Relatório Final da Prática de Ensino Supervisionada Saber conviver: A importância da sociabilização no desenvolvimento da criança

O presente relatório insere-se no âmbito da Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar, desenvolvida num jardim-de-infância situado em Lisboa, com um grupo de crianças heterogéneo, dos 3 aos 6 anos. Com este relatório é pretendido que façamos uma reflexão sobre toda a prática desenvolvida ao longo deste ano letivo, com o grupo em questão e sobre a importância da temática desenvolvida ao longo da mesma. Todo este trabalho foi sustentado por um design de investigação-ação, assumindo um paradigma interpretativo, através da qual foi possível aprofundar o conhecimento relativo à área da Formação Pessoal e Social, sendo esta a temática abordada ao longo do ano. Assim, o objetivo principal deste trabalho é o desenvolvimento de competências de socialização no grupo, nomeadamente ao nível do desenvolvimento social de cada criança, perante um grupo e a sociedade. Para isso foram realizadas tarefas que promovessem a partilha entre o grupo, o trabalho colaborativo, o respeito pelo outro e ainda a gestão de conflitos para que o grupo conseguisse trabalhar como um todo e não cada um por si. É pretendido, ao longo deste trabalho, refletir sobre a importância do trabalho nesta área, da Formação Pessoal e Social, de modo a desenvolver na criança regras de sociabilização para que se tornem adultos conscienciosos, respeitadores e sociais. É também pretendido refletir sobre todo o trabalho que foi desenvolvido com o grupo de modo a perceber se as estratégias e tarefas implementadas foram de encontro ao objetivo pretendido e para isso analisaremos toda a evolução do grupo ao longo de todo este período de estágio. Assim conseguiremos perceber que efeitos produziram o trabalho elaborado, conseguindo ainda refletir sobre a nossa postura ao longo de todo este percurso.The present report is part of supervised teaching practices of the Master in Preschool Education. It was developed in the kindergarten located in Lisbon, with a group of children from 3 to 6 years old. With this report we intend to think over about the practice developed throughout this school year, with the group and about the theme developed along this period of time. In this research, we assumed an interpretative paradigm and developed an action-research project, through which it was possible to deepen the knowledge related to Social and Personal Education domain. The main aim of this work is the development of the socialization competencies in the group, namely in the social development of each child, facing the group and the society. For that reason we elaborate tasks that promote sharing between the group, collaborative work, respect for others and even the management of the conflicts so that the group could work as a whole rather than each for himself. We intent to reflect on the importance of the work in the Social and Personal Education domain in order to developed in the child rules of socialization to become conscientious, respectful and social adults. It was also intended to reflect on all the work that have been developed with the group in order to understand if the strategies and tasks developed were. For that we analysed the group evolution throughout this training period

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

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Diminishing benefits of urban living for children and adolescents’ growth and development

Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified