Práctica musical infantil y Teoría del Flujo: dos entrevistas en contexto brasilero

Neste artigo relatamos um estudo realizado sobre a prática musical de crianças sob o enfoque da Teoria do Fluxo de Csikszentmihalyi. Realizamos entre 2014 e 2016 uma pesquisa cujo objetivo geral foi investigar a presença de elementos que conduzem crianças à experiência do fluxo nas aulas de musicalização e de prática de instrumentos musicais. A metodologia utilizada foi o estudo de levantamento (survey), realizado em dois contextos específicos. Participaram do estudo 48 crianças com idade entre 8 e 12 anos. A coleta de dados foi obtida por meio de um questionário que serviu para levantar dados gerais das crianças e verificar a presença de elementos que podem conduzir ao fluxo. Um escala Likert de cinco pontos avaliou a presença dos indicadores do fluxo: (1) Motivação; (2) Concentração; (3) Sentimento de competência/ autoconfiança; (4) Metas claras; e (5) Satisfação/alegria. Os resultados indicaram que as aulas de musicalização eram mais motivadoras que as aulas de instrumento musical; que muitos participantes possuíam possibilidades de vivenciar o fluxo em suas práticas musicais; que o professor tem papel fundamental para envolver, motivar e, possivelmente, auxiliar os alunos a vivenciar o fluxo em suas atividades musicais.In this article we bring the report of a study on the musical practice of children with a focus on Csikszentmihalyi’s Flow Theory. We accomplish between 2014 and 2016, a study whose aim was to investigate the presence of elements that lead children to the ‘flow experience” in education music classes and in musical instruments lessons. The methodology used was a survey conducted in two specific contexts. The study included 48 children aged 8 to 12 years. Data collection was obtained by means of a questionnaire to gather general data about children and check the presence of elements which may lead to flow. A five point Likert scale evaluated the presence of indicators of flow: (1) Motivation; (2) Concentration; (3) Feeling of competence / confidence; (4) Clear goals; and (5) Satisfaction / joy. The results indicated that the music education classes were more motivating than the musical instrument lessons; many participants had opportunities to experience flow in their musical practices; teacher has a key role to engage, to motivate and, possibly, to help students to experience the flow in his musical activities.En este artículo brindamos un informe de un estudio de la práctica musical de niños con énfasis en la Teoría del Flujo de Csikszentmihalyi. Realizamos entre 2014 y 2016 un estudio que tuvo como objetivo investigar la presencia de elementos que condujeran a los niños a una ‘experiencia de flujo” en las clases de educación musical y en las lecciones de ejecución instrumental. La metodología utilizada consistió en la administración de una encuesta llevada a cabo en ambos contextos de práctica musical. Participaron en el estudio 48 niños de entre 8 y 12 años de edad. Los datos fueron recolectados mediante un cuestinario que recogió información general acerca de los niños y corroboró la presencia de elementos que podían conducir al flujo. Mediante una escala Likert de cinco grados se evaluó la presencia de los siguientes indicadores de flujo: (1) Motivación; (2) Concentración; (3) Sentimiento de competencia/ confianza; (4) Metas claras; y (5) Satisfacción / placer. Los resultados indicaron que las clases de educación musical fueron más motivantes que las clases de instrumento; muchos participantes tuvieron oportunidades de experimentar flujo en sus prácticas musicales; el maestro juega un rol para motivar, comprometer, y posiblemente, ayudar a los estudiantes a experimentar el flujo en sus actividades musicales.Sociedad Argentina para las Ciencias Cognitivas de la Música (SACCoM

Práctica musical infantil y Teoría del Flujo: dos entrevistas en contexto brasilero

