Abstract In geometrically nonlinear problems solved using the Finite Element Method (FEM), the structure response is directly influenced by the level of discretization and the nonlinear solution algorithm used. To reduce the discretization dependence, exact solutions are developed based on the deformed infinitesimal element equilibrium. To deal with the nonlinear solution problem, the two-cycle method can be used, since it is not dependent on load or displacement steps. The two-cycle method developed by Chen & Lui (1991) uses the classical geometric matrix and is not accurate for high axial loads. This happens because the geometric matrix is obtained using Hermitian polynomials which are approximate solutions. To circumvent this issue, the frame element’s tangent matrix is obtained using interpolation functions that match the homogeneous solution of the differential equation of the beam-column problem. The main objective of this study is to carry out a second order analysis of the frames and obtain equilibrium paths using the two-cycle method and the tangent stiffness matrix based on solutions of the differential equations obtained from the element’s deformed configuration. The results in terms of displacements and rotations for the examples studied are identical to the analytical solutions, showing that the combination of the two-cycle method with the exact element formulation is promising and can diminish the need for discretization. FEM, FEM , (FEM) used dependence problem twocycle two cycle steps 1991 (1991 loads issue elements s beamcolumn beam column configuration (FEM 199 (199 19 (19 1 (1 (

Resumen: En este artículo, el objetivo era examinar las representaciones de la educación difundidas en la extensión de los 479 textos yde las 1935 iconografías que integran las 1093 páginas del Álbum Ilustrado da Comarca de Rio Preto (1927-1929). Con este fin, basado em los principios de la Historia Cultural y el Análisis del Discurso, se examinó el proceso social de producción de este artefacto y la materialidad de grafías de carácter educativo que lo componen. Tan, se encontró un esfuerzo de exaltación verbo-visual de la instrucción popular y oficial como síntoma de progreso, en una diligencia enunciativa que fijó el objeto tipográfico investigado como soporte y, al mismo tiempo, como la encarnación de los proyectos civilizatorios y educativos que sus autores buscaron participar. Resumen artículo 47 193 109 19271929. 19271929 1927 1929 . (1927-1929) fin Discurso componen Tan verbovisual verbo visual progreso tiempo participar 4 19 10 1927192 192 (1927-1929 1 192719 (1927-192 19271 (1927-19 (1927-1 (1927- (1927 (192 (19 (1 (

Abstract: The objective of the present paper was to examine the representations of education disseminated in the extension of 479 texts and 1935 iconographies that integrate the 1093 pages of the Álbum Ilustrado da Comarca de Rio Preto (1927-1929). For that, based on the principles of Cultural History and Discourse Analysis, we carried out an examination of the social process of production of this artifact and the materiality of the spellings of educational nature that compose it. Thus, an effort of verbal-visual exaltation of popular and official instruction as sign of progress was verified, in an enunciative diligence that fixed the typographical object investigated as support and, at one time, as the incarnation of the civilizing and educational projects that their artificers sought to participate in. Abstract 47 193 109 19271929. 19271929 1927 1929 . (1927-1929) Analysis it Thus verbalvisual verbal visual verified time 4 19 10 1927192 192 (1927-1929 1 192719 (1927-192 19271 (1927-19 (1927-1 (1927- (1927 (192 (19 (1 (

Resumo: No presente artigo, objetivou-se perscrutar as representações de educação difundidas na extensão dos 479 textos e das 1.935 iconografias que integram as 1.093 laudas do Álbum Ilustrado da Comarca de Rio Preto (1927-1929). Para tanto, com base nos princípios da História Cultural e da Análise do Discurso, examinou-se o processo social de produção deste artefato e a materialidade das grafias de cunho educacional que o compõem. Assim, averiguou-se um esforço de exaltação verbo-visual da instrução popular e oficial como indício de progresso, em uma diligência enunciativa que fixou o objeto tipográfico investigado como suporte e, a um só tempo, como a encarnação dos projetos civilizatórios e educativos que seus artífices buscaram participar. Resumo artigo objetivouse objetivou se 47 1935 1 935 1.93 1093 093 1.09 19271929. 19271929 1927 1929 . (1927-1929) tanto Discurso examinouse examinou compõem Assim averiguouse averiguou verbovisual verbo visual progresso tempo participar 4 193 93 1.9 109 09 1.0 1927192 192 (1927-1929 19 9 1. 10 0 192719 (1927-192 19271 (1927-19 (1927-1 (1927- (1927 (192 (19 (1 (

SUMMARY: The equine placenta is a simple apposition of fetal and maternal tissues, becoming more complex with the formation of microcotyledons around days 75 and 100 of gestation. The present study aimed to describe the gross and microscopic morphology of early equine placenta. Embryonic/fetal membranes from thirty-seven mares were submitted to macroscopic description, light, scanning and transmission microscopy. Overall the gross characteristics of membranes were similar with already described for older stages. However, transmission electron microscopy evidenced high metabolic rate in chorion and allantois, and high secretion profile in amnion and even higher in yolk sac. Gene ontologies enrichment, using published data, pointed several common ontologies in allantoic and amniotic fluids, related to oxygen and iron transport, extracellular space and high-density lipoprotein receptor binding. Overall, the morphological and ontology enrichment could indicate allantois and amnion crosstalk.

RESUMEN: La placenta equina es una simple aposición de tejidos fetales y maternos, que se vuelve más compleja con la formación de microcotiledones alrededor de los días 75 y 100 de gestación. El presente estudio tuvo como objetivo describir la morfología macroscópica y microscópica de la placenta equina temprana. Las membranas embrionarias / fetales de treinta y siete yeguas fueron sometidas a descripción macroscópica, luz, escaneo y microscopía de transmisión. En general, las características generales de las membranas fueron similares a las ya descritas para las etapas más antiguas. Sin embargo, la microscopía electrónica de transmisión mostró una alta tasa metabólica en corion y alantoides, y un alto perfil de secreción en amnios e incluso mayor en el saco vitelino. El enriquecimiento de ontologías génicas, utilizando datos publicados, señaló varias ontologías comunes en fluidos alantoideos y amnióticos, relacionados con el transporte de oxígeno y hierro, espacio extracelular y unión a receptores de lipoproteínas de alta densidad. En general, el enriquecimiento morfológico y ontológico podría indicar alantoides y diafonía de amnios.

RESUMO Neste artigo são discutidas as representações sobre o ensino da gramática na aula de português L1, a partir dos resultados de um estudo exploratório que envolveu professores e futuros professores em diferentes situações de formação: professores do Ensino Básico, estudantes em estágio profissional e estudantes de licenciatura. O estudo centrou-se nas orientações curriculares para o ensino da gramática propostas em Reis et al. (2009), que veicularam uma clara mudança de paradigma no ensino da língua. Embora surja um claro contraste entre professores e estudantes, no que respeita a familiaridade com as orientações curriculares e estratégias de ensino, constituem pontos convergentes a importância atribuída à gramática e a frágil formação no domínio da linguística. Os resultados da análise permitem discutir a relação entre as conceções dos professores e as suas práticas, evidenciando quer fragilidades na formação de professores quer mudanças conceptuais que podem conduzir a efetivas mudanças na prática de sala de aula.

ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.