Magnitude differences in bioactive compounds, chemical functional groups, fatty acid profiles, nutrient degradation and digestion, molecular structure and metabolic characteristics of protein in newly developed yellow-seeded and black-seeded canola lines.

Recently, new lines of yellow-seeded (CS-Y) and black-seeded canola (CS-B) have been developed with chemical and structural alteration through modern breeding technology. However, no systematic study was found on the bioactive compounds, chemical functional groups, fatty acid profiles, inherent structure, nutrient degradation and absorption, or metabolic characteristics between the newly developed yellow- and black-seeded canola lines. This study aimed to systematically characterize chemical, structural, and nutritional features in these canola lines. The parameters accessed include bioactive compounds and antinutrition factors, chemical functional groups, detailed chemical and nutrient profiles, energy value, nutrient fractions, protein structure, degradation kinetics, intestinal digestion, true intestinal protein supply, and feed milk value. The results showed that the CS-Y line was lower (P ≤ 0.05) in neutral detergent fiber (122 vs 154 g/kg DM), acid detergent fiber (61 vs 99 g/kg DM), lignin (58 vs 77 g/kg DM), nonprotein nitrogen (56 vs 68 g/kg DM), and acid detergent insoluble protein (11 vs 35 g/kg DM) than the CS-B line. There was no difference in fatty acid profiles except C20:1 eicosenoic acid content (omega-9) which was in lower in the CS-Y line (P < 0.05) compared to the CS-B line. The glucosinolate compounds differed (P < 0.05) in terms of 4-pentenyl, phenylethyl, 3-CH3-indolyl, and 3-butenyl glucosinolates (2.9 vs 1.0 μmol/g) between the CS-Y and CS-B lines. For bioactive compounds, total polyphenols tended to be different (6.3 vs 7.2 g/kg DM), but there were no differences in erucic acid and condensed tannins with averages of 0.3 and 3.1 g/kg DM, respectively. When protein was portioned into five subfractions, significant differences were found in PA, PB1 (65 vs 79 g/kg CP), PB2, and PC fractions (10 vs 33 g/kg CP), indicating protein degradation and supply to small intestine differed between two new lines. In terms of protein structure spectral profile, there were no significant differences in functional groups of amides I and II, α helix, and β-sheet structure as well as their ratio between the two new lines, indicating no difference in protein structure makeup and conformation between the two lines. In terms of energy values, there were significant differences in total digestible nutrient (TDN; 149 vs 133 g/kg DM), metabolizable energy (ME; 58 vs 52 MJ/kg DM), and net energy for lactation (NEL; 42 vs 37 MJ/kg DM) between CS-Y and CS-B lines. For in situ rumen degradation kinetics, the two lines differed in soluble fraction (S; 284 vs 341 g/kg CP), potential degradation fraction (D; 672 vs 590 g/kg CP), and effective degraded organic matter (EDOM; 710 vs 684 g/kg OM), but no difference in degradation rate. CS-Y had higher digestibility of rumen bypass protein in the intestine than CS-B (566 vs 446 g/kg of RUP, P < 0.05). Modeling nutrient supply results showed that microbial protein synthesis (MCP; 148 vs 171 g/kg DM) and rumen protein degraded balance (DPB; 108 vs 127 g/kg DM) were lower in the CS-Y line, but there were no differences in total truly digested protein in small intestine (DVE) and feed milk value (FMV) between the two lines. In conclusion, the new yellow line had different nutritional, chemical, and structural features compared to the black line. CS-Y provided better nutrient utilization and availability.

Geologia - Guia do Professor - 12.º ano

É hoje amplamente reconhecida a relevância do papel desempenhado pelo professor de ciências no processo de ensino das temáticas científicas curriculares, tendo em vista a desejada aprendizagem dos alunos. Sem retirar a centralidade que estes têm no contexto da sua própria aprendizagem, os professores terão de procurar desenvolver competências didáticas que lhes permitam conceber, aplicar e avaliar estratégias capazes de reunir as melhores condições para os seus alunos aprenderem. Para este processo, assumidamente complexo, contribuem fontes diversas. Por exemplo, indicadores que resultam dos muitos estudos efetuados no âmbito da didática das ciências são deveras importantes. Destacam-se aqueles que se relacionam com a problematização, o trabalho prático, a história da ciência, a própria elaboração do conhecimento científico, a relação dos conceitos curriculares com os contextos social e tecnológico. Um bom nível dos saberes construídos pelos professores relativos aos temas curriculares a abordar é, igualmente, muito necessário. Um desempenho docente de qualidade está, também, articulado com uma atitude de disponibilidade do professor, quer para refletir sobre a sua própria experiência letiva, quer para a discutir e partilhar com outros colegas. Compreende-se, assim, que tenha havido a preocupação em elaborar o Guia do Professor, especialmente dirigido aos docentes responsáveis pela lecionação das temáticas de Geologia, do 12º ano. O documento, constituído por duas partes, tem a finalidade de ajudar os professores, de preferência trabalhando em cooperação com outros colegas, a pensar o desenvolvimento de estratégias de ensino adequadas às necessidades dos alunos timorenses do século XXI. Na primeira parte, são fundamentadas as orientações metodológicas, as quais incluem referências à educação para o desenvolvimento sustentável, algumas sugestões didáticas e observações relativas à avaliação das aprendizagens. Pretende-se que os professores desenvolvam um quadro de referência, o qual será importante para justificar algumas das decisões que terão de tomar na preparação das suas aulas e, depois, em situação de ato de ensino na sala de aula. Na segunda parte, são apresentados para cada uma das três Unidades Temáticas que integram o programa de Geologia do 12º ano, mapas de conceitos, propostas de planificação, sugestões diversas, recursos e recomendações de avaliação. Tudo isto visa proporcionar aos professores elementos que lhes permitam vir a reunir um conjunto de condições necessárias a uma abordagem sustentada e atual do programa, em íntima articulação com o manual, de modo que os alunos procedam a uma aprendizagem que conduza a uma cidadania ativa.