Neste artigo relatamos um estudo realizado sobre a prática musical de crianças sob o enfoque da Teoria do Fluxo de Csikszentmihalyi. Realizamos entre 2014 e 2016 uma pesquisa cujo objetivo geral foi investigar a presença de elementos que conduzem crianças à experiência do fluxo nas aulas de musicalização e de prática de instrumentos musicais. A metodologia utilizada foi o estudo de levantamento (survey), realizado em dois contextos específicos. Participaram do estudo 48 crianças com idade entre 8 e 12 anos. A coleta de dados foi obtida por meio de um questionário que serviu para levantar dados gerais das crianças e verificar a presença de elementos que podem conduzir ao fluxo. Um escala Likert de cinco pontos avaliou a presença dos indicadores do fluxo: (1) Motivação; (2) Concentração; (3) Sentimento de competência/ autoconfiança; (4) Metas claras; e (5) Satisfação/alegria. Os resultados indicaram que as aulas de musicalização eram mais motivadoras que as aulas de instrumento musical; que muitos participantes possuíam possibilidades de vivenciar o fluxo em suas práticas musicais; que o professor tem papel fundamental para envolver, motivar e, possivelmente, auxiliar os alunos a vivenciar o fluxo em suas atividades musicais.In this article we bring the report of a study on the musical practice of children with a focus on Csikszentmihalyi’s Flow Theory. We accomplish between 2014 and 2016, a study whose aim was to investigate the presence of elements that lead children to the ‘flow experience” in education music classes and in musical instruments lessons. The methodology used was a survey conducted in two specific contexts. The study included 48 children aged 8 to 12 years. Data collection was obtained by means of a questionnaire to gather general data about children and check the presence of elements which may lead to flow. A five point Likert scale evaluated the presence of indicators of flow: (1) Motivation; (2) Concentration; (3) Feeling of competence / confidence; (4) Clear goals; and (5) Satisfaction / joy. The results indicated that the music education classes were more motivating than the musical instrument lessons; many participants had opportunities to experience flow in their musical practices; teacher has a key role to engage, to motivate and, possibly, to help students to experience the flow in his musical activities.En este artículo brindamos un informe de un estudio de la práctica musical de niños con énfasis en la Teoría del Flujo de Csikszentmihalyi. Realizamos entre 2014 y 2016 un estudio que tuvo como objetivo investigar la presencia de elementos que condujeran a los niños a una ‘experiencia de flujo” en las clases de educación musical y en las lecciones de ejecución instrumental. La metodología utilizada consistió en la administración de una encuesta llevada a cabo en ambos contextos de práctica musical. Participaron en el estudio 48 niños de entre 8 y 12 años de edad. Los datos fueron recolectados mediante un cuestinario que recogió información general acerca de los niños y corroboró la presencia de elementos que podían conducir al flujo. Mediante una escala Likert de cinco grados se evaluó la presencia de los siguientes indicadores de flujo: (1) Motivación; (2) Concentración; (3) Sentimiento de competencia/ confianza; (4) Metas claras; y (5) Satisfacción / placer. Los resultados indicaron que las clases de educación musical fueron más motivantes que las clases de instrumento; muchos participantes tuvieron oportunidades de experimentar flujo en sus prácticas musicales; el maestro juega un rol para motivar, comprometer, y posiblemente, ayudar a los estudiantes a experimentar el flujo en sus actividades musicales.Sociedad Argentina para las Ciencias Cognitivas de la Música (SACCoM

Práctica musical infantil y Teoría del Flujo: dos entrevistas en contexto brasilero

