Geosmithia argillacea: an emerging agent of airway colonization in patients with cystic fibrosis?

Date du colloque&nbsp;: 06/2009</p

O "novo" profissional da Rede Estadual do RS e as tecnologias na educação

Educar na sociedade da informação não implica apenas na capacitação para o uso das tecnologias da informação e comunicação (TIC), mas envolve oportunizar o desenvolvimento de competências que permitam ao sujeito o efetivo envolvimento na sociedade permeada pelas tecnologias digitais. Entende-se que vivenciar novas formas de ensinar e aprender mediadas pelas TIC remete a um (re)pensar sobre os processos de formação de professores. A pesquisa O ‘novo’ profissional da rede estadual do RS e as tecnologias na educação, foi realizada em duas etapas: a primeira, de natureza quantitativa, foi responsável pela caracterização do profissional que ingressou na rede entre os anos de 2008 a 2010. A segunda, de natureza qualitativa, envolveu o estudo sobre o uso das tecnologias na atividade do professor, a partir da metodologia da autoconfrontação cruzada. Traçou-se o perfil do profissional da educação pública especialmente no que se refere à inserção no serviço público bem como a apropriação tecnológica de professores contratados que atuam em uma escola de Porto Alegre. O artigo destaca a relevância da metodologia da autoconfrontação como espaço de formação docente no que se refere às tecnologias em educação. A apropriação tecnológica existente não é decorrente da formação de graduação e nem é advinda da formação em serviço, apesar de o governo prever esta modalidade de qualificação através da política estadual de inclusão digital. São as experiências da vida diária que dão os parcos suportes para a atuação nesta modalidade de atividade.Education in the Information Society is not just about training for the use of information and communication technologies (ICT), but involves the development of skills that allow the subject to engage effectively in a society permeated by digital technologies. It is understood that experiencing new forms of teaching and learning mediated by ICT refers to a (re)thinking about the processes of teacher training. Method: The research “The ‘new ‘professional of education in the public schools of the state of Rio Grande do Sul (RS) and the technologies in education” was conducted in two stages: first, quantitative, was responsible for the characterization of the professional who were hired between the years 2008 to 2010. The second, qualitative, involved the study of the use of technology in the teacher's activity, from the methodology of self-confrontation. Results: It was possible to draw a profile of the professionals of public education especially in relation to their entrance in the public service as well as the technological appropriation of teachers hired to work in a school in Porto Alegre. The article highlights the relevance of the methodology of self-confrontation as a space for teacher training in relation to technology in education. Conclusions: The technological appropriation is not due to existing training undergraduate and is not coming from the in-service training, although the government provides this type of qualification by the state policy of digital inclusion. Are the experiences of daily life that give the support for the work in this type of activity

The challenges of the increasing institutionalization of climate security

A rapid and widespread institutionalization of climate security is underway, led by powerful states and international organizations. Recognition of the climate crisis by security actors as a serious threat to humanity is long overdue, but it is imperative that this institutionalization is critically scrutinized. This commentary highlights specific dangers that accompany the institutional mainstreaming of climate security, including a non-reflexive integration into traditional security paradigms, a growing geopolitical separation between discourses emerging from the Global South and North, and policymaking that tends to draw from a narrow view of the science. Science-based and actionable research informed by pluralistic understandings of climate security is needed to counter this trend

Intrinsic nucleic acid dynamics modulates HIV-1 nucleocapsid protein binding to its targets

HIV-1 nucleocapsid protein (NC) is involved in the rearrangement of nucleic acids occurring in key steps of reverse transcription. The protein, through its two zinc fingers, interacts preferentially with unpaired guanines in single-stranded sequences. In mini-cTAR stem-loop, which corresponds to the top half of the cDNA copy of the transactivation response element of the HIV-1 genome, NC was found to exhibit a clear preference for the TGG sequence at the bottom of mini-cTAR stem. To further understand how this site was selected among several potential binding sites containing unpaired guanines, we probed the intrinsic dynamics of mini-cTAR using (13)C relaxation measurements. Results of spin relaxation time measurements have been analyzed using the model-free formalism and completed by dispersion relaxation measurements. Our data indicate that the preferentially recognized guanine in the lower part of the stem is exempt of conformational exchange and highly mobile. In contrast, the unrecognized unpaired guanines of mini-cTAR are involved in conformational exchange, probably related to transient base-pairs. These findings support the notion that NC preferentially recognizes unpaired guanines exhibiting a high degree of mobility. The ability of NC to discriminate between close sequences through their dynamic properties contributes to understanding how NC recognizes specific sites within the HIV genome

PloS one

The HIV-1 nucleocapsid protein (NC) is a small basic protein containing two zinc fingers (ZF) separated by a short linker. It is involved in several steps of the replication cycle and acts as a nucleic acid chaperone protein in facilitating nucleic acid strand transfers occurring during reverse transcription. Recent analysis of three-dimensional structures of NC-nucleic acids complexes established a new property: the unpaired guanines targeted by NC are more often inserted in the C-terminal zinc finger (ZF2) than in the N-terminal zinc finger (ZF1). Although previous NMR dynamic studies were performed with NC, the dynamic behavior of the linker residues connecting the two ZF domains remains unclear. This prompted us to investigate the dynamic behavior of the linker residues. Here, we collected 15N NMR relaxation data and used for the first time data at several fields to probe the protein dynamics. The analysis at two fields allows us to detect a slow motion occurring between the two domains around a hinge located in the linker at the G35 position. However, the amplitude of motion appears limited in our conditions. In addition, we showed that the neighboring linker residues R29, A30, P31, R32, K33 displayed restricted motion and numerous contacts with residues of ZF1. Our results are fully consistent with a model in which the ZF1-linker contacts prevent the ZF1 domain to interact with unpaired guanines, whereas the ZF2 domain is more accessible and competent to interact with unpaired guanines. In contrast, ZF1 with its large hydrophobic plateau is able to destabilize the double-stranded regions adjacent to the guanines bound by ZF2. The linker residues and the internal dynamics of NC regulate therefore the different functions of the two zinc fingers that are required for an optimal chaperone activity