Fundamentos de la Investigación Pedagógica I (2009-2)

Programa de la asignatura “Fundamentos de la Investigación Pedagógica I” del Departamento de Pedagogía del Sistema Universidad Abierta de la Facultad de Filosofía y Letras de la UNAM, correspondiente al semestre 2009-2.

Los pueblos indígenas de México

INDICE DE LA OBRA ¿Qué significa ser indígena en el México de hoy? Los indígenas vistos desde afuera La ley y el gobierno frente a los indígenas Las identidades indígenas La gran pluralidad de los indígenas Las herencias históricas Las raíces prehispánicas Conquista y Colonia, las diferentes experiencias La vida de los indígenas en el México independiente El siglo XX Las comunidades indígenas: su vida política y social El territorio y la tierra Las formas de gobierno, una compleja historia Los sistemas de cargos Los consejos de ancianos Las asambleas comunitarias El consenso La comunidad y el exterior El trabajo comunitario Los sistemas jurídicos Cambios en la vida política Las realidades culturales indígenas Las lenguas indígenas hoy Lenguas indígenas y escritura Las lenguas indígenas y el español Las cosmovisiones indígenas Las religiones indígenas Las nuevas religiones La situación socioeconómica de los indígenas La agricultura de subsistencia y sus problemas Las formas de la marginación Género y marginación Las nuevas realidades socioeconómicas Los proyectos de desarrollo y las culturas indígenas Los indígenas y la nación, hoy y mañana Las sociedades indígenas en la encrucijada “Nunca más un México sin nosotros” La autonomía indígena ¿Problema indígena o problema nacional? Hacia un México verdaderamente plural

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, UK, US and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model we consider that there are three types of community learning that occur in disasters (navigation, organisation, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion.

Traditional algarvian distillats and liqueurs historic scientific aspects

All the evidence indicates that distillation and liqueurs preparation began in Monchique mountain because this place was pointed as a possible capital of the oldest population of Algarve and an important Arabic village (Barreto, 1972: 19). It was possible to find lots of vestiges like the alembic produced by Arabic population near the X century (Telo, 1988: 77). Traditionally the Algarvian people produce the Arbutus unedo L., fig, carob, grape distillates. At the same time they produce liqueur-using maceration of parts of plants or fruits in some kinds of distillates. Most of the work about Algarvian distillates started by studying the basic compounds of Arbutus unedo spirits by gas chromatography (GC) and mass spectrometry (MS) as well as other physical-chemical properties. In a second phase aged distillates were studied by their phenolic compounds evolution using high resolution liquid chromatography (HPLC). Volatile compounds of traditional liqueurs were identified by head space micro extraction solid phase (HE-SPME) and also analysed by gas chromatography mass spectrometry (GC-MS) and when possible confirmed with standards. Total phenols were determined by Folin-Ciocalteur method. Flavenoids were studied by high performance liquid chromatography (HPLC). Sensorial analysis was also done in every drink studies. The results showed that the arbutus distillate doesn’t present a high level of methanol according to the current legislation. The excesses of acidity or ethyl acetate present normal values when the fermentation is well done (Galego, et al. 1995: 341; Galego, et al. 1995: 685). During the aging process, the colour of spirits tend to become darker, the colour changes occurred more rapidly in the arbutus spirits located in cellars with higher temperatures (Galego, et al. 2001: 432). In the sensory evaluation of samples aged during 12 months into 50 L medium toasting level oak wood barrels, panellists considered that samples of arbutus spirit had too much wood flavour and they were not able to detect the characteristic aroma of arbutus fruit (Galego, et al., 2001: 183). Differences in liqueurs were observed using HS-SPME-GC, HS-SPME-GC-MS or HPLC analysis and this observation was confirmed by a sensorial panel (Galego, et al. 2003: 60).

