Atitudes e conhecimentos dos estudantes do Ensino Superior Publico de Coimbra face á velhice – influencia de experiências de vida e académicas

Este estudio de investigación describe y compara actitudes y conocimientos sobre la vejez entre los estudiantes de Enseñanza Superior de Coimbra y la relación que cada uno de aquellos construye con las variables siguientes: el género, la edad, el curso, el nivel académico y las experiencias personales en el tiempo compartido con personas mayores. Una muestra de 592 estudiantes (el equivalente con el 1.8 % de la población total) fue seleccionada. Los instrumentos usados fueron: a) un cuestionario sociodemográfico; b) una escala semántica diferencial (Neri, 1991, 1995); y c) la Escala Palmore-Neri Cachioni, una versión del Palmore Aging Quiz (Harri, Changas y Palmore, 1996; Palmore, 1977). Del análisis de los resultados, destacamos: a) las actitudes positivas, sobre todo entre los estudiantes más mayores, las mujeres y aquellos que emplean más tiempo con la gente mayor; b) que los estudiantes matriculados en cursos de salud muestran actitudes más positivas y mayor conocimiento; y c) que actitud y conocimiento están positiva y considerablemente correlacionados.This research study describes and compares attitudes and knowledge on old age among higher education students of Coimbra and the relation of each of those constructs with the following variables: gender, age, course, academic and professional experiences and time spent with older people. A sample of 592 students (equivalent to 1.8 % of the total population) was selected. The instruments used were: a) a social-demographic questionnaire; b) a semantic differential scale (Neri, 1991, 1995); and c) the Palmore-Neri Cachioni scale, a version of the Palmore Aging Quiz (Harris, Changas & Palmore, 1996; Palmore, 1977). From the analysis of the results, we highlight: a) the positive attitudes, especially among older students, women and those who spend time with older people; b) that students enrolled in health courses show more positive attitudes and more knowledge; and c) that attitudes and knowledge are positively and significantly correlated.peerReviewe

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Atitudes e conhecimentos dos estudantes do Ensino Superior Publico de Coimbra face á velhice – influencia de experiências de vida e académicas

Este estudio de investigación describe y compara actitudes y conocimientos sobre la vejez entre los estudiantes de Enseñanza Superior de Coimbra y la relación que cada uno de aquellos construye con las variables siguientes: el género, la edad, el curso, el nivel académico y las experiencias personales en el tiempo compartido con personas mayores. Una muestra de 592 estudiantes (el equivalente con el 1.8 % de la población total) fue seleccionada. Los instrumentos usados fueron: a) un cuestionario sociodemográfico; b) una escala semántica diferencial (Neri, 1991, 1995); y c) la Escala Palmore-Neri Cachioni, una versión del Palmore Aging Quiz (Harri, Changas y Palmore, 1996; Palmore, 1977). Del análisis de los resultados, destacamos: a) las actitudes positivas, sobre todo entre los estudiantes más mayores, las mujeres y aquellos que emplean más tiempo con la gente mayor; b) que los estudiantes matriculados en cursos de salud muestran actitudes más positivas y mayor conocimiento; y c) que actitud y conocimiento están positiva y considerablemente correlacionados.This research study describes and compares attitudes and knowledge on old age among higher education students of Coimbra and the relation of each of those constructs with the following variables: gender, age, course, academic and professional experiences and time spent with older people. A sample of 592 students (equivalent to 1.8 % of the total population) was selected. The instruments used were: a) a social-demographic questionnaire; b) a semantic differential scale (Neri, 1991, 1995); and c) the Palmore-Neri Cachioni scale, a version of the Palmore Aging Quiz (Harris, Changas & Palmore, 1996; Palmore, 1977). From the analysis of the results, we highlight: a) the positive attitudes, especially among older students, women and those who spend time with older people; b) that students enrolled in health courses show more positive attitudes and more knowledge; and c) that attitudes and knowledge are positively and significantly correlated.peerReviewe

Envelhecimento Saudável, Cultura e Cidadania: um projecto de educação com idosos da Escola Superior de Enfermagem de Coimbra

En este trabajo se describe el programa de educación desarrollado en la Escuela Superior de Enfermería de Coimbra con personas mayores en el que se fomenta el envejecimiento activo, término adoptado por la OMS a finales de los años 90 que abarcar un concepto más amplio que el ofrecido por el de “envejecimiento saludable”. Así en este programa se potencia la participación de este tipo de población en actividades culturales y de enseñanza, el desarrollo de relaciones interpersonales e intergeneracionales, y, por otra parte, también representa un reto para el personal docente de la Escuela debido a la heterogeneidad de sus destinatarios.This paper describes the education programme developed at the Nursing School of Coimbra with the elderly in which active ageing is promoted, a term adopted by the WHO at the end of the 1990s that encompasses a broader concept than that offered by the term "healthy ageing". Thus, this programme encourages the participation of this type of population in cultural and educational activities, the development of interpersonal and intergenerational relationships, and, on the other hand, it also represents a challenge for the teaching staff of the School due to the heterogeneity of its recipients.Este documento descreve o programa educativo desenvolvido na Escola de Enfermagem de Coimbra com os idosos em que é promovido o envelhecimento activo, um termo adoptado pela OMS no final dos anos 90 que engloba um conceito mais amplo do que o oferecido pelo termo "envelhecimento saudável". Assim, este programa incentiva a participação deste tipo de população em actividades culturais e educativas, o desenvolvimento de relações interpessoais e intergeracionais e, por outro lado, representa também um desafio para o corpo docente da Escola devido à heterogeneidade dos seus destinatários.peerReviewe

Ciência, Crise e Mudança. 3.º Encontro Nacional de História das Ciências e da Tecnologia. ENHCT2012

III Encontro Nacional de História das Ciências e da Tecnologia. O Centro de Estudos de História e Filosofia da Ciência, organiza o 3.º Encontro Nacional de História da Ciência e da Técnica, sob o tema «Ciência, Crise e Mudança» que tem lugar na Universidade de Évora, nos dias 26, 27 e 28 de Setembro de 2012. O Primeiro Encontro Nacional de História da Ciência teve lugar em 21 e 22 Julho de 2009, no seguimento do programa de estímulo ao de¬senvolvimento da História da Ciência em Portugal e de valorização do património cultural e científico do País, lançado pelo Ministério da Ciência, Tecnologia e Ensino Superior (MCTES) em 31 de Janeiro desse ano. A sua organização coube a investigadores do Instituto de História Contemporânea (IHC), da FCSH da UNL, e do Centro Científico e Cultural de Macau (CCCM), em cujas instalações se realizou. De en¬tre as conclusões do Encontro, destacou-se a de realizar periodicamen¬te novos Encontros Nacionais, a serem organizados de forma rotativa por diferentes centros e núcleos de investigadores. Na sequência deste Primeiro Encontro, o Centro Interuniversitário de História das Ciências e da Tecnologia (CIUHCT) organizou, entre 26 e 28 de Julho de 2010, o II Encontro, dedicado ao tema “Comunicação das Ciências e da Tecnologia em Portugal: Agentes, Meios e Audiências”. Cabe agora ao CEHFCi cumprir o que foi decidido no final deste Encontro. Na situação económica e política que hoje vivemos torna-se particularmente urgente aprofundar o estudo e o debate sobre a interação entre a Sociedade, a Ciência e a sua História. Coordenação Científica e Executiva do encontro estiveram a cargo de dois investigadores CEHFCi: Maria de Fátima Nunes, José Pedro Sousa Dia

Núcleos de Ensino da Unesp: artigos 2008

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq