Orpotrin: A novel vasoconstrictor peptide from the venom of the Brazilian Stingray Potamotrygon gr. orbignyi

Characterization of the peptide content of venoms has a number of potential benefits for basic research, clinical diagnosis, development of new therapeutic agents, and production of antiserum. In order to analyze in detail the peptides and small proteins of crude samples, techniques such as chromatography and mass spectrometry have been employed. The present study describes the isolation, biochemical characterization, and sequence determination of a novel peptide, named Orpotrin from the venom of Potamotrygon gr. orbignyi. The natural peptide was shown to be effective in microcirculatory environment causing a strong vasoconstriction. The peptide was fully sequenced by de novo amino acid sequencing with mass spectrometry and identified as the novel peptide. Its amino acid sequence, HGGYKPTDK, aligns only with creatine kinase residues 97-105, but has no similarity to any bioactive peptide. Therefore, possible production of this peptide from creatine kinase by limited proteolysis is discussed. Taken together, the results indicate the usefulness of this single-step approach for low molecular mass compounds in complex samples such as venoms. (c) 2006 Elsevier B.V. All rights reserved.

Biological and biochemical properties of the Brazilian Potamotrygon stingrays : Potamotrygon cf. scobina and Potamotrygon gr. orbignyi

Stingrays of the family Potamotrygonidae are widespread throughout river systems of South America that drain into the Atlantic Ocean. Some species are endemic to the most extreme freshwater environment of the Brazil and cause frequent accidents to humans. The envenomation causes immediate, local, and intense pain, soft tissue edema, and a variable extent of bleeding. The present study was carried out in order to describe the principal biological and some biochemical properties of the Brazilian Potamotrygon fish venoms (Potamotrygon cf. scobina and P. gr. orbignyi). Both stingray venoms induced significant edematogenic and nociceptive responses in mice. Edematogenic and nociceptive responses were reduced when the venom was incubated at 37 or 56 degrees C. The results showed striking augments of leukocytes rolling and adherent cells to the endothelium of cremaster mice induced by both venoms. The data also presented that injection of both venoms induced necrosis, low level of proteolytic activity, without inducing haemorrhage. But when the venoms of both stingray species were injected together with their mucus secretion, the necrotizing activity was more vigorous. The present study provided in vivo evidence of toxic effects for P. cf. scobina and P. gr. orbignyi venoms. (c) 2006 Elsevier Ltd. All fights reserved.

Comment on Wave functions for a Duffin-Kemmer-Petiau particle in a time-dependent potential [J. Math. Phys. 48, 073515 (2007)]

It is shown that the paper Wave functions for a Duffin-Kemmer-Petiau particle in a time-dependent potential by Merad and Bensaid [J. Math. Phys. 48, 073515 (2007)] is not correct in using inadvertently a non-Hermitian Hamiltonian in a formalism that does require Hermitian Hamiltonians.

Turning math attractive to computer science students: an application-to-model approach

This paper describes an innovative approach to develop the understanding about the relevance of mathematics to computer science. The mathematical subjects are introduced through an application-to-model scheme that lead computer science students to a better understanding of why they have to learn math and learn it effectively. Our approach consists of a single one semester course, taught at the first semester of the program, where the students are initially exposed to some typical computer applications. When they recognize the applications' complexity, the instructor gives the mathematical models supporting such applications, even before a formal introduction to the model in a math course. We applied this approach at Unesp (Brazil) and the results include a large reduction in the rate of students that abandon the college and better students in the final years of our program.

O papel de receptores de imunidade inata βGR, MR, TLR2 e TLR4 no reconhecimento da Candida albicans por monócitos humanos estimulados com polissacarídeos extraídos do cogumelo Agaricus brasiliensis

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Avaliação do efeito da vitamina D3 na expressão dos genes, VDR, GR e PPARy em adipócitos humanos

Pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) - IBRC

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.

Vale a pena ver de novo - organização e acesso a arquivos televisivos na França, Grã-Bretanha e no Brasil

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.