Shape-constrained deformable brain segmentation: Methods and quantitative validation.

MRI-guided neuro interventions require rapid, accurate, and reproducible segmentation of anatomical brain structures for identification of targets during surgical procedures and post-surgical evaluation of intervention efficiency. Segmentation algorithms must be validated and cleared for clinical use. This work introduces a methodology for shape-constrained deformable brain segmentation, describes the quantitative validation used for its clinical clearance, and presents a comparison with manual expert segmentation and FreeSurfer, an open source software for neuroimaging data analysis. ClearPoint Maestro is software for fully-automatic brain segmentation from T1-weighted MRI that combines a shape-constrained deformable brain model with voxel-wise tissue segmentation within the cerebral hemispheres and the cerebellum. The performance of the segmentation was validated in terms of accuracy and reproducibility. Segmentation accuracy was evaluated with respect to training data and independently traced ground truth. Segmentation reproducibility was quantified and compared with manual expert segmentation and FreeSurfer. Quantitative reproducibility analysis indicates superior performance compared to both manual expert segmentation and FreeSurfer. The shape-constrained methodology results in accurate and highly reproducible segmentation. Inherent point based-correspondence provides consistent target identification ideal for MRI-guided neuro interventions.

A epistemologia da prática na produção acadêmica stricto sensu sobre formação de professores em Educação Física / The epistemology of practice in stricto sensu academic production on teacher training in Physical Education / La epistemología de la práctica en la producción académica estricto sensu sobre la formación docente en Educación Física

RESUMO Esta pesquisa teve como objetivo compreender como as teorias que sustentam a chamada epistemologia da prática se fazem presentes no debate acadêmico sobre a formação de professores de Educação Física. Trata-se de uma pesquisa do tipo bibliográfica, que buscou investigar as produções acadêmicas stricto sensu, selecionadas no Catálogo de Teses e Dissertações da Capes, produzidas nos últimos dez anos e que versam sobre formação de professores de Educação Física. Apesar de identificarmos produções onde o caráter ideológico de tais teorias é questionado, a análise nos permitiu compreender que as teorias que sustentam a epistemologia da prática se fazem presentes na maior parte das produções acadêmicas, reforçando a finalidade pragmática sobre o trabalho docente.

ABSTRACT This research aimed to understand how the theories that support the so-called epistemology of practice are present in the academic debate on the training of Physical Education teachers. This is a bibliographical research, which sought to investigate stricto sensu academic productions, selected in the Catalog of theses and dissertations of Capes, produced in the last ten years and that deal with the training of Physical Education teachers. Despite identifying productions where the ideological character of such theories is questioned, the analysis allowed us to understand that the theories that support the epistemology of practice are present in most academic productions, reinforcing the pragmatic purpose of teaching work.

RESUMEN Esta investigación tuvo como objetivo comprender cómo las teorías que sustentan la llamada epistemología de la práctica están presentes en el debate académico sobre la formación de profesores de Educación Física. Se trata de una investigación bibliográfica, que buscó investigar producciones académicas estricto sensu, seleccionadas en el Catálogo de tesis y disertaciones de la Capes, producidas en los últimos diez años y que versan sobre la formación de profesores de Educación Física. A pesar de identificar producciones donde se cuestiona el carácter ideológico de tales teorías, el análisis permitió comprender que las teorías que sustentan la epistemología de la práctica están presentes en la mayoría de las producciones académicas, reforzando el propósito pragmático del trabajo docente.

Ensino de segurança do paciente segundo as percepções e vivências de docentes de enfermagem / La enseñanza en seguridad del paciente según las percepciones y experiencias de profesores de enfermería / The teaching of patient safety according with the perceptions and experiences of nursing professors

Objetivo: descrever as percepções e vivências de docentes da graduação de enfermagem sobre o ensino de segurança do paciente. Método: estudo transversal, descritivo, quali-quantitativo, realizado com professores de enfermagem de uma universidade federal, realizado de setembro a novembro de 2018. Os dados foram coletados através de um formulário eletrônico e processados de forma descritiva simples com auxílio do software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Resultados: a amostra foi composta por 21 docentes e emergiram três classes: primeiros passos e estímulos para o ensino de segurança do paciente no curso de enfermagem (42,5%), ações realizadas em prol do ensino de segurança do paciente na graduação (26,4%) e agentes promotores de mudanças no ensino de segurança do paciente na graduação de enfermagem (31,1%). Conclusão: os docentes reconheceram a segurança do paciente como um tema transversal e importante no processo formativo, mas com pouca expressividade na instituição.

Objetivo: describir las percepciones y experiencias de profesores de graduación en enfermería sobre la enseñanza de la seguridad del paciente. Método: estudio transversal, descriptivo, cuali-cuantitativo, realizado con profesores de enfermería de una universidad federal, realizado de septiembre a noviembre de 2018. Los datos fueron recolectados a través de un formulario electrónico y procesados de forma descriptiva simple con ayuda del Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Resultados: la muestra estuvo compuesta por 21 profesores y surgieron tres clases: primeros pasos y estímulos para la enseñanza de la seguridad del paciente en la carrera de enfermería (42,5%), acciones realizadas a favor de la enseñanza de la seguridad del paciente en la graduación (26,4%) y agentes promotores cambios en la enseñanza de la seguridad del paciente en la graduación de enfermería (31,1%). Conclusión: los profesores reconocieron la seguridad del paciente como un tema transversal e importante en el proceso de formación, pero con poca expresión en la institución.

