A relevância do trabalho em equipe num caso de uma equipe interdisciplinar de docentes de primeiro ano de um curso de engenharia

This paper presents part of a broader research and aims to identify and analyze the perceptions of teachers involved with active methodologies, relating to PBL - Project-Based Learning, and the relevance of teamwork in this context. The research presents an exploratory qualitative approach, with data collected through semi-structured interviews with teachers who applied active methodologies since 2004. The interview results showed that the implementation of interdisciplinary projects has proven an effective method for increasing student motivation and consequently to increase their commitment with the learning process, which results in an effective development of technical transversal competences. Collaborative teaching work was considered fundamental for achieving the learning goals defined in the process, and as an opportunity for students to realize the interaction between teachers, tutors and researchers of education, showing that PBL encompasses multiple areas and persons to interact in the project throughout the semester. The teamwork involved strengthens and enhances the results.Este artigo apresenta um recorte de uma investigação mais ampla e tem o objetivo de identificar e analisar a percepção de professores envolvidos com metodologias ativas quanto a relevância em trabalhar com metodologias de aprendizagem baseada em projetos interdisciplinares (PBL – Project-Based Learning) e a relevância em trabalhar em equipa neste contexto. A pesquisa apresentou uma abordagem qualitativa de caráter exploratório, com coleta de dados através de entrevistas semiestruturadas com professores que desde 2004 aplicavam metodologias ativas. Os resultados das entrevistas evidenciaram que a implementação de projetos interdisciplinares tem-se mostrado uma metodologia eficaz para ampliar a motivação dos alunos e o consequente aumento do compromisso com a aprendizagem, que resulta na eficácia do desenvolvimento de competências técnicas e competências transversais. O trabalho colaborativo docente foi apontado como de fundamental importância para atingir os objetivos e também como uma vivência para os alunos perceberem a interação entre professores, tutores e investigadores da educação, pois PBL abarca várias disciplinas a interatuar no projeto durante todo o semestre letivo. O trabalho em equipe fortalece os envolvidos e potencializa os resultados

Projetos interdisciplinares no ensino superior : análise do ensino e aprendizagem do Cálculo no 1º semestre do 1º ano

This paper objective is to identify and analyze the activities developed by Integrated Master of Industrial Engineering and Management students in a context of Project‐Based Learning (PBL) in the Calculus curricular unit and discusses learning during the interdisciplinary project development thru the first semester of 2012/2013. This research is based on a case study developed in the context of one program of School of Engineering, University of Minho, Portugal. To accomplish this case study were collected and analyzed documents produced by the students such as preliminary and final reports, preliminary and final presentations and feedback reports. The results indicate that Calculus contents were applied a content during the interdisciplinary project. Additionally, it can be said that contents of curricular unit give support to the decisions taken by the students in the production system design (the students’ project objective), showing interest and more contents integration relevance

Europa. 1:1100000

Coordenadas : E21 53'-E24 55'/N53 29'-N49 27'. Meridiano de Ferro. Constan ademas coordenadas según el meridiano de ParísRelieve : líneas perpendiculares normalesLeyenda de signos utilizadosTexto explicativo del mapaInserta : 'Neue Festung Antwerpen. - Escala 1:40000

Mol Cell Proteomics

Protein biochips have a great potential in future parallel processing of complex samples as a research tool and in diagnostics. For the generation of protein biochips, highly automated technologies have been developed for cDNA expression library production, high throughput protein expression, large scale analysis of proteins, and protein microarray generation. Using this technology, we present here a strategy to identify potential autoantigens involved in the pathogenesis of alopecia areata, an often chronic disease leading to the rapid loss of scalp hair. Only little is known about the putative autoantigen(s) involved in this process. By combining protein microarray technology with the use of large cDNA expression libraries, we profiled the autoantibody repertoire of sera from alopecia areata patients against a human protein array consisting of 37,200 redundant, recombinant human proteins. The data sets obtained from incubations with patient sera were compared with control sera from clinically healthy persons and to background incubations with anti-human IgG antibodies. From these results, a smaller protein subset was generated and subjected to qualitative and quantitative validation on highly sensitive protein microarrays to identify novel alopecia areata-associated autoantigens. Eight autoantigens were identified by protein chip technology and were successfully confirmed by Western blot analysis. These autoantigens were arrayed on protein microarrays to generate a disease-associated protein chip. To confirm the specificity of the results obtained, sera from patients with psoriasis or hand and foot eczema as well as skin allergy were additionally examined on the disease-associated protein chip. By using alopecia areata as a model for an autoimmune disease, our investigations show that the protein microarray technology has potential for the identification and evaluation of autoantigens as well as in diagnosis such as to differentiate alopecia areata from other skin diseases

Expanding the Clinical and Genetic Spectrum of KRT1, KRT2 and KRT10 Mutations in Keratinopathic Ichthyosis

Twenty-six families with keratinopathic ichthyoses (epidermolytic ichthyosis, superficial epidermolytic ichthyosis or congenital reticular ichthyosiform erythroderma) were studied. Epidermolytic ichthyosis is caused by mutations in the genes KRT1 or KRT10, mutations in the gene KRT2 lead to superficial epidermolytic ichthyosis, and congenital reticular ichthyosiform erythroderma is caused by frameshift mutations in the genes KRT10 or KRT1, which lead to the phenomenon of revertant mosaicism. In this study mutations were found in KRT1, KRT2 and KRT10, including 7 mutations that are novel pathogenic variants. Novel clinical features found in patients with congenital reticular ichthyosiform erythroderma are described, such as mental retardation, spasticity, facial dysmorphisms, symblepharon and malposition of the 4th toe

España. Mapas generales (1879). 1:3700000

Coordenadas : O8 -O22 /N44 -N36 . Meridiano de Ferro. Constan ademas coordenadas según el meridiano de ParísRelieve : líneas perpendiculares normalesLeyenda de signos utilizadosInserta : Mapa ampliado de Lisboa. - Escala 1:15000

Europa. Central. 1:1850000

Coordenadas : E26 10'-E34 30'/N49 05'-N44 25'. Meridiano de Ferro. Constan ademas coordenadas según el meridiano de ParísRelieve : sombreadoLeyenda de signos utilizadosInserta : 2 mapas de altitude

Europa. Central. 1:925000

Coordenadas : E23 30'-E28 15'/N48 20'-N45 40'. Meridiano de Ferro. Constan ademas coordenadas segun el meridiano de ParísRelieve : sombreadoLeyenda de signos utilizado

AMERICA DEL NORTE. Mapas generales (1879). 1:11883527

Coordenadas referidas al meridiano de Hierro (O 110º-O 45º/N 50º-N 15º). Constan además coordenadas según el meridiano de WashingtonRelieve representado por normalesLeyenda de signos utilizadosInserta : Plateau von Mexic

España. Mapas generales (1879). 1:1500000

Coordenadas : O9 35'-O18 00'/N43 47'-N36 00'. Meridiano de Ferro. Constan ademas coordenadas según el meridiano de ParísRelieve : líneas perpendiculares normalesLeyenda de signos utilizadosInserta : Plano población de Madrid. - Escala 1:150000Texto explicativo del contenido del map