The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. http://repositorium.sdum.uminho.pt:80 2013-05-24T07:44:54Z 2013-05-24T07:44:54Z Oliveira, João F. Dias, N. S. Correia, Mariana Pereira, Filipa Gama Sardinha, Vanessa Morais Lima, Ana Raquel Oliveira, Ana Filipa Martins Jacinto, L. R. Ferreira, Daniela Silva, Ana Reis, Joana Vanessa Santos dos Cerqueira, João Sousa, Nuno http://hdl.handle.net/1822/24172 2013-05-24T00:04:30Z 2013-02-01T00:00:00Z

Title: Chronic stress disrupts neural coherence between cortico-limbic structures Authors: Oliveira, João F.; Dias, N. S.; Correia, Mariana; Pereira, Filipa Gama; Sardinha, Vanessa Morais; Lima, Ana Raquel; Oliveira, Ana Filipa Martins; Jacinto, L. R.; Ferreira, Daniela; Silva, Ana; Reis, Joana Vanessa Santos dos; Cerqueira, João; Sousa, Nuno Abstract: Chronic stress impairs cognitive function, namely on tasks that rely on the integrity of cortico-limbic networks. To unravel the functional impact of progressive stress in cortico-limbic networks we measured neural activity and spectral coherences between the ventral hippocampus (vHIP) and the medial prefrontal cortex (mPFC) in rats subjected to short term stress (STS) and chronic unpredictable stress (CUS). CUS exposure consistently disrupted the spectral coherence between both areas for a wide range of frequencies, whereas STS exposure failed to trigger such effect. The chronic stress-induced coherence decrease correlated inversely with the vHIP power spectrum, but not with the mPFC power spectrum, which supports the view that hippocampal dysfunction is the primary event after stress exposure. Importantly, we additionally show that the variations in vHIP-to-mPFC coherence and power spectrum in the vHIP correlated with stress-induced behavioral deficits in a spatial reference memory task. Altogether, these findings result in an innovative readout to measure, and follow, the functional events that underlie the stress-induced reference memory impairments. Description: The authors would like to thank Rui Gomes for the help in the application of electrophysio- logical techniques and Luís Martins and Miguel Carneiro for the histological preparations.

2013-02-01T00:00:00Z Gonçalves, Vera M. Honavar, Mrinalini Pinheiro, Céline Martinho, Olga Pires, Manuel Melo Pinheiro, Célia Cordeiro, Michelle Bebiano, Gil Costa, Paulo Palmeirim, I. Reis, R. M. Baltazar, Fátima http://hdl.handle.net/1822/24171 2013-05-24T00:04:28Z 2013-02-01T00:00:00Z

Title: Monocarboxylate transporters (MCTs) in gliomas : expression and exploitation as therapeutic targets Authors: Gonçalves, Vera M.; Honavar, Mrinalini; Pinheiro, Céline; Martinho, Olga; Pires, Manuel Melo; Pinheiro, Célia; Cordeiro, Michelle; Bebiano, Gil; Costa, Paulo; Palmeirim, I.; Reis, R. M.; Baltazar, Fátima Abstract: Background. Gliomas exhibit high glycolytic rates, and monocarboxylate transporters (MCTs) play a major role in the maintenance of the glycolytic metabolism through the proton-linked transmembrane transport of lactate. However, their role in gliomas is poorly studied. Thus, we aimed to characterize the expression of MCT1, MCT4, and their chaperone CD147 and to assess the therapeutic impact of MCT inhibition in gliomas. Methods. MCTs and CD147 expressions were characterized by immunohistochemistry in nonneoplastic brain and glioma samples. The effect of CHC (MCT inhibitor) and MCT1 silencing was assessed in in vitro and in vivo glioblastoma models. Results. MCT1, MCT4, and CD147 were overexpressed in the plasma membrane of glioblastomas, compared with diffuse astrocytomas and nonneoplastic brain. CHC decreased glycolytic metabolism, migration, and invasion and induced cell death in U251 cells (more glycolytic) but only affected proliferation in SW1088 (more oxidative). The effectiveness of CHC in glioma cells appears to be dependent on MCT membrane expression. MCT1 downregulation showed similar effects on different glioma cells, supporting CHC as an MCT1 inhibitor. There was a synergistic effect when combining CHC with temozolomide treatment in U251 cells. In the CAM in vivo model, CHC decreased the size of tumors and the number of blood vessels formed. Conclusions. This is the most comprehensive study reporting the expression of MCTs and CD147 in gliomas. The MCT1 inhibitor CHC exhibited anti-tumoral and anti-angiogenic activity in gliomas and, of importance, enhanced the effect of temozolomide. Thus, our results suggest that development of therapeutic approaches targeting MCT1 may be a promising strategy in glioblastoma treatment.

2013-02-01T00:00:00Z Cardeal, Laura Beatriz da Silva Boccardo, Enrique Termini, Lara Rabachini, Tatiana Andreoli, Maria Antonieta Loreto, Celso di Filho, A. L. Villa, Luisa Lina Engler, Silvya Stuchi Maria http://hdl.handle.net/1822/24170 2013-05-24T00:04:27Z 2012-03-01T00:00:00Z

Title: HPV16 oncoproteins induce MMPs/RECK-TIMP-2 imbalance in primary keratinocytes : possible implications in cervical carcinogenesis Authors: Cardeal, Laura Beatriz da Silva; Boccardo, Enrique; Termini, Lara; Rabachini, Tatiana; Andreoli, Maria Antonieta; Loreto, Celso di; Filho, A. L.; Villa, Luisa Lina; Engler, Silvya Stuchi Maria Abstract: Cervical cancer is the third most common cancer in women worldwide. Persistent infection with high-risk HPV types, principally HPV16 and 18 is the main risk factor for the development of this malignancy. However, the onset of invasive tumor occurs many years after initial exposure in a minority of infected women. This suggests that other factors beyond viral infection are necessary for tumor establishment and progression. Tumor progression is characterized by an increase in secretion and activation of matrix metalloproteinases (MMPs) produced by either the tumor cells themselves or tumor-associated fibroblasts or macrophages. Increased MMPs expression, including MMP-2, MMP-9 and MT1-MMP, has been observed during cervical carcinoma progression. These proteins have been associated with degradation of ECM components, tumor invasion, metastasis and recurrence. However, few studies have evaluated the interplay between HPV infection and the expression and activity of MMPs and their regulators in cervical cancer. We analyzed the effect of HPV16 oncoproteins on the expression and activity of MMP-2, MMP-9, MT1-MMP, and their inhibitors TIMP-2 and RECK in cultures of human keratinocytes. We observed that E7 expression is associated with increased pro-MMP-9 activity in the epithelial component of organotypic cultures, while E6 and E7 oncoproteins co-expression down-regulates RECK and TIMP-2 levels in organotypic and monolayers cultures. Finally, a study conducted in human cervical tissues showed a decrease in RECK expression levels in precancer and cancer lesions. Our results indicate that HPV oncoproteins promote MMPs/RECK-TIMP-2 imbalance which may be involved in HPV-associated lesions outcome. Description: We thank Dr. Alda Wakamatsu, Dr. Venâncio Avancini and Dr. Alexandre Ab'Saber from Faculty of Medicine, University of São Paulo, for technical assistance and selection of tissues samples, and João Simão Pereira Sobrinho for help in protein sample processing.

