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AimsThough formalin remains to be the gold standard fixative in pathology departments, analytical challenges persist for nucleic acid evaluations. In our laboratory, formalin fixation of skin samples in particular impairs diagnostic accuracy and demands repetition of biopsies and analytical procedures. PAXgene Tissue Systems may be an alternative; however, according to manufacturer specifications it only allows fixation for 48 hours before having to add a stabiliser. This may be a challenge in laboratories, which are closed in weekends and bank holidays. Our aim was to validate this alternative fixative for dermatological samples with prolonged fixation times using standard laboratory protocols developed for formalin-fixed specimens. We compared the results with gold standard formalin fixation.MethodsSkin specimens were formalin or PAXgene fixed for either 2 hours, 24 hours, 3 days or 7 days, paraffin-embedded, analysed and scored by observers.ResultsGenerally, formalin outperformed PAXgene fixation in H&E stains and fluorescence in situ hybridisation (FISH), but both seem usable for diagnostics. Time of PAXgene fixation did not have an impact on alcian blue-Van Gieson (ABVG), H&E (p=0.48), nor immunohistochemistry (p=0.74). There was a tendency towards best PAXgene performance at 24 hours of fixation for FISH, and for DNA integrity analysis 24 hours or 3 days.ConclusionsProlonging PAXgene fixation time to 3 days before adding stabiliser does not seem to have major impact on performance of general diagnostic analysis, but our preliminary results show optimisation of internal protocols are needed. PAXgene is an expensive alternative and may be confined to some dermatological samples.

This investigation was done to understand how to support teachers to adopt innovative inquiry based science practices at elementary education. Here we present the results of two inquiry-based activities that were done in three elementary schools, involving six teachers and a total of 140 students. To understand the process of implementation of each activity by the teachers and its impacts on students, a qualitative methodology was used. The teachers were actively involved in the activities, however, the process followed by them was considerably different in what concerns time allocation. Additionally, instead of joining experiments from the different areas of conceptual knowledge, some of them chose only one separate subject. As a consequence, the students’ achievements were also different in each class. In the classes where the students had more time for discussion, more adequate answers were given to the initial questions, whereas, in the classes that devoted less time to the activity some competences, like observation skills and planning experiments were not achieved. It is suggested that although the creation of new curriculum materials can facilitate the adoption of new practices by teachers, this is not sufficient. Teacher's ownership of the activities is perhaps the keystone of this entire process.

Mobilizing scientific knowledge for understanding the natural world and for critically appraise socio-scientific situations and make decisions are key competencies for todays' society. Therefore, it is essential to understand how students at the end of compulsory schooling use scientific knowledge for understanding the surrounding world. The objective of this study is to understand how students construct a scientifically oriented explanation while making sense of a phenomenon related to health. We analysed 526 answers to a question of a Portuguese national 9th grade science exam. The results reveal that most students present difficulties in explaining a phenomenon related to health supported by logical and clear reasoning, and in mobilizing scientific knowledge for connecting different scientific domains. We reaffirm the need to reconceptualize the role of health education within science education. Developing reading, writing and discussion activities related to health, which requires the use of scientific knowledge from different domains, would facilitate students' understanding and appropriation of scientific knowledge and its transference. This is a fundamental competence for promoting active and informed citizenship.

International audience; Abstract The purposes of the study were to analyse the promotion of scientific literacy through practical research activities, and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: i) a guided visit to the laboratory; ii) a brief presentation of the research theme; iii) the development of two experiments; iv) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activities is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activity so that children can overcome some common difficulties about scientific inquiry.

Living in an unpredictable and ever changing society demands from its’ citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students.