Objective: To describe the perceptions and experiences of nursing graduation professors regarding the teaching of patient safety. Method: Cross-sectional, descriptive, quali-quantitative study, carried out with nursing professors from a federal university from September to November 2018. Data was collected using an electronic form and processed using simple descriptive analysis aided by the software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Results: The sample was formed by 21 professors, and three classes were generated: First steps and encouragement for the teaching of patient safety in the nursing course (42.5%); Actions towards patient safety teaching in graduation (26.4%); and Actors of change in the teaching of patient safety in nursing graduation (31.1%). Conclusion: The professors recognized patient safety as an important cross-sectional topic in the formation process, despite its little presence in the institution.

Fourth-Generation Total Wrist Arthroplasty: A Systematic Review of Clinical Outcomes.

Background The purpose of total wrist arthroplasty is to reduce pain and maintain mobility in a painful destructed wrist. First-, second-, and third-generation total wrist arthroplasties have shown unacceptable outcomes with high failure rates. In 2004, the fourth-generation total wrist implants were introduced to address the clinical problems encountered in the previous generations of total wrist implants. Methods Outcomes and complications of fourth-generation total wrist implants were systematically reviewed in the literature (2004-present), including the Universal 2, ReMotion, Freedom, Motec, and Maestro total wrist implants. Results The literature search yielded 114 papers, of which 18 (990 implants) were included in this systematic review. The quality of evidence was low. All implants effectively reduced pain and improved functionality of the wrist. The Motec wrist implant demonstrated the highest survival rate at 10 year follow-up (86%). Conclusion This systematic review suggests a substantial improvement of quality in fourth-generation total wrist arthroplasty.

In silico Approach and Molecular Docking Studies of Potent Bioactive Compounds of Carica papaya as Anti-breast Cancer Agents.

BACKGROUND: Breast cancer is one of the greatest global dilemmas, and the current treatment option is to target hormone receptors with partial agonists/antagonists. Estrogen and aromatase enzymes play important roles in breast cancer. Excessive estrogen activity or inadequate estrogen production leads to various hormonal issues, including breast cancer. Potent breast cancer drugs are Tamoxifen, Paclitaxel, Cyclophosphamide, Trastuzumab, etc., and aromatase inhibitors, include Anastrozole, Letrozole, and Exemestane, etc. In general, breast cancer drugs cause numerous adverse effects in humans. OBJECTIVES: This study has attempted to identify alternative drug candidates from Carica papaya for treating breast cancer with fewer side effects. METHODS: To achieve this, we have utilized computational methods to predict the characteristics of bioactive compounds from Carica papaya and determine the target binding affinities using the Schrödinger suite (Maestro 9.5). The target protein and ligands were obtained from the well-known database. Carica papaya has 35 identified bioactive compounds that were drawn using ChemDraw software and performed Ligand preparation wizard. Absorption, Distribution, Metabolism, and Excretion (ADME) analysis is performed with QikProp. RESULTS: From the docking studies, the phytocompounds such as Chlorogenic acid, Myricetin, Quercetin, Isorhamnetin, and Catechin showed the highest Glide scores (G Score). Among the five bioactive phytocompounds, Chlorogenic acid has a higher G Score with good binding energy than Tamoxifen, Anastrozole, and Letrozole standards. The pharmacokinetic properties and drug-likeness of phytocompounds were determined using ADME profiling. CONCLUSION: Carica papaya phytocompounds serve as an antiestrogen or aromatase inhibitor that regulates estrogen levels to reduce the risk of breast cancer in postmenopausal women. As a result, we recommend that these top five bioactive phytocompounds be investigated further in in vitro and in vivo studies.

Aproximações com a educação libertadora de Paulo Freire: o caso de uma professora de Educação Física no "chão da escola" / Approaches to the liberating education of Paulo Freire: the case of a Physical Education teacher on the "school floor" / Aproximaciones a la educación liberadora de Paulo Freire: el caso de una profesora de Educación Física en el "piso de la escuela"

O presente ensaio é um texto autorreflexivo sobre qual a função social da escola e do professor de educação física a partir de questionamentos que surgiram ao longo da prática docente. Compreendendo a educação como um processo com vias à conscientização dos educandos, buscamos alinhar as expectativas entre a função da instituição escola, a função do professor de educação física e a nossa prática enquanto sujeitos sociais. Considerando o papel do professor frente a instituição escolar, apresentamos atravessamentos que confluíram para que a prática se ampare em uma relação horizontalizada com os educandos no intuito de que eles possam ser protagonistas, sujeitos da construção do seu conhecimento e ter uma visão ampliada de sua realidade, buscando assim uma educação libertadora.

This essay is a self-reflective text about the social function of the school and the physical education teacher from questions that arose throughout the teaching practice. Understanding education as a process with ways to raise the awareness of students, I seek to align expectations between the role of the school institution, the role of physical education teacher and my practice as a social subject. Considering the role of the teacher in the school institution, I present crossings that converged so that my practice is supported in a horizontal relationship with the students so that they can be protagonists, subjects of the construction of their knowledge and have an expanded view of their reality, thus seeking a liberating education.

