Background: Colorectal cancer (CRC) is one of the most incident cancers, associated with significant morbidity and mortality, and usually classified into three main molecular pathways: chromosomal instability, microsatellite instability (MSI) and CpG island methylator phenotype (CIMP). Currently, available screening methods are either costly or of limited specificity, impairing global implementation. More cost-effective strategies, including DNA methylation-based tests, might prove advantageous. Although some are already available, its performance is suboptimal, entailing the need for better candidate biomarkers. Herein, we tested whether combined use of APC, IGF2, MGMT, RASSF1A, and SEPT9 promoter methylation might accurately detect CRC irrespective of molecular subtype.Methods: Selected genes were validated using formalin-fixed paraffin-embedded tissues from 214 CRC and 50 non-malignant colorectal mucosae (CRN). Promoter methylation levels were assessed using real-time quantitative methylation-specific PCR. MSI and CIMP status were determined. Molecular data were correlated with standard clinicopathological features. Diagnostic and prognostic performances were evaluated by receiver operator characteristics curve and survival analyses, respectively.Results: Except for IGF2, promoter methylation levels were significantly higher in CRC compared to CRN. A threegene panel (MGMT, RASSF1A, SEPT9) identified malignancy with 96.6% sensitivity, 74.0% specificity and 91.5 positive predictive value (area under the curve: 0.97), independently of tumor location, stage, and molecular pathway. Conclusions:Combined promoter methylation analysis of MGMT/RASSF1A/SEPT9 displays a better performance than currently available epigenetic-based biomarkers for CRC, providing the basis for the development of a non-invasive assay to detect CRC irrespective of the molecular pathway.

Like some other countries, seldom being sometimes addressed in classes, the Earth system approach is not emphasized enough in Portugal, nor is the interconnection between the geosphere, hydrosphere, atmosphere, and biosphere. To evaluate the Earth system holistic view of a group of 8th grade (13–15 years old) Portuguese students from a public school of the north of Portugal, an improved conceptual map-based to approach Earth system was investigated. After learning about concept mapping, students were asked to collaborate in the production of four conceptual maps regarding each one of the geochemical and biogeochemical cycles, further combining these maps in a common one. Through teamwork-based task, each group was asked to establish relations between the cycles, integrated into each one of the four Earth subsystems. The final combined maps demonstrated that, in the first phase, students had some difficulties in completing the pre-designed improved maps, being more evident in the rock cycle. Contrarily, the food chain cycle revealed fewer mistakes and more appropriate terms were added. In the second phase, the students exhibited difficulties in relating the cycles to the four subsystems and the remaining cycles, drawing many arrows without any kind of connecting words. Nevertheless, in general, students have realized how to build an improved concept map but do not possess a holistic view of the Earth system.

Resumo-Existe atualmente uma enorme dificuldade em aprender programação. Neste contexto foi realizada a presente trabalho de investigação que com base em revisão de literatura sobre os fatores dificultadores da aprendizagem de programação, nos paradigmas da programação, propõe um modelo teórico. Apresenta aqui também um estudo de estado de arte sobre o ensino da programação em Portugal fazendo um levantamento das universidades que lecionam cursos de informática. E aqui proposto e validado empiricamente um modelo que explica o nível de satisfação dos alunos, o nível de utilidade percebida e a intenção de continuar a estudar. Este modelo valida os fatores determinantes que levam a intenção de continuidade de aprender programação.

We live in a multisensory world. However, in classrooms, unisensory approaches are preferred, although they are unnatural and usually demotivating for youngsters. We conducted this mix-method study to investigate the possible effects of a multisensory approach on geosciences learning among students at a primary school in Porto, Portugal. The cognitive outcome was assessed using a pre/post-test design, while motivation and other attitudinal parameters were studied using an anonymous questionnaire. The results revealed a higher mean score in post-tests for students attending multisensory classes and high levels of motivation. Therefore, we consider that multisensory instruction has a positive impact on geosciences learning and motivation, and proper measures should be adopted to propel its full and optimal application in schools.