Pedagogy subjects in the formation and in the construction of representations about teachers' work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation

Migrations and habitat use of the smooth hammerhead shark (Sphyrna zygaena) in the Atlantic Ocean

The smooth hammerhead shark, Sphyrna zygaena, is a cosmopolitan semipelagic shark captured as bycatch in pelagic oceanic fisheries, especially pelagic longlines targeting swordfish and/or tunas. From 2012 to 2016, eight smooth hammerheads were tagged with Pop-up Satellite Archival Tags in the inter-tropical region of the Northeast Atlantic Ocean, with successful transmissions received from seven tags (total of 319 tracking days). Results confirmed the smooth hammerhead is a highly mobile species, as the longest migration ever documented for this species (> 6600 km) was recorded. An absence of a diel vertical movement behavior was noted, with the sharks spending most of their time at surface waters (0-50 m) above 23 degrees C. The operating depth of the pelagic long-line gear was measured with Minilog Temperature and Depth Recorders, and the overlap with the species vertical distribution was calculated. The overlap is taking place mainly during the night and is higher for juveniles (similar to 40% of overlap time). The novel information presented can now be used to contribute to the provision of sustainable management tools and serve as input for Ecological Risk Assessments for smooth hammerheads caught in Atlantic pelagic longline fisheries.Oceanario de Lisboa through Project "SHARK-TAG: Migrations and habitat use of the smooth hammerhead shark in the Atlantic Ocean"; Investigador-FCT from the Portuguese Foundation for Science and Technology (FCT, Fundacao para a Ciencia e Tecnologia) [Ref: IF/00253/2014]; EU European Social Fund; Programa Operacional Potencial Human

Reprogramming energy metabolism and inducing angiogenesis : co-expression of monocarboxylate transporters with VEGF family members in cervical adenocarcinomas

Background: Deregulation of cellular energetic metabolism was recently pointed out as a hallmark of cancer cells. This deregulation involves a metabolic reprogramming that leads to a high production of lactate. Lactate efflux, besides contributing for the glycolytic flux, also acts in the extracellular matrix, contributing for cancer malignancy, by, among other effects, induction of angiogenesis. However, studies on the interplay between cancer metabolism and angiogenesis are scarce. Therefore, the aim of the present study was to evaluate the metabolic and vascular molecular profiles of cervical adenocarcinomas, their co-expression, and their relation to the clinical and pathological behavior. Methods: The immunohistochemical expression of metabolism-related proteins (MCT1, MCT4, CD147, GLUT1 and CAIX) as well as VEGF family members (VEGF-A, VEGF-C, VEGF-D, VEGFR-1, VEGFR-2 and VEGFR-3) was assessed in a series of 232 cervical adenocarcinomas. The co-expression among proteins was assessed and the expression profiles were associated with patients’ clinicopathological parameters. Results: Among the metabolism-related proteins, MCT4 and CAIX were the most frequently expressed in cervical adenocarcinomas while CD147 was the less frequently expressed protein. Overall, VEGF family members showed a strong and extended expression with VEGF-C and VEGFR-2 as the most frequently expressed and VEGFR-1 as the less expressed member. Co-expression of MCT isoforms with VEGF family members was demonstrated. Finally, MCT4 was associated with parametrial invasion and HPV18 infection, CD147 and GLUT1 with distant metastasis, CAIX with tumor size and HPV18 infection, and VEGFR-1 with local and lymphnode metastasis. Conclusions: The results herein presented provide additional evidence for a crosstalk between deregulating cellular energetics and inducing angiogenesis. Also, the metabolic remodeling and angiogenic switch are relevant to cancer progression and aggressiveness in adenocarcinomas.CP received a post-doctoral fellowship (SFRH/BPD/69479/2010) and FM-S received a doctoral fellowship (SFRH/BD/87139/2012) from FCT (Portuguese Foundation for Science and Technology). This work was supported by the FCT grant ref. PTDC/SAU-FCF/104347/2008, under the scope of "Programa Operacional Tematico Factores de Competitividade" (COMPETE) of "Quadro Comunitario de Apoio III" and co-financed by Fundo Comunitario Europeu FEDER, and also by FAPESP 2008/03232-1

Do schistosome vaccine trials in mice have an intrinsic flaw that generates spurious protection data?

The laboratory mouse has been widely used to test the efficacy of schistosome vaccines and a long list of candidates has emerged from this work, many of them abundant internal proteins. These antigens do not have an additive effect when co-administered, or delivered as SWAP homogenate, a quarter of which comprises multiple candidates; the observed protection has an apparent ceiling of 40–50 %. We contend that the low level of maturation of penetrating cercariae (~32 % for Schistosoma mansoni) is a major limitation of the model since 68/100 parasites fail to mature in naïve mice due to natural causes. The pulmonary capillary bed is the obstacle encountered by schistosomula en route to the portal system. The fragility of pulmonary capillaries and their susceptibility to a cytokine-induced vascular leak syndrome have been documented. During lung transit schistosomula burst into the alveolar spaces, and possess only a limited capacity to re-enter tissues. The acquired immunity elicited by the radiation attenuated (RA) cercarial vaccine relies on a pulmonary inflammatory response, involving cytokines such as IFNγ and TNFα, to deflect additional parasites into the alveoli. A principal difference between antigen vaccine protocols and the RA vaccine is the short interval between the last antigen boost and cercarial challenge of mice (often two weeks). Thus, after antigen vaccination, challenge parasites will reach the lungs when both activated T cells and cytokine levels are maximal in the circulation. We propose that “protection” in this situation is the result of physiological effects on the pulmonary blood vessels, increasing the proportion of parasites that enter the alveoli. This hypothesis will explain why internal antigens, which are unlikely to interact with the immune response in a living schistosomulum, plus a variety of heterologous proteins, can reduce the level of maturation in a non-antigen-specific way. These proteins are “successful” precisely because they have not been selected for immunological silence. The same arguments apply to vaccine experiments with S. japonicum in the mouse model; this schistosome species seems a more robust parasite, even harder to eliminate by acquired immune responses. We propose a number of ways in which our conclusions may be tested