Este ensayo es un texto autorreflexivo sobre la función social de la escuela y el docente de educación física a partir de preguntas que surgieron a lo largo de la práctica docente. Entendiendo la educación como un proceso con formas de sensibilizar a los estudiantes, busco alinear expectativas entre el rol de la institución escolar, el rol del docente de educación física y mi práctica como sujeto social. Considerando el rol del docente en la institución escolar, presento cruces que confluyeron para que mi práctica se apoye en una relación horizontal con los estudiantes para que puedan ser protagonistas, sujetos de la construcción de su conocimiento y tener una visión ampliada de su realidad, buscando así una educación liberadora.

A universidade e o homo-politicus: qual o sentido da formação universitária no campo da Educação Física em tempos de crise? Educação física para quê? / The university and the homo-politicus: what is the meaning of university education in the field of Physical Education in times of crisis? Physical education for what? / La universidad y el homopolítico: ¿cuál es el sentido de la formación universitaria en el campo de la Educación Física en tiempos de crisis? ¿Educación física para qué?

Esta reflexão procura olhar para a universidade em sua dimensão política e, a partir deste olhar, pensar a formação em Educação Física em tempos de crise. Trata-se de uma reflexão interpretativa que tem como metodologia de análise, uma hermenêutica de perguntas e respostas, de construção e desconstrução. O texto foi organizado em três momentos: no primeiro versa sobre a dimensão política apresentando dois tipos de homens/mulheres: o "homo-violentus" e o "homo-sabius" com suas caraterísticas particulares. No segundo convoca-se a universidade, onde parecem habitar estes dois tipos de homo(s): o "homoviolentus" que chama a si a política do poder e o "homo-sabius" que chama a si a política da justiça. Por fim, no terceiro momento, foi abordada a formação universitária em Educação Física em tempos de crise, onde se buscou responder à questão "Educação Física para que?", tendo como referência (também) os dois momentos anteriores.

This reflection seeks to look at the university in its political dimension and, from this perspective, to think about training in Physical Education in times of crisis. It is an interpretive reflection whose methodology of analysis is a hermeneutic of questions and answers, of construction and deconstruction. The text was organized in three moments: the first deals with the political dimension, presenting two types of men/women: the "homo-violentus" and the "homo-sabius" with their particular characteristics. In the second, the university is summoned, where these two types of homo(s) seem to inhabit: the "homo-violentus" who takes on the politics of power and the "homosabius" who takes on the politics of justice. Finally, in the third moment, the university formation in Physical Education in times of crisis was approached, seeking to answer the question "Physical Education for what?", having as reference (also) the two previous moments.

Esta reflexión busca mirar a la universidad en su dimensión política y, desde esta perspectiva, pensar la formación en Educación Física en tiempos de crisis. Es una reflexión interpretativa cuya metodología de análisis es una hermenéutica de preguntas y respuestas, de construcción y deconstrucción. El texto fue organizado en tres momentos: el primero aborda la dimensión política, presentando dos tipos de hombres/mujeres: los "homo-violentus" y los "homo-sabius" con sus características particulares. En el segundo se convoca la universidad, donde parecen habitar estos dos tipos de homo(s): el "homo-violentus" que asume la política del poder y el "homo-sabius" que asume la política de la justicia. Finalmente, en el tercer momento, se abordó la formación universitaria en Educación Física en tiempos de crisis, buscando responder a la pregunta "¿Educación Física para qué?", teniendo como referencia (también) los dos momentos anteriores.

Elemental Analysis of Basella alba, Spinacia oleracea, Abelmoschus esculentus (L.), Ipomoea aquatica, Colocasia esculenta, Amaranthus dubius, and Raphanus sativus Vegetables Using the PIXE Technique in a Saline Region of Bangladesh, Rampal Area.

Particle-induced X-ray emission (PIXE) method was used in this present research to identify the elements present in selected vegetable samples to show the possible influence in the metal absorption by the vegetables grown in a saline region of Rampal area of Munshiganj District, Bangladesh. The data acquisition setup is calibrated using a 2.5-MeV proton beam in the current ranges of 5nA to 15nA. The detector was used to measure the X-rays emitted during the irradiation. Data acquisition system MAESTRO-32 was used to measure the spectrum picks, and concentration calculation has been done by GUPIX/DAN-32 software. The purpose of this study is to determine the concentration of heavy and trace elements in these samples and to give current information on their safety for consumption. The result shows that K, Ca, and Fe have the highest concentrations, while lead exhibits the lowest but alarming rates compared to reference materials. The findings were likened to IAEA-V-10, IAEA-359, SRM 1515 (apple leaf), and SRM 1573a (tomato leaf). The outcomes of the present investigation demonstrate that these samples are not devoid of health risks in intake.

