O impacto, sobre estudantes brasileiros, de uma linguagem visual para aprender a aprender conjuntamente

One of the most important topics in computer supported collaborative learning is self-regulated learning other than with the support of teachers. The self-regulation of collaboration can be defined as the social processes students use to coordinate their joint effort on an activity. This paper presents a Brazilian case study that examines the impact of the Metafora computational platform for supporting the regulation of collaboration amongst Brazilian students. Our goal is to investigate whether the use of the Metafora visual language helps students in learning to learn together (L2L2). L2L2 encompasses the development of the ability to coordinate collaborations. To pursue this goal, we provide evidence of coordination mechanisms and emotional responses behind the use of Metafora planning tool by students. The results of this case study demonstrate that students’ interactions using the Metafora Planning tool influenced their development of L2L2 in such a way that the students experienced it as natural and engaging. Metafora planning tool provides students with a friendly environment to regulate group processes. It has the potential to modify students’ thoughts concerning the coordination of collaborative processes.Um dos temas mais importantes na aprendizagem colaborativa apoiada pelo computador é a autorregulação da aprendizagem sem o apoio de professores. A autorregulação da colaboração pode ser definida como o conjunto dos processos sociais que os alunos usam para coordenar o seu esforço conjunto em uma atividade. Este trabalho apresenta um estudo de caso brasileiro que examina o impacto da plataforma computacional Metafora para apoiar a regulação da colaboração entre os estudantes brasileiros. Nosso objetivo é investigar se o uso da linguagem visual Metafora ajuda os alunos a aprenderem a aprender em conjunto (learn to learn togueter – L2L2). L2L2 abrange o desenvolvimento da capacidade de coordenação da colaboração. Para perseguir esse objetivo, são fornecidas evidências de mecanismos de coordenação e as respostas emocionais subjacentes ao uso, pelos alunos, da ferramenta de planejamento Metafora. Os resultados deste estudo de caso demonstram que as interações dos alunos, ao usarem a ferramenta de planejamento Metafora, influenciaram o seu desenvolvimento de L2L2 de maneira natural e envolvente. A ferramenta de planejamento Metafora proporciona aos alunos um ambiente amigável para a regulação dos processos de grupo e tem potencial para modificar os pensamentos dos estudantes com respeito à coordenação de processos colaborativos

Avaliação nutricional de jogadores de Rúgbi

Objetivo: Avaliar os dados antropométricos e de consumo alimentar de jogadores de um time de rúgbi de uma universidade privada de São Paulo. Métodos: Participaram do estudo jogadores com idade média de 21,33 anos com os quais foi realizada avaliação antropométrica, aferindo peso e altura, medidas de circunferências corporais, dobras cutâneas e percentual de gordura corporal. O consumo alimentar foi avaliado por meio da aplicação de um recordatório de 24 horas. A análise dos macronutrientes do R24h foi feita pelo software Avanutri Online e foi realizada a comparação com as recomendações da Sociedade Brasileira de Medicina do Exercício e do Esporte (2009). Resultados: Observou-se IMC médio de 24,29 Kg/m2 e percentual de gordura corporal de 12,43%. As variáveis antropométricas apontaram a maioria dos indivíduos como eutróficos e com percentual de gordura corporal adequado. O consumo alimentar estava adequado em relação à ingestão energética, porém com inadequações para a distribuição de proteínas, lipídeos e carboidratos. Também se verificou consumo de suplementos alimentares por 40% dos jogadores. Conclusões: Desta forma, sugere-se que há grande espaço para a afirmação da nutrição como elemento fundamental de rendimento para estes atletas. ABSTRACT Nutritional assessment of rugby playersObjective: To investigate the anthropometric and food intake of rugby players of a team from a private university in São Paulo. Methods: Study participants were players with mean age of 21.33 years with whom anthropometric assessment was carried out, checking weight and height, body circumferences, skinfold thickness and body fat percentage. Dietary intake was assess by a 24-hour recall. Analysis of the macronutrients was made by Avanutri Online software and was compared with the recommendations of the Brazilian Society of Medicine Exercise and Sports (2009). Results: The anthropometric assessment indicated an average BMI 24,29 kg/m2 and the body fat percentage 12,43%. The anthropometric variables shows most individuals as eutrophic and adequate percentage of body fat. Dietary intake was adequate in relation to energy intake, but with inadequacy for distribution of proteins, lipids and carbohydrates. The consumption of dietary supplements was cited by 40% of the players. Conclusion: Thus, it is suggested that there is great field for the affirmation of nutrition as a key element of income for these athletes

