Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e secundário realizada nas Escola Secundária Gabriel Pereira e Escola Básica 2, 3 André de Resende : A ideia no desenho, diferentes desenhos no ensino das artes visuais

O presente trabalho, onde foi desenvolvido o tema “A Ideia no Desenho, Diferentes Desenhos no Ensino das Artes Visuais”; foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Artes Visuais no 3º ciclo do Ensino Básico e no Ensino Secundário, pretende dar a conhecer os aspetos inerentes à Prática de Ensino Supervisionada desenvolvida no ano letivo de 2011/2012 na Escola Secundária Gabriel Pereira e Escola Básica André de Resende. O relatório integra a preparação científica, pedagógica e didática; caraterização do concelho de Évora; caraterização do contexto educativo, planificação, condução de aulas, avaliação de aprendizagens e conclui com a análise da prática de ensino e desenvolvimento profissional. Possui ainda dois apêndices finais com informação citada e evidências significativas das atividades desenvolvidas na escola. /ABSTRACT:The present work in which we develop a theme "The Idea in Drawing, Different Drawings in Visual Art Education"; was prepared to achieve de Master Degree on Teaching of the Visual Arts in the 3rd Cycle of Basic and Secondary Education, and it is focused in the teaching supervised practice developed at the Escola Secundária Gabriel Pereira and Escola Básica André de Resende Schools, during the academic year of 2011/2012. The report includes scientific, educational and didactical preparation; characterization of the municipality of Évora; school planning, conducted lessons and learning evaluation; and concludes with teaching analysis and professional development. It also includes two final appendices with quoted information and significant evidence of the schooling activities. NOTA: em virtude de esta Tese conter apêndices de formatos diversos e incompatíveis para a introdução no repositório, só poderão ser consultados na Biblioteca Geral da Universidade de Évora.

1-2-3 VOTE : How To Use South Carolina’s Voting System

This paper describes, with pictures, how to use voting machines and how to cast your vote.

Theory, Culture and Society Vol. 23 (2-3) Edited by Mike Featherstone

Review of May 2006 issue of journal Theory, Culture, and Society.

Relatório da prática de ensino supervisionada na Escola Secundária Gabriel Pereira, agrupamento de escolas n,º 4 de Évora EB 2,3 conde de Vilalva e EB1 Jardim de Infância do Bacelo

Este relatório está inserido no âmbito da disciplina Prática de Ensino Supervisionada (PES), que permitirá a obtenção do grau de Mestre em Ensino de Educação Física nos Ensinos Básico e Secundário. O relatório de estágio aborda o trabalho desenvolvido realizado durante o ano lectivo 2009/201O, como professor estagiário, na Escola EB 2,3 Conde de Vilalva, na Escola Secundária Gabriel Pereira e na Escola Básica 1-Jardim de Infância do Bacelo. No final do estágio foi possível afirmar que o que aprendemos ao longo deste ano lectivo nos acompanhará para o resto da vida profissional e social, uma vez que este estágio curricular veio complementar a formação adquirida durante a Licenciatura, auxiliando na incrementação das competências técnico­ científicas, sociais e pessoais, indispensáveis a esta actividade profissional. ABSTRACT: This report is inserted in the supervised teaching subject, as known as Prática de Ensino Supervisionada (PES), which purpose is to obtain Master's degree in Physical Education in primary and secondary education. The stage report deals with all the work developed during 2009/201O school year, as a student teacher, in Escola EB 2,3 Conde de Vilalva, Escola Secundária Gabriel Pereira and in Escola Básica 1-Jardim de Infância do Bacelo. At the end of the stage, it was possible to state that what we have learned past this year will be useful and will be with us for the rest of our professional and social life due the formation acquired during graduation, improving technical, scientific, social and personal skills that are vital and indispensable to this professional activity.