Saber, inteligência e tradição: o educar e o educador em Chaui, Rancière e Lajonquière / Saber, inteligencia y tradición: el educar y el educador en Chaui, Rancière y Lajonquière / To know, intelligence, and tradition: educating and the educator in Chaui, Rancière and Lajonquière / Connaître, intelligence et tradition: éduquer et éducateur à Chaui, Rancière et Lajonquière

O artigo parte da compreensão que Marilena Chaui, Jacques Rancière e Leandro de Lajonquière expressam sobre aspectos decisivos à relação professor-aluno. Particularmente no que dizem a respeito do ensino-aprendizagem. Com isso, explicitamos uma formulação subjacente ao que pensam esses autores acerca do ser professor. Referendamos suas posições ao identificarmos nelas uma relação entre saber, inteligência e tradição, a qual seja, os lugares que ocupam professor e aluno ante o conhecimento localizado em certa tradição discursiva na qual as personagens dessa trama estão inseridas. Um movimento de ideias tal que, no cotejo entre esses pensadores, culminou num exame sobre omito tecnicizante e desenvolvimentista que tem norteado certas abordagens pedagógicas predominantes no Brasil, especialmente no que concernem ao ser professor

El artículo parte del entendimiento que expresan Marilena Chaui, Jacques Rancière y Leandro de Lajonquière sobre aspectos decisivos de la relación docente-alumno. Particularmente en lo que respecta a la enseñanza y el aprendizaje. Con esto, explicamos una formulación subyacente de lo que estos autores piensan sobre ser docente. Refrendamos sus posiciones al identificar en ellas una relación entre saber, inteligencia y tradición, es decir, los lugares que ocupan docente y alumno frente a saberes ubicados en una determinada tradición discursiva en la que se insertan los personajes de esta trama. Un movimiento de ideas que, en la comparación entre estos pensadores, culminó en un examen del mito tecnizante y desarrollista que ha guiado ciertos enfoques pedagógicos predominantes en Brasil, especialmente en lo que se refiere al ser docente

The article starts from the understanding that Marilena Chaui, Jacques Rancière and Leandro de Lajonquière express about decisive aspects of the teacher-student relationship. Particularly with regard to teaching and learning. With this, we explain an underlying formulation of what these authors think about being a teacher. We endorse their positions by identifying in them a relationship between knowledge, intelligence and tradition, that is, the places that teacher and student occupy in the face of knowledge located in a certain discursive tradition in which the characters of this plot are inserted. A movement of ideas that, in the comparison between these thinkers, culminated in an examination of the technicizing and developmental myth that has guided certain pedagogical approaches prevalent in Brazil, especially with regard to being a teacher

L'article part de la compréhension que Marilena Chaui, Jacques Rancière et Leandro de Lajonquière expriment sur les aspects décisifs de la relation enseignant-élève. Notamment em ce qui concerne l'enseignement et l'apprentissage. Avec cela, nous expliquons une formulation sous-jacente de ce que ces auteurs pensent d'être um enseignant. Nous endossons leurs positions em identifiant em elles une relation entre savoir, intelligence et tradition, c'est-à-dire les places qu'occupent enseignant et élève face à um savoir situé dans une certaine tradition discursive dans laquelle s'insèrent les personnages de cette intrigue. Um mouvement d'idées qui, dans la comparaison entre ces penseurs, a abouti à um examen du mythe technicisant et développemental qui a guidé certaines approches pédagogiques répandues au Brésil, notamment em ce qui concerne le métier d'enseignant

Cultura Escolar en el Bajo Cauca Antioqueño: de lo Mecánico a lo Complejo / School Culture in Bajo Cauca Antioqueño: from the Mechanical to the Complex / Cultura Escolar no Bajo Cauca Antioqueño: da Mecânica ao Complexo

Resumen Introducción: Las miradas sobre cultura escolar propuestas en este ejercicio investigativo son resultado del trabajo en red realizado en el Centro de Pensamiento Pedagógico (CPP), en el cual, se promueve la reflexión en torno al quehacer educativo desde diversos ámbitos académicos, en el marco de los contextos educativos de Antioquia. Bajo este marco de referencia, el Objetivo de este artículo hace acento en comprender la cultura escolar de la subregión del bajo Cauca-antioqueño, territorio enmarcado en medio del conflicto armado. Materiales y métodos: la investigación se realizó desde un diseño cualitativo y está suscrita en un paradigma hermenéutico (interpretativo); específicamente, se orienta por el enfoque biográfico-narrativo. Participaron veinte maestros con los cuales se llevaron a cabo grupos de discusión y relatos de experiencia como técnica de recolección de información. Los datos se analizaron a partir del análisis narrativo haciendo uso de la matriz de interpretación narrativa propuestas por los investigadores. Los Resultados dan cuenta de que la cultura escolar en el Bajo Cauca antioqueño es compleja, cambiante y diferente a la de otras subregiones del departamento debido a las realidades propias del territorio. Conclusión: la cultura escolar en esta subregión antioqueña está matizada y se configura por tres aspectos significativos que son "El quehacer del maestro" "Las grietas de la pedagogía de la memoria" y "La fusión de cosmogonías paisas y costeñas, la presencia del río Cauca y la escuela como territorio de resiliencia".

