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Previous findings enable us to hypothesize that (−)-α-bisabolol acts as inhibitor of voltage-dependent Ca2+ channels in smooth muscle. The current studywas aimed at consolidating such hypothesis through the recording of isometric tension, measurement of intracellular Ca2+ as well as discovery of channel target using in silico analysis. In rat aortic rings, (−)-α-bisabolol (1–1000 μM) relaxed KCl- and phenylephrine-elicited contractions, but the IC50 differed significantly (22.8 [17.6–27.7] and 200.7 [120.4–334.6] μM, respectively). The relaxation of phenylephrine contractions remained unaffected by L-NAME, indomethacin, 1H-[1,2,4]oxadiazolo[4,3-a] quinoxalin-1-one, tetraethylammonium, glibenclamide or KT-5720. Under Ca2+-free conditions, (−)-α- bisabolol did not alter the contractions evoked by phenylephrine or caffeine whereas it reduced those evoked by CaCl2 in KCl-, but not in PHE-stimulated preparations. Furthermore, it did not significantly alter the contractions evoked by phorbol 12,13-dibutyrate or induced by the extracellular Ca2+ restoration in cyclopiazonic acidtreated preparations. In mesenteric rings loaded with Fluo-4 AM, (−)-α-bisabolol blunted the tension and the cytosolic levels of Ca2+ in response to K+ but not to norepinephrine. Silico docking analysis of the Cavβ2a subunit of voltage-dependent Ca2+ channel indicated putative docking sites for (−)-α-bisabolol. These findings reinforce the ability of (−)-α-bisabolol to inhibit preferentially contractile responses evoked by Ca2+ influx through voltage-dependent Ca2+ channels.

Dissertação de Mestrado em Ensino de Biologia e Geologia no 3º Ciclo, do Ensino Básico e no Ensino Secundário Este trabalho com base no estágio pedagógico na Escola Secundária de S. Pedro em Vila Real no ano letivo 2010/2011 visa uma reflexão sobre a prática exercida no Ensino das Ciências Naturais no 9º ano e no Ensino da Biologia e Geologia no 10º ano de escolaridade. Apresenta uma fundamentação teórica sobre os métodos e estratégias utilizadas nas unidades curriculares dos respetivos níveis de escolaridade, dos quais foram selecionados a “Vulcanologia” do secundário e “Coordenação do Organismo – Sistema Neuro-Hormonal” do básico. Estas duas unidades curriculares apresentam neste trabalho uma revisão científica, bem como as planificações referentes ao processo de ensino-aprendizagem. As unidades foram planificadas segundo a aprendizagem cooperativa com aplicação de diversas estratégias e recursos didáticos, alguns dos quais apresentaram limitações em consequência da falta de conhecimento dos alunos ou pela morosa execução. Outras estratégias, já mais conhecidas, foram um apoio complementar ao longo da lecionação como os PowerPoints, a exibição de filmes editados, o questionamento e a realização de fichas de trabalho. A aplicação da aprendizagem cooperativa em contexto de sala de aula foi notável na motivação e interesse dos alunos, visivelmente notáveis nos resultados finais, tendo as competências atitudinais, cognitivas e procedimentais sido desenvolvidas e os objetivos inicialmente propostos pelo professor atingidos. This work is based on the educational internship at school S. Pedro in Vila Real, in the academic year 2010/2011, and it aims to reflect on the practice exercised in the mashing of Natural Science in the 9th grade and Biology and Geology in 10th grade. It presents a theoretical basis about the methods and strategies used in the curricular units and their respective educational levels, of which were selected “Volcanology” from secondary level and “Body Coordination Neuro-Hormonal System” from primary level. These two curricular units as well as lesson plans referred to the teaching-learning process, have a scientific review on this work. The units were planned according to cooperative learning, by applying various strategies a teaching resources, but some of them a limitations, due to the lack of students knowledge or the length execution of the process. Other strategies, better known were a supplementary support through the teaching, such as Power Points, edited movies, filling out forms and worksheets fulfillment. The implementation of cooperative learning in the context of the classroom was remarkable in the students motivation and interest, proved by their final results, acing attitudinal, cognitive and procedural skills, originally proposed by the teacher, were developed and their purposes were achieved.

