Padrões Eletroforéticos de Marcadores Proteicos de Lobos-guarás (chrysocyon brachyurus).

bitstream/item/54269/1/98-621-1BP27.pd

Fichas técnicas sobre as características e potencialidades de uso da madeira de espécies florestais nativas e exóticas.

EVINCI. Resumo 020

Caracterização física, química e anatômica da madeira de Byrsonima orbignyana A. Juss.

EVINCI. Resumo 005

O pensamento cr?tico em ci?ncias no Brasil: um olhar para os livros did?ticos

The Science area of education needs to provide for contemporaneous individuals with a background that prioritizes not only scientific knowledge, but also the development of competences that make them prepared to act in society. In this context, it is important to consider the promotion of Critical Thinking (CT) as potential approach for capabilities development as problem solving, decision-making, reflection and criticality. Considering this importance was performed documental analysis on 8 Didactic Books (DB) of the Elementary School 7th grade, identifying the purpose of the proposed activities, as well as their potential for the capacity development of CT. We realize, with the analysis, diversity of activities on Science DB, being that the most recurrent were classified on Exploratory category, which confer the opportunity for the person get involved in the process, depending on the pedagogical routing used by the teacher on his activities. We observed also, the presence of activities classified as Reflective/Criticism, whom play a crucial role in the person formation, instigating himself to think, reflect and criticize. It was also noted the presence of more traditional activities tory in the Explanatory category, because it only intends to bring additional information to the content. However, the results were considered satisfactory to the Science teaching, so we recognize that exploratory activities (most common), if well measured, has potential for the students build their own knowledge and their capabilities of CT, which also shows that the most updated DB of Science has been improved its quality in the last years. The results express that the most current LDs of Science, do not have predominantly simplistic and traditional activities, such as those listed in the Informational category, but which are advancing in relation to the nature of the proposed activities. Considering that some teachers still have their pedagogical practice basically permeated by LD, the improvements observed in the activities represent an advance for teaching and learning in Sciences.A ?rea da educa??o em Ci?ncias precisa subsidiar os sujeitos contempor?neos com uma forma??o que priorize n?o somente os conhecimentos cient?ficos, mas tamb?m o desenvolvimento de compet?ncias que os tornem preparados para atuar em sociedade. Nesse contexto, consideramos a promo??o do Pensamento Cr?tico (PC) como uma abordagem em potencial para o desenvolvimento de capacidades como: resolu??o de problemas, tomada de decis?es, reflex?o e criticidade. Pensando nisso, realizamos uma an?lise documental em 8 Livros Did?ticos (LD) do 7? ano do Ensino Fundamental, identificando a natureza das atividades propostas, bem como o potencial das mesmas para o desenvolvimento das capacidades do PC. Percebemos, com a an?lise a diversidade de atividades presentes nos LD de Ci?ncias, sendo que as mais recorrentes foram classificadas na categoria Explorat?rias, as quais conferem a oportunidade do sujeito se envolver no processo, a depender do encaminhamento pedag?gico utilizado pelo professor nas atividades. Observamos tamb?m, a presen?a de atividades classificadas como Reflexivas/Cr?ticas, as quais desempenham um papel crucial na forma??o do sujeito, instigando-o a pensar, refletir e criticar. Verificamos ainda, a presen?a de atividades mais tradicionais, classificadas na categoria Informativas, pois apenas t?m o intuito de apresentar uma informa??o adicional ao conte?do. Contudo, consideramos os resultados satisfat?rios ao ensino de Ci?ncias, pois reconhecemos que as atividades explorat?rias (mais frequentes), se bem mediadas possuem potencial para que os sujeitos construam os seus pr?prios conhecimentos e suas capacidades de PC. Os resultados expressam que os LD de Ci?ncias mais atuais, n?o possuem predominantemente atividades simplistas e tradicionais, como as elencadas na categoria Informativas, vem avan?ando em rela??o ao car?ter das atividades propostas. Tendo em vista, que ainda alguns docentes t?m a sua pr?tica pedag?gica permeada basicamente pelo LD, as melhorias observadas nas atividades, representam um avan?o para o ensino e aprendizagem em Ci?ncias

Características químicas de serragem de espécies nativas e exóticas sob condições de plantio.

Organizado por Patricia Póvoa de Mattos, Celso Garcia Auer, Rejane Stumpf Sberze, Katia Regina Pichelli e Paulo César Botosso

Identification of a conserved N-terminal domain in the first module of ACV synthetases

Abstract The l‐δ‐(α‐aminoadipoyl)‐l‐cysteinyl‐d‐valine synthetase (ACVS) is a trimodular nonribosomal peptide synthetase (NRPS) that provides the peptide precursor for the synthesis of β‐lactams. The enzyme has been extensively characterized in terms of tripeptide formation and substrate specificity. The first module is highly specific and is the only NRPS unit known to recruit and activate the substrate l‐α‐aminoadipic acid, which is coupled to the α‐amino group of l‐cysteine through an unusual peptide bond, involving its δ‐carboxyl group. Here we carried out an in‐depth investigation on the architecture of the first module of the ACVS enzymes from the fungus Penicillium rubens and the bacterium Nocardia lactamdurans. Bioinformatic analyses revealed the presence of a previously unidentified domain at the N‐terminus which is structurally related to condensation domains, but smaller in size. Deletion variants of both enzymes were generated to investigate the potential impact on penicillin biosynthesis in vivo and in vitro. The data indicate that the N‐terminal domain is important for catalysis