Do education, volunteering, contacts and self-esteem relate with students’ attitudes toward employed visually impaired persons?

Attitudes toward people with disabilities influence their integration and employment, so it is valuable to examine what they may relate with. The objectives of this study were to investigate attitudes toward employed visually impaired persons among university students related to (1) their helping or non-helping study programmes; (2) their contacts with visually impaired persons; (3) their experience in volunteering; and (4) their level of self-esteem. There were 427 participants (M = 20.7 years) from seven study programmes in Croatia. Attitudes were measured with the Croatian SZS scale, three closed-type questions explored contacts and volunteering, and self-esteem was measured with Rosenberg’s scale. Results show that (1) students of helping professions, (2) students who had contacts with visually impaired persons, and (3) students with experience in volunteering related to human rights, persons with disabilities and psychosocial activities have more favourable attitudes toward employed visually impaired persons compared to students of non-helping professions, students who had no contacts with visually impaired persons and students without specific experience in volunteering. No significant differences were found in attitudes related to (4) students’ self-esteem

El papel mediador del afecto negativo en la relación entre funcionamiento familiar y felicidad subjetiva en estudiantes universitarios españoles

Previous research shows that family functioning and an individual’s temperamental characteristics carry significant weight in explaining subjective happiness. However, the link between these factors is scarcely considered in emerging adulthood. For more understanding, the main aim of our study was to explore the mediating role of negative affect on the relationship between family functioning and subjective happiness among a sample of 347 college students in Spain. Results showed moderate scores in family cohesion and   flexibility were positively associated to a young person´s subjective happiness, while some extreme scores in those scales showed the opposite pattern. In contrast, negative affect was negatively associated to subjective happiness in college students. SEM analyses revealed that negative affect fully mediates the relationship between both balanced and unbalanced family functioning and subjective happiness. As regards dysfunctional family patterns, we found that negative affect fully mediated the relationship between disengaged, enmeshed and chaotic unbalanced scales, and subjective happiness. However, this mediational pattern failed to replicate in the unbalanced rigid scale. The social and clinical implications of these results on the promotion of subjective happiness in early adulthood was discussed, taking into account Spanish cultural beliefs on family functioning and well-being.Estudios previos muestran que el funcionamiento familiar y las características temperamentales del individuo tienen un peso importante en la explicación de su felicidad subjetiva. Sin embargo, el vínculo entre estos factores ha sido escasamente estudiado en la adultez emergente. El objetivo de nuestro trabajo fue explorar el papel mediador del afecto negativo en la relación entre funcionamiento familiar y felicidad en una muestra de 347 estudiantes universitarios españoles. Los análisis mostraron que puntuaciones moderadas en cohesión y flexibilidad familiar se asociaron positivamente a la felicidad subjetiva, al contrario que las puntuaciones extremas de dichas escalas. Por el contrario, el afecto negativo se asoció negativamente con la felicidad. Los análisis SEM mostraron que el afecto negativo medió la relación entre funcionamiento familiar (equilibrado y desequilibrado) y felicidad subjetiva. Con respecto a los patrones familiares disfuncionales, encontramos que el afecto negativo medió la relación entre las escalas de desapego, dependencia y caos, y felicidad. Sin embargo, este patrón mediacional no se observó para la escala de rigidez. Se discuten las implicaciones sociales y clínicas que estos resultados tienen en la promoción de la felicidad subjetiva en la adultez temprana, teniendo en cuenta las creencias culturales españolas sobre funcionamiento familiar y bienestar

The three regimes of atmospheric evaporation for super-Earths and sub-Neptunes

A significant fraction of super-Earths and sub-Neptunes are thought to experience an extreme loss of volatiles because of atmospheric evaporation in the early stages of their life. Though the mechanisms behind the extreme mass loss are not fully understood, two contenders have been widely discussed: photoevaporation from X-ray and ultraviolet irradiation and core powered mass loss. Here, it is shown that both mechanisms occur but with different timescales, and that atmospheric loss can take place over three regimes. In the first regime, a planet has very high internal temperatures arising from its high-energy formation processes. These high temperatures give rise to a fully convecting atmosphere that efficiently loses mass without much internal cooling. The second regime applies to planets with lower internal temperatures, so a radiative region forms but the photosphere still remains outside the Bondi radius. Hence, mass loss continues to depend only on the internal temperatures. Planets with the lowest internal temperatures are in the third regime, when the photosphere forms below the Bondi radius and mass is lost primarily because of X-ray and ultraviolet irradiation. This paper provides the first unifying framework for modeling atmospheric evaporation through the lifespan of a planet.Comment: 37 pages, 13 figures, 2023 ApJ 943 1

