Caracterização e comparação de genes expressos em ápices meristemáticos de cana-de-açúcar cultivados em SP e RN

In this work, we used sugarcane as a model due to its importance for sugar and ethanol production. Unlike the current plant models, sugarcane presents a complex genetics and an enormous allelic variation. Here, we report the analysis of SAGE libraries produced using the shoot apical meristem from contrasted genotypes by flowering induction (non-flowering vs. early-flowering varieties) grown under São Paulo state conditions. The expression pattern was analyzed using samples from São Paulo (SP) and Rio Grande do Norte (RN) states. These results showed that cDNAs identified by SAGE libraries had differential expression only in São Paulo state samples. Furthermore, the cDNA identified CYP (Citocrome P450) was chosen for in silico and genome characterization because it was found in SAGE libraries and subtractive libraries from samples from RN. Phylogenetic trees showed the relationship for these sequences. Furthermore, the qRT-PCR for CYP showed a potential role as flowering indutor for RN samples considering different isophorms. Considering the results present here, it can be consider that CYP gene may be used as molecular marker

Polimorfismos nos genes ERBB2 e PARK2/PACRG e sua associação com a hanseníase em populações do Rio Grande do Norte e Pará

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Ensino secundário geral em Timor-Leste: perspetivando o futuro

Com a presente publicação pretende-se descrever e interpretar o modo como decorreu a fase de avaliação (fase II) do projeto - Avaliação do impacte da Reestruturação Curricular do Ensino Secundário em Timor-Leste – um estudo no âmbito da cooperação internacional, financiado pela FCT (PTDC/MHC-CED/5065/2012). O estudo agora apresentado dá sequência ao anterior, correspondente à fase I, já publicado (Cabrita et al., 2015). Completase, assim, o projeto desenvolvido por uma equipa multidisciplinar de 12 investigadores, no biénio 2013-2015. Complexo e delicado nos procedimentos de recolha de dados, o projeto constituiu um grande desafio para a equipa de investigação, exigindo missões alargadas em Timor-Leste, para contacto com interlocutores diversos, a saber, responsáveis educativos, professores, formadores de professores e alunos. Conforme o documento de projeto explicita, os objetivos da fase II contemplavam: (i) caracterizar mudanças nas conceções de ensino dos professores; (ii) caracterizar mudanças nas práticas de ensino dos professores; (iii) caracterizar o conhecimento dos professores acerca do novo currículo; (iv) avaliar o impacte, a curto prazo, da reestruturação curricular do Ensino Secundário Geral (RCESG) nas conceções de aprendizagem dos alunos e hábitos de estudo; (v) explicitar o papel que os professores atribuem aos recursos didáticos desenvolvidos e (vi) perceber como é que os professores usam o Guia do professor para preparar estratégias de ensino, aprendizagem e avaliação. Saliente-se, desde já, que se trata de fazer uma avaliação do impacte na fase inicial de implementação da RCESG, a qual se iniciou em 2012, no 10.º ano de escolaridade, com os primeiros Manuais, Guias e Programas a chegar às escolas no fim do 1.º período letivo e em número insuficiente face ao número de alunos e professores. (...)

A interseccionalidade de gênero, raça e classe no Programa Ciência sem Fronteiras : um estudo sobre estudantes brasileiros com destino aos EUA

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Departamento de Pós-Graduação, Mestrado Profissional em Educação, 2015.

Estudo da associação dos genes GGR, GGPPS2 e GGPPS6 em Arabidopsis thaliana L. (Brassicaceae) a compostos alelopáticos

Dissertação (mestrado)—Universidade de Brasília, Departamento de Botânica, Programa de Pós-Graduação em Botânica, 2016.

