Helicops modestus (Ophidia: Dipsadidae): reproducción

Los datos sobre la reproducción de serpientes son escasos, sobre todo porque es difícil encontrar a estos organismos en su hábitat natural. Se proporcionan algunos datos inéditos sobre la reproducción de Helicops modestus (Günther, 1861), un dipsádido con amplia distribución geográfica en Brasil

School-based practices of occupational therapists for an inclusive education in Portugal

The present study is part of a project that aims to develop a common framework defining general requirements – in terms of skills, contents and methods – to be considered on occupational therapists (OT)’ training for school-based practices aligned with the principles of inclusion. Although the concept of inclusive education has been, consensually, defined as the enablement of school contexts to support the access, participation and progression of all students - considering a wide spectrum of learning and functioning profiles -, the bridging of that conception and the field of practices has been subject to different understandings (e.g., Amor et al., 2019). Within school-based OT such praxeological divergences can be recognized in terms of the prominence assigned to in-class vs pull-out services; to child-direct vs consultation practices; and/or rehabilitation vs participation-centered approaches (e.g., Kaelin et al., 2019). In Portugal, there is around 90 Inclusive Resource Centers – IRC (DGE, 2019), which general goal is to mobilize specialized human resources – including the OT – to incorporate multidisciplinary teams at schools (along with regular and special education teachers, psychologists, principals, parents) promoting the process of inclusion of children in need of additional supports.info:eu-repo/semantics/publishedVersio

Exploring the multicomponent structure of acceptance attitudes in portuguese children using the modified chedoke-mcmaster attitudes toward children with handicaps scale

Social participation represent one of the major outcomes of inclusive education. Students with additional support needs often encountered negative attitudes of social acceptance exhibited by their typically developing peers hindering their social participation in the educational context. This study explored the multicomponent structure of Portuguese children’s attitudes toward their peers with disabilities using a modified short form of the Chedoke-McMaster Attitudes toward Children with Handicaps scale (CATCH). In particular, this study aimed to (a) determine the factor structure of the CATCH and (b) evaluate the measurement invariance across age and gender. To identify the CATCH factor structure, exploratory and confirmatory factor analyses were conducted on data collected from 1,038 children aged 8–18 years. Analyses revealed that a modified short form of the CATCH consisting of a 20-item measure with a three-factor structure displayed acceptable fit and internal consistency indices. This model proved to be invariant across groups. The Portuguese-modified short form of the CATCH, in which cognitive, affective, and behavioral dimensions are represented, has acceptable psychometric properties and the potential to evaluate the effectiveness of educational programs designed to improve children’s attitudes

Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers

This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.info:eu-repo/semantics/publishedVersio

Perception and knowledge of portuguese veterinarians about the zoonotic transmission of helicobacter pylori and helicobacter suis: the need for one health intervention

Helicobacter species can colonize the gastrointestinal tract of both humans and animals, and are associated with gastrointestinal and extra-gastrointestinal diseases. Some studies indicate that animals, health professionals, and people in close contact with animals might be at higher risk for infection with gastric Helicobacter spp. Considering that veterinarians are professionals at risk for infection with zoonotic gastric Helicobacters and are also seen by many as health communicators concerning zoonoses, the aim of this study was to evaluate the Portuguese veterinarians’ perception and knowledge of Helicobacter spp. infection and its zoonotic risk/potential. Therefore, a structured questionnaire composed of 34 dichotomic, multiple-choice, rating scale, matrix, drop-down, and open-ended questions was developed and given to Portuguese veterinarians via an online platform from May 2021 to July 2021, and statistical analysis was used to obtain results. There was a total of 149 respondents, most of them (73.8%) being females. Evidently, Portuguese veterinarians have a limited perception regarding Helicobacter spp. infections. Of the respondents that “have heard of Helicobacter”, 17.6% do not know which animal species can be affected by it. Most of the companion animal veterinarians (76.2%) do not consider Helicobacter spp. infection a differential diagnosis when evaluating animals with gastritis. A significant percentage (37.2%) of the respondents that have “heard of H. suis” do not consider it a zoonotic bacterium. There is a need for education and sensitization of veterinarians regarding the potential zoonotic risk of Helicobacter spp. in order to elucidate these professionals to this One Health issue, as the number of reports of non-Helicobacter pylori Helicobacter in livestock, companion, and wild animals is increasing.A91F-E8B8-FA62 | Teresa Susana Letra MateusN/

Fazer a escola artesanalmente. Configurações pedagógicas em duas escolas do Chaco, Argentina

In Argentina and more specifically in Chaco, where the research work that embodied this article was carried out, since the end of the 20th century, social and economic crises resulted in the construction of peripheral suburbs because of the social migration of rural workers and expelled families of the formal system of work or of their lands. These processes have multiple expressions in the educational system that involve both the configuration of new schools, built in a context that has already expressed the marks of urban fragmentation, and the reconfiguration of the daily dynamics of these institutions. In this context, this article has the objective of studying the artisan practices assumed by the teaching task in the daily configuration of schooling. The information collected is part of fieldwork in two schools located on the outskirts of Chaco, Argentina, during 2018-2019.No estudo da vida escolar, práticas minuciosas e artesanais moldam a construção das instituições no século XXI. Através das histórias de seis professores, este artigo dará conta das engenhosas buscas que eles empreendem para concretizar a tarefa de ensinar e acompanhar as trajetórias de seus alunos. Serão analisadas as múltiplas cenas que se passam nas escolas entre o otimismo cruel da era da administração e a responsabilidade cotidiana, que definem os modos de fazer escola hoje. As informações coletadas fazem parte de um trabalho de campo em duas escolas localizadas na periferia do Chaco, Argentina, durante 2018-2019