RAPOC : the Rosseland and Planck opacity converter. A user-friendly and fast opacity program for Python

RAPOC (Rosseland and Planck Opacity Converter) is a Python 3 code that calculates Rosseland and Planck mean opacities (RPMs) from wavelength-dependent opacities for a given temperature, pressure, and wavelength range. In addition to being user-friendly and rapid, RAPOC can interpolate between discrete data points, making it flexible and widely applicable to the astrophysical and Earth-sciences fields, as well as in engineering. For the input data, RAPOC can use ExoMol and DACE data, or any user-defined data, provided that it is in a readable format. In this paper, we present the RAPOC code and compare its calculated Rosseland and Planck mean opacities with other values found in the literature. The RAPOC code is open-source and available on Pypi and GitHub.Comment: 15 pages, 6 figures, 3 tables; Accepted for Publication in Exp. Astro

Michael Young and the curriculum field: from the emphasis on the "knowledge of the powerful" to the defense of "powerful knowledge"

Em novembro de 2013, Michael Young, professor emérito do Instituto de Educação da Universidade de Londres, esteve na Faculdade de Educação da Universidade de São Paulo, participando como palestrante, ao lado do Professor Antônio Flávio Barbosa Moreira, da Universidade Católica de Petrópolis, do II Seminário FEUSP sobre Currículo – Escola e Sociedade do Conhecimento: aportes para a discussão dos processos de construção, seleção e organização do currículo. Na ocasião, expôs sua perspectiva atual sobre o debate teórico em torno do currículo, afirmando a falta de uma sólida teoria do conhecimento que oriente as discussões acerca das escolhas curriculares. Identificou uma recusa dos teóricos do currículo em enfrentar o que considera a função específica da educação: a promoção do desenvolvimento intelectual dos estudantes, com base no que define como conhecimento poderoso, intimamente ligado às áreas do conhecimento, nas universidades, e às disciplinas escolares. A reflexão central para esses teóricos, segundo Young, deveria se concentrar na pergunta: o que deve ser ensinado às crianças e jovens na escola? Vale destacar que sua posição atual contrasta, em diversos pontos, com a perspectiva que marcou o movimento da Nova Sociologia da Educação, na Inglaterra, no início da década de 1970, e que foi apresentada no livro Knowledge and Control: New Directions for the Sociology of Education, editado por ele e considerado um marco do referido movimento. A entrevista a seguir pretende trazer elementos para a compreensão dessa transformação na análise, empreendida por Michael Young, das questões referentes ao currículo.On November 2013, Michael Young, the emeritus professor of the Institute of Education, University of London, visited Faculdade de Educação, Universidade de São Paulo. He and Antônio Flávio Barbosa Moreira, professor at Universidade Católica de Petrópolis were the keynote speakers of II Seminar of Faculdade de Educação on Curriculum – School and society of knowledge: processes of curriculum construction, selection and organization. In that occasion, Young presented his current perspective on the theoretical debate on curriculum, stating that we lack a consistent theory of knowledge to guide the discussion on curriculum choices. He argues that curriculum theorists refuse to tackle what he considers the specific function of education: to promote the intellectual development of students, based on powerful knowledge, which is closely linked to knowledge areas, in the universities, and to school disciplines. According to Young, curriculum theorists’ reflection should focus on the question: what must be taught to children and youth at school? His current position is dramatically different from the one which marked the movement of the New Sociology of Education in the seventies in England, and which was presented in Knowledge and Control: New Directions for the Sociology of Education, a book edited by him and considered a milestone of that movement. This interview brings to light some elements which help understand the transformation of Michael Young’s analysis of curriculum matters.FapespCNP

Hot Super-Earths with Hydrogen Atmospheres: A Model Explaining Their Paradoxical Existence

In this paper we propose a new mechanism that could explain the survival of hydrogen atmospheres on some hot super-Earths. We argue that on close-orbiting tidally-locked super-Earths the tidal forces with the orbital and rotational centrifugal forces can partially confine the atmosphere on the nightside. Assuming a super terran body with an atmosphere dominated by volcanic species and a large hydrogen component, the heavier molecules can be shown to be confined within latitudes of $\lesssim 80^{\circ}$ whilst the volatile hydrogen is not. Because of this disparity the hydrogen has to slowly diffuse out into the dayside where XUV irradiation destroys it. For this mechanism to take effect it is necessary for the exoplanet to become tidally locked before losing the totality of its hydrogen envelop. Consequently, for super-Earths with this proposed configuration it is possible to solve the tidal-locking and mass-loss timescales in order to constrain their formation `birth' masses. Our model predicts that 55 Cancri e formed with a day-length between approximately $17-18.5$ hours and an initial mass less than $\rm \sim12 M_{\oplus}$ hence allowing it to become tidally locked before the complete destruction of its atmosphere. For comparison, CoRoT-7b, an exoplanet with very similar properties to 55 Cancri e but lacking an atmosphere, formed with a day-length significantly different from $\sim 20.5$ hours whilst also having an initial mass smaller than $\rm \sim9 M_{\oplus}$Comment: 20 pages, 15 figure