Essa pesquisa objetivou explicitar a compreensão que Winnicott teve dos problemas psicossomáticos, principalmente em relação à gênese, dinâmica e possibilidade de tratamento, contribuindo para o desenvolvimento de sua teoria psicossomática. Procurou-se reunir, organizar e classificar diversos casos e vinhetas clínicas, dispersos na obra de Winnicott, nos quais há referência aos sintomas psicossomáticos. A análise dos dados se deu a partir da relação desses com a teoria winnicottiana. A partir das noções de Integração psiquesoma e Personalização, Winnicott considera que o distúrbio psicossomático verdadeiro está relacionado com falhas em processos primitivos do desenvolvimento, e ressalta que o fenômeno que comumente é chamado de distúrbio psicossomático refere-se apenas às vinculações entre o corpo e o psiquismo. Além disso, Winnicott afirma que, muitas vezes, as manifestações físicas advindas de dificuldades psicoemocionais são fenômenos naturais que fazem parte da vida e do processo de amadurecimento. Dessa forma, foram propostas as seguintes classificações para os casos e vinhetas clínicas: Falso distúrbio psicossomático versus Verdadeiro distúrbio psicossomático , com o intuito de diferenciar o fenômeno que corriqueiramente é chamado de distúrbio psicossomático, mas que apenas indica a íntima relação entre psique e soma, do distúrbio psicossomático verdadeiro, na concepção winnicottiana, e as subcategorias Reação natural versus Sintoma patológico , dentro da categoria Falso distúrbio psicossomático , que indica que algumas manifestações físicas devem ser caracterizadas apenas como modos de se reagir às dificuldades inerentes à vida, enquanto que outras indicam a presença de alguma psicopatologia, ainda que não se caracterize como um distúrbio psicossomático verdadeiro. A gênese, a dinâmica e a forma de se tratar um problema psicossomático depende da categoria na qual ele se enquadre. Ao sistematizar e analisar esse material apresentado por Winnicott procurou-se contribuir para o aprofundamento de sua teoria e para a resolução do problema empírico-clínico dos fenômenos psicossomáticos. The aim of this study was to clarify Winnicott s understandings of the psychosomatic problems, especially those related to the genesis, dynamics and potential treatment, thus contributing to the development of his psychosomatic theory. Several cases and clinical vignettes with psychosomatic symptoms and references, scattered in his work, were gathered, organized and classified. Data analysis was based on these references in relation to the theory. Beginning with the notions of integration psyche-soma and personalization, Winnicott considers the real psychosomatic disorder related to primary (early) development processes. He assumes the commonly called psychosomatic disorder phenomenon is only the body-psyche connection (linkage). Furthermore, he assumes that in several cases, the physical manifestations of psycho-emotional difficulties are natural phenomenon of human life and part of the maturation process. The classification of cases and clinical vignettes was proposed as follows: False psychosomatic disorder versus True psychosomatic disorder , in order to distinguish the phenomenon that is routinely taken as a psychosomatic disorder, but that only indicates the psyche-soma intimate relationship, from the true psychosomatic disorder, in Winnicott´s concept, and the False psychosomatic disorder subcategories Natural reaction versus Pathological symptom , to separate natural physical manifestations of emotional difficulties from some kind of psychopathology, although not characterized as a real psychosomatic disorder. The genesis, dynamics and potential treatment of a psychosomatic symptom depends on the category it fits. By analyzing and systematizing the Winnicott material (work), we intended to contribute to deepening his theory and to solving the empiric-clinical problem of the psychosomatic phenomena.

Background The expression of glucocorticoid-receptor (GR) seems to be a key mechanism in the regulation of glucocorticoid (GC) sensitivity and is potentially involved in cases of GC resistance or hypersensitivity. The aim of this study is to describe a method for quantitation of GR alpha isoform (GRα) expression using real-time PCR (qrt-PCR) with analytical capabilities to monitor patients, offering standard-curve reproducibility as well as intra- and inter-assay precision. Results Standard-curves were constructed by employing standardized Jurkat cell culture procedures, both for GRα and BCR (breakpoint cluster region), as a normalizing gene. We evaluated standard-curves using five different sets of cell culture passages, RNA extraction, reverse transcription, and qrt-PCR quantification. Intra-assay precision was evaluated using 12 replicates of each gene, for 2 patients, in a single experiment. Inter-assay precision was evaluated on 8 experiments, using duplicate tests of each gene for two patients. Standard-curves were reproducible, with CV (coefficient of variation) of less than 11%, and Pearson correlation coefficients above 0,990 for most comparisons. Intra-assay and inter-assay were 2% and 7%, respectively. Conclusion This is the first method for quantitation of GRα expression with technical characteristics that permit patient monitoring, in a fast, simple and robust way.

