Robert Fulton and the "Clermont"; the authoritative story of Robert Fulton's early experiments, persistent efforts, and historic achievements. Containing many of Fulton's hitherto unpublished letters, drawings, and pictures,

Mode of access: Internet.

Survey of weed flora and management relative to cropping practices in the north-eastern grain region of Australia

The main weeds and weed management practices undertaken in broad acre dryland cropping areas of north-eastern Australia have been identified. The information was collected in a comprehensive postal survey of both growers and agronomists from Dubbo in New South Wales (NSW) through to Clermont in central Queensland, where 237 surveys were returned. A very diverse weed flora of 105 weeds from 91 genera was identified for the three cropping zones within the region (central Queensland, southern Queensland and northern NSW). Twenty-three weeds were common to all cropping zones. The major common weeds were Sonchus oleraceus, Rapistrum rugosum, Echinochloa spp. and Urochloa panicoides. The main weeds were identified for both summer and winter fallows, and sorghum, wheat and chickpea crops for each of the zones, with some commonality as well as floral uniqueness recorded. More genera were recorded in the fallows than in crops, and those in summer fallows exceeded the number in winter. Across the region, weed management relied heavily on herbicides. In fallows, glyphosate and mixes with glyphosate were very common, although the importance of the glyphosate mix partner differed among the cropping zones. Use and importance of pre-emergence herbicides in-crop varied considerably among the zones. In wheat, more graminicides were used in northern NSW than in southern Queensland, and virtually none were used in central Queensland, reflecting the differences in winter grass weed flora across the region. Atrazine was the major herbicide used in sorghum, although metolachlor was also used predominantly in northern NSW. Fallow and inter-row cultivation were used more often in the southern areas of the region. Grazing of fallows was more prominent in northern NSW. High crop seeding rates were not commonly recorded indicating that growers are not using crop competition as a tool for weed management. Although many management practices were recorded overall, few growers were using integrated weed management, and herbicide resistance has been and continues to be an issue for the region.

Comparing Notes 1918-1991

Memoir by Pierre Ferrand, written in 1992, including recollections of his meeting with Alfred Doeblin in the freight car of a military transport leaving occuppied Paris in 1940 for Cahors, information on Ferrand's family which Ferrand believes is portrayed in Doeblin's "Schicksalsreise," critical comments on Doeblin's work and character, and information on Ferrand's father's work as Advisor on German Affairs for the French government and on the family's emigration to the United States; newspaper clipping of 1991 with letter to the editor on Frederick the Great by Pierre Ferrand.

Le Grand Tour Du reste de l’Europe jusqu’à la Laponie – et retour

Rencontre entre le Sud et le Nord Depuis des siècles, les pays méditerranéens ont entretenu des relations actives avec le Nord de l’Europe. Les regions du Nord ont été conquises et converties, manipulées et colonisées, mais aussi intégrées dans les réseaux commerciaux, scientifi ques, culturels et touristiques. Les voyageurs du Sud de l’Europe ont peu à peu découvert les regions plurielles du Nord de la Finlande, de la Suède, de la Norvège et de la presqu’île de Kola. L’attraction focntionnait aussi dans l’autre sens. Pour les gens du Nord, scientifi ques ou artistes, le Sud de l’Europe constituait une destination aussi exotique aue la Laponie pour ceux du Sud. Dans ce recueil, nous proposons dix points de vue sur ces échanges et réseaux entre la Sud et le Nord. Le premier chapitre présente Tornio, connue très tôt comme la porte de la Laponie, les premières relations scientifi ques entre le Nord et le Sud, ainsi que les exhibitions de Samis dans les métropoles européennes. Le deuxième chapitre propose une analyse des experiences et des impressions de voyageurs italiens, espagnols et français. Le dernier chapitre est consacré aux voyages d’artistes et écrivains fi nlandais en France, principalement à Paris. Ces rencontres entre le Sud et le Nord qui participèrent à la remise en cause, la relativisation et la construction des identities nationals et ethniques, permirent aussi de créer une conscience européenne commune.

Immediate early gene expression in dog thyrocytes in response to growth, proliferation, and differentiation stimuli.

