Art and science in depicting nature: building a botanical iconography through drawing and photography

O tema proposto centra-se na relação entre Artes Visuais, Natureza e Ciência. Parte do desenho de observação e da imagem fotográfica, com ênfase na fotomicrografia, para estudar as dimensões artística e científica nas representações gráficas da botânica. Com estudos de caso focados sobretudo no período vitoriano no Reino Unido e estendendo-se ao contexto português, a investigação proposta visa explorar as especificidades, paralelismos e complementaridades das variantes da imagem botânica enunciadas. A partir de uma análise de conjunto, propõe-se aferir o potencial dessas imagens para a construção de uma iconografia botânica mais completa e significativa para as áreas da Arte e da Ciência. Centra-se, por isso, no espaço de representação pictórica onde ambas disciplinas se encontram. Este trabalho pretende contribuir para o fomento da produção científica nas áreas de interceção entre Arte e Ciência, associando-se à valorização artística e científica dos elementos da Natureza.The research we will carry out is focused on the interconnection between Visual Arts, Nature and Science. It focuses on observation drawing and the photographic image, with emphases on photomicrography, to study the technical image and the artistic image in the graphic depiction of botany. With case studies focused mainly on the Victorian period in the United Kingdom and extended to the Portuguese context, the proposed research seeks to explore the specificities, parallels and complementarities of these variants of the botanical image. With an integrative analysis as a starting point, we assess the potential of these images for the construction of a more complete and meaningful botanical iconography for the areas of Art and Science. It focuses, therefore, in the space of pictorial representation where both disciplines meet. With this work, we aim to contribute for the promotion of scientific production in the areas of interception between Art and Science, associated with a growing artistic and scientific appreciation of Nature and its elements

Effects of listening comprehension, word recognition, and oral reading fluency on reading comprehension in second-grade students

Several studies have provided evidence regarding the importance of listening comprehension, word recognition and oral reading fluency in successful reading comprehension; however, most of the research has been conducted with English language speakers. This study aims to examine the direct effects of these three variables on reading comprehension using a sample of European Portuguese speakers. A sample of 325 second- grade Portuguese students completed the Test of Word Reading, the Reading Fluency Assessment Test, the Test of Listening Comprehension of Narrative Texts and the Test of Reading Comprehension of Narrative Texts. Path analysis showed that listening comprehension, word recognition and oral reading fluency were all significant predictors with unique effects on reading comprehension at this grade level. The combination of all three predictors explained 41% of the variance observed in reading comprehension. The results are discussed in terms of the practical implications and limitations of the study, and guidelines for future research are presented.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalThis study was conducted at Psychology Research Centre, University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and, when applicable, co-financed by FEDER under the PT2020 Partnership Agreement (UID/PSI/01662/2013) and by grant FCOMP-01-0124- FEDER-010733 from the Portuguese Foundation for Science and Technology and the European Regional Development Fund (FEDER) through the European program COMPETE (Operational Programme for Competitiveness Factors) under the National Strategic Reference Framework (QREN)info:eu-repo/semantics/publishedVersio

The interrelatedness between infants’ communicative gestures and lexicon size: a longitudinal study

Research has shown a close relationship between gestures and language development. In this study, we investigate the cross-lagged relationships between different types of gestures and two lexicon dimensions: number of words produced and comprehended. Information about gestures and lexical development was collected from 48 typically developing infants when these were aged 0;9, 1;0 and 1;3. The European Portuguese version of the MacArthur–Bates Communicative Development Inventory: Words and Gestures (PT CDI:WG) was used. The results indicated that the total number of actions and gestures and the number of early gestures produced at 0;9 and at 1;0 year predicted the number of words comprehended three months later. Actions and gestures’ predictive power of the number of words produced was limited to the 0;9–1;0 year interval. The opposite relationship was not found: word comprehension and production did not predict action and gestures three months later. These results highlight the importance of non-verbal commu- nicative behavior in language development.CiPsi - Psychology Research Centre, Uminho (UID/PSI/ 01662/2013), PortugalCIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007653 and POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM NA EDUCAÇÃO INFANTIL