Does Landscape Structure Affect the Presence of Woodland Specialist Pollinators in Farmland? Implications for Agri-Environment Scheme Design

Publication history: Accepted - 19 October 2021; Published - 16 March 2022.natural or semi-natural habitats to nest and/or forage. Landscape structure has been shown to influence pollinator communities and understanding how landscape structure affects farmland pollinators can improve Agri-Environment Schemes (AES). This study explored how landscape metrics affect the presence of pollinators associated with woody vegetation in farmland in the Republic of Ireland. Two study regions were selected, and pollinators were collected using pan traps placed in farm linear features. Hoverfly and bee species were selected based on their body size and association with woody vegetation. Relevant landscape structure metrics were extracted from around each trap and used to develop explanatory models for the abundance of pollinators. The total abundance of target species was relatively low but correlated with three explanatory variables: the connectivity of the linear feature to woodlands; the distance from the trap to the closest woodland; and edge density. Hoverfly and bee abundance data, when analysed separately, showed significant differences within regions. Results seem to indicate that incentivising the connectivity of farm linear features to surrounding woodland patches and increasing optimal habitat availability in agricultural landscapes could benefit woodland specialists. This information is helpful to improving AES design.This work was supported by the Irish Department of Agriculture, Food and the Marine (DAFM) (RSF15_S_619). Open Access funding provided by IReL

Pollinator responses to farmland habitat features: one-size does not fit all

• Globally, pollinating insects face significant pressure, largely due to intensively managed agricultural systems. There has been considerable focus on the provision of resources for pollinators in agricultural landscapes, but without understanding how existing farmland habitats affect pollinators there is a risk these conservation actions could fail. • The aim of this study was to explore the relationships between the quantity, diversity, and quality of on-farm habitats with pollinator communities. To meet this aim, pollinator, floral and habitat features were assessed at twenty-nine sites, encompassing both livestock and crop systems, at a range of farming intensities, in two regions of Ireland. • Results showed that the three main taxonomic pollinator groups (hoverflies, social bees, and solitary bees) were inconsistent in their responses to habitat and environmental variables. Hoverflies were negatively associated with farms with increasing amounts of linear feature and fewer drainage ditches, whereas bumblebees were positively associated with crop farms and the number of grassy margins, drainage ditches and hedgerows at a site. Solitary bees were negatively associated with crop farms and positively associated with high floral species richness. At a species level, community analysis showed that within taxonomic groups, individual species responded differently to environmental variables. • This study demonstrates that different farm types and habitat features impact pollinator groups differently. One-size does not fit all, thus on-farm conservation actions should be designed with knowledge of taxon-specific responses to maximise benefits. The quantity and diversity of essential habitats are important along with the quality of those features in terms of their capacity to provide sufficient resources for pollinators

p19( Arf) Suppresses Growth, Progression, and Metastasis of Hras-Driven Carcinomas through p53-Dependent and -Independent Pathways

Ectopic expression of oncogenes such as Ras induces expression of p19(Arf), which, in turn, activates p53 and growth arrest. Here, we used a multistage model of squamous cell carcinoma development to investigate the functional interactions between Ras, p19(Arf), and p53 during tumor progression in the mouse. Skin tumors were induced in wild-type, p19(Arf)-deficient, and p53-deficient mice using the DMBA/TPA two-step protocol. Activating mutations in Hras were detected in all papillomas and carcinomas examined, regardless of genotype. Relative to wild-type mice, the growth rate of papillomas was greater in p19(Arf)-deficient mice, and reduced in p53-deficient mice. Malignant conversion of papillomas to squamous cell carcinomas, as well as metastasis to lymph nodes and lungs, was markedly accelerated in both p19 (Arf)- and p53-deficient mice. Thus, p19(Arf) inhibits the growth rate of tumors in a p53-independent manner. Through its regulation of p53, p19(Arf) also suppresses malignant conversion and metastasis. p53 expression was upregulated in papillomas from wild-type but not p19( Arf)-null mice, and p53 mutations were more frequently seen in wild-type than in p19( Arf)-null carcinomas. This indicates that selection for p53 mutations is a direct result of signaling from the initiating oncogenic lesion, Hras, acting through p19(Arf)