In dog thyroid cells, insulin or IGF-1 induces cell growth and is required for the mitogenic action of TSH through cyclic AMP, of EGF, and of phorbol esters. HGF per se stimulates cell proliferation and is thus the only full mitogenic agent. TSH and cAMP enhance, whereas EGF phorbol esters and HGF repress differentiation expression. In this study, we have investigated for each factor and regulatory cascade of the intermediate step of immediate early gene induction, that is, c-myc, c-jun, jun D, jun B, c-fos, fos B, fra-1, fra-2, and egr1; fra-1 and fra-2 expressions were very low. TSH or forskolin increased the levels of c-myc, jun B, jun D, c-fos, and fos B while decreasing those of c-jun and egr1. Phorbol myristate ester stimulated the expression of all the genes. EGF and HGF stimulated the expression of all the genes except jun D and for EGF fos B. All these effects were obtained in the presence and in the absence of insulin, which shows that insulin is not necessary for the effects of the mitogens on immediate early gene expression. The definition of the repertoire of early immediate genes inductible by the various growth cascades provides a framework for the analysis of gene expression in tumors. (1) Insulin was able to induce all the protooncogenes investigated except fos B. This suggests that fos B could be the factor missing for insulin to induce mitogenesis. (2) No characteristic pattern of immediate early gene expression has been observed for insulin, which induces cell hypertrophy and is permissive for the action of the other growth factors. These effects are therefore not accounted for by a specific immediate early gene expression. On the other hand, insulin clearly enhances the effects of TSH, phorbol ester, and EGF on c-myc, junB, and c-fos expression. This suggests that the effect of insulin on mitogenesis might result from quantitative differences in the transcription complexes formed. (3) c-myc, c-fos, and jun B mRNA induction by all stimulating agents, whether inducing cell hypertrophy, or growth and dedifferentiation, or growth and differentiation, suggests that, although these expressions are not sufficient, they may be necessary for the various growth responses of thyroid cells. (4) The inhibition of c-jun and egr1 mRNA expression, and the marked induction of jun D mRNA appear to be specific features of the TSH cAMP pathway. They might be related to its differentiating action. (5) fos B, which is induced by TSH, forskolin, phorbol ester, and HGF but not by insulin, could be involved in the mitogenic action of the former factors.

IGF-1 or insulin, and the TSH cyclic AMP cascade separately control dog and human thyroid cell growth and DNA synthesis, and complement each other in inducing mitogenesis.

The regular doubling of cell mass, and therefore of cell protein content, is required for repetitive cell divisions. Preliminary observations have shown that in dog thyrocytes insulin induces protein accumulation but not DNA synthesis, while TSH does not increase protein accumulation but triggers DNA synthesis in the presence of insulin. We show here that EGF and phorbol myristate ester complement insulin action in the same way. HGF is the only factor activating both protein accumulation and DNA synthesis. The effects of insulin on protein accumulation and in permitting the TSH effect are reproduced by IGF-1 and are mediated, at least in part by the IGF-1 receptor. The concentration effect curves are similar for both effects. Similar results are obtained in human thyrocytes. They reflect true cell growth, as shown by increases in RNA content and cell size. Carbachol and fetal calf serum also stimulate protein synthesis and accumulation without triggering DNA synthesis, but they are not permissive for the mitogenic effects of TSH or of the general adenylate cyclase activator, forskolin. Moreover the mitogenic effect of TSH greatly decreased in cells deprived of insulin for 2 days although these cells remain hypertrophic. Hypertrophy may therefore be necessary for cell division, but it is not sufficient to permit it. Three different mechanisms can therefore be distinguished in the mitogenic action of TSH: (1) the increase of cell mass (hypertrophy) induced by insulin or IGF-1; (2) the permissive effect of insulin or IGF-1 on the mitogenic effect of TSH which may involve both the increase of cell mass and the induction of specific proteins such as cyclin D3 and (3) the mitogenic effect of the TSH cyclic AMP cascade proper.

