174 research outputs found
Utilização de substâncias antioxidantes (alfa-tocoferol e ternatina) no cultivo in vitro de folículos pré-antrais caprinos
No full textO objetivo foi avaliar os efeitos do α-tocoferol e da ternatina sobre morfologia, ativação e crescimento de folículos pré-antrais caprinos cultivados in vitro e realizar uma revisão de literatura sobre temas relacionados com a origem do estresse oxidativo e das espécies reativas de oxigênio, bem como os mecanismos protetores contra os radicais livres, as implicações destes no ovário e embrião mamífero e o papel do óxido nítrico neste processo. No primeiro trabalho, o córtex ovariano foi dividido em fragmentos, sendo um destes imediatamente fixado (controle). O restante dos fragmentos foi cultivado in vitro por 1 ou 5 dias a 39oC e 5% CO2, em Meio Essencial Mínimo (MEM) suplementado e adicionado ou não de 5, 10 ou 15 µM de α-tocoferol ou ternatina. Os fragmentos do controle, bem como os cultivados, foram fixados em 10% de formol ou em 2% de paraformaldeído e 2,5% de glutaraldeído em 0,1M de tampão cacodilato de sódio para análise histológica e ultra-estrutural, respectivamente. Os folículos foram classificados em primordiais ou em desenvolvimento, bem como em normais ou degenerados. Quando comparados com o controle, o cultivo in vitro levou a uma redução nas percentagens de folículos pré-antrais morfologicamente normais em todos os tratamentos com α-tocoferol ou ternatina (P < 0,05), após 5 dias de cultivo. No entanto, quando comparado com o controle, o cultivo de córtex ovariano, por 5 dias, aumentou as taxas de ativação folicular em todos os tratamentos (P < 0,05). Em comparação com o MEM sozinho, a adição de α-tocoferol ou ternatina no meio de cultivo não influenciou a ativação folicular (P > 0,05), exceto no dia 1 de cultivo, quando as concentrações de 5 e 15 µM foram utilizadas, respectivamente, e mostraram um aumento significativo nos percentuais de ativação folicular, em comparação aos outros tratamentos. A análise ultra-estrutural mostrou que folículos cultivados por 5 dias em meio contendo antioxidantes estavam degenerados. Esta degeneração não ocorreu nos folículos tratados apenas com MEM ou no controle, os quais mantiveram sua integridade ultra-estrutural. Em conclusão, este trabalho demonstrou que α-tocoferol e ternatina podem promover ativação folicular, no entanto, a adição destes antioxidantes nas concentrações testadas reduziu a viabilidade folicular após o cultivo in vitro. No segundo trabalho, verificou-se que as espécies reativas de oxigênio (EROs) ou de nitrogênio (ERN) ou radicais livres são produtos do metabolismo orgânico normal e seu acúmulo pode gerar o estresse oxidativo. Este, por sua vez, causa injúrias celulares podendo levá-las à morte, estando este processo envolvido com a degeneração e/ou apoptose celular durante o desenvolvimento embrionário e em diferentes órgãos, como o ovário mamífero. No ovário de camundongas são produzidas EROs durante a regressão luteal, e estas estão envolvidas no processo de ativação folicular e retomada espontânea da meiose em oócitos. Embora sejam produzidos durante processos fisiológicos, o acúmulo de radicais livres no ovário mamífero pode desencadear patologias. No embrião, os radicais livres são produzidos normalmente devido ao metabolismo normal. Porém em ambientes in vitro com altas concentrações de oxigênio, o desenvolvimento do embrião pode ser prejudicado. O óxido nítrico é considerado um radical livre e participa de processos patológicos e fisiológicos como inflamação, ovulação, implantação embrionária e contração uterina. Para proteger os sistemas biológicos dos danos celulares causados pelos radicais livres, o organismo utiliza enzimas como catalase, superóxido-dismutase e glutationa peroxidase, e mecanismos que incluem substâncias antioxidantes tais como vitamina C, vitamina E, β-caroteno dentre outras. 