Background Maternal depression may be a risk factor for childhood trauma (CT), with resultant offspring development of mood disorders (MD) in adult life. Objective To verify the relationship between maternal depression (as a risk factor for childhood trauma) and mood disorders in young adults. Methods The sample was composed of 164 young adults and their mothers. Maternal depression was identified through the Mini International Neuropsychiatric Interview (M.I.N.I.). Mood Disorders in the young adults were confirmed with the Structured Interview for the DSM-IV (SCID), whereas the CT was evaluated using the Childhood Trauma Questionnaire (CTQ). Results In the group of young adults with MD, individuals who had depressed mothers presented higher mean scores of CT in comparison to the ones who did not have mothers with Depression (p < 0.005). Childhood trauma was also associated with lower social classes (p < 0.005). In the group of young adults without MD, the only variable that was associated with CT was the young adult’s (not) current work (p < 0.005). Discussion Maternal depression was considered to be a risk factor for CT and MD in young adults. Thus, preventing and treating maternal psychiatric disorders may diminish the risk of offspring childhood trauma, and, consequently, avoid negative effects in the offspring’s adult life. Contexto Depressão materna pode ser um fator de risco para trauma na infância (TI), com consequente desenvolvimento de transtornos de humor (TH) em seus filhos na vida adulta. Objetivo Verificar a relação entre depressão materna (como fator de risco para TI) e TH em jovens. Métodos A amostra foi composta de 164 jovens adultos e suas mães. A depressão materna foi identificada por meio do Mini International Neuropsychiatric Interview (M.I.N.I.). Transtornos de humor nos jovens foram confirmados pela entrevista estruturada para o DSM-IV (SCID), enquanto o TI foi avaliado pelo Questionário de Trauma na Infância (CTQ). Resultados No grupo de jovens com TH, indivíduos que tiveram mães deprimidas apresentaram escores médios de TI mais altos em comparação aos que não tinham mães com depressão (p < 0,05). Trauma na infância também esteve associado com classes sociais desfavorecidas (p < 0,05). No grupo de jovens sem TH, a única variável associada ao TI foi o (não) trabalho do jovem (p < 0,05). Conclusões A depressão materna foi considerada fator de risco para TI e TH nos jovens. Portanto, prevenir e tratar transtornos psiquiátricos maternos pode diminuir o risco de trauma infantil no filho e, por consequência, evitar efeitos negativos na vida adulta da prole.

This article discusses the basic patterns of voting behaviour in the most recent elections in Portugal. These elections were fought under one of the most profound economic crises in the country's four decades of democracy, after a bailout agreement with the EU and the IMF, and under an unusually high level of campaign polarization around the issues of economic austerity and liberalization. First, the article examines whether this context ended up being favourable to “performance” voting or, instead, to an enhanced importance of position issues, particularly those related to the role of the state in the economy and welfare provision. Second, it examines how the context of the Great Recession and the European sovereign debt crisis created opportunities for incumbents to use blame-shifting and blame-sharing strategies, and the extent to which voters' ambivalence about who to hold responsible for the sorry state of the economy was consequential for vote choices, either by directly affecting them or by moderating the relationship between economic perceptions and the vote.

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Agradecimentos: The authors would like to thank PETROBRAS and UNICAMP for their financial support. We also thank Espaco da Escrita, Coordenadoria Geral da Universidade, UNICAMP, for the language services provided Abstract: Baccharis dracunculifolia is a shrub native to Brazil and an important botanical source for propolis production. The essential oil from the leaves of B. dracunculifolia DC (Asteraceae), popularly known as broom oil, presents pharmacological activities and is a raw material in the perfumery and cosmetics industries. The isolation of its major constituent, nerolidol, to a high purity (92.5-93.7%) was possible through the countercurrent chromatography technique. The countercurrent chromatography biphasic solvent system chosen was a mixture of hexane: methanol: water (5: 4: 1, v/v/v). Isocratic elution was conducted in a tail-to-head manner FUNDAÇÃO DE AMPARO À PESQUISA DO ESTADO DO AMAPÁ - FAPEAP Fechado

Diffuse support for democracy, as captured in mass surveys, tends to be treated as impervious to regime performance. Such a finding is often presented as confirmation of the basic distinction between ‘diffuse’ and ‘specific’ support as proposed by David Easton. This study argues that this line of argument stems from an incomplete reading of important aspects of Easton's theorisation about the relationship between system outputs and diffuse support. Using multilevel models, evidence from more than 100 surveys in close to 80 countries, and different measures of democratic support, it is shown that government effectiveness is the strongest macro-level predictor of such support. In democratic regimes, government effectiveness, understood as the quality of policy-making formulation and implementation, is linked to higher levels of support for democracy. Furthermore, in non-democracies, effectiveness and support for democracy are, under some model specifications, negatively related.

Atualmente, a sustentabilidade tornou-se a base de quase todo o pensamento económico. O conceito de sustentabilidade pode decompor-se em três dimensões: ambiental, social e económica. A dimensão sobre a qual incide o presente estudo enfoca sobre o ambiente. A ideia base deste estudo foi procurar indícios de que, pela utilização de práticas, ambientalmente responsáveis, pode ser possível obter bons resultados a nível pedagógico, utilizando a didática intrínseca nos projetos ambientais. Consequentemente, um dos objetivos desta tese é estudar a possível relação entre a sustentabilidade (dimensão ambiental) e os projetos ambientais existentes nas escolas que contribuem para a educação ambiental dos alunos. O segundo objetivo da tese passa por auscultar escolas portuguesas, com trabalho já desenvolvido neste tema, verificando assim em que medida a pesquisa bibliográfica confirma ou não a realidade atual. Pretende-se pois formular uma heurística que permita determinar a existência ou não de indícios que nos comprovem a existência dum impacte positivo da relação atrás referida confirmando assim a conjetura inicial. Os conceitos, Educação Não Formal, Formal e Informal ajudam a clarificar e colmatar algumas limitações, condicionantes e dificuldades com que atualmente a escola e o ensino se deparam. Na presente tese procurou-se clarificar estes termos e referir alguns exemplos dos vários conceitos de educação de acordo com as definições desses termos. Dada a natureza do estudo optou-se por uma metodologia de investigação qualitativa, em que os instrumentos de recolha de dados foram questionários a cinquenta e um alunos (vinte e oito alunos do 10º ano do curso de ciência e tecnologia de uma escola situada em Sintra e vinte e três alunos do 10º ano de socioeconómicas de outra escola secundária sita no Cacém) que participam nos projetos ambientais e atividades no âmbito destes projectos. Foi realizado um questionário de controlo a seis alunos do 10º ano da turma de ciência e tecnologia de uma escola secundária em Sintra. Efectuaram-se entrevistas a cinco professores do ensino secundário que no ano que decorreu a realização deste trabalho acumulavam a função de coordenadores dos projetos ambientais existentes nas escolas onde lecionavam. Dois destes professores lecionavam na escola de Sintra, um dos docentes lecionava no Cacém, um em Torres Novas e o outro na Póvoa de Varzim. Foi realizada uma entrevista de controlo a um professor coordenador dos projetos ambientais numa escola secundária em Sintra. Todos os docentes entrevistados lecionavam em turmas do 10º ano de escolaridade em escolas secundárias do ensino público. Conclui-se através da análise dos questionários e das entrevistas realizadas aos docentes, existir uma preocupação já considerável em torno da educação ambiental, reconhecendo, em ambas as situações, o potencial resultante da aplicabilidade da sustentabilidade, nomeadamente na sua dimensão ambiental, nas atividades pedagógicodidáticas decorrentes dos projetos ambientais em curso nas escolas e que contribuem para o desenvolvimento sustentável. O estudo efetuado revela algumas limitações no campo da continuidade dos projetos nos anos letivos que se seguem à realização do estudo, uma vez que, estes projetos são