O presente estudo é resultado da análise realizada acerca do papel da avaliação da aprendizagem, a partir do discurso de professores da educação infantil de escolas da rede municipal e rede privada de ensino da região metropolitana do Recife-PE, estruturado através de inquietações fomentadas nos estágios durante o curso de Pedagogia. Através de entrevistas semiestruturadas, caracterizou-se a avaliação da aprendizagem para os professores, as tendências avaliativas e as influências da avaliação da aprendizagem para o desenvolvimento das crianças. Os resultados sugeriram que a avaliação da aprendizagem assume um papel primordial no processo de ensino-aprendizagem na educação infantil, sendo esta um elemento contínuo no cotidiano docente. A avaliação neste contexto contribui para que o docente conheça seu estudante, favorece a compreensão de possíveis dificuldades de aprendizagem, além de contribuir para reorientar a prática do profissional

An intervention in reading disabilities using a digital tool during the COVID-19 pandemic

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.862383/full#supplementary-materialIn the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.This work was financially supported by Portuguese national funds through the Foundation for Science and Technology, within the frameworks of the CiPsi–Psychology Research Centre (UIDB/PSI/01662/2020), CIEC–Research Centre on Child Studies (UIDB/CED/00317/2020), and CIPD–Psychology for Positive Development Research Center (UIDB/04375/2020), as well as by the Northern Regional Operational Program (NORTH 2020), through Portugal 2020 and the European Social Fund (ESF), within the framework of the Integrated and Innovative Plan to Combat School Failure of the Municipality of Valongo, and by Investigare-Association for Research in Reading, Writing and Neurosciences. IC was also supported by the Foundation for Science and Technology (CEECIND/00408/2018)

Compreensão de textos: diferenças em função da modalidade de apresentação da tarefa, tipo de texto e tipo de pergunta

Na literatura têm sido discutidos diversos fatores que podem influenciar a dificuldade das tarefas de compreensão de textos e, consequentemente, o desempenho dos sujeitos na avaliação. O objetivo deste estudo é perceber se a dificuldade das tarefas de avaliação da compreensão de textos varia em função da modalidade da tarefa de avaliação (oral versus escrita), do tipo de texto (narrativo versus informativo) e do tipo de compreensão avaliado pelas perguntas apresentadas (literal versus inferencial). Avaliaram-se 300 alunos do quarto ano de escolaridade, administrando quatro testes de compreensão de textos: Teste de compreensão de textos na modalidade oral-narrativo, Teste de compreensão de textos na modalidade oral-informativo, Teste de compreensão de textos na modalidade de leitura-narrativo, Teste de compreensão de textos na modalidade de leitura-informativo. Os resultados mostraram a inexistência de diferenças estatisticamente significativas na média da dificuldade das perguntas de compreensão oral e de compreensão da leitura, entre a dificuldade média das perguntas relativas a texto narrativo e informativo e entre a média da dificuldade das perguntas de compreensão literal e inferencial. Não foram observados efeitos de interação. Discutem-se as implicações destes resultados para a avaliação e intervenção no domínio da compreensão de textos, tendo em conta algumas limitações deste estudo.CiPsi - Centro de Investigação de Psicologia, Uminho (UID/PSI/ 01662/2013), PortugalCIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com as referências POCI-01-0145-FEDER-007653 e POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Molecular characterization of a novel splicing mutation underlying mucopolysaccharidosis (MPS) type VI-Indirect proof of principle on its pathogenicity

