Agelaia MP-I: A peptide isolated from the venom of the social wasp, Agelaia pallipes pallipes, enhances insulin secretion in mice pancreatic islets

Peptides isolated from animal venoms have shown the ability to regulate pancreatic beta cell function. Characterization of wasp venoms is important, since some components of these venoms present large molecular variability, and potential interactions with different signal transduction pathways. For example, the well studied mastoparan peptides interact with a diversity of cell types and cellular components and stimulate insulin secretion via the inhibition of ATP dependent K + (K ATP) channels, increasing intracellular Ca 2+ concentration. In this study, the insulin secretion of isolated pancreatic islets from adult Swiss mice was evaluated in the presence of synthetic Agelaia MP-I (AMP-I) peptide, and some mechanisms of action of this peptide on endocrine pancreatic function were characterized. AMP-I was manually synthesized using the Fmoc strategy, purified by RP-HPLC and analyzed using ESI-IT-TOF mass spectrometry. Isolated islets were incubated at increasing glucose concentrations (2.8, 11.1 and 22.2 mM) without (Control group: CTL) or with 10 μM AMP-I (AMP-I group). AMP-I increased insulin release at all tested glucose concentrations, when compared with CTL (P < 0.05). Since molecular analysis showed a potential role of the peptide interaction with ionic channels, insulin secretion was also analyzed in the presence of 250 μM diazoxide, a K ATP channel opener and 10 μM nifedipine, a Ca 2+ channel blocker. These drugs abolished insulin secretion in the CTL group in the presence of 2.8 and 11.1 mM glucose, whereas AMP-I also enhanced insulin secretory capacity, under these glucose conditions, when incubated with diazoxide and nifedipine. In conclusion, AMP-I increased beta cell secretion without interfering in K ATP and L-type Ca 2+ channel function, suggesting a different mechanism for this peptide, possibly by G protein interaction, due to the structural similarity of this peptide with Mastoparan-X, as obtained by modeling. © 2012 Elsevier Ltd.

Interação do peptídeo MP-I com micela de SDS em solução aquosa: um estudo por dinâmica molecular

Pós-graduação em Biofísica Molecular - IBILCE

Avaliação clínica da sensibilidade pós-operatória em restaurações oclusais com 3 sistemas adesivos: 3 passos (Scotchbond MP Plus), 2 passos associado a dessensibilizante (Gluma Confort Bond + Dessensitizer) e de 1 passo-auto-condicionante simplificado (I Bond)

O objetivo desse estudo foi analisar clinicamente o comportamento de 60 restaurações oclusais, em relação à sensibilidade pós-operatória em cavidades oclusais em pré-molares e molares. Foram selecionados dentes considerados dentro da normalidade, após testes clínicos e radiográficos, onde cavidades de média profundidade e largura máxima de ½ da distancia entre os vértices de cúspides na área do istmo, eram requeridas. A profundidade da parede pulpar foi estabelecida em dentina pelo menos 1 mm além da junção amelodentinária. Os detalhes do preparo foram registrados por fotografia (digitalizadas), por moldagem com silicone de condensação, modelos de gesso. Esses cuidados foram tomados para que futuramente servissem como auxiliar de interpretação de resultados. As restaurações foram feitas sob isolamento absoluto, para evitarmos contaminação pela saliva e sangue. Em 20 preparos foram feitos procedimentos restauradores com sistema de 3 passos (Scotchbond MP Plus). Em outros 20 preparos foram feitos procedimentos restauradores com sistema de 2 passos associado a dessensibilizantes (Gluma Confort Bond + Dessensitizer). Em outros 20 preparos foram feitos procedimentos restauradores com sistema de 1 passo autocondicionante simplificado (I Bond). Os 60 dentes foram restaurados com a resina composta Filtek Supreme, por ser um material apropriado para dentes posteriores, por meio da técnica incremental. Após 48 horas e 7 dias os pacientes retornavam para o controle da sensibilidade pós-operatória. Inicialmente era obtido um relato do paciente, para em seguida serem realizados testes clínicos (térmico, pressão e percussão). Os dados foram tabelados e os resultados analisados. Não houve diferença na sensibilidade antes e após (48 horas e 7 dias) a colocação das restaurações para todos os grupos.