Abstract Introduction: The views on school culture proposed in this investigative exercise are the result of the networking carried out in the Pedagogical Thought Center (CPP), in which reflection on educational work is promoted from various academic fields, within the framework of the educational contexts of Antioquia. Under this frame of reference, the Objective of this article emphasizes understanding the school culture of the lower Cauca-Antioqueño subregion, a territory framed in the middle of the armed conflict. Materials and methods: The research was carried out from a qualitative design and is subscribed to a hermeneutical (interpretive) paradigm; specifically, it is guided by the biographical-narrative approach. Twenty teachers participated with whom discussion groups and experience reports were carried out as an information gathering technique. The data were analyzed from the narrative analysis using the narrative interpretation matrix proposed by the researchers. The Results show that the school culture in Lower Cauca Antioquia is complex, changing and different from that of other subregions of the department due to the realities of the territory. It is Concluded that the school culture in this Antioquia subregion is nuanced and is configured by three significant aspects are "The work of the teacher" "The cracks of the pedagogy of memory" and "The fusion of cosmogonies of the country and the coast, the presence of the river Cauca and the school as a territory of resilience"

Resumo Introdução: As visões sobre cultura escolar propostas neste exercício investigativo resultam do trabalho em rede realizado no Centro de Pensamento Pedagógico (CPP), no qual é promovida a reflexão sobre o trabalho educativo a partir de várias áreas académicas, no âmbito dos contextos educativos de. Antioquia. Sob esse quadro de referência, o Objetivo deste artigo enfatiza a compreensão da cultura escolar da sub-região do baixo Cauca-Antioqueño, território enquadrado no meio do conflito armado. Materiais e métodos: a investigação foi desenvolvida a partir de um desenho qualitativo e está inscrita num paradigma hermenêutico (interpretativo); especificamente, é orientado pela abordagem biográfico-narrativa. Participaram 20 professores com os quais foram realizados grupos de discussão e relatos de experiência como técnica de coleta de informações. Os dados foram analisados a partir da análise narrativa por meio da matriz de interpretação narrativa proposta pelos pesquisadores. Os Resultados mostram que a cultura escolar no Baixo Cauca Antioquia é complexa, mutante e diferente das demais sub-regiões do departamento devido às realidades do território. Conclusão que a cultura escolar desta sub-região de Antioquia é matizada e configurada por três aspectos significativos: "O trabalho do professor" "As fissuras da pedagogia da memória" e "A fusão das cosmogonias do país e do litoral, a presença do rio Cauca e da escola como território de resiliência"

Molecular Dynamics Simulations in Designing DARPins as Phosphorylation-Specific Protein Binders of ERK2.

Extracellular signal-regulated kinases 1 and 2 (ERK1/2) play key roles in promoting cell survival and proliferation through the phosphorylation of various substrates. Remarkable antitumour activity is found in many inhibitors that act upstream of the ERK pathway. However, drug-resistant tumour cells invariably emerge after their use due to the reactivation of ERK1/2 signalling. ERK1/2 inhibitors have shown clinical efficacy as a therapeutic strategy for the treatment of tumours with mitogen-activated protein kinase (MAPK) upstream target mutations. These inhibitors may be used as a possible strategy to overcome acquired resistance to MAPK inhibitors. Here, we report a class of repeat proteins-designed ankyrin repeat protein (DARPin) macromolecules targeting ERK2 as inhibitors. The structural basis of ERK2-DARPin interactions based on molecular dynamics (MD) simulations was studied. The information was then used to predict stabilizing mutations employing a web-based algorithm, MAESTRO. To evaluate whether these design strategies were successfully deployed, we performed all-atom, explicit-solvent molecular dynamics (MD) simulations. Two mutations, Ala → Asp and Ser → Leu, were found to perform better than the original sequence (DARPin E40) based on the associated energy and key residues involved in protein-protein interaction. MD simulations and analysis of the data obtained on these mutations supported our predictions.

Contribuições da psicologia para a relação professor-aluno / Contribuciones de la psicología a la relación maestro-estudiante / Contributions of psychology to the teacher-student relationship

As concepções de diferentes abordagens da psicologia - e de outros campos de saber - sobre como o ser humano conhece podem contribuir para a compreensão da relação que se estabelece entre adultos e crianças, adultos e adolescentes e adultos e adultos nos diversos segmentos educacionais, da creche à universidade. Trata-se de artigo de revisão de literatura que tem por objetivo explicitar os principais conceitos das teorias de Jean Piaget, Lev Vigotski, Wilhelm Reich e Martin Buber, buscando com isso elementos que ajudem na compreensão da complexa relação professor-aluno, que vai além da sala de aula, rompendo com uma concepção de ensino como transferência de conhecimento. Essa relação se constrói em um determinado tempo e espaço, marcados por valores, ideologias, normas e discursos. As contribuições da psicologia para a educação devem caminhar no sentido de ajudar a compreender as complexas interações que se estabelecem no interior das instituições educativas, contextualizando os fenômenos e abordando-os no âmbito das relações entre as pessoas, considerando a complexidade que envolve essa discussão.(AU)

