Global schools: integração curricular da ED/ECG no ensino básico

As interdependências características do mundo globalizado em que vivemos implicam a necessidade de formação de pessoas que se sintam parte da comunidade planetária e sejam capazes de refletir sobre os problemas que afetam a humanidade e agir no sentido da sustentabilidade e do bem comum. Para isso é crucial promover a Educação para o Desenvolvimento/Educação para a Cidadania Global (ED/ECG) desde os primeiros anos de escolaridade. No sentido de contribuir para a inserção desta dimensão nos currículos dos 1.º e 2.º CEB, no âmbito do projeto “Global Schools: aprender a (con)viver” foi elaborado um recurso educativo. O objetivo deste artigo é apresentar esse recurso, o seu quadro concetual e o processo colaborativo usado na sua criação. Constituiu-se uma equipa multidisciplinar de especialistas nas áreas de Português (PT), História e Geografia de Portugal (HGP), Ciências Naturais (CN) e Matemática (MAT) e em ED/ECG, com experiência de trabalho com escolas, bem como na formação de professores. Tendo em conta os documentos curriculares de referência para os 1.º e 2.º CEB, analisou-se o Referencial de ED, aprovado em 2016 pelo Ministério da Educação. Aferiram-se subtemas suscetíveis de serem cruzados com conteúdos de diferentes áreas curriculares. Selecionaram-se alguns subtemas e definiram-se conteúdos programáticos que se poderiam articular com os objetivos de ED. Elaboraram-se as propostas didáticas. Para avaliar a sua exequibilidade, discutiram-se essas propostas com professores dos 1.º e 2.º CEB envolvidos em ações de formação sobre ED/ECG. Foram selecionados sete subtemas do Referencial de ED e criadas nove propostas didáticas contemplando as áreas de PT, MAT e Estudo do Meio (EM) no caso do 1.º CEB, e de PT, HGP, MAT e CN no caso do 2.º CEB. As propostas para o 1.º CEB são elaboradas prevendo uma estreita articulação interdisciplinar, enquanto para o 2.º CEB há a possibilidade de uma maior independência das atividades propostas para cada disciplina. As atividades privilegiam o pensamento autónomo, reflexivo e crítico, o confronto entre diferentes perspetivas, a compreensão da interligação local/global e a implicação pessoal e coletiva na transformação social. Procuram respeitar a realidade das salas de aula, a flexibilidade de tempo e de estratégias e a exequibilidade ao nível dos materiais. Espera-se que os professores adaptem e implementem algumas das atividades propostas nas suas práticas educativas, potenciando a integração da ED/ECG no ensino básico.Formação Docente e Educação para o Desenvolvimento869The interdependencies of the globalized world in which we live imply the need to train people whofeel part of the planetary community and are able to reflect on the problems that affect humanityand to act towards sustainability and the common good. For this it is crucial to promote Develop-ment Education/Global Citizenship Education (DE/GCE) since the earliest years of schooling. Inorder to contribute to the inclusion of this dimension in the curricula of primary education, in thecontext of the project ”Global Schools”an educational resource was elaborated. The purpose of thiscommunication is to present this resource, its conceptual framework and the collaborative processused in its creation. A multidisciplinary team of specialists in the areas of Portuguese (PT), Historyand Geography (HG), Natural Sciences (CN) and Mathematics (MAT) and in DE/GCE, with expe-rience in working with schools, as well as in teacher training, was constituted. Taking into accountthe programs and curricular goals of primary education, the DE Guidelines, approved in 2016 by theMinistry of Education, were analyzed. Sub-themes susceptible of being crossed with contents fromdifferent curricular areas were identified. Some sub-themes were selected and programmatic contentswere defined that could be articulated with the DE objectives. The didactic proposals were elabo-rated. To assess their feasibility, these proposals were discussed with primary teachers involved inDE/GCE training courses. The resource was drawn up. Seven sub-themes of the DE Guidelines wereselected and nine didactic proposals were created, covering the areas of PT, MAT and EnvironmentalStudies in the case of 1stto 4thgrade, PT, HGP, MAT and CN in the case of 5thand 6thgrade.The proposals for the 1stto 4thgrade were prepared with close interdisciplinary articulation, whilefor the 5thand 6thgrade there is a possibility of greater independence of the proposed activities foreach discipline. Activities focus on autonomous, reflexive and critical thinking, confrontation betweendifferent perspectives, understanding local/global interconnection, and personal and collective invol-vement in social transformation. They seek to respect the reality of classrooms, the flexibility of timeand strategies and the feasibility of materials. It is expected that teachers will adapt and implementsome of the activities proposed in their educational practices, enhancing the integration of DE/GCEin basic education.info:eu-repo/semantics/publishedVersio

