60 research outputs found
A Virus on the Loose in the Global Village. Pandemic Trial in 22 Stories
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Links y Referencias Bibliográficas
https://docs.google.com/document/d/1nRACyvUMiH7WZoxErWqyvpE_P1tSewZ1Og66TiojZ4M/editFacultad de Periodismo y Comunicación Socia
Life history, patchy distribution, and patchy taxonomy in a shallow-water invertebrate (Mollusca Polyplacophora: Lepidopleurida)
Antinociceptive activity of sulfated carbohydrates from the red algae Bryothamnion seaforthii (Turner) Kütz. and B. triquetrum (S.G. Gmel.) M. Howe
Prevenção de comportamentos agressivos entre pré-escolares: uma proposta de capacitação para professores.
Literature about childish aggressiveness has evidenced importance of schools prepare
to cope with aggressive students more effectively, that demand a lot of teachers
instructional and behavior management skills. The continuation of punitive practices,
used in schools, can be result of teachers lack of skill to cope with children who show
aggressive behavior. Otherwise that, application of proper behavior management
strategies and the development of positive relationships among teachers and children
contribute to promote social and academic success, especially to children at risk.
Several authors have argued a comprehensive intervention applied in the preschool is
the more effective method to divert these children of antisocial pathway. Necessary
conditions in the school context to support teachers to cope with aggressive children
have been the object of several researches. International literature has indicated positive
effects by the application of intervention programs in the school context on aggressive
behavior. These effects are: the decrease of aggressive behavior rate and improvements
social and academic skills in children, and the teachers acquisition of skills to cope
with aggressive children. It was verify the necessity of identify characteristics relative to
teacher s role in intervention programs, referring to knowledge and skills required to
support students, and relative to teaching strategies that are offered to teacher act
properly. The present research intended to elaborate a capability proposal, derivative of
successful school-based intervention programs revision, that promote the improvement
of teachers skills, directed to prevent and/or minimize preschoolers aggressive
behaviors. Method was divided in four stages: (1) search and identification of successful
school intervention programs; (2) a wide description of each intervention program; (3) a
specific description of skills and tasks that are related to participants and responsible
professionals performance in the programs; and (4) the elaboration of a capability
proposal for the improvement of teacher skills in coping with aggressive preschoolers.
The main results consisted in four products: (a) identification of relevant skills to be
developed by students; (b) identification of proper strategies to development of these
skills; (c) proposition of a set of the teachers skills required toward implement teaching
strategies which aim at prevention of aggressive behavior in classroom; and (d)
proposition of conditions to be offered toward teachers. The aim of this study is to make
available a capability proposal to preschool teachers, based on successful theoretical and
experimental foundations provided by programs described in the literature. This product
is considered to be important in the development of future investigations on the
necessary teaching conditions related to the improvement of teachers skills in coping
with children who exhibit aggressive behavior problems.Financiadora de Estudos e ProjetosA literatura sobre agressividade infantil tem evidenciado a importância das escolas
estarem preparadas para lidar com alunos agressivos de forma mais efetiva, os quais
exigem muito das habilidades instrucionais e de manejo dos professores. A perpetuação
de práticas punitivas utilizadas nas escolas pode ser resultado da falta de habilidades dos
professores em lidar com crianças que apresentam comportamentos agressivos. Por
outro lado, a aplicação de estratégias adequadas de manejo do comportamento e o
desenvolvimento de relações positivas entre professores e crianças contribuem para
promover o sucesso acadêmico e social, especialmente para crianças consideradas de
risco. Diversos autores têm argumentado que uma intervenção abrangente e aplicada na
pré-escola é o método mais efetivo para desviar essas crianças de uma trajetória antisocial.