The views of different approaches of psychology - and of other fields of knowledge - about the way human being acquires knowledge, may contribute to the comprehension of the relation that is established between adults and kids, adults and teenager and adults and adults in the many educational segments, from day care to university. The goal of the article is to explain the main concepts of theories of Jean Piaget, Lev Vigotski, Wilhelm Reich and Martin Buber, seeking with this, elements that help in the comprehension of the complex teacher-student relationship that goes beyond the classroom and disrupting with a view of education as transfer of knowledge. This relationship is built in a given time and space, marked by values, ideologies, norms and discourses. The contributions of psychology to education must move towards helping to understand the complex interactions established within educational institutions, contextualizing the phenomena and addressing them in the context of relationships between people, considering the complexity involved in this discussion.(AU)

Concepciones de diferentes enfoques de la psicología - y otras áreas del conocimiento - acerca de cómo el ser humano conoce, pueden contribuir a la comprensión de la relación que se establece entre adultos y niños, adultos y adolescentes y adultos y adultos en los diferentes segmentos educativos, desde la guardería a la universidad. Se trata de un artículo de revisión de la literatura cuyo objetivo es explicar los principales conceptos de las teorías de Jean Piaget, Lev Vigotski, Wilhelm Reich y Martin Buber, buscando elementos que contribuyan a la comprensión de la compleja relación profesor-alumno, que va más allá de la clase, rompiendo con una concepción de la enseñanza como transferencia de conocimiento. Esa relación se construye en un tiempo y un espacio determinados, marcados por valores, ideologías, normas y discursos. Las contribuiciones de la psicología a la educación deben ayudar a comprender las complejas interacciones que se establecen al interior de las instituciones educativas, contextualizando los fenómenos en el ámbito de las relaciones entre las personas, considerando la complejidad que involucra esa discusión.(AU)

In silico studies: Physicochemical properties, drug score, toxicity predictions and molecular docking of organosulphur compounds against Diabetes mellitus.

Diabetes mellitus (DM) is a significant common metabolic disorder seen all over the world. In 2020, according to the International Diabetes Federation (IDF), out of 463 million people who have diabetes all over the world, 77 million belong to India. As per the statistical prediction, the affected numbers are probably expected to rise to 642 million by 2040. The commercially available anti-diabetic drugs in the market include metformin, sulphonyl urea, meglitinides, miglitol, acarbose, biguanides, and thiazolidinediones cause side effects like hypoglycaemia, dizziness, liver cell injury, digestive discomfort, neurological defects, etc. Hence, bioactive organosulphur based functional ligands are chosen in this study to arrive at a newer drug for DM. In this work, in silico analysis of organosulphur molecular descriptors like physicochemical properties, solubility, drug score, and toxicity predictions are evaluated using OSIRIS and Toxtree freeware. The essential parameters for discovering drugs for biopharmaceutical formulations viz the solubility of drugs and toxicity have been calculated. The protein target Dipeptidyl peptidase DPP4 (PID: 2RIP) was docked against energy minimised sulphur compounds using Hex 6.3. The results indicate that the drug likeliness of the molecule 4, that is, N-[(3,3-dimethyl piperidin-2-yl) methyl]-4-ethyl sulphonyl aniline is active with decreasing binding energy score (-212.24 Kcal mol-1 ) with no toxicity and also few sulphur compounds are active against diabetes compared to standard drug metformin (-158.33 Kcal mol-1 ). The best drug-like ligand N-[(3,3-dimethyl piperidin-2-yl) methyl]-4-ethyl sulphonyl aniline, was docked using commercial Maestro Schrodinger software to predict the results.

Formar la subjetividad política para el posconflicto: una apuesta desde el proyecto educativo institucional en perspectiva filosófica y pedagógica / Form Political Subjectivity for Post-Conflict: A Bet from the Institutional Educational Project (PEI) on a Philosophical and Pedagogical Perspective

Resumen El presente artículo tiene como finalidad comprender las relaciones e interrelaciones que se tejen en la configuración de la subjetividad política desde los procesos formativos con asiento en el Proyecto Educativo Institucional (PEI), para un escenario futuro de posconflicto. Los resultados y conclusiones se resumen en que: 1) Se necesita una escuela que sea hospitalaria y de acogida, para que propicie el cuidado de sí y del alter en la formación de la subjetividad política; 2) Es necesario que la escuela reflexione sobre la violencia que ha padecido Colombia, para que los estudiantes tengan cuidado de sí y cuidado del otro; 3) El maestro utilizando el consejo como herramienta pedagógica forma la subjetividad, al mostrar posibles caminos que orienten proyectos de vida; 4) la escuela que forme la subjetividad política desde una pedagogía de la conflanza y seguridad debe alejarse del disciplinamiento.

Abstract The purpose of this article is to understand the relationships and interrelationships, which are woven into the configuration of political subjectivity from the training processes with a seat in the Institutional Educational Project (PEI), for a future post-conflict scenario. The results and conclusions are based on that: 1) A school that is hospitable and host is needed to promote the care of itself and the alternative in the formation of political subjectivity; 2) It is necessary for the school to reflect on the violence that Colombia has gone through, so that students take care of themselves and take care for each other; 3) The teacher, by using advice as a pedagogical tool, forms subjectivity, by showing possible paths, which guide life projects; 4) The school, which forms political subjectivity from a pedagogy of trust and security should move away from disciplining.

