Enzyme activity in terrestrial soil in relation to exploration of the Martian surface Semiannual progress report, 1 Jul. - 31 Dec. 1967

Enzyme behavior in nonclassical systems, surface pH estimation in soils, and enzymatic activities in stored and geologically preserved soil

Enzyme activity in terrestrial soil in relation to exploration of the Martian surface Semiannual progress report, 1 Jan. - 30 Jun. 1969

Enzymatic activity retention in soils subjected to partial or total sterilizatio

Parenting for lifelong health:A pragmatic cluster randomised controlled trial of a non-commercialised parenting programme for adolescents and their families in South Africa

Objective To assess the impact of ‘Parenting for Lifelong Health: Sinovuyo Teen’, a parenting programme for adolescents in low- and middle-income countries, on abuse and parenting practices. Design Pragmatic cluster randomised control trial. Setting 40 villages/urban sites (clusters) in the Eastern Cape province, South Africa. Participants 552 families reporting conflict with their adolescents (aged 10-18). Intervention Intervention clusters (n=20) received a 14-session parent and adolescent programme delivered by trained community members. Control clusters (n=20) received a hygiene and hand-washing promotion programme. Main outcome measures Primary outcomes: abuse and parenting practices at one and 5-9 months post-intervention. Secondary outcomes: Caregiver and adolescent mental health and substance use, adolescent behavioural problems, social support, exposure to community violence, and family financial wellbeing at 5-9 months post-intervention. Blinding was not possible. Results At 5-9 months post-intervention, the intervention was associated with lower abuse (caregiver report incidence rate ratio (IRR) 0.55 (95% CI 0.40 to 0.75, p Conclusions This parenting programme shows promise for reducing violence, improving parenting and family functioning in low-resource settings.</p

"Conhecimento tradicional" e currículo multicultural: notas com base em uma experiência com estudantes indígenas Kaiowá/Guarani "Traditional knowledge" and the multicultural curriculum: notes from an experience with indigenous Kaiowá/Guarani students

Este artigo situa-se no campo dos estudos culturais que compreendem o currículo escolar como lugar de disputa pela legitimidade de expressão do conhecimento de distintas culturas. Nessa compreensão, e comprometido com o empoderamento do povo indígena Kaiowá/Guarani, este trabalho destina-se a conhecer as especificidades dos saberes das sociedades tradicionais e a levantar questões pertinentes à pesquisa e à inserção deste conhecimento no currículo escolar. Os dados foram obtidos com base em levantamento bibliográfico e por meio de depoimentos de estudantes do Curso de Formação de Professores Indígenas Kaiowá/Guarani de Mato Grosso do Sul. O texto traz uma breve apresentação desse povo indígena e da sua luta pela escola específica e intercultural. Caracteriza o conhecimento tradicional (formas de aquisição, distribuição e transmissão) e remete a discussões que argumentam a favor de um currículo escolar aberto aos conhecimentos de culturas historicamente silenciadas.<br>This article is positioned in the field of cultural studies that includes the school curriculum as a place of disputed legitimacy for the expression of the knowledge of different cultures. Based on this theory, and committed to the empowerment of indigenous Kaiowá/Guarani people, this work aims to understand the specific knowledge of traditional societies and raise issues that are relevant to research and the place of such knowledge in the school curriculum. The data were obtained from bibliographical research and through testimonials from students on the Course for Indigenous Kaiowá/Guarani Teachers of the Mato Grosso do Sul. This text provides a brief overview of indigenous people and their struggle for a schooling that is specific and intercultural. Also, it features traditional knowledge (forms of acquisition, distribution and transmission) and refers to discussions which sustain a school curriculum open to the knowledge of cultures which are historically silenced