2012-03-01T00:00:00Z Rodrigues, Susana Maria da Cruz http://hdl.handle.net/1822/24169 2013-05-24T00:04:24Z 2012-01-01T00:00:00Z

Title: Avaliação da formação no ensino superior : realidades e perspetivas Authors: Rodrigues, Susana Maria da Cruz Abstract: O Processo de Bolonha levou a uma reorganização curricular e pedagógica dos processos de formação e de avaliação. Assiste-se a mudanças significativas nos modos de ensinar, aprender e avaliar, conduzindo à reconfiguração do papel do docente e do estudante. A literatura sobre esta temática destaca a importância dos processos de formação e de avaliação que devem ser encarados numa perspetiva integrada, numa lógica de continuidade. Este Relatório de Estágio pretende relatar uma investigação sobre a avaliação da formação no ensino superior. O objetivo geral é descrever, analisar e interpretar práticas de formação e de avaliação, desenvolvidas em dois cursos na Universidade do Minho. O público-alvo da investigação foi constituído por docentes e estudantes do ensino superior, que lecionavam e frequentavam o 3º ano, do 1º ciclo de estudos, no ano letivo de 2011/2012. Foi adotada uma abordagem qualitativa, através da observação de aulas e da realização de entrevistas semiestruturadas e de focus group, nos cursos de Licenciatura e de Mestrado, nas áreas das Artes e Humanidades e de Ciências da Saúde. Os resultados da investigação revelam práticas distintas de formação e de avaliação: por um lado, na área das Artes e Humanidades, sobressai uma perspetiva tradicional da formação, centrada no docente e “pensada em função dos conteúdos (…), numa lógica de transmissão” (Altet, 1999, p. 13) e numa perspetiva objetivista ou técnica da avaliação, associada a objetivos e a fins a atingir (Rodrigues, 2002); por outro, na área das Ciências da Saúde, destaca-se uma perspetiva centrada no estudante, “na actividade do aluno na lógica própria das aprendizagens” (Altet, 1999, p. 13), numa perspetiva subjetivista ou prática da avaliação (Rodrigues, 2002), onde se valoriza o estudante e a sua aprendizagem.; The Bologna Process increase a reorganization of the curriculum and the pedagogical processes of training and assessment. There are significant changes in the ways of teaching, learning and assessing, which led to the restructure of the role of teacher and student. The literature regarding this topic underlines the importance of the processes of training and assessment, which must be considered from an integrated perspective, in a continuous effort. The purpose of this Professional Practice Report is to report a research about the assessment of the training in higher education. The main goal is to describe, analyze and interpret training and assessment practices, developed in two different courses in University of Minho. Data were collected with a sample composed by two teachers and three students of higher education that taught classes and attended the 3rd year of the bachelor degree in the academic year of 2011/2012. A qualitative approach was taken, through classroom observation and semi-structured interviews and focus group, in the bachelor and master’s degrees of Arts and Humanities and Health Science. The results of the research show distinct training and assessment practices: on the one hand, in the area of Arts and Humanities, a traditional training perspective stands out, which is centered around the teacher and “thought considering the program, in a transmission logic” (Altet, 1999, p.13) and in an objectivist perspective or technic assessment, associated to objectives and goals to achieve (Rodrigues, 2002); on the other hand, in the area of Health Science, stands out a student centered perspective, “in the activity of the student in a typical way of learning” (Altet, 1999, p.13), in a subjective perspective or assessment practice (Rodrigues, 2002), in which the student and his/her learning is valued. Description: Relatório de estágio de mestrado em Educação (área de especialização em Formação, Trabalho e Recursos Humanos)

2012-01-01T00:00:00Z Fernandes, Sandra Marina da Serra http://hdl.handle.net/1822/24168 2013-05-24T00:04:30Z 2012-01-01T00:00:00Z

