Identification of novel molecular determinants of tissue mineralization in fish

Tese de doutoramento, Ciências Biomédicas, Departamento de Ciências Biomédicas e Medicina, Universidade do Algarve, 2015

O reiki para cuidar de quem cuida

“O Reiki para Cuidar de Quem Cuida” surge de vivências hospitalares de profissionais de saúde que solicitam e recorrem a sessões do Projeto “Terapia de Reiki/Shiatsu aos profissionais de Saúde do serviço de obstetrícia e bloco de partos”, referindo dores, stress, ansiedade e mal-estar. Objetivos: dar visibilidade ao Reiki como técnica terapêutica no cuidar e avaliar o Burnout dos profissionais de saúde antes e após sessão de Reiki. Metodologia: sensibilização para Reiki e Burnout, aplicação de questionários, tratamento de dados, pesquisa bibliográfica. Resultados: os profissionais de saúde necessitam de mais informação e de mais sessões de Reiki que referem ser muito úteis e promotoras de bem-estar; encontram-se em nível Médio de Burnout, reduzindo os valores após o Reiki. Conclusões: o Reiki reduz o Burnout, a sua inclusão na prática de enfermagem traduz-se em ganhos em saúde para si e para os utentes; ABSTRACT: Title: Reiki: Caring for Those who Care “Reiki: Caring for Those who Care” arised from health personnel’s experiences who request and resort to the project’s sessions “Reiki Therapy/Shiatsu to the Health Personnel of the Maternity and of the Obstetric/Gynecological Emergency Department”, who refer pain, stress, anxiety and malaise. Objectives: Presenting Reiki as a therapeutic technique in caring and evaluate health personnel’s Burnout before and after Reiki sessions. Methods: Raising awareness to Reiki and Burnout, questionnaires, data treatment, bibliographic research. Results: Health personnel need more information and more Reiki sessions, which refer being useful and wellbeing promoters; they experience a medium level of Burnout, having this value decreased after Reiki sessions. Conclusions: Reiki reduces Burnout, and its inclusion in the nursing practice results in health personnel’s and patient’s health outcomes.

Literary reading is a team game: exercices with Carroll and Carle.

This paper will focus on the issue of training future literary reading mediators or promoters. It will propose a practical exercise on playing with intertextuality with the aid of two children literature classics and masterpieces—The Adventures of Alice in Wonderland by Lewis Carroll (1865) and The Very Hungry Caterpillar by Eric Carle (1969). This exercise is not designed to be a pedagogical or didactic tool used with children (that could alternatively be done with the same corpora), but it is designed to focus on issues of literary studies and contemporary culture. The aim of this practical exercise with future reading promoters is to enable graduate students or trainees to be able to recognize that literary reading can be a team game. However, before arriving at the agan stage, where the rules get simplified and attainable by young readers, hard and solitary work of the mediator is required. The rules of this solitary game of preparing the reading of classical texts are not always evident. On the other hand, the reason why literary reading could be (and perhaps should be) defined as a new team game in our contemporary and globalized world derives directly from the fact that we now live in a world where mass culture is definitely installed. We should be pragmatic on evaluating the conditions of communication between people (not only young adults or children) and we should look the way people read the signs on everyday life and consequently behave in contemporary society, and then apply the same rules or procedures to introduce old players such as the classical books in the game. We are talking about adult mediators and native digital readers. In the contemporary democratic social context, cultural producers and consumers are two very important elements (as the book itself) of the literary polissystem. So, teaching literature is more than ever to be aware that the literary reader meaning of a text does not reside only in the text and in its solitary relationship with the quiet and comfortably installed reader. Meaning is produced by the reader in relation both to the text in question and to the complex network of texts invoked in the reading process and plural connections provided by the world of a new media environment.

