Editorial

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Psychology in Education and Health. Proceedings of the III Leipzig-Evora Scientific Meeting in Psychology

The phenomena of achievement motivation is one of the most important among studied by psychology as far as its study approaches of scientists to the answer to the question about motivation forces of human behavior and activity. Motivation for achievement consists of two main components - adaptive and transcendent vectors. Based on the empirical studies carried out, the authors obtained results that became the basis for the assumption that the motivation of achievement among people who are conditionally called healthy is fundamentally different from the motivation of achievement among people with mental pathology. There is a non-linear link between mental health, mental disorders and adaptation, transcendence. Mental health requires a balance of these two components of the motivational sphere

The Influence of Family Support According to Gender in the Portuguese Language Course Achievement

Several factors like pupils’ characteristics, school conditions and family context have been pointed out in the literature as being linked to academic achievement. Regarding the latter, family socio-economic status and parental support have been identified as determining variables on success at school. The current study analyses the influence of family support on the achievement of school children in their native language [Portuguese language course (PLC)]. Participants were 885 students attending PLC on basic and secondary schools (6th and 9th school grades) (ISCED 1); 418 boys and 467 girls, ranged between 10 and 18 years of age (M = 12.99). School achievement was assessed using year-end classifications in PLC. Family support was assessed using the Family Support-Context Variables Questionnaire. A regression analysis showed that students’ perception about instrumental and affective family support in school life was positively related to their Portuguese grades. However, different predictive values were revealed according to gender. Girls’ Portuguese languge couse classification seemed to depend on affective variables like their perception of affective parental support and affective attitudes toward the PLC, while boys’ results seemed to be influenced by instrumental variables, such as the perception of instrumental support from parents and boys’ attitudes toward the utility of learning Portuguese language. These results supported those of other studies, showing the need to take gender differences into account in educational interventions, especially during early adolescence. In conclusion, the study shows an influence of parental support on PLC achievement. Such influence differs according to gender, with girls being more sensitive to the affective dimension of parental support and boys to the instrumental one

Multiple Approaches to the Study and Intervention in Stress.

Researchers of the Department of Psychology of the University of Leipzig look back on 30 years of research on stress and on about 25 years of trauma-research. The development of diagnostic and therapeutic techniques for stress management and trauma therapy will be reported in brief in this article. The article is focusing on the development of psychological assessment tools for stress and trauma

Para o estudo da evolução do ensino e da formação em administração educacional em Portugal

Estudos sobre a evolução do ensino de disciplinas, na formação de professores em Portugal, são recentes. O controle burocrático centralizado reteve as dimensões do controle político-administrativo. De certo modo, protegeu a esfera educativa das influências modernizantes, do capitalismo industrial e das lógicas mercantis e gerencialistas. Defendeu a educação do domínio político, da intervenção de movimentos sociais, das propagandas de ideais democráticos e da cidadania. A utilização da designação "Administração educacional" ilustra as dificuldades sentidas, ao longo dos últimos anos, em termos da construção acadêmica de uma área, seja pela falta de tradição, seja pelos antecedentes históricos.In Portugal, studies about the evolution of disciplines teaching in the teachers formation are recent. The centralized bureaucratic control has held back the dimensions of politic administrative control. In a certain way, it has protected the education against the new-fashioned influences, manufacturing capitalism, and mercantile and managerial logics. This centralized bureaucratic control has also profected the education against the politic dominion, the intervention of social movements, the advertising of democratic ideals, and against the citizenship. The use of the term "Educational administration" shows the difficulties met by the searchers along the latest years, since there is no tradiction nor historic antecedence

National Assessment of Human Health Effects of Climate Change in Portugal: Approach and Key Findings

In this study we investigated the potential impact of climate change in Portugal on heat-related mortality, air pollution–related health effects, and selected vectorborne diseases. The assessment used climate scenarios from two regional climate models for a range of future time periods. The annual heat-related death rates in Lisbon may increase from between 5.4 and 6 per 100,000 in 1980–1998 to between 8.5 and 12.1 by the 2020s and to a maximum of 29.5 by the 2050s, if no adaptations occur. The projected warmer and more variable weather may result in better dispersion of nitrogen dioxide levels in winter, whereas the higher temperatures may reduce air quality during the warmer months by increasing tropospheric ozone levels. We estimated the future risk of zoonoses using ecologic scenarios to describe future changes in vectors and parasites. Malaria and schistosomiasis, which are currently not endemic in Portugal, are more sensitive to the introduction of infected vectors than to temperature changes. Higher temperatures may increase the transmission risk of zoonoses that are currently endemic to Portugal, such as leishmaniasis, Lyme disease, and Mediterranean spotted fever

