TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine 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 trait‐based 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 traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental 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

Pistas para composições da dança na educação

Dance is an aesthetic practice, and, as such, it needs to be felt, much more than understood. By considering this premise and the danger of content and technical teaching approaches, which focus on what dance is, to the detriment of what this practice can become and change itself, this article aims to expose the inappropriateness of rules and universal principles of action, as the subject is dance in education. That is due to the affirmation of moving intentions and directions that only come together in action, within school educational relationships. Therefore, the question is: how to sensitize educators to these intentions and moving directions in the work involving school dance? Based on this question, some clues are presented, understanding them as ludic and groping guidelines that invite us to operate, always and every time, a methodological inversion for the teaching of dance in education.A dança é uma prática estética e, enquanto tal, precisa ser sentida, muito mais do que compreendida. Considerando essa premissa e o perigo das abordagens conteudistas e tecnicistas de ensino, que se concentram naquilo que a dança é, em detrimento daquilo que essa prática possa vir a ser e se modificar, este artigo tem por objetivo expor o descabimento das regras e dos princípios universais de ação, quando o assunto é a dança na educação, em função da afirmação de intenções e direcionamentos moventes que só se avizinham em ato, no seio das relações educativas escolares. Para tanto indaga-se: como sensibilizar educadores a essas intenções e direcionamentos moventes no trabalho envolvendo a dança escolar? A partir desta questão apresentam-se algumas pistas, entendendo-as como orientações lúdicas e tateantes que nos convidam a operar, sempre e a cada vez, uma inversão metodológica para o ensino da dança na educação

Tensionamentos acerca do Autoconhecimento a partir (e além) da BNCC

This article brings reflections on self-knowledge in school physical education. To this end, it proposes to tighten its framework within the BNCC, which is understood as a socio-emotional competence linked to the construction of school students' identities. From this point, it brings self-knowledge closer to physical education and the Life Project proposal, then outlines discussions woven in alliance with Eastern philosophy, the stylistics of existence, and the philosophy of difference. And finally, it problematizes self-knowledge in school physical education, seeking to highlight the role of body movement in enabling the conceptual inflections triggered here.Este artigo traz reflexões sobre o autoconhecimento na Educação Física Escolar. Para tanto, propõe tensionar seu enquadramento na BNCC, em que é compreendido como competência socioemocional ligada à construção das identidades dos alunos escolares. Deste ponto, aproxima o autoconhecimento à Educação Física e à proposta do Projeto de Vida, depois traça discussões tecidas em aliança com a filosofia oriental, a estilística da existência e a filosofia da diferença. E, por fim, problematiza o autoconhecimento na Educação Física Escolar, buscando evidenciar o protagonismo do movimento corporal na viabilização das inflexões conceituais aqui desencadeadas

TRY plant trait database - enhanced coverage and open access

10.1111/gcb.14904GLOBAL CHANGE BIOLOGY261119-18