Relatório da prática de ensino supervisionada realizado no agrupamento de escolas n.º 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária André de Gouveia em ensino de educação física nos ensinos básico e secundário

A Prática de Ensino Supervisionada desenvolveu-se no Agrupamento de Escolas nº 4 de Évora- EB 2,3 Conde Vilalva e na Escola Secundária André de Gouveia, com as turmas do 8º ano e 12° ano respectivamente. Para elucidar o trabalho realizado ao longo do ano desenvolvi o presente relatório onde abordei a preparação cientifica, pedagógica e didáctica que permitiu um conhecimento dos alunos e do currículo; a Planificação e condução das aulas e respectiva avaliação que faz referencia ao planeamento por etapas e às vantagens do mesmo e ainda à forma como foram leccionadas as aulas; uma análise da prática de ensino; a participação na escola e as actividades desenvolvidas nas mesmas; e o desenvolvimento profissional com referências ás competências que o professor deve assumir dentro da comunidade escolar. Com os parâmetros acima referidos demonstra-se a grande importância que o estágio teve na aquisição das competências essenciais inerentes à docência. ABSTRACT: Supervised Teaching Practice was developed in School Cluster nº 4 of Évora­ Elementary School Conde Vilalva and in Secondary School André de Gouveia, with classes of 8th and 12th grade, respectively. To elucidate the work I done over this school year, I developed this report which discussed the scientific, educational and teaching preparation, allowing an understanding of students and the curriculum; the planning and conduct of lessons and their assessment that refers to the planning stages, and to advantage of it and, on the other hand, the way that were taught lessons; an analysis of teaching practice; participation in school and activities carried therein; and professional development with reference to the competences that the teacher should take within the school community. With the above parameters is shown the importance of this stage in the acquisition of essential skills related to teaching.

Relatório da prática de ensino supervisionada na Escola Secundária Gabriel Pereira, agrupamento de escolas n,º 4 de Évora EB 2,3 conde de Vilalva e EB1 Jardim de Infância do Bacelo

Este trabalho tem por base o relato de um ano lectivo 2009/201O de Prática de Ensino Supervisionada (PES) para a especialidade do grau de Mestre em Ensino de Educação Física nos Ensinos Básico e Secundário, leccionado na Universidade de Évora e contribui para a avaliação do mesmo. O estágio foi realizado no agrupamento de Escolas n° 4 de Évora - EB 2,3 Conde de Vilalva; EB1 Jardim de Infância e Escola Secundária Gabriel Pereira, abrangendo os três ciclos de aprendizagem dando assim cumprimento à exigência curricular. Relata de forma sucinta a preparação científica, pedagógica e didáctica desde o conhecimento do currículo, do conteúdo e dos alunos. Desenvolve de forma fundamentada a planificação, condução de aulas e avaliação das aprendizagens. Faz uma análise das actividades desenvolvidas como professor de uma disciplina e como participante activo na escola e na comunidade escolar. Tenta fundamentar as estratégias, metodologias e decisões tomadas. Por último, realiza uma análise da prática de ensino. O que foi constatado nesta pequena experiência foi uma prática mais consciente e um respeito maior, por nós mesmo, enquanto profissional da educação, e pelos alunos, enquanto sujeitos activos no processo de ensino/aprendizagem. ABSTRACT: This work is based on the report of an academic year 2009/2010 Supervised Teaching Practice (PES) for the specialty Master's degree in Teaching Physical Education in Primary and Secondary Schools, taught at the University of Évora and contribute to the evaluation the same. The group stage was held at school n8 4 EB 2,3 Conde Vilalva e Kindergarten and Secondary school Gabriel Pereira, covering the three cycles of learning thus fulfilling the curricular requirement. Reports briefly the scientific training and didactic knowledge from the curriculum the content and pupils. Develop and informed opinion to planning, conducting classes and learning assessment. Makes and analyses of the activities as a teacher of a discipline and as an active participant in school and school community. Try the strategies, methodologies and decisions. Finally makes an analysis of teaching practice. What was found on this little experiment was a more conscious practice and a greater respect for ourselves as professional education, and students as active participants in the teaching /learning.

