11 research outputs found
TRY plant trait database â enhanced coverage and open access
Plant traitsâthe morphological, anatomical, physiological, biochemical and phenological characteristics of plantsâdetermine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of traitâbased plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traitsâalmost complete coverage for âplant growth formâ. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and traitâenvironmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives
Pensamento crĂtico: um enfoque na educação de enfermagem Pensamiento crĂtico: un enfoque en la educaciĂłn de enfermerĂa Critical thinking: a focus in nursing education
Neste estudo identificamos e analisamos os artigos que apresentavam o termo "pensamento crĂtico" no tĂtulo ou no resumo, publicados em periĂłdicos nacionais e internacionais, de julho/1992 a julho/1997. Essa pesquisa bibliogrĂĄfica buscou responder os questionamentos dos educadores de como melhorar o ensino da enfermagem. Analisamos cinqĂŒenta e dois artigos publicados nos Ăndices Comprehensive Medline, Lilacs e Cinahl. A anĂĄlise dos dados confirmou que o desenvolvimento do pensamento crĂtico Ă© uma opção para a mudança do paradigma do processo ensino-aprendizagem. Precisa ser implementado na educação de enfermagem, mas exige planejamento dos currĂculos e estratĂ©gias de ensino que favoreça a participação ativa do aluno.<br>El objetivo de este estudio fue identificar y analizar los artĂculos publicados en revistas nacionales e internacionales en los Ășltimos cinco años, de julio/1992 a julio/1997, que contenĂan la expresiĂłn "pensamiento crĂtico" en el tĂtulo o en su resumen. Realizamos una InvestigaciĂłn bibliogrĂĄfica buscando responder a las preguntas de los educadores sobre cĂłmo mejorar la enseñaza de EnfermerĂa. Analizamos 52 artĂculos publicados en los Ăndices Comprehensive Medline, Lilacs e Cinahl. El anĂĄlisis de los datos demostrĂł que el desarrollo del pensamiento crĂtico necesita ser materializado en la educaciĂłn de EnfermerĂa, lo que exige planeaciĂłn de los currĂculos y estrategias de enseñanza que favorezcan la participaciĂłn activa del alumno.<br>In this study we identify and analyse articles published in national and international journals, that used the term "critical thinking" in the title or summary. The aim of the analysis was to seek answers to educators' queries as to how to improve teaching-learning the process in nursing. We analysed 52 articles published in the indexes Comprehensive Medline, Lilacs and Cinahl, in the last five years, from July, 1992 to July, 1997. Data analysis showed that critical thinking should be implemented in nursing education, what demands syllabus planning and teaching-learning strategies that will favour active participation by both educators and learners