Title: A evolução do conceito biodiversidade em alunos do 8º ano de escolaridade : uma abordagem em torno da noção de ecossistemas Authors: Fernandes, Sandra Marina da Serra Abstract: O presente projeto de intervenção pedagógica assumiu a forma de uma investigação e tem como tópico de estudo a Biodiversidade incluída na unidade "Ecossistemas”. Este projeto foi desenvolvido numa turma do 8º ano de escolaridade na Escola Cooperativa de Vale de S.Cosme – Didáxis. A metodologia de ensino-aprendizagem seguiu nos seus traços gerais, uma estratégia de mudança concetual. Os principais objetivos delineados foram: (1) detetar quais as ideias prévias dos alunos em relação ao conceito de biodiversidade; (2) planear uma aula de campo em função das ideias detetadas; (3) avaliar a evolução das ideias prévias dos alunos em relação ao conceito de biodiversidade. Para atingir o primeiro objetivo traçado os alunos responderam a um questionário (pré-teste) no qual explicitaram as suas ideias sobre o conceito de biodiversidade. Este questionário foi aplicado antes da aula de campo que foi planeada tendo em conta a resposta dos alunos. Os resultados obtidos indicaram que o conceito de biodiversidade é, essencialmente associado a diversidade de seres vivos e/ou espécies e que os alunos reconhecem poucos elementos da biodiversidade, centrando-se principalmente nos seres vivos mais evidentes como os animais e, em alguns casos, as plantas. De forma a promover a evolução das ideias que os alunos possuíam acerca do conceito de biodiversidade e concretizar o segundo objetivo, foi planeada uma aula de campo. Esta aula de campo requereu a existência de três momentos: a aula pré-campo, a aula de campo propriamente dita e a aula póscampo. A aula pré-campo visou preparar os alunos para as atividades a realizar em campo, a aula de campo teve por objetivo reconhecer evidências de biodiversidade e a sua relação com o meio envolvente e a aula pós-campo visou analisar e tratar o material biológico recolhido. Para atingir o terceiro objetivo, os alunos responderam a um novo questionário (pós-teste) de forma a detetar se existiu ou não evolução do conceito biodiversidade. Os resultados obtidos indicaram que os alunos foram capazes de enunciar uma maior diversidade de seres vivos, particularmente seres vivos que são menos evidentes e que lhes são menos familiares. O conceito de biodiversidade não sofreu uma evolução apreciável para a maioria dos alunos. A variabilidade intraespecífica, demonstrou ser um conceito difícil de atingir, tendo sido compreendido por uma minoria de alunos. Os alunos manifestaram uma visível motivação durante a intervenção pedagógica, que exprimiram por escrito numa notícia publicada no jornal da escola.; The present project of pedagogical intervention took the form of a research and its study topic was the Biodiversity included in the “Ecosystems” unity. This project was developed in a group of students of 8th grade in Escola Cooperativa de Vale de S.Cosme – Didáxis. The methodology of teaching and learning, in its general outlines, followed a conceptual change strategy. The main goals outlined were: (1) detect which were the previous ideas that students had about the biodiversity concept; (2) plan a field class based on the ideas detected; (3) evaluate the evolution of students’ previous ideas related with the concept of biodiversity. To achieve the first proposed goal, students answered a questionnaire (pre-test) in which they expose their ideas about the biodiversity concept. This questionnaire was applied before the field class, which was planned based on the answers of students. The obtained results indicated that the biodiversity concept it’s mainly associate to the diversity of living beings or species and that the students recognize just a few elements of biodiversity focusing their attention on the living beings most evident, like animals and, in some cases, plants. In order to promote the evolution of students’ ideas about the biodiversity concept and to achieve the second goal, a field class was planned. This class demanded the existence of three moments: a pre-field class, a field class per se and a post-field class. The pre-field class aimed to prepare the students for the activities to be held in field; the field class per se aimed to recognize evidences of biodiversity and it’s relation with the surrounding environment; the post-field class aimed to analyze and process the biological material collected. To attain the third goal, students answered a new questionnaire (post-test) in order to detect if any kind of evolution in the biodiversity concept was accomplished. The results indicated that students were able to enunciate a larger diversity of living beings, especially some less familiar and evident. The biodiversity concept didn’t suffer an appreciable evolution. The concept of intra-specific diversity, shown to be a difficult concept to reach, being understood only for a minority of students. The students were motivated during the pedagogical intervention and they expressed their motivation in a publication in the school newspaper. Description: Relatório de estágio de mestrado em Ensino de Biologia e Geologia no 3º ciclo do Ensino Básico e no Ensino Secundário

2012-01-01T00:00:00Z