Inhibition and stimulation of formation of the ferroxidase center and the iron core in Pyrococcus furiosus ferritin

Ferritin is a ubiquitous iron-storage protein that has 24 subunits. Each subunit of ferritins that exhibit high Fe(II) oxidation rates has a diiron binding site, the so-called ferroxidase center (FC). The role of the FC appears to be essential for the iron-oxidation catalysis of ferritins. Studies of the iron oxidation by mammalian, bacterial, and archaeal ferritin have indicated different mechanisms are operative for Fe(II) oxidation, and for inhibition of the Fe(II) oxidation by Zn(II). These differences are presumably related to the variations in the amino acid residues of the FC and/or transport channels. We have used a combination of UV–vis spectroscopy, fluorescence spectroscopy, and isothermal titration calorimetry to study the inhibiting action of Zn(II) ions on the iron-oxidation process by apoferritin and by ferritin aerobically preloaded with 48 Fe(II) per 24-meric protein, and to study a possible role of phosphate in initial iron mineralization by Pyrococcus furiosus ferritin (PfFtn). Although the empty FC can accommodate two zinc ions, binding of one zinc ion to the FC suffices to essentially abolish iron-oxidation activity. Zn(II) no longer binds to the FC nor does it inhibit iron core formation once the FC is filled with two Fe(III). Phosphate and vanadate facilitate iron oxidation only after formation of a stable FC, whereupon they become an integral part of the core. These results corroborate our previous proposal that the FC in PfFtn is a stable prosthetic group, and they suggest that its formation is essential for iron-oxidation catalysis by the protein

Analisis Economic Order Quantity terhadap Prediksi Persediaan (Studi Empiris pada UMKM Manufaktur di Kota Banda Aceh)

According to data from the Aceh Cooperative and the Office of Small and Medium Enterprises in the past three years, the number of small and medium enterprises has increased by 25%. The contribution of SMEs to Aceh's GRDP reached 55.56%. Various programs have also been implemented to improve the performance of small and medium-sized enterprises. One of them is inventory management at the lowest cost. This study aims to determine the economic order quantity of raw materials and compare the total cost of raw material inventory, as well as the use of economic order quantity (EOQ) to carry out safety stock and reorder levels for manufacturing companies in Banda Aceh. EOQ is the best or most economic order quantity to be used according to the period cost.This study selected ten manufacturing MSME samples in Banda Aceh. It shows that the results of using the EOQ method to order cost information are different from the calculation of the strategy implemented by the company. The frequency of ordering raw materials used to be fixed at 12 times, but it has now been reduced to ensure ordering cost

O “novo” profissional da Rede Estadual do RS e as tecnologias na educação

 Education in the Information Society is not just about training for the use of information and communication technologies (ICT), but involves the development of skills that allow the subject to engage effectively in a society permeated by digital technologies. It is understood that experiencing new forms of teaching and learning mediated by ICT refers to a (re)thinking about the processes of teacher training. Method: The research "The ‘new ‘professional of education in the public schools of the state of Rio Grande do Sul (RS) and the technologies in education" was conducted in two stages: first, quantitative, was responsible for the characterization of the professional who were hired between the years 2008 to 2010. The second, qualitative, involved the study of the use of technology in the teacher's activity, from the methodology of self-confrontation. Results: It was possible to draw a profile of the professionals of public education especially in relation to their entrance in the public service as well as the technological appropriation of teachers hired to work in a school in Porto Alegre. The article highlights the relevance of the methodology of self-confrontation as a space for teacher training in relation to technology in education. Conclusions: The technological appropriation is not due to existing training undergraduate and is not coming from the in-service training, although the government provides this type of qualification by the state policy of digital inclusion. Are the experiences of daily life that give the support for the work in this type of activity.Educar na sociedade da informação não implica apenas na capacitação para o uso das tecnologias da informação e comunicação (TIC), mas envolve oportunizar o desenvolvimento de competências que permitam ao sujeito o efetivo envolvimento na sociedade permeada pelas tecnologias digitais. Entende-se que vivenciar novas formas de ensinar e aprender mediadas pelas TIC remete a um (re)pensar sobre os processos de formação de professores. A pesquisa O ‘novo’ profissional da rede estadual do RS e as tecnologias na educação,  foi realizada em duas etapas: a primeira, de natureza quantitativa, foi responsável pela caracterização do profissional que ingressou na rede entre os anos de 2008 a 2010. A segunda, de natureza qualitativa, envolveu o estudo sobre o uso das tecnologias na atividade do professor, a partir da metodologia da autoconfrontação cruzada. Traçou-se o perfil do profissional da educação pública especialmente no que se refere à inserção no serviço público bem como a apropriação tecnológica de professores contratados que atuam em uma escola de Porto Alegre. O artigo destaca  a relevância da metodologia da autoconfrontação como espaço de formação docente no que se refere às tecnologias em educação. A apropriação tecnológica existente não é decorrente da formação de graduação e nem é advinda da formação em serviço, apesar de o governo prever esta modalidade de qualificação através da política estadual de inclusão digital. São as experiências da vida diária que dão os parcos suportes para a atuação nesta modalidade de atividade

Absence of calf muscle metabolism alterations in active cystic fibrosis adults with mild to moderate lung disease

International audienc