Ficção Interativa: O potencial narrativo do Livro-Jogo em diferentes contextos literários

A aprendizagem de conteúdos literários é considerado pelo Ministério da Educação e Ciência, uma das grandes componentes na disciplina da Língua Portuguesa. Apesar das reformulações nas Metas Curriculares e do ajustamento do programa, continuam a ser visivel as dificuldades por parte dos alunos na compreensão de textos. É possivel verificar que a interpretação do aluno fica condicionada, podendo levar a graves lacunas enquanto individuo inserido numa sociedade. Diante de tal realidade, que tem sido apontada e discutida pelos professores no momento de avaliação, é necessário que os alunos mantenham desde cedo um contacto assiduo com diferentes vocabulos e novas formas de explorar conteudos literarios. Para isso, atividades a realizar em contexto aula, de acordo com fatores externos da escola e com ajuda do Professor, estão a ser apresentados como uma das formas de garantir melhores resultados no momento final de avaliação. Apesar de alguns avanços consideráveis para superar dificuldades relacionadas com a aprendizagem, o ensino ainda não está emergido o suficiente nos benefícios das novas tecnologias. O aparecimento das narrativas interativas e dos videojogos, apresentou mudanças visíveis na rotina do individuo. O uso dos jogos sérios, por exemplo, tem vindo a ser reconhecido e adaptado para o incentivo e encorajar as pessoas a realizar tarefas. Tendo consciência da complexidade desses novos instrumentos, este trabalho pretende-se encontrar linhas condutoras para a criação de uma ferramenta capaz de narrar e desconstruir conteúdos literários e, essencialmente, de motivar e de suportar uma aula de preparação para o exame nacional. Sendo avaliado e desenvolvido com grupo de controlo composto por alunos e professores, testes de usabilidade e metodologias recorrentes ao Design Centrado no Utilizador de modo a corresponder directamente aos requisitos do público-alvo.The learning of literary contents is considered by the Ministry of Education and Science, one of the great components in the discipline of the Portuguese Language. Despite the reformulations in the Curriculum Goals and the adjustment of the program, the students' difficulties in understanding texts continue to be visible. It is possible to verify that the interpretation of the student is conditioned, and can lead to serious gaps as an individual inserted in a society. Faced with such a reality, which has been pointed out and discussed by the teachers at the moment of evaluation, it is necessary that the students maintain an early contact with different vocabularies and new ways of exploring literary contents. To do this, activities to be carried out in classroom context, according to external factors of the school and with the help of the Teacher, are being presented as one of the ways to guarantee better results in the final moment of evaluation.Despite some considerable progress in overcoming learning-related difficulties, teaching has not yet emerged sufficiently from the benefits of new technologies. The appearance of interactive narratives and videogames, presented visible changes in the routine of the individual. The use of serious games, for example, has been recognized and adapted to encourage and encourage people to perform tasks. Bearing in mind the complexity of these new instruments, this work intends to find research lines for the creation of a tool capable of narrating and disrupting literary contents and, essentially, of motivating and supporting a preparation course for the national exam. Being evaluated and developed with a control group composed of students and teachers, usability tests and recurrent methodologies to User-Centered Design to correspond directly to the requirements of the target audience

Guidelines for the use and interpretation of assays for monitoring autophagy (4th edition)

In 2008, we published the first set of guidelines for standardizing research in autophagy. Since then, this topic has received increasing attention, and many scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Thus, it is important to formulate on a regular basis updated guidelines for monitoring autophagy in different organisms. Despite numerous reviews, there continues to be confusion regarding acceptable methods to evaluate autophagy, especially in multicellular eukaryotes. Here, we present a set of guidelines for investigators to select and interpret methods to examine autophagy and related processes, and for reviewers to provide realistic and reasonable critiques of reports that are focused on these processes. These guidelines are not meant to be a dogmatic set of rules, because the appropriateness of any assay largely depends on the question being asked and the system being used. Moreover, no individual assay is perfect for every situation, calling for the use of multiple techniques to properly monitor autophagy in each experimental setting. Finally, several core components of the autophagy machinery have been implicated in distinct autophagic processes (canonical and noncanonical autophagy), implying that genetic approaches to block autophagy should rely on targeting two or more autophagy-related genes that ideally participate in distinct steps of the pathway. Along similar lines, because multiple proteins involved in autophagy also regulate other cellular pathways including apoptosis, not all of them can be used as a specific marker for bona fide autophagic responses. Here, we critically discuss current methods of assessing autophagy and the information they can, or cannot, provide. Our ultimate goal is to encourage intellectual and technical innovation in the field