O estudo da migração no ensino fundamental : humanizando sujeitos e saberes

O processo de migração é marcado pelo movimento de pessoas de um lugar para o outro e ocorre de forma ampla e complexa a partir de diversas situações. É comum encontrarmos o tema da migração em diversos meios de comunicação com notícias sobre o movimento de pessoas em todo o globo. Com base neste contexto, esta pesquisa tem como objeto o estudo da migração em sala de aula. O trabalho foi realizado com estudantes do sétimo ano do Ensino Fundamental do Centro de Ensino Médio Pastor Dohms – Unidade Zona Norte, localizada na cidade de Porto Alegre. O objetivo desta pesquisa pretendeu colocar jovens como sujeitos históricos, com experiência de vida composta por conhecimentos e saberes significativos, mas também, procurou construir instrumentos que permitiram desenvolver a humanização dos olhares dos estudantes sobre o movimento de migração, a partir da ideia de que o processo é formado por pessoas, com vidas reais, também compostas por trajetórias e experiências únicas. Os referenciais teórico-metodológicos encontram-se alicerçados nos estudos decoloniais. Autores como Enrique Dussel, Boaventura de Sousa Santos, Catherine Walsh, entre outros, contribuíram para a problematização de conteúdos marcados por visões eurocêntricas, bem como, foram responsáveis pela ideia de que não há no mundo apenas uma forma de conhecimento, o que revela inúmeras compreensões com diferentes racionalidades, temporalidades e experiências de sujeitos históricos. Assim, a construção de conhecimentos pautados em experiências de vida dos estudantes, favorece um trabalho com ênfase nas diversas formas de saber e ver o mundo, elemento facilitador no desenvolvimento de olhares humanizados sobre outras realidades de vida, olhares também direcionados para os sujeitos históricos que vivenciam os processos de migração. A produção de fontes históricas pelos jovens, durante as etapas das sequências didáticas, permitiu que houvesse por parte dos envolvidos, o desenvolvimento de olhares sobre suas próprias posturas carregadas de preconceitos e estereótipos. A construção de conhecimento assim, se deu na prática dos estudantes a partir de suas próprias problematizações. Além disso, os envolvidos participaram do processo de reconhecimento e identificação com trajetórias migrantes e puderam humanizar realidades de vidas: as suas e a daqueles que migram.The migration process is marked by the movement of people from one place to another and occurs in a wide and complex way from several situations. It is common to find the topic of migration in various media with news about the movement of people around the globe. Based on this context, this research has as its object the study of migration in the classroom. The work was carried out with students from the seventh grade of the Elementary School of the Centro de Ensino Médio Pastor Dohms - Unidade Zona Norte, located in Porto Alegre city. The objective of this research intended to place the students as historical subjects, with life experience composed of significant knowledge and know-how, but also sought to build instruments that allowed the development of the humanization of the students perspectives about the migration movement, from the idea that the process is formed by people, with real lives, also composed of unique trajectories and experiences. The theoretical-methodological references are based on the studies of colonialists. Authors such as Enrique Dussel, Boaventura de Sousa Santos, Catherine Walsh, among others, contributed to the problematization of contents characterized by Eurocentric visions, as well as, were responsible for the idea that there is not only one form of knowledge in the world, which reveals numerous understandings with different rationalities, timing and experiences of historical subjects. Thus, the construction of knowledge based on the life experiences of students, encourages a work with emphasis on different ways of knowing and seeing the world, a factor that facilitates the development of humanized perspectives on other realities of life, also aimed at historical subjects who experience the processes of migration. The development of historical sources by the students, during the stages of the didactic sequences, allowed for the development of glances on their own postures loaded with prejudices and stereotypes. The construction of knowledge in this way took place in the practice of the students from their own situations. Moreover, students participated in the process of recognition and identification with migrant trajectories and were able to humanize life realities: their own and those of those who migrate

Data, disclosure and duties: balancing privacy and safeguarding in the context of UK university student sexual misconduct complaints