Prática de ensino supervisionada em Pré-escolar e em 1.º ciclo do ensino básico: organização de ambientes educativos promotores da educação em ciências naturais

O presente relatório, elaborado no âmbito Prática de Ensino Supervisionada em Pré-Escolar e em 1.º Ciclo do Ensino Básico dá a conhecer os processos de aprendizagem imanentes à prática desenvolvida em contexto. Em Educação Pré- Escolar elaborei um memorial de formação que permitiu refletir sobre as experiências vividas no estágio, possibilitando a aquisição de conhecimentos e aprendizagens profissionais. No 1º Ciclo do Ensino Básico o estágio também assumiu uma perspetiva reflexiva que me permitiu aprender a profissão, mas a dinâmica do trabalho com as crianças possibilitou, igualmente, a realização de um projeto alinhado com a investigação-ação. Os contextos foram diferenciados pela sua especificidade, quer pela situação geográfica e cultural das instituições, quer pelo nível de ensino em que se desenvolveram. A prática educativa em 1º Ciclo do Ensino Básico ocorreu na escola EB/JI Galopim de Carvalho em Évora, já a prática em Pré-Escolar ocorreu no Núcleo de Educação Infantil Colônia Z-11, na cidade de Florianópolis no Brasil. No que respeita à dimensão investigativa, dediquei especial atenção à “Organização de Ambientes Educativos Promotores da Educação em Ciências Naturais”, com vista a compreender como é que aprender ciências pode contribuir para a literacia científica das crianças tendo em vista o exercício de uma cidadania informada. Para tal as crianças envolveram-se ativamente no processo de construção do seu próprio conhecimento. Recorri a autores que me deram contributos para conceber, planear e fundamentar as práticas, quer do ponto de vista pedagógico quer do ponto de vista dos conteúdos curriculares. Para a recolha e tratamento da informação, atendi aos contextos onde o trabalho se realizou, bem como às observações dos diversos intervenientes na supervisão dos estágios, a planificações e reflexões semanais que fui elaborando e me permitiram concretizar uma análise imprescindível para as aprendizagens concretizadas e apresentadas no presente Relatório; REPORT OF SUPERVISED TEACHING PRACTICE IN PRE-SCHOOL EDUCATION AND THE 1ST CYCLE OF PRIMARY EDUCATION: ORGANIZATION OF EDUCATIONAL ENVIRONMENTS PROMOTERS OF EDUCATION IN NATURAL SCIENCES Abstract: The present report, elaborated in the scope of the Practice of Supervised Teaching in Pre-School and in the Primary Education, makes to known the learning processes inherent to the practice developed in context. In Pre-School Education, I created a training memorial that allowed me to reflect on the experiences I had live in the internship, making possible the acquisition of professional’s knowledges and learnings. In Primary School the internship also assumed a reflexive perspective which allowed me to learn the profession, but the dynamic of the work with the children allowed me to, equally, the realization of a project lined up with the action-research. The contexts where differentiated by their specificity, by the institutions geographic location, by the cultural situation and by the learning level where they were developed. The educational practice in Primary School occurred in the school EB/JI Galopim de Carvalho in Évora and the Pre-School practice occurred in Núcleo de Educação Infantil Colônia Z-11, in Brazil in the city of Florianopolis. In the matter of the investigative dimension, I dedicated special attention to the “Organization of Educative Environments Promoters of Natural Sciences Education”, to understand how learning sciences can contribute to scientifically literacy of the children, having in view the exercise of an informed citizenship. For this the children involved actively in the process of building their own knowledge. I resorted to authors who give me contributes to conceive, to plan and to fundament the practices, both from the pedagogical point of view and from the curricular contents point of view. To the collect and treat of data, I attend to the contexts where the work were realized, to the observations of the diverse actors in the internship supervision, to the daily plans and weekly reflections which I had been elaborating and which allowed me to concretize an indispensable analysis to the learnings achieve and presented in the present report.

La curiosità del lettore. Momenti della formazione culturale di Ezio Raimondi

L’elaborato si propone di esaminare le tappe principali della formazione intellettuale di Ezio Raimondi (Lizzano in Belvedere, 22 marzo 1924 – Bologna, 18 marzo 2014). Dopo aver illustrato i riflessi dei maestri (Lorenzo Bianchi, Franco Serra, Roberto Longhi, Carlo Calcaterra) nella produzione critica dello studioso, il nostro lavoro, grazie al materiale archivistico dell’Accademia della Crusca, ha tentato di ricostruire da una parte le dinamiche del dialogo instaurato da Ezio Raimondi con Gianfranco Contini, Giorgio Pasquali e Francesco Pagliai, e dall’altra i criteri ecdotici e filologici fissati nell’edizione critica dei Dialoghi di Torquato Tasso (1958). La lunga consuetudine con uno dei massimi poeti nostri, e con un testo di grande rilievo nella storia della cultura nell’età della Controriforma, offrì al giovane studioso la prospettiva più felice, e insieme un saldo fondamento filologico e storico, all’interesse che era venuto crescendo in lui per il Manierismo. Con il sostegno dei documenti del Fondo Riccardo Ricciardi editore, conservati al Centro Apice di Milano, non è sembrato inopportuno discutere, tramite il carteggio tra Ezio Raimondi e Gianni Antonini, le ‘scelte di canone’ dell’antologia Trattatisti e narratori del Seicento (1960). L’analisi della corrispondenza tra Charles Singleton ed Ezio Raimondi si è rivelata, invece, particolarmente stimolante per avanzare qualche proposta interpretativa sulla critica simbolica, della quale lo studioso fu uno dei maggiori promotori. La tesi si conclude con un’Appendice, in cui compare, per la prima volta, un elenco provvisorio del materiale documentario allegato ai libri del professore, da noi inventariato dopo che l’archivio culturale Ezio Raimondi è stato donato dagli eredi dello studioso alla biblioteca del Dipartimento di Filologia Classica e Italianistica dell’Università di Bologna.