Dr. José Rufino Díaz Novás y su aporte a la medicina familiar / Dr. José Rufino Díaz Novás and his contribution to Family Medicine

Ser maestro es tener vocación de servicio, ser ejemplo para los alumnos y es tener un papel importante en la sociedad; el Dr. José Rufino Díaz Novás ha contribuido al desarrollo de profesionales de la salud; en él convergen el médico docente consagrado y el hombre fundador, defensor y continuador de las ideas del Programa del Médico y Enfermera de la Familia. En la vida existen personas inolvidables, este es el caso del profesor Pepín, como cariñosamente le llaman sus alumnos, por la fructífera labor que trascendió a las nuevas generaciones, sus aportes en la formación de los recursos humanos en el sector salud y, especialmente, por la contribución al desarrollo de la Medicina Familiar en Cuba(AU)

To be a teacher is to have a vocation for service, to be an example for students and to play an important role in society; Dr. José Rufino Díaz Novás has contributed to the development of health professionals; on him, the consecrated Professor Doctor and the man who has been founder, defender and follower of the ideas of the Family Doctor and Nurse Program converge. In life there are unforgettable people; this is the case of Professor Pepín, as his students affectionately call him for the fruitful work that transcended the new generations, his contributions to the training of human resources in the health sector and especially for the contribution to the development of Family Medicine in Cuba(AU)

Characterization and application of rhamnolipid from Pseudomonas plecoglossicida BP03.

The production of rhamnolipid (glycolipid) biosurfactant was achieved under optimized conditions from newly isolated bacteria (Pseudomonas plecoglossicida BP03) from rice mill effluent. The isolated biosurfactant was structurally characterized using FTIR and NMR spectroscopic studies. The obtained biosurfactant (1·39 g l-1 ) showed a variety of applications including larvicidal and pupicidal activity against malarial vector (Anopheles sunadicus). It also exhibited antimicrobial activity against human pathogens, and possessed potent anti-biofilm activity against Staphylococcus aureus, Bacillus subtilis and Aeromonas hydrophila. The obtained biosurfactant showed a dose-dependent inhibition of exopolymeric substance (EPS) and growth curve in S. aureus. Furthermore, the cytotoxicity assays revealed that the biosurfactant exhibit a cytotoxic potency against the human fibroblastic sarcoma cells Ht-1080. An in silco analysis was also performed using Schrodinger maestro 9.3 against surface protein (SasG) of S. aureus, and the resultant analysis revealed an interactive docking score of -3·4 kcal mol-1 . The obtained result indicates that the synthesized economically viable biosurfactant ensures excellent applications towards various fields.

Targeting VEGFR2 protein by marine Streptomyces globosus VITLGK011-derived compound BECA: An in vitro and in silico analysis.

This study investigates the anticancer cytotoxic mechanism of action of benzoyloxy-ethyl-carbamic acid (BECA) produced by Streptomyces globosus VITLGK011. Flow cytometry analysis confirmed that BECA (at IC50 : 3.12 µg/ml) treatment for 24 h induced apoptosis in 60% of cells. Schrodinger Maestro tools such as QikProp and DFT were used to confirm that BECA is an eligible drug-like molecule, with suitable physiochemical properties. Glide XP tool was used to perform induced-fit docking between BECA and 30 cancer drug target proteins. The highest significance was observed for VEGFR2 protein (-6.7 kcal/mol). GROMACS tool was used to perform molecular dynamic simulation between BECA and VEGFR2 protein for 40 ns. Root mean square deviation, root mean square fluctuation, H-bond, and trajectory analysis, confirmed that BECA is a suitable inhibitor of VEGFR2 protein. Results conclude that BECA is a valid VEGFR2 inhibitor, and it thus exerts the observed anticancer cytotoxicity against MCF-7 cells.

Explant analysis of a Maestro™ wrist prosthesis and calculation of its lubrication regime.

Explant analysis can provide key insights to understanding failures of artificial joints and thus how they might be improved for the ultimate benefit of patients. There are no previous reports of explant analysis of an artificial wrist joint. In this study, an explanted metal-on-polymer Maestro wrist was analysed both in macro and nanoscales to estimate its biotribological performance. The articulation was formed between a cobalt chromium carpal head and an ultrahigh molecular weight polyethylene bearing. The surface roughness values of its articulating surfaces and the backside of the articulation were measured. On average, the articulating surface roughness values were calculated as 0.06 ± 0.02 µm and 1.29 ± 0.63 µm for the cobalt chromium carpal head and ultrahigh molecular weight polyethylene bearing, respectively. Both surfaces had negative skewness, indicating a preponderance of valleys. On the articulating surface of the carpal head, light scratches were observed, and no impingement was observed throughout the component. The polymeric surface had a polished appearance. It had unidirectional scratches at the centre of the articulation, pits of different sizes on its articulating surface, and matt white subsurface regions. The backside of the UHMWPE bearing and the convex surface of the radial body that it was sitting on, were found to have average surface roughness values of 4.23 ± 0.69 µm and 5.57 ± 1.05 µm, respectively. The difference in the means was not significant (p > 0.05). Taking the articulating surface roughness values, the lubrication regime that the explanted Maestro wrist operated under in vivo was estimated for varying physiological conditions, i.e. varying loads, entraining velocities and lubricant viscosities. In every case considered, the explant was found to operate under boundary lubrication.