Neste artigo relatamos um estudo realizado sobre a prática musical de crianças sob o enfoque da Teoria do Fluxo de Csikszentmihalyi. Realizamos entre 2014 e 2016 uma pesquisa cujo objetivo geral foi investigar a presença de elementos que conduzem crianças à experiência do fluxo nas aulas de musicalização e de prática de instrumentos musicais. A metodologia utilizada foi o estudo de levantamento (survey), realizado em dois contextos específicos. Participaram do estudo 48 crianças com idade entre 8 e 12 anos. A coleta de dados foi obtida por meio de um questionário que serviu para levantar dados gerais das crianças e verificar a presença de elementos que podem conduzir ao fluxo. Um escala Likert de cinco pontos avaliou a presença dos indicadores do fluxo: (1) Motivação; (2) Concentração; (3) Sentimento de competência/ autoconfiança; (4) Metas claras; e (5) Satisfação/alegria. Os resultados indicaram que as aulas de musicalização eram mais motivadoras que as aulas de instrumento musical; que muitos participantes possuíam possibilidades de vivenciar o fluxo em suas práticas musicais; que o professor tem papel fundamental para envolver, motivar e, possivelmente, auxiliar os alunos a vivenciar o fluxo em suas atividades musicais.In this article we bring the report of a study on the musical practice of children with a focus on Csikszentmihalyi’s Flow Theory. We accomplish between 2014 and 2016, a study whose aim was to investigate the presence of elements that lead children to the ‘flow experience” in education music classes and in musical instruments lessons. The methodology used was a survey conducted in two specific contexts. The study included 48 children aged 8 to 12 years. Data collection was obtained by means of a questionnaire to gather general data about children and check the presence of elements which may lead to flow. A five point Likert scale evaluated the presence of indicators of flow: (1) Motivation; (2) Concentration; (3) Feeling of competence / confidence; (4) Clear goals; and (5) Satisfaction / joy. The results indicated that the music education classes were more motivating than the musical instrument lessons; many participants had opportunities to experience flow in their musical practices; teacher has a key role to engage, to motivate and, possibly, to help students to experience the flow in his musical activities.En este artículo brindamos un informe de un estudio de la práctica musical de niños con énfasis en la Teoría del Flujo de Csikszentmihalyi. Realizamos entre 2014 y 2016 un estudio que tuvo como objetivo investigar la presencia de elementos que condujeran a los niños a una ‘experiencia de flujo” en las clases de educación musical y en las lecciones de ejecución instrumental. La metodología utilizada consistió en la administración de una encuesta llevada a cabo en ambos contextos de práctica musical. Participaron en el estudio 48 niños de entre 8 y 12 años de edad. Los datos fueron recolectados mediante un cuestinario que recogió información general acerca de los niños y corroboró la presencia de elementos que podían conducir al flujo. Mediante una escala Likert de cinco grados se evaluó la presencia de los siguientes indicadores de flujo: (1) Motivación; (2) Concentración; (3) Sentimiento de competencia/ confianza; (4) Metas claras; y (5) Satisfacción / placer. Los resultados indicaron que las clases de educación musical fueron más motivantes que las clases de instrumento; muchos participantes tuvieron oportunidades de experimentar flujo en sus prácticas musicales; el maestro juega un rol para motivar, comprometer, y posiblemente, ayudar a los estudiantes a experimentar el flujo en sus actividades musicales.Sociedad Argentina para las Ciencias Cognitivas de la Música (SACCoM

Método Computacional para o Diagnóstico Precoce da Granulomatose de Wegener

Neste trabalho é apresentado um sistema de reconhecimento de padrõesproteômicos com o objetivo de auxiliar o diagnóstico precoce da Granulomatose deWegener (GW), uma vasculite idiopática rara de difícil detecção e alta taxa de mortalidade para indivíduos não tratados. O método consiste em extrair característicasde sinais proteômicos e classificá-las como sendo de indivíduos portadores ou nãoportadores de GW. Para tanto, utiliza-se Análise de Componentes Independentes paraextrair características dos sinais, Algoritmo de Máxima Relevância e Mínima Redun-dância para reduzir o número de características e custos computacionais e Máquina deVetores de Suporte para classificar. A qualidade do método foi avaliada utilizando umabase de dados com 335 sinais proteômicos, composta por 75 casos ativos, 101 casosnegativos e 159 em remissão. O melhor resultado obtido foi para um vetor de vintecaracterísticas cuja acurácia, especificidade e sensibilidade foram, respectivamente,de: 98, 24%, 99, 73% e 99, 50%