Discovery of stable and variable differences in the Mycobacterium avium subsp. paratuberculosis type I, II, and III genomes by pan-genome microarray analysis

Mycobacterium avium subsp. paratuberculosis is an important animal pathogen widely disseminated in the environment that has also been associated with Crohn's disease in humans. Three M. avium subsp. paratuberculosis genomotypes are recognized, but genomic differences have not been fully described. To further investigate these potential differences, a 60-mer oligonucleotide microarray (designated the MAPAC array), based on the combined genomes of M. avium subsp. paratuberculosis (strain K-10) and Mycobacterium avium subsp. hominissuis (strain 104), was designed and validated. By use of a test panel of defined M. avium subsp. paratuberculosis strains, the MAPAC array was able to identify a set of large sequence polymorphisms (LSPs) diagnostic for each of the three major M. avium subsp. paratuberculosis types. M. avium subsp. paratuberculosis type II strains contained a smaller genomic complement than M. avium subsp. paratuberculosis type I and M. avium subsp. paratuberculosis type III genomotypes, which included a set of genomic regions also found in M. avium subsp. hominissuis 104. Specific PCRs for genes within LSPs that differentiated M. avium subsp. paratuberculosis types were devised and shown to accurately screen a panel (n = 78) of M. avium subsp. paratuberculosis strains. Analysis of insertion/deletion region INDEL12 showed deletion events causing a reduction in the complement of mycobacterial cell entry genes in M. avium subsp. paratuberculosis type II strains and significantly altering the coding of a major immunologic protein (MPT64) associated with persistence and granuloma formation. Analysis of MAPAC data also identified signal variations in several genomic regions, termed variable genomic islands (vGIs), suggestive of transient duplication/deletion events. vGIs contained significantly low GC% and were immediately flanked by insertion sequences, integrases, or short inverted repeat sequences. Quantitative PCR demonstrated that variation in vGI signals could be associated with colony growth rate and morphology.

Classe de Mathématiques réalité et communication

Cette étude se concentre sur une expérience d'enseignement exploratoire des mathématiques (EEM), réalisée avec des élèves de 5ème année, dans laquelle on établit une forte connexion avec la réalité et on intensifie la capacité de communication des élèves, tout en promouvant la résolution de problèmes et le raisonnement mathématique. Les leçons de mathématiques sont organisées en quatre phases: (i) Lancement de la tâche aux élèves; (ii) Développement de la tâche; (iii) Discussion de la tâche; et (iv) Systématisation de l’apprentissage mathématique. Afin de préparer la discussion de la tâche, l'enseignante a mis en œuvre la galerie des tâches, grâce à laquelle les élèves ont leur premier contact avec les résolutions de leurs collègues: ils peuvent poser des questions et enregistrer des commentaires dans les feuilles exposées. Cet article présente les résultats d'une leçon sur les pourcentages, dans laquelle les élèves ont travaillé la tâche intitulée « Rabais au Bit-@-Byte ». L'analyse de cette tâche ainsi que les résultats des tâches similaires de la réalité effectuées tout au long de l'année scolaire montrent que le modèle d'enseignement exploratoire des mathématiques (EEM) permet des améliorations dans l'apprentissage des mathématiques au niveau des concepts et aussi des capacités transversales comme le raisonnement, la communication et la résolution de problèmes mathématiques.

L'Intégration d'un Module d'Étude Internet Dans la Classe de Comptabilité: Perceptions des Élèves et les Résultats Académiques