Mining for gold and finding only nuggets: Attempting a rapid systematic review, on trust in higher education IBL classrooms
No full textIt is well-documented throughout the available literature that trust, or a leap of faith, plays a key role in facilitating success in student learning. In this study, we attempted a rapid systematic review of relevant databases looking for studies that addressed developing and maintaining trust among students, between students and their professors, within higher education institutions, paying particular attention to inquiry-based learning practices where taking intellectual risks is key. Our efforts revealed that there are currently no empirical studies that link risk and trust in early engagement in higher education IBL (i.e., IBL-HE) classrooms. Though the ‘gold mine’ remained out of reach, our secondary review uncovered several important nuggets which confirmed our belief that this is an important area of future inquiry and allowed us to identify barriers to trust and note student fears. Further research is required to examine the factors that promote risk-taking and trust development and the relationship with early engagement in IBL-HE courses
Using IBL in a History of Mathematics Course: A Skeptic’s Success
No full textA college professor, who is highly skeptical of change, but sensing a need for teaching in a more inspiring and engaging way, implements an inquiry-based learning (IBL) approach to teaching the history of mathematics. The first author (Matthews) worked with an experienced IBL colleague mentor (Hodge) on the course. Some student data was collected to document the effects of the class on the students. The approach taken for the course is described in detail including how the students of the course learned about and used IBL in key peer-to-peer teaching about historical mathematics (with a primary focus on the mathemat- ics). An innovative rubric is described to evaluate IBL teaching. Results indicate that the students were engaged in the course and inspired about mathematics, seemingly more than previous semesters. The results also imply that the stu- dents learned at least as much mathematics and history as in previous semester. Finally, the students, most of which were future high school teachers, began to seriously reflect on their own teaching and appreciated the IBL approach
Inquiry-based learning in higher education: A pedagogy of trust
No full textThis qualitative constructivist grounded theory study of trust within inquiry-based learning in higher education (IBL-HE) environments examined the experiences of instructors and students through four focus groups and nine individual interviews. As the study purpose is to understand the development and maintenance of trust in IBL-HE classrooms, participants are experienced instructors, learners, and authors of IBL-HE from Canada, USA, New Zealand, and Ireland. We used face-to-face sessions and zoom sessions to facilitate the focus group experience, and telephone for the individual interviews to explore the following two research questions: (1) what does trust mean in a higher education IBL (IBL-HE) classroom; and, (2) how do those involved create and maintain it? Our findings are revealed through our Pedagogy of Trust in IBL-HE using 3 themes: (1) Creating an environment of negotiated mutuality; (2) Emerging relationship/community building; and, (3) Internalizing and applying a mindset shift. Each of these stages involved a different trust relationship: (1) Professor-Student; (2) Student-Student; and, (3) Student-Self. These findings provide evidence for IBL as a pedagogy of trust in higher education, and reinforce the need for the Scholarship of Teaching and Learning (SoTL), and the lifelong learning skills desired by contemporary employers
Reigniting curiosity and inquiry in higher education: A realist’s guide to getting started with inquiry-based learning
No full textHow do you develop students’ capacities as independent learners, build their confidence and motivation to identify their own research agendas, and facilitate their critical thinking and research skills for effectively exploring their chosen topic? Inquiry-based learning (IBL) offers a proven means to achieve these outcomes.
IBL is a scaffolded learner-centered, student-led approach to inquiry whereby students progressively design and lead their own inquiry process, with support from the instructor. It’s a powerful pedagogical approach that you can progressively adopt, first adopting it as an activity in a course to develop you and your students’ comfort with the practice, right up to developing an entire course or program utilizing IBL. It offers varying levels of engagement as you and your students gain familiarity with the practice, from the instructor providing structured support, to formative guidance as students gain confidence, to a point where students become increasingly self-directed and independent and are supported by the review of student peers and validated by presentations of their work to the class. This pedagogy shifts the student/instructor relationship, with the former leading and the latter supporting.
IBL is a flexible teaching and learning approach that be can progressively adopted and developed without a specific formula, and that positions students as co-constructors of knowledge, rather than passive recipients. It is student-driven, creates engagement, develops a curiosity mindset, promotes group learning that is collaborative rather than competitive, fosters metacognition, and builds confidence as students learn to deal with ambiguity and risk.
Each chapter offers personal stories, vignettes, examples of practice, and discussions of issues.
This book offers higher education instructors at any career stage and in any discipline, a realistic guide to incorporating curiosity and inquiry-based learning into their classrooms to promote long term knowledge creation and retention and life-wide learning.