Global Schools: propostas de integração curricular de Educação para o Desenvolvimento e Cidadania Global no 1º e 2º CEB

Recurso elaborado no âmbito do projeto “Global Schools: Aprender a (con)Viver”. Este proje- to, decorrido entre 2015 e 2018, tem como objetivo promover e apoiar a integração das temá- ticas de Educação para o Desenvolvimento e para a Cidadania Global no currículo do Ensino Básico e envolve dezassete organizações (Organizações Não Governamentais, Autoridades Locais e Instituições de Ensino Superior) de dez países europeus.Da Introdução: "... materiais educativos de Educação para o Desenvolvimento e para a Cidadania Global (ED/ECG), desenvolvidos no âmbito do projeto Global Schools: Aprender a (con)viver2, destinados a docentes do ensino básico. Se já possui alguma experiência nesta área, estes recursos são uma mais-valia para se inspirar, refletir e aprofundar ideias; se é principiante nesta área, esperamos que este seja o início de uma maravilhosa viagem de descobertas. Como docentes sabemos, quase intuitivamente, que uma boa educação é aquela que permite às crianças desenvolverem um sentido de pertença à comunidade planetária. Queremos proporcionar-lhes tempo, espaço e incentivo para que possam parar e refletir sobre quem são, o que pensam e sentem acerca do mundo, e qual o seu papel no mesmo."Comissão EuropeiaC917-B3FD-1A62 | Maria Luísa Vieira das Nevesinfo:eu-repo/semantics/publishedVersio

Discovering study-specific gene regulatory networks

This article has been made available through the Brunel Open Access Publishing Fund.Microarrays are commonly used in biology because of their ability to simultaneously measure thousands of genes under different conditions. Due to their structure, typically containing a high amount of variables but far fewer samples, scalable network analysis techniques are often employed. In particular, consensus approaches have been recently used that combine multiple microarray studies in order to find networks that are more robust. The purpose of this paper, however, is to combine multiple microarray studies to automatically identify subnetworks that are distinctive to specific experimental conditions rather than common to them all. To better understand key regulatory mechanisms and how they change under different conditions, we derive unique networks from multiple independent networks built using glasso which goes beyond standard correlations. This involves calculating cluster prediction accuracies to detect the most predictive genes for a specific set of conditions. We differentiate between accuracies calculated using cross-validation within a selected cluster of studies (the intra prediction accuracy) and those calculated on a set of independent studies belonging to different study clusters (inter prediction accuracy). Finally, we compare our method's results to related state-of-the art techniques. We explore how the proposed pipeline performs on both synthetic data and real data (wheat and Fusarium). Our results show that subnetworks can be identified reliably that are specific to subsets of studies and that these networks reflect key mechanisms that are fundamental to the experimental conditions in each of those subsets

Global Schools: propostas de integração curricular da educação para o desenvolvimento e cidadania global no 1.º e 2.º CEB

[Excerto] É com muito prazer que apresentamos os materiais educativos de Educação para o Desenvolvimento e para a Cidadania Global (ED/ECG), desenvolvidos no âmbito do projeto Global Schools: Aprender a (con)viver2, destinados a docentes do ensino básico. Se já possui alguma experiência nesta área, estes recursos são uma mais-valia para se inspirar, refletir e aprofundar ideias; se é principiante nesta área, esperamos que este seja o início de uma maravilhosa viagem de descobertas.Recurso elaborado no âmbito do projeto “Global Schools: Aprender a (con)Viver”. Este projeto, decorrido entre 2015 e 2018, tem como objetivo promover e apoiar a integração das temáticas de Educação para o Desenvolvimento e para a Cidadania Global no currículo do Ensino Básico e envolve dezassete organizações (Organizações Não Governamentais, Autoridades Locais e Instituições de Ensino Superior) de dez países europeu