Los PCN y la elaboración de propuestas curriculares en Brasil

Este artigo discute aspectos levantados em dois relatórios de pesquisa sobre a produção de propostas curriculares, desenvolvidos em momentos diferentes, um anterior e um posterior à produção dos Parâmetros Curriculares Nacionais. Relacionam-se esses aspectos às críticas aos Parâmetros e ressalta-se o impacto desse documento na produção recente de propostas curriculares. Expressam continuidade, quando se comparam os relatórios: a pouca referência às questões ligadas à diversidade e à pluralidade cultural; a fundamentação teórica de base construtivista; a opção pela avaliação formativa e a centralidade das disciplinas na organização do currículo. Ressaltam-se as transformações nos contextos de produção das propostas analisadas, que estão na base das mudanças identificadas no tom dos documentos.This article discusses some aspects identified in two research reportson the development ofcurricular proposals, built in different moments, before and after the Parâmetros Curriculares Nacionais production. The article relates the aspects identified to thecriticism about this document and emphasizes the fact that the Parâmetros have been a guide to produce most of recent curriculum proposals. The research reportsshow continuity in the following aspects: the few references about diversity and cultural plurality; the theoretical focus on the construtivism; the option around the formative evaluation and the centrality of the disciplines on the curriculum organization. The changes in the contexts of production of the proposals can explain the transformations in the content (tone) of these documents.Este artículo discute aspectos aparecidos en dos informes de investigación sobre la producción de propuestas curriculares, desarrollados en momentos diferentes, uno anterior y otro posterior a la producción de los Parámetros Curriculares Nacionales. Se relacionan esos aspectos con las críticas a los Parámetros y se resalta el impacto de ese documento en la producción reciente de propuestas curriculares. Expresan continuidad, cuando se comparan los informes: la poca referencia a las cuestion es vinculadas a la diversidad y a la pluralidad cultural; la fundamentación teórica de base constructivista; la opción por la evaluación formativa y la centralidad de las disciplinas en la organización del currículo. Se resaltan las transformaciones en los contextos de producción de las propuestas analizadas, que están en la base de los cambios identificados en el tono de los documentos

Pedagogical practice and the creation of a favorable context for learning in Primary School Education

Este artigo tem como objetivo identificar, com base em registros de observações de aulas de ciências no Ensino Fundamental II, em uma escola da rede pública estadual do município de Valinhos, SP, se a prática pedagógica pode criar condições que potencializem ou limitem a exigência conceitual no tratamento do conhecimento. As análises foram feitas por meio da comparação com outros estudos sobre práticas favoráveis à aproximação ao conhecimento científico, desenvolvidos sob a mesma perspectiva teórica a teoria de Basil Bernstein, e, nesse sentido, ficou evidente o quanto a prática pedagógica analisada se distancia do que vem sendo apontado como uma configuração mais adequada, especialmente por não permitir a intervenção dos alunos na determinação dos tempos envolvidos na aprendizagem, e por preservar rigidamente as fronteiras entre os conteúdos científicos, o que acaba criando condições favoráveis à redução do nível de exigência conceitual nas aulas

Do education, volunteering, contacts and self-esteem relate with students’ attitudes toward employed visually impaired persons?

Attitudes toward people with disabilities influence their integration and employment, so it is valuable to examine what they may relate with. The objectives of this study were to investigate attitudes toward employed visually impaired persons among university students related to (1) their helping or non-helping study programmes; (2) their contacts with visually impaired persons; (3) their experience in volunteering; and (4) their level of self-esteem. There were 427 participants (M = 20.7 years) from seven study programmes in Croatia. Attitudes were measured with the Croatian SZS scale, three closed-type questions explored contacts and volunteering, and self-esteem was measured with Rosenberg’s scale. Results show that (1) students of helping professions, (2) students who had contacts with visually impaired persons, and (3) students with experience in volunteering related to human rights, persons with disabilities and psychosocial activities have more favourable attitudes toward employed visually impaired persons compared to students of non-helping professions, students who had no contacts with visually impaired persons and students without specific experience in volunteering. No significant differences were found in attitudes related to (4) students’ self-esteem