What can be considered fair marketing in the fashion industry?: Building a green and fair consumer rating scheme for garment brands

The object of this paper is to tackle the issues that are linked to the unsustainability of today’s garment industry. The externalities that arise from this industry –that are known to harm the environment and its inhabitants– are largely talked about today. Whether it be by society, non-governmental organisations, regulatory bodies or companies involved in these destructive practices. Even though a lot is being said on the matter, and that a lot of work is in progress, not many actions to resolve the issues have yet been established. However it may seem, the amount of actions companies claim to be operating, to tackle these issues, are not always as valuable as they appear to be. This is the main issue that is covered throughout this thesis. “What can be considered fair marketing in the fashion industry?”. By coming up with a way of determining the true purpose of a garment brand’s practices, anyone may now challenge the beliefs they have towards a company. The tool discloses a company’s true engagement towards more sustainable operations and is able to establish whether companies are as trustworthy as they claim to be or whether they are misleading the public. Results have shown the reliability of the tool and considerable suggestions have been expressed for the development of the solution. Providing a digital prototype of the created tool would be a meaningful way of promoting it. This is a solution that could, imaginably, become a mobile application, accessible to consumers all around the world. This tool is considered as a helping hand to raise people’s awareness on the true nature of brands. It is also suggested that giving an opportunity to consumers to raise their own awareness might be a good way to promote change. Endorsing third-party’s points of view is a good start, but reaching their own reasoning and feeling about a matter can be even more valuable

O papel de um instrumento de apoio à comunicação matemática numa turma do 4.º ano

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclos do Ensino BásicoA criação de ambientes de sala de aula onde os alunos são agentes efetivos da sua aprendizagem e têm espaço para participar e expor os seus conhecimentos, sabendo que vão ser ouvidos pelo professor e colegas, é, cada vez mais, uma recomendação curricular da atualidade e objeto de estudo. Este relatório dá conta da intervenção realizada numa turma do 4.º ano de escolaridade, com o propósito de promover a aprendizagem, valorizando, sistematicamente, a comunicação. Em simultâneo, explana-se a investigação realizada nesta turma, que envolveu a avaliação do impacto da construção de um instrumento de apoio aos momentos de Comunicação Matemática, no contexto de uma rotina semanal da turma, a Apresentação do Problema da Semana. Com a pretensão de dar resposta às questões (i) quais os contributos de um instrumento de apoio à organização e estruturação dos momentos de comunicação matemática? e (ii) de que forma esse mesmo instrumento contribui para o desenvolvimento de estratégias de resolução de problemas?, investigou-se a evolução da turma quanto à comunicação das resoluções dos problemas e à variedade das estratégias utilizadas, antes e após a construção coletiva do instrumento de apoio. A análise de resultados, feita através da análise das produções dos alunos e das respostas a um questionário que instigou a reflexão sobre o papel do instrumento de apoio ao longo das várias apresentações do problema da semana, permitiu perceber uma crescente variedade de estratégias utilizadas e uma maior preocupação, por parte dos alunos, em organizar e estruturar os momentos de comunicação matemática, bem como em mobilizar um discurso com correção matemática. Este é um estudo que se limita a uma turma, não sendo as suas conclusões generalizáveis, mas que pode contribuir com uma estratégia para melhorar a comunicação matemática dos alunos, de uma forma que os envolve de forma direta e que prevê a sua participação e papel ativo na aprendizagem.ABSTRACT Creating classroom environments where students are effective agents of their learning process and have space to participate and exhibit their skills, knowing that they will be heard by the teacher and classmates, is an increasingly curricular recomendation and object of stdy nowadays. This report gives an account of the intervention carried out on a 4th grade level class, with the purpose of promoting learning, valuing, systematically, the communication. At the same time, explains research performed in this class, which involved the evaluation of the impact of the construction of an instrument in support of Mathematical Communication moments, in the context of a weekly routine of the class, The Presentation of rhe Problem of the Week. With the pretense of responding to questions (i) what are the contributions of an instrument of support to the organization and structuring of moments of mathematical communication? and (ii) how this same instrument contributes to the development of problem solving strategies?, it was investigated the evolution of the class regarding the communication of the resolutions of the problems and the variety of strategies used in problem solving, before and after the collective construction of the instrument. The analysis of results, through the analysis of students’ productions and the replies to a questionnaire that instigated the reflection about the role of the instrument of support along the various presentations of the problem of the week, allowed to realize a growing variety of strategies used and greater concern, on the part of students, to organise and structure the moments of mathematical communication as well as in mobilizing a discourse with mathematical correction. This is a study that is limited to a class, which makes its conclusions not generalizable, but that can contribute with a strategy to improve students’ math communication, in a way that involves them directly and provides their participation and active role in their own learning process.N/

Crotalus durissus collilineatus venom gland transcriptome: Analysis of gene expression profile

Crotalus durissus rattlesnakes are responsible for the most lethal cases of snakebites in Brazil. Crotalus durissus collilineatus subspecies is related to a great number of accidents in Southeast and Central West regions, but few studies on its venom composition have been carried out to date. In an attempt to describe the transcriptional profile of the C. durissus collilineatus venom gland, we generated a cDNA library and the sequences obtained could be identified by similarity searches on existing databases. Out of 673 expressed sequence tags (ESTs) 489 produced readable sequences comprising 201 singletons and 47 clusters of two or more ESTs. One hundred and fifty reads (60.5%) produced significant hits to known sequences. The results showed a predominance of toxin-coding ESTs instead of transcripts coding for proteins involved in all cellular functions. The most frequent toxin was crotoxin, comprising 88% of toxin-coding sequences. Crotoxin B, a basic phospholipase A(2) (PLA(2)) subunit of crotoxin, was represented in more variable forms comparing to the non-enzymatic subunit (crotoxin A), and most sequences coding this molecule were identified as CB1 isoform from Crotalus durissus terrificus venom. Four percent of toxin-related sequences in this study were identified as growth factors, comprising five sequences for vascular endothelial growth factor (VEGF) and one for nerve growth factor (NGF) that showed 100% of identity with C. durissus terrificus NGF. We also identified two clusters for metalloprotease from PII class comprising 3% of the toxins, and two for serine proteases, including gyroxin (2.5%). The remaining 2.5% of toxin-coding ESTs represent singletons identified as homologue sequences to cardiotoxin, convulxin, angiotensin-converting enzyme inhibitor and C-type natriuretic peptide, Ohanin, crotamin and PLA(2) inhibitor. These results allowed the identification of the most common classes of toxins in C. durissus collilineatus snake venom, also showing some unknown classes for this subspecies and even for C. durissus species, such as cardiotoxins and VEGF. (C) 2009 Published by Elsevier Masson SAS.Fundacao de Amparo A Pesquisa de Minas Gerais (FAPEMIG)Sao Paulo (FAPESP)Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq)Coordenadoria de Aperfeicoamento de Pessoal de Nivel Superior (CAPES