Magneto-structural versatility of copper(ii)-3-phenylpropionate coordination polymers with N-donor coligands

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)A novel series of copper(II) coordination polymers [Cu-2(O2CC8H9)(4)(pyz)](n) (1), [Cu-2(O2CC8H9)(4)(dps)](n) (2), {[Cu(O2CC8H9)(2)(dps)(H2O)]center dot H2O}(n) (3), {[NaCu(O2CC8H9)(2)(bpm)(NO3)]center dot H2O}(n) (4), and [Cu-4(O2CC8H9)(6)-(OH)(2)(bpp)(2)](n) (5) [O2CC8H9- = 3-phenylpropionate anion, pyz = pyrazine, dps = di(4-pyridyl)sulfide, bpm = 2,2'-bipyrimidine, and bpp = 1,3-bis(4-pyridyl)propane] have been synthesized and magneto-structurally investigated. Compounds 1 and 2 belong to a large group of copper(II) carboxylates where bis-monodentate pyz (1) and dps (2) ligands connect the paddle-wheel [Cu-2(II)(mu-O2CC8H9)(4)] units leading to alternating copper(II) chains. The structure of 3 consists of uniform chains of trans-[Cu-II(O2CC8H9)(2)] units linked by the bis-monodentate dps ligand. Compound 4 consists of heterobimetallic chains where [(Na2Cu2II)-Cu-I(mu-O2CC8H9)(4)(NO3)(2)] units are doubly bridged by bis-bidentate bpm ligands. Compound 5 is also a chain compound whose structure is made up by tetranuclear [Cu-4(II)(mu(3)-OH)(2)(mu-O2CC8H9)(4)(O2CC8H9)(2)] units which are doubly bridged by bis-monodentate bpp ligands. The magnetic properties were investigated in the temperature range 1.8-300 K. Strong antiferromagnetic interactions across the quadruple syn-syn carboxylate are observed in 1 and 2 [J = -378 (1) and -348 cm(-1) (2)] whereas a weak ferromagnetic coupling through the double out-of-plane oxo(carboxylate) bridge occurs in 4 [J = +2.66 cm(-1)], the spin Hamiltonian being defined as H = -JS(1).S-2 with S-1 = S-2 = S-Cu = 1/2. A quasi Curie law is observed for 3 (theta = -0.36 cm(-1)), the bis-monodentate dps ligand being a very poor mediator of magnetic interactions. The analysis of the magnetic properties of 5 is quite complex because of the presence of two crystallographically independent tetracopper(II) units with single-mu-hydroxo, di-mu-hydroxo, mu(3)-hydroxo and single-mu-hydroxo plus double syn, syn carboxylate bridges in each one. The nature and values of the magnetic couplings for 5 obtained by fitting (intermediate, strong and weak antiferromagnetic interactions for the three former exchange pathways respectively, and intermediate ferromagnetic interactions for the latter one) were substantiated by DFT type calculations.A novel series of copper(II) coordination polymers [Cu2(O2CC8H9)4(pyz)]n (1), [Cu2(O2CC8H9)4(dps)]n (2), {[Cu(O2CC8H9)2(dps)(H2O)]·H2O}n (3), {[NaCu(O2CC8H9)2(bpm)(NO3)]·H2O}n (4), and [Cu4(O2CC8H9)6(OH)2(bpp)2]n (5) [O2CC8H9− = 3-phenylpropionate anion,451172189CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO - CNPQFUNDAÇÃO DE AMPARO À PESQUISA DO ESTADO DE MINAS GERAIS - FAPEMIGCOORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR - CAPESConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)sem informaçãosem informaçãosem informaçãoThe authors thank the Conselho Nacional de Desenvolvimento Cientifico e Tecnológico (CNPq), the Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG), the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), FINEP (ref. 134/08