Here, we present the molecular diagnosis of a patient with a general clinical suspicion of Mucopolysaccharidosis, highlighting the different tools used to perform its molecular characterization. In order to decrease the turnaround time for the final report and contribute to reduce the "diagnostic odyssey", which frequently afflicts affected families, the proband's sample was simultaneously screened for mutations in a number of lysosomal function-related genes with targeted next-generation sequencing (NGS) protocol. After variant calling, the most probable cause for disease was a novel ARSB intronic variant, c.1213+5G>T [IVS6+5G>T], detected in homozygosity. In general, homozygous or compound heterozygous mutations in the ARSB gene, underlie MPS type VI or Maroteaux-Lamy syndrome. Still, even though the novel c.1213+5G>T variant was easy to detect by both NGS and Sanger sequencing, only through indirect studies and functional analyses could we present proof of principle on its pathogenicity. Globally, this case reminds us that whenever a novel variant is detected, its pathogenicity must be carefully assessed before a definitive diagnosis is established, while highlighting alternative approaches that may be used to assess its effect in the absence RNA/cDNA sample(s) from the proband. This is particularly relevant for intronic variants such as the one here reported. Special attention will be given to the use of reporter minigene systems, which may be constructed/designed to dissect the effect of this sort of alterations, providing an insight into their consequences over the normal pre-mRNA splicing process of the affected gene.This work was partially supported by the Fundação Millennium bcp (bcp/LIM/DGH/2014), N2020 (NORTE‐01‐0246‐FEDER‐000014) and Fundação para a Ciência e Tecnologia (FCT) IP (project: PTDC/SAU‐ GMG/117046/2010). M.F.C. and J.I.S. were grantees from the FCT (SFRH/BPD/101965/2014; SFRH/BD/124372/2016).info:eu-repo/semantics/publishedVersio

eHealth promoting stoma self-care for people with an elimination ostomy: focus group study

Background: The construction of an elimination stoma has a physical, psychological, and social impact on the person. The development of stoma self-care competence contributes to the adaptation to a new health condition and improvement of quality of life. eHealth refers to everything associated with information and communication technology and health care, including telemedicine, mobile health, and health informatics. The use of eHealth platforms by the person with an ostomy, as a digital application that includes websites and mobile phone apps, can bring scientific knowledge and well-informed practices to individuals, families, and communities. It also allows functionalities that enable the person to describe and identify early signs and symptoms and precursors of complications and to be guided to an adequate health response for their problems. Objective: This study aimed to define the most relevant content and features to promote ostomy self-care integrated into an eHealth platform as a digital app or website to be used by patients for self-management of stoma care. Methods: We developed a descriptive, exploratory study with a qualitative approach using the focus group methodology, which was oriented to reach a consensus of at least 80%. A convenience sample of 7 participants consisting of stomatherapy nurses was used. The focus group discussion was recorded, and field notes were taken. The focus group meeting was fully transcribed, and a qualitative analysis was performed. The research question was: Which content and features for ostomy self-care promotion should be integrated into an eHealth platform as a digital app or website? Results: An eHealth platform, which can be a smartphone app or website, for people with ostomy should provide content aimed at promoting self-care, namely in the field of knowledge and self-monitoring, as well as the possibility of interacting with a stomatherapy care nurse. Conclusions: The stomatherapy nurse has a decisive role in promoting adaptation to life with a stoma, namely through the promotion of stoma self-care. Technological evolution has emerged as a useful tool to enhance nursing interventions and promote self-care competence. The development of an eHealth platform aimed at promoting ostomy self-care should include the capabilities for telehealth and help with decision-making regarding self-monitoring and seeking differentiated care.info:eu-repo/semantics/publishedVersio