Este livro surgiu como produto do trabalho de investigação realizado por uma equipa na Universidade de Lisboa, que sentiu necessidade de promover a discussão reflexiva sobre práticas de formação nos Mestrados em Ensino de Biologia e Geologia, Física e Química, Matemática e Educação Física da Universidade de Lisboa. Os dados recolhidos e a sua análise deram origem a uma grande quantidade de informação, muito rica, diversa, com particularidades mais acentuadas, por vezes, numa determinada área científica. A discussão subsequente permitiu perceber a existência de certas características importantes no funcionamento dos cursos de Mestrado em Ensino de Biologia e Geologia, Física e Química, Matemática e Educação Física, identificando-se aspetos relevantes que emergem do que é comum e do que se configura como exemplo nesses cursos de Mestrado em Ensino. Dá-se atenção, em primeiro lugar, a uma caracterização global, introdutória, dos próprios cursos de Mestrado em ensino e a aspetos teóricos relacionados com a formação inicial. Considerou-se, em seguida, definir como particularidades a serem exploradas os modos como cada área percebe algumas situações, mesmo que de um modo geral estejam presentes em todas elas.

The use of computational tools to identify biological targets of natural products with anticancer properties and unknown modes of action is gaining momentum. We employed self-organizing maps to deconvolute the phenotypic effects of piperlongumine (PL) and establish a link to modulation of the human transient receptor potential vanilloid 2 (hTRPV2) channel. The structure of the PL-bound full-length rat TRPV2 channel was determined by cryo-EM. PL binds to a transient allosteric pocket responsible for a new mode of anticancer activity against glioblastoma (GBM) in which hTRPV2 is overexpressed. Calcium imaging experiments revealed the importance of Arg539 and Thr522 residues on the antagonistic effect of PL and calcium influx modulation of the TRPV2 channel. Downregulation of hTRPV2 reduces sensitivity to PL and decreases ROS production. Analysis of GBM patient samples associates hTRPV2 overexpression with tumor grade, disease progression, and poor prognosis. Extensive tumor abrogation and long term survival was achieved in two murine models of orthotopic GBM by formulating PL in an implantable scaffold/hydrogel for sustained local therapy. Furthermore, in primary tumor samples derived from GBM patients, we observed a selective reduction of malignant cells in response to PL ex vivo. Our results establish a broadly applicable strategy, leveraging data-motivated research hypotheses for the discovery of novel means tackling cancer.

Submitted by Joana Pipa (jpipa@ispa.pt) on 2012-06-30T14:11:27Z No. of bitstreams: 1 JNH 31 799-804.pdf: 655187 bytes, checksum: eb76ad8da457e29ec5c175349900b93b (MD5) Made available in DSpace on 2012-06-30T14:11:27Z (GMT). No. of bitstreams: 1 JNH 31 799-804.pdf: 655187 bytes, checksum: eb76ad8da457e29ec5c175349900b93b (MD5) Previous issue date: 1997

The use of computational tools to identify biological targets of natural products with anticancer properties and unknown modes of action is gaining momentum. We employed self-organizing maps to deconvolute the phenotypic effects of piperlongumine (PL) and establish a link to modulation of the human transient receptor potential vanilloid 2 (hTRPV2) channel. The structure of the PL-bound full-length rat TRPV2 channel was determined by cryo-EM. PL binds to a transient allosteric pocket responsible for a new mode of anticancer activity against glioblastoma (GBM) in which hTRPV2 is overexpressed. Calcium imaging experiments revealed the importance of Arg539 and Thr522 residues on the antagonistic effect of PL and calcium influx modulation of the TRPV2 channel. Downregulation of hTRPV2 reduces sensitivity to PL and decreases ROS production. Analysis of GBM patient samples associates hTRPV2 overexpression with tumor grade, disease progression, and poor prognosis. Extensive tumor abrogation and long term survival was achieved in two murine models of orthotopic GBM by formulating PL in an implantable scaffold/hydrogel for sustained local therapy. Furthermore, in primary tumor samples derived from GBM patients, we observed a selective reduction of malignant cells in response to PL ex vivo. Our results establish a broadly applicable strategy, leveraging data-motivated research hypotheses for the discovery of novel means tackling cancer.

