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Validação de SNPs associados com área de olho de lombo em bovinos Canchim
(Universidade Federal de São Carlos, 2014-01-24) Lima, Andressa Oliveira de; Regitano, Luciana Correia de Almeida; https://lattes.cnpq.br/8264911787257919
The Beef cattle production is a very important economic activity for Brazil, which is a global producer and exporter of bovine-derived products and currently contains the world s largest beef cattle herd. However, the majority Brazilian cattle are adapted to a tropical climate and have low meat and carcass quality. The crossbreeding between Charolais and Zebu animals resulted in development of Canchim breed. This breed shows better resistance to high temperatures and parasites, as well as better meat and carcass quality. New genotyping and computational technologies can enable the use of single nucleotide polymorphism (SNP) in breeding programs. The high demand for meat quality and the aggressive competition among other beef exporting countries justifies studies focused on improving carcass traits, such as ribeye area (REA), which can provide more efficiency production of meat cuts for consumption. The objective in this study was to validate SNPs selected in a previous genomewide association study (GWAS) for REA performed by Random Forest methodology in 400 animals genotyped with the BovineHD BeadChip ( Illumina®) which yielded a set of 197 SNPs. First, we analyzed the linkage disequilibrium (LD), and then we annotated the associated regions. After verifying this set of SNPs, we selected four SNPs located on BTA4, BTA10, BTA22 and BTA27 for validation purposes. These SNPs were genotyped by RFLPPCR in approximately 712 bovine. We analyzed the genetic effect of these SNPs the using GLM procedure in SAS (P ≤ 0,05), which identified SNPs in BTA4 and BTA27 as contributing some genetic effect on REA. Furthermore, we found significant additive effect (P≤ 0,05) for the SNP on BTA 27, and a significant dominance effect for the SNP in BTA 4 using the ASReml software. The GWAS for REA identified one region between 34989224pb and 36989224pb using haplotype association analysis with the PLINK software that indicated two regions (P≤ 0,05) in the SFRP1 and ANK1 genes associated with REA.
Uma abordagem diferente para o ensino da função exponencial no Ensino Médio
(Universidade Federal de São Carlos, 2014-01-24) Angelucci, Michel; Costa, Ivo Machado da; https://lattes.cnpq.br/1111331485581633; https://lattes.cnpq.br/0230925912763463
The objective of this essay is to propose a different approach to teaching the exponential function in high school. This new approach aims to provide a meaningful learning related to the subject exponential function, since students and teachers sometimes have difficulty understanding this concept, especially when it comes to real exponents. The work was based on preparation of some activities based on the Theory of Didactical Situations and applied following the methodology of the Didactic Engineering. There were basically five activity sheets, three of them were printed and two of them were spreadsheets. The problems and exercises aimed to examine and extend the validity of the fundamental property of exponential functions, that is, f(m + n) = f(m):f (n) for the dominance of natural numbers, integer, rational, real, and for the last one, we only worked with spreadsheets, specifically in the activity sheet number 5, to afford students an understanding about how the calculator obtains the approximate result of 2 √2 for example. The spreadsheet was also used in the activity sheet number 4, which deals with rational exponents. On this one we present an algorithm for the approximate calculation of nth roots of any real number. The activity sheets have been developed in order to provide students with maximum autonomy so that they could resolve them, being interspersed with adjunct sheets in order to introduce the new concept and theory discussed in the following activity sheet. The activities were implemented at a state school in It´apolis, and the results in a final analysis showed that this approach supplied a significant learning compared to traditional teaching.