TREATMENT OF COGNITIVE DEFICITS IN ALZHEIMER\u27S DISEASE: A PSYCHOPHARMACOLOGICAL REVIEW

The growing and aging population has contributed to the increased prevalence of Alzheimer\u27s disease (AD) and other types of dementia in the world. AD is a progressive and degenerative brain disease with an onset characterized by episodic memory impairments, although progressive deficits can be observed in several domains including language, executive functions, attention and working memory. The relationship between cognitive impairments and the topography and progression of brain neuropathology is well established. The pathophysiologic mechanisms and processes that underline the course of cognitive and clinical decline have been the theoretical support for the development of pharmacological treatments for AD. Cholinesterase inhibitors (ChEIs) and Nmethyl- D-aspartate (NMDA) antagonists are the main drugs used in the management of global cognitive impairment and several studies also explore the effects of both in specific cognitive measures. Recent research trends also examine the effects of combination therapy using both compounds. This review aims to update practical recommendations for the treatment of global cognitive functioning and specific neurocognitive deficits in AD using ChEIs, NMDA antagonists and combination therapy with both drugs

Rate-Induced Transitions in Networked Complex Adaptive Systems: Exploring Dynamics and Management Implications Across Ecological, Social, and Socioecological Systems

Complex adaptive systems (CASs), from ecosystems to economies, are open systems and inherently dependent on external conditions. While a system can transition from one state to another based on the magnitude of change in external conditions, the rate of change -- irrespective of magnitude -- may also lead to system state changes due to a phenomenon known as a rate-induced transition (RIT). This study presents a novel framework that captures RITs in CASs through a local model and a network extension where each node contributes to the structural adaptability of others. Our findings reveal how RITs occur at a critical environmental change rate, with lower-degree nodes tipping first due to fewer connections and reduced adaptive capacity. High-degree nodes tip later as their adaptability sources (lower-degree nodes) collapse. This pattern persists across various network structures. Our study calls for an extended perspective when managing CASs, emphasizing the need to focus not only on thresholds of external conditions but also the rate at which those conditions change, particularly in the context of the collapse of surrounding systems that contribute to the focal system's resilience. Our analytical method opens a path to designing management policies that mitigate RIT impacts and enhance resilience in ecological, social, and socioecological systems. These policies could include controlling environmental change rates, fostering system adaptability, implementing adaptive management strategies, and building capacity and knowledge exchange. Our study contributes to the understanding of RIT dynamics and informs effective management strategies for complex adaptive systems in the face of rapid environmental change.Comment: 25 pages, 4 figures, 1 box, supplementary informatio

The genomes of two key bumblebee species with primitive eusocial organization

Background: The shift from solitary to social behavior is one of the major evolutionary transitions. Primitively eusocial bumblebees are uniquely placed to illuminate the evolution of highly eusocial insect societies. Bumblebees are also invaluable natural and agricultural pollinators, and there is widespread concern over recent population declines in some species. High-quality genomic data will inform key aspects of bumblebee biology, including susceptibility to implicated population viability threats. Results: We report the high quality draft genome sequences of Bombus terrestris and Bombus impatiens, two ecologically dominant bumblebees and widely utilized study species. Comparing these new genomes to those of the highly eusocial honeybee Apis mellifera and other Hymenoptera, we identify deeply conserved similarities, as well as novelties key to the biology of these organisms. Some honeybee genome features thought to underpin advanced eusociality are also present in bumblebees, indicating an earlier evolution in the bee lineage. Xenobiotic detoxification and immune genes are similarly depauperate in bumblebees and honeybees, and multiple categories of genes linked to social organization, including development and behavior, show high conservation. Key differences identified include a bias in bumblebee chemoreception towards gustation from olfaction, and striking differences in microRNAs, potentially responsible for gene regulation underlying social and other traits. Conclusions: These two bumblebee genomes provide a foundation for post-genomic research on these key pollinators and insect societies. Overall, gene repertoires suggest that the route to advanced eusociality in bees was mediated by many small changes in many genes and processes, and not by notable expansion or depauperation