Relatório da prática de ensino supervisionada no Agrupamento de Escolas n.º 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária Gabriel

A presente dissertação é uma sinopse do trabalho desenvolvido no âmbito do estágio de Prática de Ensino Supervisionada em Educação Física. O estágio decorreu em duas escolas dos Ensinos Básico e Secundário. A dissertação encontra-se dividida por partes: preparação e planificação de aulas, conhecimento das turmas, condução das aulas, avaliação e processo reflexivo das várias etapas. Foram desenvolvidas actividades para as comunidades escolares de ambas as escolas e foi feita uma reflexão final do estágio que teve como objectivo analisar todos os procedimentos que foram desenvolvidos ao longo do ano lectivo. A passagem pelos quatro ciclos de ensino foi bastante produtiva para o enriquecimento do processo enquanto professor. As aulas seguiram o planeamento anual que estava delineado e foi esta ferramenta que possibilitou a existência de uma grande autonomia dos alunos, um maior controlo na prática pedagógica e a presença sistemática do jogo, trazendo uma motivação e empenhamento suplementar nas aulas e nas actividades desenvolvidas. ABSTRACT: The following dissertation is a synopsis of what was done at the scope of Supervised Practices for Physical Education beginning teachers. The traineeship took place in two schools from Primary to Secondary levels. The dissertation is divided into several parts: preparation and lessons planning, students' profile, lessons, evaluation and reflexive process on the different stages. lt was developed activities for the communities of the booth schools and was made a final reflection of the traineeship stage that have as a propose analyze all the procedures that was developed in all the academic year. The passage for the four cycles of school was very productive for the enrichment as a professor. The classes were follow as was expected and was that possibilities the existence of a great autonomy of the students, a bigger contrail in the pedagogy practice and systematic presence of the game that bring a motivation and supplementary interest in the classes and activities developed.

Relatório da prática de ensino supervisionada realizado no Agrupamento de Escolas nº 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária André de Gouveia, em ensino de educação física nos ensinos básico e secundário

O presente relatório surge como um complemento à minha Prática de Ensino Supervisionada, realizada no ano lectivo de 2009/201O, visando essencialmente a reflexão e documentação do trabalho por mim desenvolvido ao longo deste ano. A minha Prática de Ensino Supervisionada debruçou-se sobre a disciplina de Educação Física, e decorreu na Escola EB 2,3 Conde de Vilalva, onde leccionei a disciplina a uma turma de 8° ano, e na Escola Secundária André de Gouveia, tendo leccionado a disciplina a um 12° ano. Durante este mesmo ano lectivo, leccionei ainda entre 8 intervenções a uma turma do 1° Ciclo de Ensino Básico, 1° ano; e 9 intervenções a uma turma do 2° Ciclo de Ensino Básico, o 5° ano. ABSTRACT: This document comes as a complement to my Supervised Teaching Practice, held in the 2009/201O academic year, aiming primarily to reflection and documentation of the work developed throughout this year. My Supervised Teaching Practice was focused on the discipline of Physical Education, and held at EB 2,3 Conde de Vilalva where I taught a class in 8th grade, and in high school André de Gouveia, where I taught the discipline to a class in 12th grade. During that same academic year, I taught between 8 and 1O interventions with a class of 1st cycle of education, 1st grade, and with a class of 2nd cycle of education, a 5th grade.

Quantificação de contaminantes em aguardentes de cana/cachaças de alambique e de coluna

In the present study aimed to characterize and quantify four contaminants (ethyl carbamate, 2,3-butanedione, furfural and 5-hydroxymethylfurfural) present in alembic cachaça and industrial. Were collected forty-four samples of cachaça in the southern regions, the Midwest, southeast of Minas Gerais and São Paulo state, and subsequently subjected to physical, chemical and chromatographic analyzes. The physicochemical analyzes were performed according to the methodology described by the Ministry of Agriculture, Livestock and Supply (MAPA). The ethyl carbamate, 2,3-butanedione, furfuaral and 5 hydroxymethylfurfural were characterized and quantified by high-performance liquid chromatography (HPLC). The results of the ethyl carbamate analysis, it was found that both samples showed column cachaças outside the standards required by law, with the values 245.31 235.53 L-1 ug and none of the liquor samples alembic showed concentration greater than 210.0 ug L-1 , and the method is very sensitive to low limits of detection and quantification. In determining 2,3-butanedione, it was revealed that the column cachaças showed higher levels of contaminants when compared to cachaça alembic. In the quantification of furfural and 5-hydroxymethylfurfural was developed and validated analytical methods employed to high-performance liquid chromatography (HPLC) with DAD detector. Samples column cachaças showed higher values than the limit established by Brazilian legislation and ranged from 7.00 to 5.63 mg / 100 ml of anhydrous alcohol over the alembic cachaça.