Narrativas autobiográficas de professores iniciantes no ensino superior: trajetórias formativas de docentes do curso de Letras-Inglês
(Universidade Federal de São Carlos, 2014-01-24) Cunha, Renata Cristina da; Oliveira, Rosa Maria Moraes Anunciato de; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/1215596443300304
This work has as an object of study the academic process of teachers that are at the beginning of their careers starting from their oral and written autobiographical stories, motivated by the leading question: What experiences have the English teachers experienced before the teaching profession and in the beginning of their careers are configured as formative after they becoming Higher Education professionals? To respond to this leading question, there were stated the following objectives: General objective: To know and analyze the autobiographical stories of the English teachers that are working for UESPI in the English course, beginners in the higher education field about the formative experiences acquired before the teaching work and in the beginning of their careers. Specific objectives: 1) To describe and analyze the researched participants memories-reference revealing time, space and the context of formation and learning of the profession before entering the higher education; 2) To characterize and analyze the experiences lived by the interlocutors of the research when they started their careers of teaching in higher education; 3) To identify and discuss the effective reflections through the production of oral and written autobiographical narratives to reveal the experiences gathered by the research subjects all through their life trajectory. An autobiographical survey was carried on with a methodology of qualitative approach reaching out to the authors such as Clandinin and Connelly (1995, 2000), Bolívar (2002), Souza (2004, 2006a, 2006b), among others. Three English teachers collaborated with this study, all of them beginners in the career of higher education at UESPI, Parnaíba (PI). To achieve the objectives of this research, that was done through 2012, there were used the formation memorial, reflective letters and the interactive meetings. The content of the research corpus was analyzed based in Bardin s proposal (2006). The produced data were analyzed based on the theoretical approach studied about the fresh teacher, formative experiences of autobiographical stories, and they were organized around four key areas and their respective indicators: 1) First learning experiences: the experiences brought by each collaborator; 2) Schooling stories: school and university as formative environment; 3) Teaching formative experience: the practicing of teaching as a source of learning: 4) Autobiographical dialogues: Formative possibilities to work independently. The research interlocutors oral and written narratives confirmed that the formative process of each teacher is directly connected to its life trajectory that has guided the gathered learning and the developed practicing throughout their lifetime. What they bring to themselves is the formative experiences and memories-references that set apart the three protagonists of their own history.
Professores da zona rural em início de carreira: narrativas de si e desenvolvimento profissional
(Universidade Federal de São Carlos, 2014-01-24) Ferreira, Lúcia Gracia; Oliveira, Rosa Maria Moraes Anunciato de; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/2208995326703695
The discussion about rural teachers is emergent in Brazil, and few studies on this topic are identified, specially when we focus on the beginning of the career and the learning of the teaching of rural teachers. Thus, this research aims to contribute to this field of study, analyzing how the practice of (self) formation of rural teachers in the early years of the teaching career is configured. From the qualitative research, (auto) biographical approach and the method of life stories, this research was developed with a view to unveiling the formative paths of beginning teachers from rural municipalities of Macarani and Maiquinique, Bahia, belonging to the territory of identity of the Middle Southwest. I used as sources of data collection instruments such as questionnaires, letters, diary and narrative interview, through which I could refer to the memory of the participants and the redemption of their life stories, trying to understand aspects of life-formation. The narratives of the letters, diaries and interviews were triangulated in order to improve the interpretation and analysis of data. The research-formation was the search procedure, given the merit of performing at the same time the procedure of investigation and formation, highlighting the formation process from both the narratives of the research and research collaborators. The study showed that there is no research on beginning teachers of rural areas in Brazil, calling attention to the emergence of the theme. It also ratified that the path of the learning of the teaching of rural teachers is long and fraught with peculiarities and that the social, cultural, personal and professional dimensions make up the production/mobilization of knowledge of these rural beginner teachers. The memories showed to be revealing the subjects and the (auto) biographical narratives, an important formative source; through them the formation course was redone outlining new meanings. These teachers face difficulties that underlie the lack of initial and continuing formation because they act in a mixed level class of Adult Education and act in precarious conditions. So, many factors differentiate the start of teaching in the countryside from that which occurs in other areas and they are identified as ruralities that cross this professional experience. In this study, it was part of this teacher formation trajectory the written narratives, potentiating the professional development, because teachers beginning their careers in rural narrate about learning, rural teaching practices, knowledge, relationships with students, the rural school, job satisfaction, about the personal self and how these narratives are essential components in the teaching establishment. Therefore, the narratives themselves are configured as practical formation of rural teachers beginning their careers.