The modern math movement(s): an essay on how elementary school teachers in Brazil gave meaning to it

The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur's Hermeneutics, John Thompson's Depth Hermeneutics and Bolivar's narrative analysis.

Proteômica como estratégia para estudos dos mecanismos de ativação de mastócitos de ratos causados pelo peptídeo Protopolybia MP-III

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

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.

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.

Summarization in Math Class

This action research study of twenty students in my sixth grade mathematics classroom examines the implementation of summarization strategies. Students were taught how to summarize concepts and how to explain their thinking in different ways to the teacher and their peers. Through analysis of students’ summaries of concepts from lessons that I taught, tests scores, and student journals and interviews, I discovered that summarizing mathematical concepts offers students an engaging opportunity to better understand those concepts and render that understanding more visible to the teacher. This analysis suggests that non-traditional summarization, such as verbal and written strategies, and strategies involving movement and discussions, can be useful in mathematics classrooms to improve student understanding, engagement in learning tasks, and as a form of formative assessment.

Attitudes, Confidence, and Achievement of High-Ability Fifth Grade Math Students

In this action research study of my fifth grade high-ability mathematics class, I investigated student attitudes of mathematics and their confidence in mathematics. Student achievement was compared to two different confidence scales to identify a relationship between confidence and achievement. Six boys and eleven girls gave their consent to the study. I discovered there seems to be a connection between confidence and achievement and that boys are generally more confident than girls. Most students liked math and were comfortable sharing answers and methods of solving problems with other students. As a result of this study I plan to use my survey and interview questions at the beginning of the school year with my new class in order to assess their attitudes and confidence in math. I can use this information to identify potential struggles and better plan for student instruction.

Building Math Esteem in Fifth Grade Students

In this action research study of my classroom of 5th grade mathematics, I investigate the levels of math esteem in each student and as a classroom. The definition of esteem on which I am basing my research is the judgment or estimation of the self-assurance of a student in math. I discovered that several of the students entered my classroom with a middle to low level of esteem in math, and about a third of the class already exhibited a positive, high esteem in math. After implementation of the research, and interpreting the data, I believe almost all the students achieved higher math esteem by the end of the school year. The surveys and interviews I performed with the parents and students lead me to believe the four components of my research had an affect on this outcome. As a result of this research, I plan to continue to facilitate a high level of math esteem in each one of my students.

Math Anxiety: What can teachers do to help their students over come the feeling?

In this action research study of my classroom of 7th and 8th grade mathematics, I investigated how math anxiety relates to the student work and behavior in the classroom, and how this can affect the student’s overall relationship to mathematics. I discovered that the harder the work, the more math anxiety was displayed. The harder I pushed students to think more deeply, the fewer responses to my questions I received. I noticed difference in the students’ body language and overall behavior. As a result of this research, I plan to help my students try to overcome the feeling of math anxiety and try to teach them different methods to use when they are feeling anxious. The methods that I plan to use hopefully will help the students when they are feeling anxiety and help the students to understand the math being taught and how to apply the math they learn to everyday life.

Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments

In this action research study of sixth grade mathematics, I investigate how the use of written journals facilitates the learning of mathematics for my students. I explore furthermore whether or not these writing journals support students to complete their homework. My analysis reveals that while students do not access their journals daily, when students have the opportunity to write more about one specific problem--such as finding the relationship between the area of two different sized rectangles – they, are nevertheless, more likely to explain their thoughts in-depth and go beyond the traditional basic steps to arrive at a solution. This suggests the value of integrating journal writing in a math curriculum as it can facilitate classroom discussion from the students’ written work.

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

Using Cooperative Learning In A Sixth Grade Math Classroom

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of cooperative learning on the engagement, participation, and attitudes of my students. I also investigated the impact of cooperative learning upon my own teaching. I discovered that my students not only preferred to learn in cooperative groups, but that their levels of engagement and participation, their attitudes toward math, and their quality of work all improved greatly. My teaching also changed, and I found that I began to enjoy teaching more. As a result of this research, I plan to continue and expand the amount of cooperative group work that happens in my classroom.