The role of the teacher's emotional intelligence for efficacy and classroom management / El papel de la inteligencia emocional del profesor para la eficacia y la gestión del aula

Abstract In recent years, several studies have revealed multiple benefits of teachers' emotional intelligence (EI) concerning their professional performance, regarding teaching and learning process, students' school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers' EI capacity affect their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: to examine the relationship between teacher's EI capacities, teacher efficacy, and classroom management effectiveness, and to analyze the relationship between teacher's characteristics (gender) and professional background (service time and academic formation) and teacher's EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses were computed and showed that teachers who tended to have higher levels of capacity to perceive, express and manage emotions reported higher levels of teaching effectiveness and classroom management effectiveness. Therefore, is important for Portuguese teachers developing their emotional skills during academic formation, to a more effective future professional activity.

Resumen En los últimos años, diversos estudios revelaron múltiples beneficios de la inteligencia emocional (IE) de los maestros con respecto a su desempeño profesional, el proceso de enseñanza y aprendizaje, el rendimiento escolar de los estudiantes, su satisfacción laboral, la reducción del estrés y el agotamiento, y la importancia de las relaciones interpersonales en la escuela. Sin embargo, pocos estudios han investigado cómo las capacidades de IE de los maestros afectan su efectividad en la enseñanza y el manejo del aula. En este sentido, el objetivo de este estudio fue doble: examinar la relación entre las capacidades de IE del maestro, su eficacia en la enseñanza y su eficacia en la gestión del aula; y analizar la relación entre las características del maestro (género), su formación profesional (tiempo de servicio y formación académica) y sus capacidades de IE. 634 maestros portugueses completaron un formulario con datos personales y profesionales, y respondieron una adaptación del Cuestionario de Habilidades Emocionales y Competencia, y la Escala de Eficacia del Maestro en el Manejo del Aula y la Disciplina. Los análisis del modelo de ecuaciones estructuradas mostraron que los maestros que tienden a tener niveles más altos de capacidad para percibir, expresar y manejar las emociones mostraron niveles más altos de eficacia docente y niveles más altos de eficacia en el manejo del aula. Por lo tanto, es importante que los maestros Portugueses desarrollen sus habilidades emocionales durante la formación académica, con el fin de lograr una futura actividad profesional más efectiva.

Booktrailer y lectura en la formación inicial del maestro: un estudio de caso / Booktrailer and reading in the initial teacher training: a case study / Booktrailer e leitura na formação inicial de professores. Um estudo de caso

Resumen Introducción: el booktrailer está convirtiéndose en un recurso digital importante para promocionar la lectura entre los estudiantes y, por ende, para el fomento lector. Dentro de este panorama, los futuros maestros deben tener una formación no solo en las áreas específicas de la didáctica, sino también en el ámbito tecnológico para poder utilizarlas; es decir, es importante en la formación inicial del maestro. Objetivo: analizar las oportunidades que nos ofrece el booktrailer y las creencias de los futuros maestros. Materiales y métodos: para realizar esta investigación se decidió escoger un estudio de caso cuya muestra son los estudiantes de la asignatura Competencia Comunicativa del curriculum integrado de la Universidad de Cádiz. En este sentido, se utilizaron cuestionarios, diario de campo, entrevistas y matriz DAFO. Resultados: se consideró que el booktrailer presenta un potencial educativo y, por consiguiente, es necesario incluirlo en las aulas. Conclusiones: con todo lo anterior se consideró que la lectura se puede fomentar y promocionar a través el booktrailer.

Abstract Introduction: the booktrailer is becoming an important digital resource to promote reading among students and thus encourage reading. Within this panorama, future teachers must have an academic background not only in specific areas of didactics, but also in the field of technology in order to be able to use them; that is, it is important in the initial training of the teacher. Objective: to analyse the opportunities offered by the booktrailer and the beliefs of future teachers. Materials and methods: to carry out this research, we decided to choose a case study which sample is the students of the subject Communicative Competence of the integrated Curriculum of the University of Cadiz. In this context, questionnaires, field diary, interviews and SWOT matrix were used. Results: the booktrailer was considered to have an educational potential and, therefore, it is necessary to include it in the classrooms. Conclusions: with all the above, it was considered that reading can be encouraged and promoted through the booktrailer.

Resumo Introdução: o booktrailer está se tornando um importante recurso digital para promover a leitura entre os alunos e, portanto, para a promoção da leitura. Dentro desse panorama, os futuros professores devem ter treinamento não apenas em áreas específicas do ensino, mas também no campo tecnológico para poder usá-los; isto é, é importante na formação inicial do professor. Objetivo: analisar as oportunidades oferecidas pelo booktrailer e as crenças dos futuros professores. Métodos e Materiais: para a realização desta pesquisa, optou-se por escolher um estudo de caso, cuja amostra são os alunos da Competência em Comunicação do currículo integrado da Universidade de Cádiz. Nesse sentido, foram utilizados questionários, diário de campo, entrevistas e matriz SWOT. Resultados: o booktrailer foi considerado com potencial educacional e, portanto, é necessário incluí-lo na sala de aula. Conclusões: com todas as considerações acima, considerou-se que a leitura pode ser promovida e promovida através do booktrailer.