MicroRNA-375 plays a dual role in prostate carcinogenesis

Background: Prostate cancer (PCa), a highly incident and heterogeneous malignancy, mostly affects men from developed countries. Increased knowledge of the biological mechanisms underlying PCa onset and progression are critical for improved clinical management. MicroRNAs (miRNAs) deregulation is common in human cancers, and understanding how it impacts in PCa is of major importance. MiRNAs are mostly downregulated in cancer, although some are overexpressed, playing a critical role in tumor initiation and progression. We aimed to identify miRNAs overexpressed in PCa and subsequently determine its impact in tumorigenesis. Results: MicroRNA expression profiling in primary PCa and morphological normal prostate (MNPT) tissues identified 17 miRNAs significantly overexpressed in PCa. Expression of three miRNAs, not previously associated with PCa, was subsequently assessed in large independent sets of primary tumors, in which miR-182 and miR-375 were validated, but not miR-32. Significantly higher expression levels of miR-375 were depicted in patients with higher Gleason score and more advanced pathological stage, aswellaswithregionallymph nodesmetastases. Forced expression of miR-375 in PC-3 cells, which display the lowest miR-375 levels among PCa cell lines, increased apoptosis and reduced invasion ability and cell viability. Intriguingly, in 22Rv1 cells, which displayed the highest miR-375 expression, knockdown experiments also attenuated the malignant phenotype. Gene ontology analysis implicated miR-375 in several key pathways deregulated in PCa, including cell cycle and cell differentiation. Moreover, CCND2 was identified as putative miR-375 target in PCa, confirmed by luciferase assay. Conclusions: A dual role for miR-375 in prostate cancer progression is suggested, highlighting the importance of cellular context on microRNA targeting.

Um estudo sobre gênero no Brasil do século XIX: o caso Anna Jansen, a Rainha do Maranhão

Dissertação de mestrado em Contabilidade

Segmentação do tecido tumoral cerebral em imagens de ressonância magnética

Dissertação de mestrado integrado em Engenharia Biomédica (área de especialização em Eletrónica Médica)

Fluorescence-based approaches towards the assessment of structural and functional alterations in lysosomes and vacuoles induced by lactoferrin and acetic acid

Dissertação de mestrado em Biofísica e Bionanossistemas

Desenvolvendo a qualidade em parcerias: a voz de um grupo de educadoras

Tese de Doutoramento em Estudos da Criança (Especialidade de Metodologia e Supervisão em Educação de Infância)

O ensino da flauta de bisel em grupo como inovação pedagógica: Uma investigação-ação no 2.º Ciclo do Ensino Básico

Tese de Doutoramento em Estudos da Criança (Especialidade em Educação Musical)

Hume e o problema moral

Tese de Doutoramento em Filosofia (área de especialização em Filosofia Moderna e Contemporânea).

Sustainability assessment of envelope wall solutions using MAXergy methodology

Projeto de investigação integrado de International Master in Sustainable Built Environment

BiYacc: Roll your parser and reflective printer into one

In: A. Cunha, E. Kindler (eds.): Proceedings of the Fourth International Workshop on Bidirectional Transformations (Bx 2015), L’Aquila, Italy, July 24, 2015, published at http://ceur-ws.org

The Portuguese programme ‘one laptop per child’ and its impact on families: a study on parents’ and children’s perspectives

This paper intends to present and reflect upon some of the findings emerging from a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media on Schoolchildren” that was conducted at the Communication and Society Research Centre at the University of Minho, Braga, Portugal. The project focused on the politics of the governmental programme “One Laptop per Child” part of the Portuguese Technological Plan for Education, and the uses of the “Magalhães” computer, and other media, by children aged 8-10 years. This paper analyses the impact of this particular public policy on digital literacy of young children based mostly on the perspectives of parents and their modes of mediation. It also debates parents’ and children’s perspectives on parental rules on computer and Internet usage. It ends by concluding that the impact of this programme occurred mainly at the level of access rather than the social and educational uses and practices. It also highlights the importance of family in the way children access and use ICT.

Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world

This book was produced in the scope of a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren”. This study was conducted between May 2010 and May 2013 at the Communication and Society Research Centre, University of Minho, Portugal and it was funded by the Portuguese Foundation for Science and Technology (PTDC/CCI-COM/101381/2008).

Foreword [to Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world]

(Excerto) In times past, learning to read, write and do arithmetic was to get on course to earn the “writ of emancipation” in society. These skills are still essential today, but are not enough to live in society. Reading and critically understanding the world we live in, with all its complexity, difficulties and challenges, require not only other skills (learning to search for and validate information, reading with new codes and grammar, etc) but, to a certain extent, also metaskills, matrixes and mechanisms that are transversal to the different and new literacies, are necessary. They are needed not just to interpret but equally to communicate and participate in the little worlds that make up our everyday activities as well as, in a broader sense, in the world of the polis, which today is a global world.

Introduction [to Digital literacy, technology and social inclusion: making sense of one-to-one computer programmes around the world]

This book was produced in the scope of a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren”. This study was conducted between May 2010 and May 2013 at the Communication and Society Research Centre, University of Minho, Portugal and it was funded by the Portuguese Foundation for Science and Technology (PTDC/CCI-COM/101381/2008). As we shall explain in more detail later in this book, the main objective of that research project was to analyse the impact of the Portuguese government programme named ´e-escolinha´ launched in 2008 within the Technological Plan for Education. This Plan responds to the principles of the Lisbon Strategy signed in 2000 and rereleased in the Spring European Council of 2005.

The Portuguese programme one laptop per child: political, educational and social impact

In 2008, the XVII Portuguese Constitutional Government launched the ‘e.escolinha’ programme, within the Technological Plan for Education, which set out the distribution of a computer, called ‘Magalhães’, designed for chil-dren attending the 1st cycle of basic education. Suspended in 2011 by the XIX Government, this programme has allowed, however, almost 500 000 children to have access to a personal computer. It was expected that this political measure would “revolutionise” the national education system by bringing changes to the pedagogical practices of teachers and the learning processes of children and by achieving educational success, in general. Based on documental analysis and on a set of interviews with key decision-makers in conceiving, implementing and monitoring this governmental initiative, the fi rst part of this chapter presents and analyses the ‘e.escolinha’ initiative and the policies be-hind that governmental programme, seeking to disassemble those objectives and provide some insights into the relationship between discourses, rhetoric, and reality. After that, the chapter focuses on children’s uses and practices with the ‘Magalhães’ laptop, at school and at home. Based on the results of questionnaires fi lled in by approximately 1500 children from 32 First Cycle public schools of the municipality of Braga (north of Portugal) and also from questionnaires applied to their parents and teachers, this chapter intends to analyse the real impact of this initiative for children, family and school. It also seeks to discuss the contribution of this educational policy to children’s digital literacy and also to their own and their families’ social and digital inclusion. To understand if it represented an added value to teachers’ pedagogical practice is another of its aims. The fi ndings point out a major focus on technology and access rather than on uses and competences or even on social, educational and cultural change. In fact, a major conclusion is the existence of a strong gap between the policy and the practices, typical of a top-down policy design. This study is an integrant part of a research project titled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media in Schoolchildren” conducted at the University of Minho, Portugal, financed by the Portuguese Foundation for Science and Technology [PTDC/CCI-COM/101381/2008] and co-funded by the European Regional Development Fund [COMPETE: FCOMP-01-0124-FEDER-009056].

O mercado único e as pequenas e médias empresas

Trabalho de projeto de mestrado em Políticas Comunitárias e Cooperação Territorial