de adesão voluntária e, com as várias reformas no ensino, foram retiradas as horas cedidas aos docentes que contemplavam o acompanhamento de projetos desta envergadura. Os docentes e discentes têm agora de utilizar o seu tempo livre para darem continuidade aos projetos. No entanto, através da realização deste estudo, verificou-se uma continuidade na adesão dos alunos aos projetos nas escolas e nas atividades realizadas no âmbito destes projetos assegurando a envolvência de todos. Outra das limitações deste estudo é a vertente social, que não foi aprofundada, de forma a contemplar aquilo que os alunos levam para casa para partilharem com os pais e familiares e o seu contributo para a sociedade. Esta vertente teria de ser estudada e aprofundada num trabalho futuro, onde possivelmente se iria entrevistar os pais dos alunos, os amigos, membros de associações das quais fazem parte ou outras pessoas que convivam periodicamente com os alunos e consigam testemunhar as vivências, preocupações e atitudes relacionadas com o ambiente., Currently, sustainability has become the basis of almost all economic thinking. The concept of sustainability can be decomposed into three dimensions: environmental, social and economic. The scale on which this study focuses focuses on the environment. The basic idea of this study was to seek evidence that the use of practical, environmentally responsible, it may be possible to obtain good results in pedagogical terms, using didactic inherent in environmental projects. Consequently, one of the goals of this thesis is to study the possible relationship between sustainability (environmental dimension) and existing environmental projects in schools that contribute to the environmental education of students. The second aim of the thesis involves listening Portuguese schools, with work already done in this area, thus verifying to what extent the literature confirms whether or not the current reality. It is therefore intended to formulate a heuristic for determining the presence or absence of evidence proving the existence of a positive impact of the aforementioned relationship thus confirming the initial conjecture. The concepts, Non Formal Education, Formal and Informal help to clarify and address some limitations, constraints and difficulties that currently the school and the teaching encounter. In this thesis we tried to clarify these terms and cite some examples of the various concepts of education in accordance with the definitions of these terms. Given the nature of the study it was decided by a qualitative research methodology, in which the instruments of data collection were questionnaires to fifty-one students participating in environmental projects and activities under these projects to two middle school classes from two schools of public education. Twenty-eight students of the 10th year of science and technology in a school located in Sintra and twenty-three students from the 10th grade of high school socioeconomic another precinct in Cacém. A questionnaire was conducted to control six students of the 10th grade class science and technology in a secondary school in Sintra. Interviews were conducted five secondary school teachers in that year held this work accumulate function coordinators of existing environmental projects in schools where they teach. Two of these teachers teach in the school of Sintra, one of the teachers teaches at Cacém, one in Torres Novas and the other in Póvoa de Varzim. An interview to a control coordinator teacher of a secondary school environmental projects was held in Sintra. All interviewed teachers teach classes in the 10th grade in secondary schools of public education. We conclude by analyzing the questionnaires and interviews conducted with teachers, already be a considerable concern about environmental education, recognizing, in both situations, the resulting potential applicability of sustainability, particularly in its environmental dimension in educational activities - teaching resulting from ongoing environmental projects in schools and contribute to sustainable development. The study carried out shows some limitations in the field of continuity of projects in academic years following the completion of the study, since these projects are voluntary and with the various reforms in education were obtained from the hours assigned to teachers who contemplated the monitoring of projects of this scale. Teachers and students now have to use your free time to be able to continue the project. However, through this study, there was continuity in the membership of students to projects in schools and activities under these projects ensuring the involvement. Another limitation of this study is the social aspect, which was not pursued further, in order to consider what students take home to share with parents and family and their contribution to society. This component would have to be studied in-depth in future work, which would possibly interviewing the parents, friends, members of associations to which they belong or others who live together periodically with students and be able to witness the experiences, concerns and attitudes related to the environment., Orientação : Maria Nubélia Silvestre Bravo