Ligand binding and signalling pathways of PTH receptors in sea bream (Sparus auratus) enterocytes

Whole animal studies have indicated that Ca2+ uptake by the gastrointestinal tract is regulated by the action of parathyroid hormone-related peptide (PTHrP) in teleost fish. We have characterised PTH receptors (PTHR) in piscine enterocytes and established, by using aminoterminal PTHrP peptides, the amino acid residues important for receptor activation and for stabilising the ligand/receptor complex. Ligand binding of 125I-(1–35tyr) PTHrP to the membrane fraction of isolated sea bream enterocytes revealed the existence of a single saturable high-affinity receptor (KD=2.59 nM; Bmax=71 fmol/mg protein). Reverse transcription/polymerase chain reaction with specific primers for sea bream PTH1R and PTH3R confirmed the mRNA expression of only the later receptor. Fugu (1–34) PTHrP increased cAMP levels in enterocytes but had no effect on total inositol phosphate accumulation. The aminoterminal peptides (2–34)PTHrP, (3–34)PTHrP and (7–34) PTHrP bound efficiently to the receptor but were severely defective in stimulating cAMP in enterocyte cells indicating that the first six residues of piscine (1–34)PTHrP, although not important for receptor binding, are essential for activation of the adenylate cyclase/phosphokinase A (AC-PKA)-receptor-coupled intracellular signalling pathway. Therefore, PTHrP in teleosts acts on the gastrointestinal tract through PTH3R and the AC-PKA intracellular signalling pathway and might regulate Ca2+ uptake at this site. Ligand-receptor binding and activity throughout the vertebrates appears to be allocated to the same amino acid residues of the amino-terminal domain of the PTHrP molecule.

L'accord entre les parents et les enseignants dans l'évaluation des troubles de comportement des élèves du primaire

Cette recherche se propose d'examiner l'évolution des symptômes d'un trouble déficitaire de l'attention/hyperactivité (TDAH), d'un trouble des conduites (TC) et d'un trouble de l'opposition avec provocation (TOP) de l'élève selon l'accord ou le désaccord entre les parents et les enseignants. Elle a aussi comme objectif de déterminer les répercussions d'un consensus inter-informateurs sur la fréquence et la satisfaction des services scolaires. L'échantillon est constitué de 341 élèves québécois âgés de 5 ans 7 mois à 13 ans 5 mois recevant des services d'aide spécialisés. Les parents et le personnel enseignant ont complété le DISC-2.25 . Les résultats posent que l'entente entre informateurs est spécifiquement associée aux deux variables retard scolaire et dépression des parents. L'accord entre informateurs est bénéfique à la trajectoire des enfants 24 mois plus tard surtout dans le cas des symptômes d'un TC et dans une moindre mesure de ceux d'un TOP. La fréquence des services augmente sensiblement pour les enfants avec des symptômes d'un TC lorsqu'il y a une reconnaissance mutuelle de ce trouble par les parents et les enseignants. Pour aucun des trois troubles, le niveau de satisfaction des parents de l'aide reçue n'est influencé par la présence d'une entente entre informateurs. La fréquence des services spécialisés reçus par l'enfant ne spécifie rien des mécanismes par lesquels le consensus entre informateurs influe positivement l'évolution des élèves 24 mois plus tard. Ce travail se termine par un questionnement sur les différences dans l'évaluation des troubles de comportement des élèves entre la France et le Québec et apporte plusieurs contributions pour la pratique, spécifiquement l'évaluation et l'intervention.

Vignettentechnik: Einfluss des Geschlechts der Vignettenprotagonisten auf die Korruptionsbewertung

Die Studie basiert auf einem Experiment, bei dem Einflussfaktoren auf Korruptionsbereitschaft untersucht wurden. Es wurden personale und situative Einflussfaktoren berücksichtigt. Mithilfe eines 2x2x2-Vignettendesigns wurden die situativen Einflussfaktoren operationalisiert und methodenkritisch überprüft, ob eine homogene Geschlechtswahl der Vignettenprotagonisten die Antworten der Versuchspersonen beeinflusst. Befragt wurden 171 Studierende der Betriebswirtschaftslehre. Es konnten keine statistisch signifikanten Effekte nachgewiesen werden, die schlussfolgern ließen, dass die Versuchspersonen in ihren Antworten durch die homogene Geschlechtswahl der Vignettenprotagonisten beeinflusst wurden. Die Versuchspersonen wählten ihre Antworten unabhängig davon, ob eine Vignette mit weiblichen Protagonisten oder eine Vignette mit männlichen Protagonisten vorlag.

Philosophies, traditional pedagogy, and new technologies: a report on a case study of EAP teachers' integration of technology into traditional practice

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.

Walter Benjamin and the Inhumanities: Towards a Pedagogical Anti-Nietzscheanism

The following discussion is intended as a critical intervention into recent debates about the “crisis of the humanities,” reading the symptomaticity of crisis in the medical sense of a turning point. It does so from the perspective of the work of Walter Benjamin, whose own transdisciplinary practice of thought has been characterized as a “philosophy directed against philosophy” and a “philosophizing beyond philosophy,” and stands as a model for the kind of intellectual and para-academic activity evoked here. Historically re-situating Benjamin’s famous allegory of the Angel of History from the twentieth-century context of the “crisis of culture” to the contemporary “crisis of education,” it attempts to reconstruct a dialectical understanding of pedagogization within Benjamin’s work, which is used to sketch out the contours of a critically reimagined pedagogy of the Inhumanities.