Submitted by Cláudia Faria (cbfaria@ie.ul.pt) on 2012-03-26T14:45:40Z No. of bitstreams: 1 Fariaetal_ICASE2012.pdf: 418590 bytes, checksum: b31d3ba3007f15b2c2a2cf9651d9595a (MD5) Approved for entry into archive by Cecília Galvão(cgalvao@ie.ul.pt) on 2012-03-26T17:53:22Z (GMT) No. of bitstreams: 1 Fariaetal_ICASE2012.pdf: 418590 bytes, checksum: b31d3ba3007f15b2c2a2cf9651d9595a (MD5) Approved for entry into archive by João Filipe Matos (jfmatos@ie.ul.pt) on 2012-10-21T19:38:03Z (GMT) No. of bitstreams: 1 Fariaetal_ICASE2012.pdf: 418590 bytes, checksum: b31d3ba3007f15b2c2a2cf9651d9595a (MD5) Made available in DSpace on 2012-10-22T15:25:22Z (GMT). No. of bitstreams: 1 Fariaetal_ICASE2012.pdf: 418590 bytes, checksum: b31d3ba3007f15b2c2a2cf9651d9595a (MD5) Previous issue date: 2012-03

Esta publicação é financiada por fundos nacionais através da FCT - Fundação para a Ciência e a Tecnologia, no âmbito do projeto "Entre a terra e o mar: um projeto de integração de literacias" (iLit) (PTDC/CPE-CED/117923/2010)., O livro “Era uma vez…O mar. O mar como recurso educativo no 1º ciclo: O contributo do projeto iLit” foi desenvolvido no âmbito do projeto “Entre a terra e o mar: um projeto de integração de literacias”, que teve como principal objetivo o desenvolvimento de tarefas de investigação, focadas em situações reais do dia-a-dia, que promovem a integração de diferentes literacias. Estas investigações envolvem a exploração integrada de diferentes contextos de aprendizagem, dentro da sala de aula, em instituições de educação não formal, como museus de ciência e laboratórios de investigação, e o trabalho de campo. O livro encontra-se organizado em duas partes. A primeira parte inclui a fundamentação teórica, perspetivando recursos exteriores à escola como contextos de aprendizagem, e a integração das visitas de estudo no trabalho realizado em sala de aula, de acordo com ideias chave sobre a aprendizagem e as recomendações atuais na educação em ciência, assim como os resultados de investigação sobre a implementação das tarefas, tendo em conta o seu impacto nas aprendizagens dos alunos. A segunda Parte inclui as tarefas testadas pelos professores do 1º ciclo e alguns exemplos de trabalhos realizados pelos alunos., FCT

Tese de doutoramento, Educação (Didática das Ciências), Universidade de Lisboa, Instituto de Educação, 2013 Submitted by amelia Janeiro (ajaneiro@reitoria.ul.pt) on 2013-06-19T15:49:50Z No. of bitstreams: 1 ulsd65738_td_Claudia_Faria.pdf: 3964691 bytes, checksum: 946d6bf87af0d16823da138746c67110 (MD5) Made available in DSpace on 2013-06-20T08:48:24Z (GMT). No. of bitstreams: 1 ulsd65738_td_Claudia_Faria.pdf: 3964691 bytes, checksum: 946d6bf87af0d16823da138746c67110 (MD5) Previous issue date: 2013

O livro decorre do Projeto Avaliação do Currículo das Ciências Físicas e Naturais do 3º Ciclo do Ensino Básico, financiado pela FCT (PTDC/CPE-CED/102789/2008) e inclui os resultados obtidos por vários estudos desenvolvidos. Trata-se de um estudo de avaliação, processo pouco corrente em Portugal. Passada mais de uma década do currículo das Ciências Físicas e Naturais ter sido introduzido no país, importa conhecer qual a interpretação do currículo pelos diferentes agentes educativos, como forma de dar um sentido aos resultados obtidos pelos alunos e às aprendizagens por eles realizadas. Qual o nível de penetração das ideias curriculares ao nível de professores e de autores dos manuais escolares? Como vivem os alunos esse currículo e que efeito teve o currículo na sua aprendizagem? Para tal, desenvolvemos um conjunto variado de estudos, com focos, objetivos e métodos diferentes. Os resultados permitem-nos perceber que o currículo das CFN não foi compreendido por grande parte dos professores nem por autores dos manuais escolares. As práticas mantiveram-se, na sua maioria, como eram antes, apesar da terminologia nova ter sido adotada e utilizada. Estes resultados permitem-nos elaborar algumas recomendações a editores de manuais escolares, instituições de formação de professores, decisores de política educativa e professores. Permitem-nos, além disso, contribuir para a compreensão da educação em Portugal, especialmente a de natureza curricular, podendo iluminar um caminho de melhor atuação na área das ciências.