Valorization of bio-alcohols into added value chemicals

The present research work focused on the valorisation and upgrading of bio-ethanol over heterogeneous catalysts in a lab-scale continuous gas-flow system. In the Unibo laboratories, catalytic tests have been carried out in the temperature range 300-600°C by feeding an ethanol/He mixture in the reactor. After choosing the reaction conditions, ion-exchanged hydroxyapatite with transition metals (i.e., Fe, Cu) and alkaline earth metal (i.e., Sr) have been synthesized and tested. The Sr-HAP catalyst led to the formation of a complex reaction mixture the composition of which need further optimization in order to fill the requisite to be used as fuel-blend. Then, some zirconium-oxide based catalysts have been prepared through two different methods, precipitation and hydrothermal, by varying some synthetic parameters (i.e., pH, the nature of the base) and by adding a transition metal as dopant agent (i.e., Ti and Y). The presence of a dopant into the zirconia structure favoured the stabilization of the tetragonal or cubic phase against the monoclinic one. Interestingly, 5%mol Ti-doped zirconia exhibited a different catalytic behaviour yielding diethyl ether as major product at 300°C, while all the others samples produced mainly ethylene. Then, the effect of acid-base properties of sepiolite, using alkali metals (i.e., Na, K, Cs) with different metal loading (i.e., 2, 4, 5, 7, 14 wt%) as promoters, and of the redox properties of sepiolite-supported CuO or NiO, on the catalytic conversion of ethanol into n-butanol has been investigated. Thermal treated sepiolite samples mainly acted as acid catalyst, yielding preferentially the dehydration products of ethanol (ethylene and diethyl ether). Best results in terms of activity (ethanol conversion, 59%) and n-butanol selectivity (30%) where obtained at 400ºC and a contact time, W/F, of 2 g/mL·s over the catalyst consisting of sepiolite calcined at 500ºC modified with 7 wt% of cesium.

Mapping socialist solidarities: SWAPO, the Namibian liberation struggle, and the Global Cold War

This thesis addresses the entanglements between the Namibian liberation struggle and the global Cold War, focusing on the socialist support provided to the South West African People Organization (SWAPO), the liberation movement that fought for the independence of the country from the South African regime. This thesis aims at analyzing three socialist models of solidarity with the SWAPO’s struggle that developed especially from the late 1970s. Combining archival sources and biographical accounts, it examines the politics of solidarity with SWAPO implemented by East Germany, Cuba, and the Italian Communist Party. The interest lies in understanding how solidarity was declined and received by internal promoters and external addressees. Thus, I explore how these three actors constructed their concept of solidarity with SWAPO according to their national and ideological contexts and how this was received by the SWAPO members who experienced it in various ways. Each socialist actor promoted solidarity with SWAPO by using varying narratives, pursuing their own objectives, and employing diverse instruments, thus carrying out different and sometimes competing visions of socialism and solidarity. On its side, SWAPO was able to take advantage from such visions, as each of them could serve its different needs in diverse ways. In providing a general overview of these three solidarity policies, this thesis has the objective of highlighting the internal pluralization of the “socialist solidarity regime” while at the same time contributing to the debate on the extent of SWAPO’s commitment to socialism during the Namibian liberation struggle. It argues that, while pragmatism has always guided SWAPO during the liberation struggle and the post-independence period, and non-alignment has always been its international stance, socialism has to some extent been a model for the revolution in Namibia, to the point that it is still influencing the SWAPO party today.