salinity medium (50 g L-1 of chloride) has been investigated. The sludge used from a municipal wastewater facility was adapted to the high salt concentrations prior to use. The photocatalytic conditions were optimized by means of a factorial experimental design. TiO2 P25 from Degussa was used as the photocatalyst. The initial phenol concentration was approximately 200 mg L-1 and complete removal of phenol and a mineralization degree above 98% were achieved within 25 h of treatment (24 h of biological treatment and I h of photocatalysis). From HPLC analyses, five hydroxylated intermediates formed during oxidation have been identified. The main ones were catechol and hydroquinone, followed by 1,2,4-benzenetriol, 2-hydroxy- 1,4-benzoquinone, and pyrogallol, in this order. No formation of organochlorine compounds was observed. Therefore, the proposed hybrid process showed itself to be suited to treat phenol in the presence of high contents of salt. (c) 2007 Elsevier B.V. All rights reserved.

En enkätundersökning om lärares syn på hur de arbetar med mål i grundskolan : A survey of teacher´s views on how they work with the goal in elementary school

Detta är en uppsats om lärares syn på målstyrningen vid två skolor samt hur de uppfattar att eleverna uppnår de uppsatta målen. Undersökningen utfördes som en kvalitativ enkätstudie. Resultatet visar att många lärare uppfattar att målen är otydliga vilket resulterar i att de tolkas olika. Angående hur man mäter att eleverna uppnår målen blev resultatet att det finns en mängd olika metoder att tillgå som till exempel loggbok och observation. En tydlig skillnad fanns i svaren bland dem som hade lång arbetslivserfarenhet gentemot den som hade minst arbetslivserfarenhet. Skillnaderna kan bland annat bottna i osäkerhet på sin yrkesroll samt bristande kunskaper i och med kort arbetslivserfarenhet.

School leaders as agents of change : a case study on how two head teachers are trying to implement the learning study method in their school

This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work.   Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).

Interview with Cynthia Venables

In her July 3, 2013 interview with Martha Manning, Cynthia Burris Venables shares her experiences at Winthrop from 1985-1989, as well as her career teaching English. Discussed is Venables coursework as an English major and the rigor of her studies. Additionally, Venables talks about Latin and Biology courses and who her favorite professors were. Venables details what it is like teaching in the 21st Century, her opinions on technology and teaching, and her accomplishments as an educator. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

A evolução histórica da formação do professor de 2. grau nas Faculdades de Educação ou unidades equivalentes

A educação vem sofrendo graves, permanentes e contundentes críticas quanto a sua produtividade, eficácia e eficiência. O ataque sistemático às escolas, e em especial às destinadas à preparação de professores, e uma constante em países do Velho, do Terceiro e do Novo Mundo. Todos concordam que a função docente exige competência profissional, sendo a sua ausência a principal responsavel pelas lacunas, insuficiências e deficiências do processo educacional. Acredita-se que a situação ensino-aprendizagem proporcionada por uma atividade didática bem orientada seja um fator de suma importância para a eficácia e eficiência de um sistema de ensino. Considerando a expansão do ensino de 2o grau, que o levou a perder muito do seu caráter acadêmico e seletivo, optou-se pelo estudo da formação do professor que a ele se destina. Com a finalidade de verificar o tipo de formação que o professor de 2o grau vem recebendo e as consequências deste no seu desempenho profissional. Analisa-se criticamente a evolução histérica de sua formação, no Brasil, e procede-se a um estudo dos currículos dos cursos de licenciatura das Faculdades de Educação, ou Unidades Equivalentes, do Estado do Espírito Santo. Verifica-se que estas, de modo geral, adotam o currículo mínimo proposto pelo Conselho Federal de Educação. Sabe-se que o ensino de 2o grau, atualmente, destina-se a alunos provenientes das mais diversas classes sociais, sendo os seus objetivos bem mais amplos que antes verifica-se que as alterações curriculares limitam-se a uma improdutiva ampliação ou diminuição de carga horária e de disciplinas. Deduz-se que a Faculdade de Educação não trouxe nenhuma inovação significativa no que concerne ao currículo de formação pedagógica de professor de 2o grau,o que dá procedência às críticas negativas que a mesma vem recebendo. Recomenda-se a realização de pesquisas de campo e o estudo de propostas curriculares objetivando obter subardias para a reformulação dos currículos atuais.

Reading comprehension in primary school: textbooks, curriculum and assessment

This study describes the reading comprehension processes present in the most widely sold textbooks at the fourth grade level in Portugal and discusses how they compare to international assessments of reading literacy. We adopted the Progress of International Reading Literacy Study framework to categorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval of explicitly stated information to the detriment of higher level comprehension skills. Portuguese fourth grade textbooks rarely challenge students to make connections between their knowledge and the ideas in the texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what students are asked to do in the Progress of International Reading Literacy Study, conducted every five years since 2001, and it may help explain the poor results Portuguese students have in national assessment and in PISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal and suggestions are made as to how we can improve reading literacy achievement.

Prevalence and antimicrobial resistance patterns of methicillin-resistant staphylococci (MRS) isolated in a Veterinary Teaching Hospital in Brazil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Canções no ensino de sociologia: reflexões e aplicação

As Sociology becomes a mandatory subject in the curricular componentof Brazilian high schools, we find anopportune moment to proposals and changes in the subject and in teaching, in a general aspect. It s noticed the great importance of the role that the create imagination plays in individual s formation (BACHELARD), and it s also seen that Brazilian education system has marginalized imagination to the detriment of a unifocused scientism that sterilizes creativity, playfulness and poetry in its educational process. Nevertheless, a way of thinking redefinitions to the educational horizons of Sociology as a subject and education is upheld. An educational practice that reconnects the prosaic and the poetic, using images/songs as paths/strategies of the teaching-learning process. As for that, the school structure was used where the tutor work was done to undertake experiences that made the use of songs as strategy to facilitate/stimulate the learning of the subject Sociology in high school. From thoughts and results of this experience, plus the bibliographic studies, analysis were made. The goal of this essay is to make use and stimulate the creation of poetic images from the teaching point of view, specially the Sociology subject in high school, rethinking and searching more efficient and playful ways of approaching and building educational methods from images; stimulating the development of the Thinking Reform and the Anthropoetics of the human gender (MORIN); acknowledging that imagination is an indispensable part of our integral formation

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight