Games on Cellular Spaces: How Mobility Affects Equilibrium

In this work we propose a new model for spatial games. We present a definition of mobility in terms of the satisfaction an agent has with its spatial location. Agents compete for space through a non-cooperative game by using mixed strategies. We are particularly interested in studyig the relation between Nash equilibrium and the winner strategy of a given model with mobility, and how the mobility can affect the results. The experiments show that mobility is an important variable concerning spatial games. When we change parameters that affect mobility, it may lead to the success of strategies away from Nash equilibrium.Spatial Games, Agent-Based Modelling, Mobility, Satisfaction, Chicken Game, Nash Equilibrium

Zoneamento de risco climático para o girassol no Estado do Ceará.

Objetivou-se identificar as regiões com menor risco climático e a melhor época de semeadura para a cultura do girassol no Estado do Ceará, definindo-se datas de semeadura para o ciclo médio (115 dias), em três tipos de solos: tipo 1(CAD = 30 mm), tipo 2(CAD = 50 mm) e tipo 3(CAD = 75 mm), visando à obtenção de maiores rendimentos agrícolas. Utilizou os softwares Sarrazon, para o cálculo de ISNA e o SPRING 4.0, para analise dos dados, gerando mapas e tabelas. O período de semeadura indicada ao cultivo de girassol foi de 05/11 a 15/03. O total de municípios aptos para o cultivo de girassol foram de 126 para solo tipo 3, uma vez que apresentam maior capacidade de armazenamento de água em comparação aos solos do tipo 2 e 1, pois em termos granulométricos possuem teores de argila superiores a 35%. Para os municípios situados ao norte, é recomendado que o cultivo ocorra preferencialmente, de 25/12 a 15/02, uma vez que o período chuvoso nessa região se estende durante os meses de abril a maio, coincidindo com a fase critica da cultura

Caracterização de acessos Paspalum para sistemas intensivos de produção no Estado de São Paulo:exigências nutricionais.

Editores técnicos: João de Mendonça Naime, Caue Ribeiro, Maria Alice Martins, Elaine Cristina Paris, Paulino Ribeiro Villas Boas, Ladislau Marcelino Rabello

One-Liners

One liners from: N.M. Martinez-Rossi, C. Andrade-Monteiro and S.R.C. Pombeiro; M. Orbach ; H. Liu and TJ. Schmidhauser; P.A. Hubbard and C.H. Wilso

Formação continuada de professore e educação inclusiva: os saberesfazeres docentes em diálogo com a extensão universitária

Thinking about teachers formation processes is a real challenge to be faced by institutions. This article presents the experience of a partnership between two research groups of a Faculty of education that have joined efforts, after the professors realized the challenges faced by the lack of knowledge of both students and school teachers, concerning education of people with special needs. It was therefore proposed an university extension programme, which consisted of a cooperative learning proposal and a colective learning-teaching study method, consisting of group talks. It is a given fact that institutions of basic education face a real challenge, concerning an inclusive education. But it is also a fact that, when we consider that continued education is also responsability of these institutions, the space time frames of university extension could and should consist of a laboratory in which we should learn to cooperate, learn to be in cooperation and learn how cooperative education can teach us another way of being in the world.Pensar la formación de profesores tanto inicial y continuada constituye un desafío a ser enfrentado por las instituciones de formación docente. Este artículo presenta la experiencia de una asociación entre dos núcleos de investigación de una Facultad de Educación que se unieron y se movilizaron a partir de la inquietud causada por el desconocimiento de alumnos de las licenciaturas y profesores de la educación básica frente a la educación de personas con necesidades educativas especiales. Fue entonces propuesto un proyecto de extensión universitaria tuvo como metodología de trabajo la propuesta del aprendizaje cooperativo, y, como práctica de enseñar-aprendiendo un movimiento de encuentros y estudio colectivos configurando ruedas de conversación. Que las instituciones de formación inicial se encuentran ante un gran desafío, la formación y los profesores para una educación realmente inclusiva, es un hecho. Pero es un hecho que, si consideramos que la formación continuada es también compromiso de estas instituciones, los espacios de extensión universitaria pueden y deben constituirse en un laboratorio en el que aprendemos a aprender en cooperación, aprendemos a ser en cooperación, aprendemos la educación cooperativa, construyendo otro modo de ser y estar en el mundo y con el mundo.Pensar a formação de professores tanto inicial quanto continuada constitui um desafio a ser enfrentado pelas instituições de formação docente. Este artigo apresenta o relato de experiência de uma parceria entre dois núcleos de pesquisa de uma Faculdade de Educação que se uniram e se mobilizaram a partir da inquietação causada pelo desconhecimento de alunos das licenciaturas e professores da educação básica frente a educação de pessoas com necessidades educativas especiais. Foi então proposto um projeto de extensão universitária teve como metodologia de trabalho a proposta da aprendizagem cooperativa, e, como prática de ensinar-aprendendo um movimento de encontros e estudo coletivos configurando rodas de conversa. Que as instituições de formação inicial se encontram diante de um grande desafio, a formação e professores para uma educação realmente inclusiva, é fato. Mas é fato também que, se considerarmos que a formação continuada é, também, compromisso destas instituições, os espaços tempos de extensão universitária podem e devem se constituir em um laboratório no qual aprendemos a aprender em cooperação, aprendemos a ser em cooperação, aprendemos a educação cooperativa, construindo um outro modo de ser e estar no mundo e com o mundo

Cell spotting: Educational and motivational outcomes of cell biology citizen science project in the classroom

Success stories of citizen science projects widely demonstrate the value of this open science paradigm and encourage organizations to shift towards new ways of doing research. While benefits for researchers are clear, outcomes for individuals participating in these projects are not easy to assess. The wide spectrum of volunteers collaborating in citizen science projects greatly contributes to the difficulty in the evaluation of the projects'' outcomes. Given the strong links between many citizen science projects and education, in this work we present an experience with hundreds of students (aged 15-18) of two different countries who participate in a project on cell biology research-Cell Spotting-as part of their regular classroom activities. Apart from introducing the project and resources involved, we aim to provide an overview of the benefits of integrating citizen science in the context of formal science education and of what teachers and students may obtain from it. In this case, besides helping students to consolidate and apply theoretical concepts included in the school curriculum, some other types of informal learning have also been observed such as the feeling of playing a key role, which contributed to an increase of students'' motivation

Writing 3D In vitro models of human tendon within a biomimetic fibrillar support platform

Tendinopathies are poorly understood diseases for which treatment remains challenging. Relevant in vitro models to study human tendon physiology and pathophysiology are therefore highly needed. Here we propose the automated 3D writing of tendon microphysiological systems (MPSs) embedded in a biomimetic fibrillar support platform based on cellulose nanocrystals (CNCs) self-assembly. Tendon decellularized extracellular matrix (dECM) was used to formulate bioinks that closely recapitulate the biochemical signature of tendon niche. A monoculture system recreating the cellular patterns and phenotype of the tendon core was first developed and characterized. This system was then incorporated with a vascular compartment to study the crosstalk between the two cell populations. The combined biophysical and biochemical cues of the printed pattern and dECM hydrogel were revealed to be effective in inducing human-adipose-derived stem cells (hASCs) differentiation toward the tenogenic lineage. In the multicellular system, chemotactic effects promoted endothelial cells migration toward the direction of the tendon core compartment, while the established cellular crosstalk boosted hASCs tenogenesis, emulating the tendon development stages. Overall, the proposed concept is a promising strategy for the automated fabrication of humanized organotypic tendon-on-chip models that will be a valuable new tool for the study of tendon physiology and pathogenesis mechanisms and for testing new tendinopathy treatments.The authors thank Hospital da Prelada (Porto, Portugal) for providing adipose tissue samples. The authors acknowledge the financial support from Project NORTE-01-0145-FEDER 000021 supported by Norte Portugal Regional Operational Program (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), the European Union Framework Program for Research and Innovation HORIZON 2020, under the Twinning Grant Agreement 810850-Achilles, and European Research Council Grant Agreement 772817 and 101069302, Fundação para a Ciência e a Tecnologia for the Ph.D. grant PD/BD/129403/2017 (to S.M.B.) financed through the doctoral program in Tissue Engineering, Regenerative Medicine and Stem Cells (TERM&SC), for Contract 2020.03410.CEECIND and 2022.05526.PTDC (to R.M.A.D.). The authors acknowledge Doctor Alberto Pardo for performing the rheology measurements of the PL bioink. The schematics in Figures 1, 2A, 4A, and 6A and Table of Contents graphic were created with BioRender.com