The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the province of Chaco

En este artículo procuramos abordar los modos de “hacer docencia” en una escuela del interior de la provincia del Chaco que, con el tiempo, se convirtió en un espacio multifacético, teniendo que poner en marcha nuevas dinámicas, comprensiones y prácticas, en un contexto en que su población escolar comenzó a mutar muy rápidamente. Se trató de la única institución de nivel secundario que, en un período muy breve (2001-2016), a la par que creció el pueblo, comenzó a recibir estudiantes migrantes de zonas rurales. Ello resultado de nuevas lógicas en el uso del suelo que, de manera constante, expulsaron a la población trabajadora rural del campo. El punto de partida para afrontar esta investigación es que, como parte de esas reconfiguraciones, la escuela se volvió un espacio multifacético ante la necesidad de construir alternativas que permitieran sostener una nueva matrícula de jóvenes que ingresó a la escuela, ello involucró de manera clave la alianza con la comunidad para atender a las urgencias cotidianas. Nos preguntamos, así, por la búsqueda de alternativas, estrategias y por el conjunto de transformaciones del suelo escolar, tal como fueron narradas por los actores y en la descripción de los procesos de reconfiguración de la vida escolar, focalizando la mirada en las dinámicas que asumió el hacer diario. Entendemos que, en tiempos de crisis y reconfiguraciones, la escuela y sus docentes habilitan espacios desde la posibilidad y las urgencias cotidianas y el “hacer docencia” se encuentra atravesado por condiciones históricas en las que los sujetos deben reconfigurarse, a la par de la vertiginosidad de los escenarios en los que se movilizan.In this article we try to address the ways of "teaching" in a school in the interior of the province of Chaco that, over time, became a multifaceted space, having to launch new dynamics, understandings and practices, in a context in which their school population began to mutate very rapidly. It was the only secondary school that, in a very short period (2001-2016), as the town grew, began to receive migrant students from rural areas. This resulted from new logics in the use of land that, in a constant way, expelled the rural working population from the countryside. We hypothesize that, as part of these reconfigurations, the school became a multifaceted space in the face of the need to build alternatives that would sustain a new enrollment of young people that entered the school, this involved in a key way the partnership with the community to attend to the daily urgencies. We ask ourselves, therefore, about the search for alternatives, strategies and for the set of transformations of the school ground, as narrated by the actors and in the description of the processes of reconfiguration of school life, focusing the view on the dynamics that He assumed doing daily. We understand that, in times of crisis and reconfiguration, the school and its teachers enable multiple spaces from the possibility and daily urgencies and the "doing teaching" is inevitably crossed by historical conditions in which subjects must be reconfigured, to the pair of the vertiginousness of the scenarios in which they are mobilized.Fil: Acuña, Maia Milena. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Ciencias de la Educación; ArgentinaFil: Grinberg, Silvia Mariela. Universidad Nacional de San Martin. Escuela de Humanidades. Laboratorio de Investigacion En Ciencias Humanas. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Pque. Centenario. Laboratorio de Investigacion En Ciencias Humanas.; Argentin

La formación del docente artesano. Artesanías y tejidos para sostener lo escolar

This article addresses teaching work in two public secondaryschools; one located on the outskirts of the capital city and the other in the interior of the Chaco Province, in the northern part of Argentina. The students attending these institutions comefrom families that have been forced to migrate from rural areasto intermediate cities due to the substitution of human laborby agricultural machinery and the consequent uprooting of therural population in Chaco. The social, political, and economic changes generated by theseprocesses have modified and affected the daily dynamics andworking conditions of teaching in these schools. The discussionspresented here arise from in-depth interviews conducted witheight teachers and an educational advisor. The initial results showthat teachers employ artisanal strategies to support academicpaths that are at pedagogical risk. Thus, the forms that teachingtakes result from macro processes resonating in schools but also from micro-institutional processes that come into play through teaching and pedagogical dynamics presenting complex nuances, given the current situation experienced in these institutions.Este artículo aborda el trabajo docente en dos escuelas secundarias públicas; una de ellas ubicada en la periferia de la ciudad capital y la otra en el interior de la provincia del Chaco, al norte de Argentina. Las y los estudiantes que asisten a estas instituciones provienen de familias que se han visto obligadas a migrar desde el campo a ciudades intermedias,1 debido a los procesos de sustitución de la mano de obra humana por maquinaria agrícolay la consecuente desterritorialización del campesinado chaqueño. Las modificaciones sociales, políticas y económicas que estos procesos generaron, modificaron y afectaron las dinámicas cotidianas y las condiciones de desarrollo del trabajo docente enestas escuelas. Las discusiones que aquí se presentan surgen de la aplicación de entrevistas en profundidad a ocho docentes y una asesora pedagógica. Los primeros resultados arrojan que las y los docentes tejen estrategias artesanales para sostener las trayectoriasescolares que se encuentran en riesgo pedagógico. Así, las formas que asume la docencia son el resultado de procesos macro que resuenan en las escuelas, pero también de procesos micro-institucionalesque se ponen en juego a través de la enseñanza y de dinámicas pedagógicas que presentan matices complejos, dada lacoyuntura que atraviesa la vida en estas instituciones