Opinion: The accustomed inconsistency in biochemical ecology – Enhanced knowledge of the evolution and function of natural products frequently implies teleological misinterpretations

Secondary plant products are the basis for complex interactions between plants and their environment. By protecting plants against pathogens and herbivores or by attracting potential pollinators, they accomplish various and distinct ecological functions. The enormous diversity of these natural compounds is the result of evolutionary processes that have been driven by the selection of corresponding advantageous properties. Unfortunately, when discussing this con-text, we frequently formulate statements such as “Plants have ac-quired the ability to synthesize secondary plant products in order to...” without realizing that such assertions contradict the Darwinian principles of evolution and thus represent the Lamarckian view of a teleological evolution. The primary reason for these unconscious misapprehensions seems to be the ambiguous usage of the term “biological function”, whose denotation frequently includes an inten-tion or a special purpose. In this treatise, the related associations and conclusions are outlined and depicted

Modern Applied Botany: Changes in the perception of applied botanists to themselves and others during the last century.

Subsequent to a short chronicle of the history of applied research in plant biology in Germany, the relevance of modern Applied Botany is illustrated by three relevant post-harvest processes. The metabolic reactions that play a key role in the determination of quality of the related plant-derived commodities from each are presented. Increased understanding of the processes involved in these processes has facilitated improvement of product quality in the resulting products. In each instance, it has been necessary to regard plant metabolism comprehensively and not to focus on a single physiological process. Moreover, the various interactions with the environment have to be considered. These illustrations demonstrate that transfer and application of basic plant knowledge into product-related research can provide significant information that is valuable for improvement of plant-derived products. In some instances, these correlations can even account for traditional and well-established processes, as illustrated for the malting process.  However, interdisciplinary work and intensive cooperation with growers and producers must be an integral part of developing feasible and economically acceptable solutions that can be transferred into practice. Ultimately, the major challenge in Applied Botany today is the implementation of new concepts and ideas into product-related research.  In consequence, modern Applied Botany acts as a mediator between basic plant science and industrial, product-related research

Sulfur is limiting the glucosinolate accumulation in nasturtium in vitro plants (Tropaeolum majus L.)

It is well established that sulfate fertilisation significantly enhances the content of mustard oil glucosides in glucosinolate containing plants. However, with respect to tissue cultures and in vitro-plants, corresponding data are missing. In this study the influence of sulfur on the accumulation of glucosinolates was analyzed in nasturtium in vitro-plants (Tropaeolum majus). The glucotropaeolin content in plants grown on standard media (MS) varied between 10 and 50 μmol/g DW, corresponding to only about 20 % to 70 % of the glucotropaeolin content in earth grown plants. A fivefold enhancement of the sulfate concentration resulted in a massive increase in the glucotropaeolin content of the in vitro-plants. A decline of sulfate in the medium leads to corresponding diminutions of the glucosinolates accumulated. These data clearly demonstrate the high impact of sulfur availability on glucosinolate biosynthesis and accumulation

Higher education and educational convergence

Este artigo apresenta os argumentos de uma proposta de doutorado que objetiva analisar as modalidades educativas – presencial e a distância – no ensino superior e as possibilidades de convergência entre elas. Por meio de metodologia de caráter teórico documental, foram analisadas as políticas públicas brasileiras para o ensino superior elaboradas entre 1996 e 2011, nas quais foram buscadas referências aos fundamentos teóricos para a efetividade dessa modalidade no país e à noção de convergência na educação. Entre esses documentos, destaca-se a Portaria 4.059/2004. Tal análise, somada ao diálogo com diferentes teóricos, pretendeu responder às seguintes questões: porque se torna emergente uma proposta de educação da convergência? Quais foram as principais mudanças promovidas pelas políticas públicas brasileiras nos últimos anos em relação ao ensino superior? Como a EaD se constituiu no Brasil? Quais as possibilidades da educação da convergência? As questões anunciadas são parte de um raciocínio em construção, que pretende discorrer teoricamente sobre a convergência de modalidades no ensino superior e que, para tanto, pretende descortinar suas várias dimensões (legal, institucional, comunicacional, conjuntural e a educacional).This paper presents arguments from a Ph.D. proposal analysing both face-toface and long distance educational modalities in higher education, and the possibilities of convergence between them. Using a theoretical and documentbased methodology, documents produced between 1996 and 2011 concerning Brazilian public policies for higher education were analysed; theoretical references to the modality’s effectiveness in Brazil, and notions of convergence in educational foundations were sought. Among these documents, Decree 4.059/2004 proved particularly important. This analysis, coupled with dialogue with theorists, sought to answer the following questions: 1) Why is a proposal regarding educational convergence imminent? 2) What primary public policy changes were introduced in recent years related to Brazilian higher education? 3) How was distance learning constituted in Brazil? 4) What are the possibilities of educational convergence? These questions encompass an argument under development designed to theoretically discuss convergence modalities in higher education and, consequently, unveil its various legal, institutional, communicational, educational, and conjunctural dimensions