Evidence for a Direct and Functional Interaction between the Regulators of G Protein Signaling-2 and Phosphorylated C Terminus of Cholecystokinin-2 Receptor

Signaling of G protein-coupled receptors (GPCRs) is regulated by different mechanisms. One of these involves regulators of G protein signaling (RGS), which are diverse and multifunctional proteins that bind to active G alpha subunits of G proteins and act as GTPase-activating proteins. Little is known about the molecular mechanisms that govern the selective use of RGS proteins in living cells. We first demonstrated that CCK2R-mediated inositol phosphate production, known to be G(q-)dependent, is more sensitive to RGS2 than to RGS4 and is insensitive to RGS8. Both basal and agonist-stimulated activities of the CCK2R are regulated by RGS2. By combining biochemical functional, and in silico structural approaches, we demonstrate that a direct and functional interaction occurs between RGS2 and agonist-stimulated cholecystokinin receptor-2 (CCK2R) and identified the precise residues involved: phosphorylated Ser434 and Thr439 located in the C-terminal tail of CCK2R and Lys62, Lys63, and Gln67, located in the N-terminal domain of RGS2. These findings confirm previous reports that RGS proteins can interact with GPCRs to modulate their signaling and provide a molecular basis for RGS2 recognition by the CCK2R.

Identification of the F1-ATPase at the cell surface of colonic epithelial cells:role in mediating cell proliferation

F1F0-ATPase was initially believed to be strictly expressed in the mitochondrial membrane. Interestingly, recent reports have shown that the F1 complex can serve as a cell surface receptor for apparently unrelated ligands. Here, we show for the first time the presence of the F1-ATPase at the cell surface of normal or cancerous colonic epithelial cells. Using Surface Plasmon Resonance technology and mass spectrometry, we identified a peptide hormone product of the gastrin gene (glycine-extended gastrin, G-gly), as a new ligand for the F1-ATPase. By molecular modeling, we identified the motif in the peptide sequence (EE/DxY), which directly interacts with the F1-ATPase and the amino-acids in the F1-ATPase which bind this motif. Replacement of the E9 residue by an alanine in the EE/DxY motif resulted in a strong decrease of G-gly binding to the F1-ATPase and the loss of its biological activity. In addition we demonstrated that F1-ATPase mediates the growth effects of the peptide. Indeed, blocking ATPase activity decreases G-gly-induced cell growth. The mechanism likely involves ADP production by the membrane F1-ATPase which is induced by G-gly. These results suggest an important contribution of cell surface ATPase in the pro-proliferative action of this gastrointestinal peptide.

Construção da profissionalidade na formação inicial de professores do 1º CEB: o caso de um grupo de professores estagiários da ESEC