The roles of electrostatic charge pairing in the interaction between cytochrome P-450 and NADPH-cytochrome P-450 reductase

The cytochrome P450 enzyme catalysis requires two electrons transferred from NADPH-cytochrome P450 reductase (reductase) to P450. Electrostatic charge-pairing has been proposed to be one of the major forces in the interaction between P450 and reductase. In order to obtain further insight into the molecular basis for the protein interaction, I used two methods, chemical modification and specific anti-peptide antibodies, to study the involvement and importance of charged amino acid residues. Acetylation of lysine residues of P450c and P450b by acetic anhydride dramatically inhibited the reductase-supported P450c-dependent ethoxycoumarin hydroxylation activity, but P450 activity supported by cumene hydroperoxide is relatively unchanged. The modification of lysine residues of P450c and P450b did not grossly disturb the protein conformation as revealed by several spectral studies. This differential effect of lysine modification on the P450 activity in the system reconstituted with reductase versus the system supported by cumene hydroperoxide suggested an important role for P450 lysine residues in the interaction with reductase. Using $\rm\sp{14}C$-acetic anhydride, P450 lysine residues were labelled and further identified on P450c and P450b. Those lysine residues are at position 97, 271, 279, and 407 for P450c, and 251, 384, 422, 433, and 473 for P450b. Alignment of those identified lysine residues on P450c and P450b with amino acid residues identified in other studies indicated those residues reside in three major sequence areas. Modification of arginine residues of P450b by phenylglyoxal and 2, 3-butanedione have no significant effect on P450 activity either supported by NADPH and reductase or supported by cumene hydroperoxide. Further studies using $\rm\sp{14}C$-phenylglyoxal reveals that no incorporation of phenylglyoxal into P450b was found. These results demonstrated a predominant role of lysine residues of P450 in the electrostatic interaction with reductase. To understand the protein binding sites on each of P450 and reductase, I generated three anti-peptide antibodies against regions on reductase and five anti-peptide antibodies against five putative reductase binding sites on P450c. These anti-peptide antibodies were affinity purified and characterized on ELISA and by Western blot analysis. Inhibition experiments using these antibodies demonstrated that regions 109-120 and 204-220 of reductase are probably the two major binding sites for P450. The association of reductase with cytochromes P450 and cytochrome c may rely on different mechanisms. The data from experiments using anti-peptide (P450c) antibodies supports the important role of P450c lysine residues 271/279 and 458/460 in the interaction with reductase. ^

Dynamics of contacts between lamellae of fibroblasts: Essential role of the actin cytoskeleton

We investigated actin cytoskeletal and adhesion molecule dynamics during collisions of leading lamellae of nontransformed and oncogene-transformed fibroblasts. By using real-time video microscopy, it was found that during lamellar collision there was considerable overlapping of leading lamellae followed by subsequent retraction. Overlapping of nontransformed fibroblasts was accompanied by formation of β-catenin-positive contact structures organized into strands oriented parallel to the long axis of the cell that were associated with bundles of actin filaments. Maintenance of such cell–cell contact structures critically depended on the contractility of actin cytoskeleton, as inhibition of contractility with serum-free medium or 2,3-butanedione 2-monoxime (BDM) resulted in loss of strand formation. Strand formation was recovered when cells in serum-free medium were incubated with the microtubule inhibitor nocodazole, which is known to increase contractility. Oncogene-transformed fibroblasts reacted to collisions with responses similar to nontransformed fibroblasts but did not develop well-organized cell–cell contacts. A model is presented to describe how differences in the organization of the actin cytoskeleton could account for the structurally distinct responses to cell–cell contact by polarized fibroblastic cells versus nonpolarized epithelial cells.