Implemented in the context of Business Administration students enrolled in a college level three year technology program, this research investigated students’ perceptions and academic results concurrent with the implementation of an online web module designed to facilitate student self-study. The students involved in this research were enrolled in a program that, while offering a broad education in business disciplines, specialized in the field of accounting. As a result, students were enrolled in academically rigorous accounting courses in each of the six semesters of the program. The weighting of these accounting courses imposes a significant self-study component – typically matching or exceeding the time spent in class. In this context many of the students enrolled in the Business Administration Program have faced difficulties completing the self-study component of the course effectively as demonstrated in low homework completion rates, low homework grade averages and ultimately low success rates in the courses. In an attempt to address this situation this research studied the implementation of a web-based self-study module. Through this module students could access a number of learning tools that were designed to facilitate the self-study process under the premise that more effective self-study learning tools will help remove obstacles and provide more timely confirmation of learning during student self-study efforts. This research collected data from a single cohort of students drawn from the first three sequential accounting courses of the Business Administration Program. The web-based self-study module was implemented in the third of the three sequential accounting courses. The first two of these courses implemented a traditional manual self-study environment. Data collected from the three accounting courses included homework completion rates, homework, exam and final grades for the respective courses. In addition the web-study module allowed the automatic reporting of student usage of a number of specific online learning tools. To complement the academic data, students were surveyed to gain insight into their perceptions of the effectiveness of the web-based system. The research provided a number of interesting insights. First among these was a confirmation of the importance of the self-study process in the academic achievement of the learners. Regardless of the self-study environment, manual or web-enhanced, a significant positive correlation existed between the students’ self-study results, demonstrated in both homework completion rates and homework averages and the corresponding final grades. These results confirm the importance of self-study found generally in the prevailing academic literature regarding students enrolled in higher education. In addition, the web-enhanced learning environment implemented during the third accounting course coincided with significantly higher homework completion rates and corresponding homework averages: homework completion rates in particular increased from a combined average of 63% in the first two accounting courses to 93% in the web-enhanced context of the third accounting course. Moreover, the homework completion rates of the web-enhanced course were evenly distributed across the cohort of students. A quartile-based analysis was subsequently completed. Quartiles were constructed by ranking the students according to their combined average homework completion rates from the first two manual self-study courses, Accounting I and II. The quartile-based homework completion rates for the manual self-study courses Accounting I and II were subsequently compared to the results these same quartiles of students achieved in the web-based self-study within Accounting III. While the first two courses demonstrated significantly uneven homework completion rates across the quartiles ranging from 31% to 91% homework completion rates, the differences among the four quartiles within the web-enhanced module, with an average homework completion rate of 93%, were statistically insignificant. Congruent with the positive academic results observed in the third, web-enhanced course, through the corresponding survey, students expressed a strong attitude in favor of the online self-study environment. This research was designed to add to the existing research that studies the implementation of learning in an online setting. Specifically, the research was designed to explore a middle ground of online learning – a web-enhanced course – a context that supplements the classroom experience rather than replacing it. The web-enhanced accounting course demonstrated impressive favorable results, both academically and in terms of students' perception of the system; these results suggest that a web-enhanced environment can provide learning tools that facilitate the self-study process while providing a structured learning environment that can help developing learners reach their potential.

Comparison of sequence variants in the PDK4 and COX4I2 genes between racing and cutting lines of quarter horses and associations with the speed index.

Different selection objectives within the Quarter Horse breed led to the formation of groups with distinct skills, including the racing and cutting lines. With a smaller population size in Brazil, but of great economic representativeness, the racing line is characterized by animals that can reach high speeds over short distances and within a short period of time. The cutting line is destined for functional tests, exploring skills such as agility and obedience. Although the athletic performance of horses is likely to be influenced by a large number of genes, few genetic variants have so far been related to this trait and this was done exclusively in Thoroughbreds, including the g.38973231G>A singlenucleotide polymorphism in the PDK4 gene and the g.22684390C>T single-nucleotide polymorphism in the COX4I2 gene. The results of the present study demonstrate the presence of polymorphic PDK4 and COX4I2 genes in Quarter Horses. The analysis of 296 racing animals and 68 cutting animals revealed significant differences in allele and genotype frequencies between the two lines. The same was not observed when these frequencies were compared between extreme racing performance phenotypes. There were also no significant associations between alleles of the two polymorphisms and the speed index. These results suggest that the alleles of the PDK4 and COX4I2 genes, which are related to better racecourse performance in Thoroughbreds, are probably associated with beneficial adaptations in aerobic metabolism and therefore play secondary roles in sprint racing performance in Quarter Horses, which is mainly anaerobic.