Este trabalho põe em evidência o valor formativo da prática profissional supervisionada e da escrita reflexiva com feedback co-construtivo sobre a praxis enquanto eixos estruturantes da construção de competências profissionais na formação inicial de professores do 1.º ciclo do ensino básico. Integrada no paradigma da complexidade e assumindo, do ponto de vista teórico-epistemológico, o diálogo entre o paradigma construtivista da complexidade (Lerbet 1986, 2004; Morin, 1994, s.d.; Le Moigne, 2002, 2003a), o paradigma da complexificação e da epistemologia da escuta/controvérsia (Correia, 2001), o experiencialismo crítico (Alarcão, 2001b) e o construtivismo/socioconstrutivismo (Piaget, 1975; Perret-Clermont, 1978; Morgado, 1988), a investigação que desenvolvemos teve como objectivo central saber como e em que condições, num contexto de formação reflexiva (Schön, 1983, 1992; Zeichner, 1993; Alarcão, 1996b, 2001c; Marcelo, 1999; Sá-Chaves, 2002; Alarcão e Tavares, 2003; Perrenoud, 2004) e, simultaneamente, de investigação (Moreira e Alarcão, 1997; Elliot, 1997; Alarcão, 2001a, 2001b; Moreira, 2001; Esteves, 2002; Estrela, 2003), se opera a construção da profissionalidade e da identidade social docente (Perrenoud, 1995, 2001b; Le Boterf, 1999; DeSeCo, 2002), ou seja, compreender a forma como se estabelecem e evoluem as dimensões que caracterizam o conhecimento profissional e os factores (activadores e inibidores) de desenvolvimento nele envolvidos. Para atingir este objectivo, propusemo-nos desenhar e realizar uma investigação centrada numa metodologia de formação – investigação-acção (Bataille, 1981; Pourtois, 1981; Morin, 1985; Moreira, 2001), de orientação reflexiva, focada no desenvolvimento pessoal e profissional dos alunos do 4.º ano do curso de formação de professores do 1.º CEB, da Escola Superior de Educação de Coimbra. Adoptou-se, por isso, uma dupla modelização para a investigação: o estudo de caso (para a investigação) e a investigação-acção (para a formação). O pólo técnico da investigação (Bruyne, Herman e Schoutheete, 1991) configurou, assim, como modo de investigação, o estudo de caso (multicaso) e as entrevistas, os interrogatórios clínicos (realizados no âmbito da pós-observação da componente de formação Estágio), a escrita regular de narrativas autobiográficas centrada nas trajectórias de formação (de processo e de síntese), a observação de aulas, entre outros, como instrumentos de recolha de dados que pareceram adequados à metodologia essencialmente qualitativa que elegemos. Os mesmos instrumentos, articulada e conjuntamente com outros adoptados no âmbito do desenvolvimento da unidade curricular Observação e Intervenção Educativa IV - Seminário de Análise e Reflexão Práticas, assumiram também funções formativas, ou seja, constituíram, pela análise dos dados que possibilitaram, ferramentas importantes de auto, hetero e co-formação e, concomitantemente, de investigação. A triangulação dos dados provenientes destas múltiplas fontes de informação assegurou o contraditório na gestão dos dados garantindo, deste modo, a validade das conclusões da investigação. Os dados da observação/supervisão das práticas pedagógicas e respectiva análise permitiu-nos: 1) identificar o estabelecimento e a evolução de configurações de relação entre a aprendizagem de competências básicas para o desempenho docente no 1.º CEB e certos aspectos explícitos do contexto de formação inicial tais como a iniciação à prática profissional supervisionada e a escrita reflexiva com feedback co-construtivo; 2) perspectivar, no contexto da iniciação à prática profissional supervisionada, a existência de um espaço de intervenção comum co-concebido, co-planificado, co-desenvolvido e coavaliado pelas instituições formadora e cooperantes em torno de um projecto de formação onde o diálogo prática-teoria-prática emerge como central na construção da complexa rede de competências profissionais que hoje se reclamam na formação inicial de professores; 3) conceber o professor como um profissional crítico-reflexivo e a reflexão e a investigação partilhada como dispositivos centrais de auto-avaliação e auto-regulação do desempenho profissional e do desenvolvimento ao longo da vida; 4) percepcionar a formação inicial do professor de 1.º CEB como o início do processo de vinculação/socialização à profissão. Estas conclusões podem, a nosso ver, contribuir, no quadro de uma colaboração interinstitucional co-formadora, que do ponto de vista das políticas de formação de professores se impõe redefinir, para o reconhecimento e valorização da importância dos contextos de prática supervisionada e da escrita autobiográfica com feedback co-construtivo no desenvolvimento profissional e identitário na formação inicial de educadores/professores e, simultaneamente, sustentar, ancorada numa nova ética de investigação, a teoria da formação na perspectiva da epistemologia do sujeito aprendente.

Argumentation and education. Theoretical foundations and practices

During the last decade, argumentation has attracted growing attention as a means to elicit processes (linguistic, logical, dialogical, psychological, etc.) that can sustain or provoke reasoning and learning. Constituting an important dimension of daily life and of professional activities, argumentation plays a special role in democracies and is at the heart of philosophical reasoning and scientific inquiry. Argumentation, as such, requires specific intellectual and social skills. Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation can be used to foster learning in philosophy, history, sciences and in many other domains. Argumentation and Education answers these and other questions by providing both theoretical backgrounds, in psychology, education and theory of argumentation, and concrete examples of experiments and results in school contexts in a range of domains. It reports on existing innovative practices in education settings at various levels.

Quand la culture entre dans les recherches en psychologie du développement

Dans la psychologie dévelopementale proposée par Jérôme Bruner, la question de la " culture " se traduit par l'attention particulière donnée aux processus par lesquels une personne rend signifiante la situation dans laquelle elle est engagée. De fait, dans la psychologie du développement de ces cinquante dernières années, la place de la " culture " varie parallèlement à celle des questions du sens (privé) et de la signification (partagée) des connaissances, des actions et des objets de culture. Dans cet article, nous identifions quatre traditions de travaux qui abordent la " culture " dans le développement. Cela met en évidence certains problèmes théoriques et méthodologiques, et nous permet de souligner certains enjeux actuels de la psychologie sociale et culturelle du développement.