Simultaneous cyclization and derivatization of peptides using cyclopentenediones

Unprotected linear peptides containing N-terminal cysteines and another cysteine residue can be simultaneously cyclized and derivatized using 2,2-disubstituted cyclopentenediones. High yields of cyclic peptide conjugates may be obtained in short reaction times using only a slight excess of the cyclopentenedione moiety under TEMPO catalysis and in the presence of LiCl

A new method for quantification of hepatobiliary scintigraphy using 99mTc-mebrofenin. A comparative study

A method based upon the application of mathematical techniques of deconvolution on the classical compartmental model for the quantitative study of liver function from hepatobiliary scintigraphy using 99mTc-mebrofenin data is proposed. The theory in which the method is based upon is presented and a comparison with a published methodology of obtaining the hepatic extraction after scintigraphic sudies has been performed using the results on 36 rats studies obtained with the two methods. A highly significant correlation between the two techniques was verified. The characteristics of the two methodologies, the proposed one based upon a theoretical approach and the other one on an empirical approximation are discussed. Comments are made on the interest and limitations of the presented technique that may be an useful tool for the evaluation of hepatic insufficiency

NEW DYAD FROM RENEWABLE SOURCE FOR APPLICATIONIN ORGANIC SOLARCELLS

This work was supported by the Araucária Foundation, a Research Founding Agency from Paraná State – Brazil, CAPES and CNPq

Integração contínua no projeto SIGI.

Integração contínua. Localização única do código fonte. Scripts de construção automatizados. Suporte a testes unitários. Uso da integração contínua no projeto SIGI. Código fonte sob controle de versão. Processo de integração contínua. Integração do SigiCliente. Integração do SigiServidor. Execução dos testes de interface Web. Avanços e melhorias.bitstream/CNPTIA/9890/1/comuntec31.pdfAcesso em: 30 maio 2008

Learning Scorecard dashboards: visualizing student learning experience

This paper presents the design of dashboards for the Learning Scorecard, a platform designed for improving the student experience in a Higher Education course using gamification and Business Intelligence (BI) techniques. LS is a Learning Analytics application, that has been used in Data Warehouse and BI courses in a University setting since 2016. The LS platform has two independent views: student view and faculty (or course coordinator) view. In the LS faculty view, dashboards were designed according to the best practices of information visualization for decision support, whereas in the student view the visualization of the learning experience is immersed in gamification elements. This paper focuses only on student dashboards, which are driven by engagement and motivation of students to improve their collaboration and learning experience. A central design decision for the LS implementation, was the recognition that the way students want to track their progress and their learning experience in a course is fundamentally different that the way teachers need to monitor student progress. The presented learning dashboards use gamification mechanisms to enable the visualization of self-assessment results giving a clear indication of the learning progress of students in a course.info:eu-repo/semantics/acceptedVersio

Learning scorecard dashboards: visualizing student learning experience

This paper presents the design of dashboards for the Learning Scorecard, a platform designed for improving the student experience in a Higher Education course using gamification and Business Intelligence (BI) techniques. LS is a Learning Analytics application, that has been used in Data Warehouse and BI courses in a University setting since 2016. The LS platform has two independent views: student view and faculty (or course coordinator) view. In the LS faculty view, dashboards were designed according to the best practices of information visualization for decision support, whereas in the student view the visualization of the learning experience is immersed in gamification elements. This paper focuses only on student dashboards, which are driven by engagement and motivation of students to improve their collaboration and learning experience. A central design decision for the LS implementation, was the recognition that the way students want to track their progress and their learning experience in a course is fundamentally different that the way teachers need to monitor student progress. The presented learning dashboards use gamification mechanisms to enable the visualization of self-assessment results giving a clear indication of the learning progress of students in a course.info:eu-repo/semantics/acceptedVersio