Modeling Stem Cell Induction Processes

Technology for converting human cells to pluripotent stem cell using induction processes has the potential to revolutionize regenerative medicine. However, the production of these so called iPS cells is still quite inefficient and may be dominated by stochastic effects. In this work we build mass-action models of the core regulatory elements controlling stem cell induction and maintenance. The models include not only the network of transcription factors NANOG, OCT4, SOX2, but also important epigenetic regulatory features of DNA methylation and histone modification. We show that the network topology reported in the literature is consistent with the observed experimental behavior of bistability and inducibility. Based on simulations of stem cell generation protocols, and in particular focusing on changes in epigenetic cellular states, we show that cooperative and independent reaction mechanisms have experimentally identifiable differences in the dynamics of reprogramming, and we analyze such differences and their biological basis. It had been argued that stochastic and elite models of stem cell generation represent distinct fundamental mechanisms. Work presented here suggests an alternative possibility that they represent differences in the amount of information we have about the distribution of cellular states before and during reprogramming protocols. We show further that unpredictability and variation in reprogramming decreases as the cell progresses along the induction process, and that identifiable groups of cells with elite-seeming behavior can come about by a stochastic process. Finally we show how different mechanisms and kinetic properties impact the prospects of improving the efficiency of iPS cell generation protocols.Fundação para a Ciência e a Tecnologia (BD 42942)MIT-Portugal ProgramNational Institutes of Health (U.S.) (CA112967)Singapore–MIT Alliance for Research and TechnologyIntel Corporatio

(I)Migrantes, diversidades e desigualdades no sistema educativo português : balanço e perspectivas

O objectivo do presente artigo consiste em procurar transmitir um olhar sociologicamente informado no que concerne à situação portuguesa no domínio das políticas educativas públicas e investigações produzidas relacionadas com o sistema educativo e a (i)migração, ou seja, com a tentativa de construção de uma educação intercultural. Neste sentido, será realizada uma análise descritiva e compreensivo-interpretativa da evolução desta problemática em Portugal desde que a mesma se tornou objecto de reflexão por parte de investigadores/as e políticos nos finais da década de oitenta, início da década de noventa do século XX. Nesta análise, será dada ênfase às investigações e quadros teóricos produzidos e às medidas legislativas e políticas educativas no domínio do tratamento da diferença cultural dentro do sistema educativo português.The aim of this article consists in attempting to transmit a sociologically informed view in what the Portuguese situation in the field of public policies and research related to the educational system and (im)migration are concerned, that is, in attempting to construct an intercultural education. In this way, a descriptive and comprehensiveinterpretative analysis of the evolution of this problem in Portugal will be realized, since the latter became an object of reflection on the part of researchers and politicians towards the end of the 80s, the beginning of the 90s of the XXth century. In this analysis, emphasis will be given on the research and theoretical frameworks produced and on the legislative measures and educational policies in the field of treating cultural difference in the Portuguese educational system

La gestion démocratique des écoles: de l´autogouvernement à l’émergence d’une post-démocratie gestionnaire?

O autor assinala três elementos básicos que têm sido historicamente associados à gestão democrática das escolas: eleição, colegialidade, participação na decisão. A combinação ou rejeição de algumas dessas diferentes dimensões, em contextos sociais específicos, pode resultar em várias concepções de gestão democrática das escolas, desde o autogoverno até à possível ascensão de uma pós-democracia gestionária.The author points out three basic elements that have been historically associated with the democratic management of schools: election, collegiality, participation in decision-making. The combination or the rejection of some of those different dimensions in specific social contexts may result in various conceptions of democratic management of schools, from selfgovernment to the possible rise of a managerial post-democracyL’auteur souligne trois éléments de base qui ont été historiquement associés à la gestion démocratique des écoles: l’élection, la collégialité, la participation à la décision. La combinaison ou le rejet de certaines de ces différentes dimensions, dans des contextes sociaux spécifiques, peuvent entraîner des diverses conceptions de la gestion démocratique des écoles, de l’autogouvernement à l’émergence d’une post-démocratie gestionnaire(undefined