As condições necessárias no contexto escolar para auxiliar os professores a
lidarem com crianças agressivas têm sido objeto de várias pesquisas. A literatura
internacional tem apontado efeitos positivos com a aplicação de programas de
intervenção no contexto escolar sobre o comportamento agressivo. Dentre esses efeitos
encontram-se: a diminuição da taxa de comportamento agressivo e melhoras nas
habilidades sociais e acadêmicas das crianças e a aquisição pelos professores de
habilidades para lidar com crianças agressivas. Verificou-se a necessidade de se
identificar as características relativas ao papel do professor em programas de
intervenção, no que se refere aos conhecimentos e às habilidades necessárias para
auxiliar os alunos e às estratégias de ensino oferecidas para que o professor atue de
modo apropriado. A presente pesquisa pretendeu elaborar uma proposta de capacitação,
derivada da revisão de programas de intervenção escolar bem-sucedidos, que promova o
aprimoramento das habilidades de professores, voltadas para prevenir e/ou minimizar a
apresentação de comportamentos agressivos em alunos de pré-escola. O método se
dividiu em quatro etapas: (1) busca e identificação de programas de intervenção bemsucedidos
no contexto escolar; (2) descrição ampla sobre cada programa de intervenção;
(3) descrição específica sobre as habilidades e as tarefas referentes ao desempenho dos
participantes e dos responsáveis pelos programas; e (4) elaboração da proposta de
capacitação para o aprimoramento das habilidades de professores para lidarem com préescolares
agressivos. Os principais resultados obtidos consistiram em quatro produtos:
(a) identificação das habilidades relevantes de serem desenvolvidas pelos alunos; (b)
identificação de estratégias adequadas para o desenvolvimento destas habilidades; (c)
proposição de um conjunto de habilidades do professor requeridas para implementar
estratégias de ensino que visem à prevenção dos comportamentos agressivos em sala de
aula; e (d) proposição das condições de ensino a serem oferecidas aos professores.
Espera-se disponibilizar com esse trabalho uma proposta de capacitação para
professores de pré-escola, baseada em fundamentação teórica e experimental bemsucedida,
proporcionada pelos programas descritos na literatura. Considera-se esse
produto importante para o desenvolvimento de investigações futuras sobre as condições
de ensino necessárias para o aprimoramento das habilidades dos professores para
lidarem com crianças que apresentam problemas de comportamento agressivo
Book review : "Activity box : a resource book for teachers of young learners"
Book review of 'Activity box : a resource book for teachers of young learners' by Greenwood, Jean (1997). Cambridge: Cambridge University Press.2 page(s
100 años de mejoramiento de trigo en INIA La Estanzuela.
Este libro es una actualización y ampliación de la Miscelánea "70 años de Mejoramiento de Trigo en Uruguay? y se escribió en ocasión del Seminario: ?1914-2014, un siglo de mejoramiento de trigo en La Estanzuela. Un valioso legado para el futuro?, realizado en INIA La Estanzuela del 27 a 29 de agosto, 2014. Pretende resumir los principales aspectos de una larga historia que comenzó en el año 1914 y dejar un documento para las próximas generaciones donde están considerados los logros, fracasos, el camino recorrido, sus momentos de esplendor y de incertidumbre
Phenotypic plasticity in floral scent in response to nutrient, but not water, availability in the perennial plant Arabis alpina
Floral scent is an important mediator of plant–pollinator interactions. Multiple recent studies report ample intraspecific scent variation among populations and individuals. Yet, few studies have eastimated effects of phenotypic plasticity on floral scent in response to differing environmental factors. In this study, we investigated the effects of nutrient and water availability on floral scent in self-compatible and self-incompatible populations of the perennial herb Arabis alpina. We subjected greenhouse grown plants to different nutrient and water treatments in a crossed design, examined the effects on floral scent emission rate and composition, compared the level of plasticity to that of other plant traits, and conducted hand-pollinations of nutrient-limited individuals to test for a potential allocation cost of scent production. For both self-compatible and self-incompatible populations, the per-flower scent emission rate was 1.2–4 times higher when nutrients were abundant, but this effect explained little variation in scent emission rate and was limited compared to plasticity in flower number. There was no effect of water treatment on scent emission. Additionally, neither treatment had an effect on the composition of the floral scent, and there was no detectable trade-off between scent and seed production that would imply a cost of floral scent production. Overall, while per-flower floral scent emission displayed limited phenotypic plasticity in response to nutrient conditions, the total amount of scent emitted by plants may increase more strongly at higher nutrient availabilities due to an increase in flower production. Therefore, our results suggest that fitness benefits due to increased scent emission rates under favourable nutrient conditions might depend on the extent to which floral scent serves as a long- or short-distance pollinator attractant for the focal plant species. A free Plain Language Summary can be found within the Supporting Information of this article
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