O impacto, sobre estudantes brasileiros, de uma linguagem visual para aprender a aprender conjuntamente

Resumo Um dos temas mais importantes na aprendizagem colaborativa apoiada pelo computador é a autorregulação da aprendizagem sem o apoio de professores. A autorregulação da colaboração pode ser definida como o conjunto dos processos sociais que os alunos usam para coordenar o seu esforço conjunto em uma atividade. Este trabalho apresenta um estudo de caso brasileiro que examina o impacto da plataforma computacional Metafora para apoiar a regulação da colaboração entre os estudantes brasileiros. Nosso objetivo é investigar se o uso da linguagem visual Metafora ajuda os alunos a aprenderem a aprender em conjunto (learn to learn togueter – L2L2). L2L2 abrange o desenvolvimento da capacidade de coordenação da colaboração. Para perseguir esse objetivo, são fornecidas evidências de mecanismos de coordenação e as respostas emocionais subjacentes ao uso, pelos alunos, da ferramenta de planejamento Metafora. Os resultados deste estudo de caso demonstram que as interações dos alunos, ao usarem a ferramenta de planejamento Metafora, influenciaram o seu desenvolvimento de L2L2 de maneira natural e envolvente. A ferramenta de planejamento Metafora proporciona aos alunos um ambiente amigável para a regulação dos processos de grupo e tem potencial para modificar os pensamentos dos estudantes com respeito à coordenação de processos colaborativos

BrAPI-an application programming interface for plant breeding applications

Motivation: Modern genomic breeding methods rely heavily on very large amounts of phenotyping and genotyping data, presenting new challenges in effective data management and integration. Recently, the size and complexity of datasets have increased significantly, with the result that data are often stored on multiple systems. As analyses of interest increasingly require aggregation of datasets from diverse sources, data exchange between disparate systems becomes a challenge. Results: To facilitate interoperability among breeding applications, we present the public plant Breeding Application Programming Interface (BrAPI). BrAPI is a standardized web service API specification. The development of BrAPI is a collaborative, community-based initiative involving a growing global community of over a hundred participants representing several dozen institutions and companies. Development of such a standard is recognized as critical to a number of important large breeding system initiatives as a foundational technology. The focus of the first version of the API is on providing services for connecting systems and retrieving basic breeding data including germplasm, study, observation, and marker data. A number of BrAPI-enabled applications, termed BrAPPs, have been written, that take advantage of the emerging support of BrAPI by many databases

POLÍTICAS E AÇÕES INSTITUCIONAIS PARA O ENSINO REMOTO EMERGENCIAL NA EDUCAÇÃO SUPERIOR

A situação de pandemia causada pelo novo coronavírus trouxe novos desafios à educação superior, principalmente no contexto das universidades públicas. Este trabalho tem como objeto de análise as políticas e ações institucionais desenvolvidas pela Universidades Federais da Região Centro-Oeste no período de atividades acadêmicas remotas desde março de 2020. O caminho metodológico da construção do texto organiza-se em duas etapas: a) revisão bibliográfica com foco no ensino remoto emergencial na educação superior, por meio de uma Revisão Sistemática de Literatura (RSL) das publicações de 2020 e 2021; e b) análise documental com base nos documentos e sites institucionais das oito Universidades Federais da Região Centro-Oeste. Concluímos que as políticas e ações institucionais desenvolvidas pelas universidades no período de atividades acadêmicas remotas têm mantido a vida universitária em curso e possibilitaram uma reorganização pedagógica, tencionando constantes mudanças nas estratégias didáticas para gestão da aprendizagem nos espaços virtuais e trazendo novos desafios para inclusão digital e para formação continuada de professores e estudantes com vistas a permitir a participação e a construção de experiências de aprendizagem nesses espaços