UFU - Universidade Federal de Uberlândia A baixa estatura em crianças com doença renal crônica (DRC) tem etiologia multifatorial, altas prevalência e morbimortalidade e se torna mais frequente com a redução progressiva da taxa de filtração glomerular. O objetivo deste trabalho é analisar como os fatores de risco se associam à baixa estatura no início e no final do tratamento conservador. Este trabalho é uma coorte retrospectiva, na qual foram avaliados os prontuários dos pacientes com DRC, com idade no início do seguimento inferior a 13 anos, entre os anos de 1999 e 2015. Os pacientes (n=71) foram acompanhados durante 62,4 ± 49 meses, sendo 60,6% do sexo masculino. Foram avaliados idade, altura, presença de hipertensão arterial sistêmica (HAS), anemia, acidose metabólica, proteinúria e a TFG estimada (fórmula de Schwartz). Os pacientes foram divididos em grupos quanto à estatura inicial (normal ou baixa) e TFG inicial (menor ou maior que 30ml/min/1,73m2). Na análise estatística foram utilizados o teste do Qui-Quadrado, teste t pareado, curvas de Kaplan Meier e modelo de regressão de Cox multivariado. Vinte e cinco pacientes apresentavam baixa estatura no início do estudo. A acidose estava associada à baixa estatura no início do acompanhamento enquanto a TFG e a anemia estavam ao final. Houve redução significativa do número de pacientes hipertensos no grupo que apresentava estatura inicial normal e no grupo com TFG inicial ≥ 30ml/min/1,73m2, mas a HAS não esteve associada à baixa estatura. A dobra de creatinina, considerado marcador de progressão da doença renal, foi o fator independente mais significativo para a baixa estatura (r=10,3; P0,05). Conclui-se que, mesmo com o controle clínico das crianças com DRC no tratamento conservador, houve uma progressão do número de casos de baixa estatura durante o acompanhamento, provavelmente devido à referência tardia ao nosso serviço e à redução progressiva da função renal nestes pacientes. Os fatores de risco estudados estão diferentemente associados à baixa estatura no início e no final do acompanhamento das crianças com DRC em tratamento conservador. Short stature in children with chronic kidney disease (CKD) has a multifactorial etiology, high prevalence, and high morbidity and mortality, which becomes more frequent with the progressive reduction of the glomerular filtration rate (GFR). The objective of this study was to analyze risk factors associated with short stature at both the beginning and end of conservative treatment. This is a retrospective cohort study, in which the medical records of patients with CKD, aged less than 13 years at the beginning of follow-up, were evaluated between 1999 and 2015. Of the 71 patients examined, 60.6% were male and the average follow-up duration was 62.4 ± 49 months. Age, height, presence of systemic blood hypertension (SBH), anemia, metabolic acidosis, proteinuria, and estimated GFR were evaluated (Schwartz's formula). Patients were divided into groups based on initial stature (normal or low) and initial GFR (< or ≥30 mL/min/1.73m2). The Chi-square test, paired t-test, Kaplan-Meier curves, and multivariate Cox regression models were used in the statistical analysis. Twenty-five patients displayed short stature at the beginning of the study. Acidosis was associated with short stature at the start of follow-up, while GFR and anemia were associated with short stature at the end of follow-up. There was a significant reduction in the number of hypertensive patients in the GRF initial ≥ 30ml/min/1,73m2 and normal initial stature groups, but SBH was not associated with short stature. Creatinine doubling, considered a marker of progression of renal disease, was the most significant independent factor for short stature (r = 10.3; P