AS DISCIPLINAS PEDAGÓGICAS NA FORMAÇÃO E NA CONSTRUÇÃO DE REPRESENTAÇÕES SOBRE O TRABALHO DOCENTE: VISÕES DE ALUNOS DE LICENCIATURA EM QUÍMICA E FÍSICA

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.Palavras-chave: formação de professores; licenciandos; Química; FísicaThe objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas are consistent with many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation.Key-words: teacher education; preservice teachers; chemistry; physics

Pedagogy subjects in the formation and in the construction of representations about teachers’ work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.347594The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the infl uence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers’ opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements refl ected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation

A historical overview of the classification, evolution, and dispersion of Leishmania parasites and sandflies

Background The aim of this study is to describe the major evolutionary historical events among Leishmania, sandflies, and the associated animal reservoirs in detail, in accordance with the geographical evolution of the Earth, which has not been previously discussed on a large scale. Methodology and Principal Findings Leishmania and sandfly classification has always been a controversial matter, and the increasing number of species currently described further complicates this issue. Despite several hypotheses on the origin, evolution, and distribution of Leishmania and sandflies in the Old and New World, no consistent agreement exists regarding dissemination of the actors that play roles in leishmaniasis. For this purpose, we present here three centuries of research on sandflies and Leishmania descriptions, as well as a complete description of Leishmania and sandfly fossils and the emergence date of each Leishmania and sandfly group during different geographical periods, from 550 million years ago until now. We discuss critically the different approaches that were used for Leishmana and sandfly classification and their synonymies, proposing an updated classification for each species of Leishmania and sandfly. We update information on the current distribution and dispersion of different species of Leishmania (53), sandflies (more than 800 at genus or subgenus level), and animal reservoirs in each of the following geographical ecozones: Palearctic, Nearctic, Neotropic, Afrotropical, Oriental, Malagasy, and Australian. We propose an updated list of the potential and proven sandfly vectors for each Leishmania species in the Old and New World. Finally, we address a classical question about digenetic Leishmania evolution: which was the first host, a vertebrate or an invertebrate? Conclusions and Significance We propose an updated view of events that have played important roles in the geographical dispersion of sandflies, in relation to both the Leishmania species they transmit and the animal reservoirs of the parasites

Pedagogy subjects in the formation and in the construction of representations about teachers' work: views of preservice Chemistry and Physics teachers

Este estudo tem como objetivo analisar as concepções de licenciandos em Química e em Física sobre a prática profissional e as marcas deixadas pelas disciplinas pedagógicas na sua formação, assim como identificar sinais de mudanças em suas concepções durante a realização do curso de Licenciatura. Para tanto, textos foram produzidos por 54 alunos matriculados em cursos de Licenciatura de duas universidades públicas do estado de São Paulo, nos quais os licenciandos expressaram suas experiências de formação e apontaram elementos que consideram que terão alguma influência em sua atuação profissional. Os textos revelaram que as ideias que os licenciandos carregam são consistentes com muitas das visões e objetivos apresentados em cursos de formação de professores. Nas produções dos estudantes faz-se presente o desejo de compartilhar e promover em seus futuros alunos o interesse pela Química e a Física. Os seus comentários refletiram visões de professores que tiveram no passado, os quais gostariam de imitar, e de outros que não gostariam de ser. Os comentários também tornaram evidente a vontade dos licenciandos em se estabelecerem como professores que se preocupam com seus alunos. Os textos foram analisados segundo a Análise do Discurso de linha francesa, como tem sido divulgada por Eni Orlandi, especialmente a noção de formação discursiva.The objective of this study is to analyze the views of preservice chemistry and physics teachers about the professional practice and the influence of pedagogic disciplines on their formation. Furthermore, it aims at identifying changes in preservice teachers' opinions and beliefs throughout their education. Hence, texts were produced by 54 undergraduate students who were undertaking preservice courses in two public universities in the state of São Paulo, in which they expressed their experiences throughout the course and mentioned relevant aspects about their professional development. The texts revealed that their ideas were consistent concerning many of the views and goals of teacher preparation courses. Their statements reflected desires to share and stimulate interest for chemistry and physics in their future students. Their comments evidenced past experiences they would like to emulate and others they would rather not. They also expressed their worries about becoming teachers who do care for their students. The texts were analyzed by Discourse Analysis, in its French approach, according to Eni Orlandi, especially the concept of discursive formation.34759

Fatores que dificultam o processo ensino-aprendizagem de Química na 2ª série do ensino médio em escola estadual de Minas Gerais

..