IBL is being increasingly adopted across the English-speaking world. Beyond its inherent capacity to promote independent learning, it offers a perfect foundation for preparing students for Signature Work and capstone courses; and is adaptable to small and large classes
Effects of a fence on pollutant dispersion in a boundary layer exposed to a rural-to-urban transition
No full textSimultaneous particle-image velocimetry and laser-induced fluorescence combined with large-eddy simulations are used to investigate the flow and pollutant dispersion behaviour in a rural-to-urban roughness transition. The urban roughness is characterized by an array of cubical obstacles in an aligned arrangement. A plane fence is added one obstacle height h upstream of the urban roughness elements, with three different fence heights considered. A smooth-wall turbulent boundary layer with a depth of 10h is used as the approaching flow, and a passive tracer is released from a uniform line source 1h upstream of the fence. A shear layer is formed at the top of the fence, which increases in strength for the higher fence cases, resulting in a deeper internal boundary layer (IBL). It is found that the mean flow for the rural-to-urban transition can be described by means of a mixing-length model provided that the transitional effects are accounted for. The mixing-length formulation for sparse urban canopies, as found in the literature, is extended to take into account the blockage effect in dense canopies. Additionally, the average mean concentration field is found to scale with the IBL depth and the bulk velocity in the IBL.Fluid MechanicsAtmospheric PhysicsAtmospheric Remote Sensin
Analysis and Design of Information System for Companies in Orthotic-Prosthetic Sector of Healthcare
No full textThis bachelor's thesis provides the foundation for design of a complex enterprise information system usable in the orthotic-prosthetic healthcare sector. It is achieved by business process analysis, extensive requirement analysis and legal research. The findings are compared with the functionality of the current application portfolio and the need for a new information system is identified. Furthermore, information system development methods and enterprise information systems are described, and available solutions on the Czech market are presented. Qualitative research methods, namely interviews and observations, were used in the thesis. To maximize the success rate of the project, the work emphasizes close cooperation between analyzed companies. Author provides a set of recommendations for the contractors and for the future development of the information system.Tato bakalářská práce poskytuje podklad pro návrh komplexního podnikového informačního systému využitelného v ortoticko-protetickém sektoru zdravotnictví. Tohoto dosahuje analýzou specifických business procesů, rozsáhlou analýzou požadavků a rešerší legislativních omezení. Vzniklé poznatky jsou porovnány s funkcionalitou aktuálního aplikačního portfolia a je vyhodnocena potřeba návrhu nového informačního systému. Dále jsou popsány metody vývoje informačního systému a podnikové informační systémy a předložena dostupná řešení na českém trhu. V práci byly využity kvalitativní metody výzkumu, a to rozhovory a pozorování. Pro maximalizaci úspěšnosti projektu klade práce důraz na úzkou spolupráci mezi společnostmi. Práce je zakončena sadou doporučení pro zadavatele a pro budoucí vývoj informačního systému
O tzw. "kobiecości" jako konwencji literackiej
No full textThe article deals with the question of the so-called "femininity" as a notion in literary studies. The author argues that it should be perceived as a kind of literary convention determined by historical and cultural factors
EAST: Enhancing Accessibility and Sustainability of "Teksty Drugie"
No full textIBL PAN's new project "EAST: Enhancing Accessibility and Sustainability of 'Teksty Drugie'" has been funded under the OpenAire Second Call for proposals for Alternative Funding Mechanism for non-author fee based Open Access Publishing. Its main goal is to devise a sustainable open access business model for periodicals published by IBL PAN. This will be achieved through a pilot design and implementation on Teksty Drugie and a subsequent evaluation. The outcomes will later be applied to all jou..
Strength and weakness of hermeneutics
No full textStrength and weakness of hermeneutics
The author discusses advantages and disadvantages of hermeneutics as seen from the perspective of interpretation. He aims at showing that Gadamer’s hermeneutics, even though it formulates quite a few accurate intuitions as to successful process of interpretation, it is, however, unable to deal with at least one essential problem, i.e. with mapping the boundaries between that which comes from an interpreted text and that which is contributed to it by an interpreter. According to the author the reason for that could be found in the fact that such a boundary cannot at all be introduced. Having said so, he suggests to reject Gadamer’s dualist attitude according to which the reality of interpretation is being divided into text and interpretation, and assume that in the process of interpretation, the latter simply overlaps with the text, thus the text itself loses any autonomy in the face of interpretation. The author
claims one should leave behind the problem of an accurate interpretation, i.e. faithful to the text, and concentrate instead on cultural study of ethical and political reasons for the emergence of different interpretations. Additionally, he argues it is not true that such an
interpretative freedom is opposed by the text itself. According to him the resistance is introduced by the people and their interpretations which have in the process of their conventionalisation begun to play the role of the text itself. Such a resistance can at most be associated with a set of interpretative communities existing in a society and the ideas shared by them. In that sense, he repeats an argument mentioned some years ago that the boundaries of interpretative anarchism do not belong to the text, rather to the cultural context of an interpretation
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