The past decade has seen a marked shift in the regulatory landscape of UK higher education. Institutions are increasingly assuming responsibility for preventing campus sexual misconduct, and are responding to its occurrence through – amongst other things – codes of (mis)conduct, consent and/or active bystander training, and improved safety and security measures. They are also required to support victim-survivors in continuing with their education, and to implement fair and robust procedures through which complaints of sexual misconduct are investigated, with sanctions available that respond proportionately to the seriousness of the behaviour and its harms. This paper examines the challenges and prospects for the success of university disciplinary processes for sexual misconduct. It focuses in particular on how to balance the potentially conflicting rights to privacy held by reporting and responding parties within proceedings, while respecting parties’ rights to equality of access to education, protection from degrading treatment, due process, and the interests of the wider campus community. More specifically, we explore three key moments where private data is engaged: (1) in the fact and details of the complaint itself; (2) in information about the parties or circumstances of the complaint that arise during the process of an investigation and/or resultant university disciplinary process; and (3) in the retention and disclosure (to reporting parties or the university community) of information regarding the outcomes of, and sanctions applied as part of, a disciplinary process. We consider whether current data protection processes – and their interpretation – are compatible with trauma-informed practice and a wider commitment to safety, equality and dignity, and reflect on the ramifications for all parties where that balance between rights or interests is not struck

Data, disclosure and duties:Balancing privacy and safeguarding in the context of UK university student sexual misconduct complaints

The past decade has seen a marked shift in the regulatory landscape of UK higher education. Institutions are increasingly assuming responsibility for preventing campus sexual misconduct, and are responding to its occurrence through – amongst other things - codes of (mis)conduct, consent and / or active bystander training, and improved safety and security measures. They are also required to support victim-survivors in continuing with their education, and to implement fair and robust procedures through which complaints of sexual misconduct are investigated, with sanctions available that respond proportionately to the seriousness of the behaviour and its harms. This article examines the challenges and prospects for the success of university disciplinary processes for sexual misconduct. It focuses in particular on how to balance the potentially conflicting rights to privacy held by reporting and responding parties within proceedings, while respecting parties’ rights to equality of access to education, protection from degrading treatment, due process, and the interests of the wider campus community. More specifically, we explore three key moments where private data is engaged: (1) in the fact and details of the complaint itself; (2) in information about the parties or circumstances of the complaint that arise during the process of an investigation and / or resultant university disciplinary process; and (3) in the retention and disclosure (to reporting parties or the university community) of information regarding the outcomes of, and sanctions applied as part of, a disciplinary process. We consider whether current data protection processes – and their interpretation - are compatible with trauma-informed practice and a wider commitment to safety, equality and dignity, and reflect on the ramifications for all parties where that balance between rights or interests is not struck

Polyphyly and gene flow between non-sibling Heliconius species

BACKGROUND: The view that gene flow between related animal species is rare and evolutionarily unimportant largely antedates sensitive molecular techniques. Here we use DNA sequencing to investigate a pair of morphologically and ecologically divergent, non-sibling butterfly species, Heliconius cydno and H. melpomene (Lepidoptera: Nymphalidae), whose distributions overlap in Central and Northwestern South America. RESULTS: In these taxa, we sequenced 30–45 haplotypes per locus of a mitochondrial region containing the genes for cytochrome oxidase subunits I and II (CoI/CoII), and intron-spanning fragments of three unlinked nuclear loci: triose-phosphate isomerase (Tpi), mannose-6-phosphate isomerase (Mpi) and cubitus interruptus (Ci) genes. A fifth gene, dopa decarboxylase (Ddc) produced sequence data likely to be from different duplicate loci in some of the taxa, and so was excluded. Mitochondrial and Tpi genealogies are consistent with reciprocal monophyly, whereas sympatric populations of the species in Panama share identical or similar Mpi and Ci haplotypes, giving rise to genealogical polyphyly at the species level despite evidence for rapid sequence divergence at these genes between geographic races of H. melpomene. CONCLUSION: Recent transfer of Mpi haplotypes between species is strongly supported, but there is no evidence for introgression at the other three loci. Our results demonstrate that the boundaries between animal species can remain selectively porous to gene flow long after speciation, and that introgression, even between non-sibling species, can be an important factor in animal evolution. Interspecific gene flow is demonstrated here for the first time in Heliconius and may provide a route for the transfer of switch-gene adaptations for Müllerian mimicry. The results also forcefully demonstrate how reliance on a single locus may give an erroneous picture of the overall genealogical history of speciation and gene flow

Phage inhibit pathogen dissemination by targeting bacterial migrants in a chronic infection model