Conformationally rigid nucleoside probes help understand the role of sugar pucker and nucleobase orientation in the thrombin-binding aptamer

Modified thrombin-binding aptamers carrying 2′-deoxyguanine (dG) residues with locked North- or South-bicyclo[3.1.0]hexane pseudosugars were synthesized. Individual 2′-deoxyguanosines at positions dG5, dG10, dG14 and dG15 of the aptamer were replaced by these analogues where the North/anti and South/syn conformational states were confined. It was found that the global structure of the DNA aptamer was, for the most part, very accommodating. The substitution at positions 5, 10 and 14 with a locked South/syn-dG nucleoside produced aptamers with the same stability and global structure as the innate, unmodified one. Replacing position 15 with the same South/syn-dG nucleoside induced a strong destabilization of the aptamer, while the antipodal North/anti-dG nucleoside was less destabilizing. Remarkably, the insertion of a North/anti-dG nucleoside at position 14, where both pseudosugar conformation and glycosyl torsion angle are opposite with respect to the native structure, led to the complete disruption of the G-tetraplex structure as detected by NMR and confirmed by extensive molecular dynamics simulations. We conclude that conformationally locked bicyclo[3.1.0]hexane nucleosides appear to be excellent tools for studying the role of key conformational parameters that are critical for the formation of a stable, antiparallel G-tetrad DNA structures

bioNMF: a versatile tool for non-negative matrix factorization in biology

BACKGROUND: In the Bioinformatics field, a great deal of interest has been given to Non-negative matrix factorization technique (NMF), due to its capability of providing new insights and relevant information about the complex latent relationships in experimental data sets. This method, and some of its variants, has been successfully applied to gene expression, sequence analysis, functional characterization of genes and text mining. Even if the interest on this technique by the bioinformatics community has been increased during the last few years, there are not many available simple standalone tools to specifically perform these types of data analysis in an integrated environment. RESULTS: In this work we propose a versatile and user-friendly tool that implements the NMF methodology in different analysis contexts to support some of the most important reported applications of this new methodology. This includes clustering and biclustering gene expression data, protein sequence analysis, text mining of biomedical literature and sample classification using gene expression. The tool, which is named bioNMF, also contains a user-friendly graphical interface to explore results in an interactive manner and facilitate in this way the exploratory data analysis process. CONCLUSION: bioNMF is a standalone versatile application which does not require any special installation or libraries. It can be used for most of the multiple applications proposed in the bioinformatics field or to support new research using this method. This tool is publicly available at

Novel combination of feed enzymes to improve the degradation of Chlorella vulgaris recalcitrant cell wall

Research Areas: Science & TechnologyABSTRACT - In this study, a rational combination of 200 pre-selected Carbohydrate-Active enzymes (CAZymes) and sulfatases were tested, individually or combined, according to their ability to degrade Chlorella vulgaris cell wall to access its valuable nutritional compounds. The disruption of microalgae cell walls by a four enzyme mixture (Mix) in comparison with the control, enabled to release up to 1.21g/L of reducing sugars (p<0.001), led to an eight-fold increase in oligosaccharides release (p<0.001), and reduced the fuorescence intensity by 47% after staining with Calcofuor White (p<0.001). The Mix treatment was successful in releasing proteins (p<0.001), some MUFA (p<0.05), and the benefcial 18:3n-3 fatty acid (p0.05), total carotenoids were increased in the supernatant (p<0.05) from the Mix treatment, relative to the control. Taken together, these results indicate that this four-enzyme Mix displays an efective capacity to degrade C. vulgaris cell wall. Thus, these enzymes may constitute a good approach to improve the bioavailability of C. vulgaris nutrients for monogastric diets, in particular, and to facilitate the cost-efective use of microalgae by the feed industry, in general.info:eu-repo/semantics/publishedVersio