Cell locomotion and focal adhesions are regulated by substrate flexibility

Responses of cells to mechanical properties of the adhesion substrate were examined by culturing normal rat kidney epithelial and 3T3 fibroblastic cells on a collagen-coated polyacrylamide substrate that allows the flexibility to be varied while maintaining a constant chemical environment. Compared with cells on rigid substrates, those on flexible substrates showed reduced spreading and increased rates of motility or lamellipodial activity. Microinjection of fluorescent vinculin indicated that focal adhesions on flexible substrates were irregularly shaped and highly dynamic whereas those on firm substrates had a normal morphology and were much more stable. Cells on flexible substrates also contained a reduced amount of phosphotyrosine at adhesion sites. Treatment of these cells with phenylarsine oxide, a tyrosine phosphatase inhibitor, induced the formation of normal, stable focal adhesions similar to those on firm substrates. Conversely, treatment of cells on firm substrates with myosin inhibitors 2,3-butanedione monoxime or KT5926 caused the reduction of both vinculin and phosphotyrosine at adhesion sites. These results demonstrate the ability of cells to survey the mechanical properties of their surrounding environment and suggest the possible involvement of both protein tyrosine phosphorylation and myosin-generated cortical forces in this process. Such response to physical parameters likely represents an important mechanism of cellular interaction with the surrounding environment within a complex organism.

Selective hydrogenation by novel composite supported Pd egg-shell catalysts

Two organic–inorganic mixed phase supports were prepared, comprising an alumina filler and polymers of different chemical nature. Four low loaded Pd catalysts were prepared. Good activities and selectivities were obtained during the hydrogenations of styrene, 1-heptyne and 2,3-butanedione. The catalysts were found to have excellent mechanical properties and could be used in applications needing high attrition resistance and crushing strength. In this sense, processes for fine chemicals using slurry reactors or processes for commodities using long packed beds could advantageously use them.

Advanced Gen-1, 2 and 3 biofuels research in Australia - Fuelling advanced biofuels training for international scientists

Flinders University and Queensland University of Technology, biofuels research interests cover a broad range of activities. Both institutions are seeking to overcome the twin evils of "peak oil" (Hubbert 1949 & 1956) and "global warming" (IPPC 2007, Stern 2006, Alison 2010), through development of Generation 1, 2 and 3 (Gen-1, 2 & 3) biofuels (Clarke 2008, Clarke 2010). This includes development of parallel Chemical Biorefinery, value-added, co-product chemical technologies, which can underpin the commercial viability of the biofuel industry. Whilst there is a focused effort to develop Gen-2 & 3 biofuels, thus avoiding the socially unacceptable use of food based Gen-1 biofuels, it must also be recognized that as yet, no country in the world has produced sustainable Gen-2 & 3 biofuel on a commercial basis. For example, in 2008 the United States used 38 billion litres (3.5% of total fuel use) of Gen-1 biofuel; in 2009/2010 this will be 47.5 billion litres (4.5% of fuel use) and in 2018 this has been estimated to rise to 96 billion litres (9% of total US fuel use). Brazil in 2008 produced 24.5 billion litres of ethanol, representing 37.3% of the world’s ethanol use for fuel and Europe, in 2008, produced 11.7 billion litres of biofuel (primarily as biodiesel). Compare this to Australia’s miserly biofuel production in 2008/2009 of 180 million litres of ethanol and 75 million litres of biodiesel, which is 0.4% of our fuel consumption! (Clarke, Graiver and Habibie 2010) To assist in the development of better biofuels technologies in the Asian developing regions the Australian Government recently awarded the Materials & BioEnergy Group from Flinders University, in partnership with the Queensland University of Technology, an Australian Leadership Award (ALA) Biofuel Fellowship program to train scientists from Indonesia and India about all facets of advanced biofuel technology.