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- Haptoglobin, acid phosphatase and demographic factors: obesity riskPublication . Ramos, Maria do Rosário; Carolino, Elisabete; Oliveira, Teresa; Silva, A. P.; Carvalho, R.; Bicho, M.The aim of this work is to study the risk of obesity posed by two genetic factors: haptoglobin phenotype and acid phosphatase phenotype, one enzymatic activity: acid phosphatase activity (ACP1), age and gender. Haptoglobin (Hp) is a protein of the immune system, and three phenotypes of Hp are found in humans: Hp1-1, Hp2-1, and Hp2-2. This protein is associated with a susceptibility to common pathological conditions, such as obesity. ACP1 is an intracellular enzyme The phenotypes of ACP1 (AA, AB, AC, BB, BC, CC) are also considered. We took a sample of 127 subjects with complete data from 714 registers. Since we intend to identify risk factors for obesity, an ordinal regression model is adjusted, using the Body Mass Index, BMI, to define weight categories. Haptoglobin phenotype, enzymatic activity of ACP1, acid phosphatase phenotype, age and gender are considered as regressor variables. We found three factors associated with an increased risk of obesity: phenotype Hp2-1 of haptoglobin (estimated odds ratio OR 11.54), phenotype AA of acid phosphatase (OR 33.788) and age (OR 1.39). The interaction between phenotype Hp2-1 and phenotype AC is associated with a decreased risk of obesity (OR 0.032); The interaction between phenotype AA and ACP1 activity is associated with a decreased risk of obesity (OR 0.954).
- New challenges for e-learning post-graduation in exact and technological sciencesPublication . Caeiro, Sandra; Costa, Fernando Pestana da; Moura, Ana Pinto de; Martinho, Ana Paula; Nicolau, Paula Bacelar; Ramos, Maria do Rosário; Araújo, João; Azeiteiro, Ulisses; Rocio, VitorLearning and teaching in an on-line environment are, in many ways, much like teaching and learning in any other formal education context. However, the pervasive effect of the on-line medium creates a unique environment for teaching and learning (Anderson, 2004). This century will see the emergence of a post-modern era of distance education characterized by increased diversity and choice (Garrison, 2000). Such development is made possible by new communication technologies, as exemplified by the evolution of the open universities in their adoption of new models to replace/complement the traditional self-paced, independent learning model of the industrial era (Davis, 1999). The implementation of these new models to formal master courses in specific areas of life sciences, mathematics and technology is a new challenge, where face to face field and laboratory activities are often compulsory. This paper presents a preliminary reflection on the working experience of three masters courses taught at Portuguese distance learning university. In Portugal those courses are novel both in terms of the e- or b-learning regime, and in terms of curricular contents and professional competence outcomes.