The microbial communities inhabiting chronic infections are often composed of spatially organized micrometer-sized, highly dense aggregates. It has recently been hypothesized that aggregates are responsible for the high tolerance of chronic infections to host immune functions and antimicrobial therapies. Little is currently known regarding the mechanisms controlling aggregate formation and antimicrobial tolerance primarily because of the lack of robust, biologically relevant experimental systems that promote natural aggregate formation. Here, we developed an in vitro model based on chronic Pseudomonas aeruginosa infection of the cystic fibrosis (CF) lung. This model utilizes a synthetic sputum medium that readily promotes the formation of P. aeruginosa aggregates with sizes similar to those observed in human CF lung tissue. Using high-resolution imaging, we exploited this model to elucidate the life history of P. aeruginosa and the mechanisms that this bacterium utilizes to tolerate antimicrobials, specifically, bacteriophage. In the early stages of growth in synthetic sputum, planktonic cells form aggregates that increase in size over time by expansion. In later growth, migrant cells disperse from aggregates and colonize new areas, seeding new aggregates. When added simultaneously with phage, P. aeruginosa was readily killed and aggregates were unable to form. When added after initial aggregate formation, phage were unable to eliminate all of the aggregates because of exopolysaccharide production; however, seeding of new aggregates by dispersed migrants was inhibited. We propose a model in which aggregates provide a mechanism that allows P. aeruginosa to tolerate phage therapy during chronic infection without the need for genetic mutation

Towards Better Integration of Surrogate Models and Optimizers

Surrogate-Assisted Evolutionary Algorithms (SAEAs) have been proven to be very effective in solving (synthetic and real-world) computationally expensive optimization problems with a limited number of function evaluations. The two main components of SAEAs are: the surrogate model and the evolutionary optimizer, both of which use parameters to control their respective behavior. These parameters are likely to interact closely, and hence the exploitation of any such relationships may lead to the design of an enhanced SAEA. In this chapter, as a first step, we focus on Kriging and the Efficient Global Optimization (EGO) framework. We discuss potentially profitable ways of a better integration of model and optimizer. Furthermore, we investigate in depth how different parameters of the model and the optimizer impact optimization results. In particular, we determine whether there are any interactions between these parameters, and how the problem characteristics impact optimization results. In the experimental study, we use the popular Black-Box Optimization Benchmarking (BBOB) testbed. Interestingly, the analysis finds no evidence for significant interactions between model and optimizer parameters, but independently their performance has a significant interaction with the objective function. Based on our results, we make recommendations on how best to configure EGO

T1 Mapping for the Diagnosis of Acute Myocarditis Using CMR: Comparison to T2-Weighted and Late Gadolinium Enhanced Imaging

Objectives This study sought to test the diagnostic performance of native T1 mapping in acute myocarditis compared with cardiac magnetic resonance (CMR) techniques such as dark-blood T2-weighted (T2W)-CMR, bright-blood T2W-CMR, and late gadolinium enhancement (LGE) imaging. Background The diagnosis of acute myocarditis on CMR often requires multiple techniques, including T2W, early gadolinium enhancement, and LGE imaging. Novel techniques such as T1 mapping and bright-blood T2W-CMR are also sensitive to changes in free water content. We hypothesized that these techniques can serve as new and potentially superior diagnostic criteria for myocarditis. Methods We investigated 50 patients with suspected acute myocarditis (age 42 ± 16 years; 22% women) and 45 controls (age 42 ± 14 years; 22% women). CMR at 1.5-T (median 3 days from presentation) included: 1) dark-blood T2W-CMR (short-tau inversion recovery); 2) bright-blood T2W-CMR (acquisition for cardiac unified T2 edema); 3) native T1 mapping (shortened modified look-locker inversion recovery); and 4) LGE. Image analysis included: 1) global T2 signal intensity ratio of myocardium compared with skeletal muscle; 2) myocardial T1 relaxation times; and 3) areas of LGE. Results Compared with controls, patients had significantly higher global T2 signal intensity ratios by dark-blood T2W-CMR (1.73 ± 0.27 vs. 1.56 ± 0.15, p < 0.01), bright-blood T2W-CMR (2.02 ± 0.33 vs. 1.84 ± 0.17, p < 0.01), and mean myocardial T1 (1,010 ± 65 ms vs. 941 ± 18 ms, p < 0.01). Receiver-operating characteristic analysis showed clear differences in diagnostic performance. The areas under the curve for each method were: T1 mapping (0.95), LGE (0.96), dark-blood T2 (0.78), and bright-blood T2 (0.76). A T1 cutoff of 990 ms had a sensitivity, specificity, and diagnostic accuracy of 90%, 91%, and 91%, respectively. Conclusions Native T1 mapping as a novel criterion for the detection of acute myocarditis showed excellent and superior diagnostic performance compared with T2W-CMR. It also has a higher sensitivity compared with T2W and LGE techniques, which may be especially useful in detecting subtle focal disease and when gadolinium contrast imaging is not feasible