Validity of a reading comprehension test for portuguese students

The purpose of this work was to collect construct and criterion-related evidence of validity for a reading comprehension test (TCL - Teste de Compreensão da Leitura) with three vertically scaled forms, designed to assess students from second, third and fourth grade. Method: Two studies were conducted. In the fi rst (n = 1,229), a confi rmatory factor analysis was performed to analyse the test dimensionality. In the second (n= 402), concurrent and predictive evidence of validity was analysed using correlations between TCL, other reading tests and academic achievement. Results: Confi rmatory factor analysis results supported a one-factor structure. Correlation coeffi cients with other reading tests were low to moderate and statistically signifi cant. The TCL forms were shown to be good predictors of students’ reading comprehension as assessed by teachers and of the National Exams of Portuguese Language results. Conclusions: Present results provide empirical evidence for the validity of the TCL forms.Validez de un test de comprensión lectora para alumnos portugueses. Antecedentes: el objetivo de este trabajo fue recoger evidencia de validez de constructo y de criterio para un test de comprensión lectora (TCL- Teste de Compreensão da Leitura) con tres versiones escaladas verticalmente para evaluar alumnos portugueses de segundo, tercero y cuarto cursos de Primaria. Método: se efectuaron dos estudios. En el primero (n= 1,229) se analizó la dimensionalidad de la prueba recurriendo al análisis factorial confi rmatorio. En el segundo (n= 402) se proporcionan datos sobre evidencia de validez concurrente y predictiva, analizando las correlaciones entre los resultados en TCL, los resultados en otras pruebas de lectura y los resultados académicos. Resultados: los análisis factoriales confi rmatorios revelaron que el modelo de un factor se ajusta a los datos. Se obtuvieron coefi cientes de correlación bajos a moderados y estadísticamente signifi cativos entre las puntuaciones en el TCL y en otros tests de lectura. Las puntuaciones en TCL predijeron las puntuaciones obtenidas por los alumnos en los exámenes nacionales de lengua portuguesa y en las competencias de comprensión evaluadas por los maestros. Conclusiones: estos resultados proporcionan evidencia empírica para la validez de las versiones de TCL.This research was supported by Fundação para a Ciência e Tecnologia, grant SFRH/BD/39980/2007 and CIEC – Research Centre on Child Studies, UM (FCT R&D 317

Listening comprehension assessment: validity studies of two vertically scaled tests for portuguese students

This study aims to gather construct- and criterion-related validity evidence for the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e), each composed of a verti- cally scaled form for Portuguese students from the first to fourth grades of primary school. A sample of 1342 students and a sample of 1168 students participated in the study of the TLC-n and TLC-e forms’ dimensionality, respectively. Two hundred and eighty students participated in the criterion-related validity study of the tests. Confirmatory factorial analyses were performed for the study of the test form's dimensionality. To collect criterion-related validity evidence, Peason correlations with measures of listening and reading related skills were calculated. Results provide evidence of an acceptable fit for the one-factor solution, for all forms, and statistically significant correlations between the test forms and the external criteria measures. There is evidence for the validity of the test forms.Los objetivos de este trabajo fueron recoger evidencia de validez de constructo y de criterio para dos tests, el Test of Listening Comprehension of Narrative Texts (TLC-n) y el Test of Listening Comprehension of Expository Texts (TLC-e), con cuatro versiones escaladas verticalmente para evaluar la comprensión oral de los alumnos portugueses de enseñanza primaria. Una muestra de 1342 alumnos y una muestra de 1168 alumnos participaron en el estudio de la dimensionalidad del TLC-n y TLC-e. Participaron 260 alumnos en el estudio de validez de criterio de los tests. La dimensionalidad de los tests se examinó mediante un procedimiento de análisis factorial confirmatorio. Para recoger datos sobre evidencia de validez de criterio, se calcularon las correlaciones de Pearson con otras pruebas de comprensión oral y de lectura. Los resultados revelaron que el modelo de un factor se ajusta a los datos. Se obtuvieron coeficientes de correlación estadísticamente significativos entre el TLC-n y TLC-e y los otros tests. Los resultados apoyan la validez de las versiones de los tests.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562Grant FCOMP-01- 0124-FEDER-010733 from FCT (Fundação para a Ciência e Tecnologia) and the European Regional Development Fund (FEDER) through the Euro- pean program COMPETE (Operational Program for Competitiveness Factors) under the National Strategic Reference Framework. (QREN).info:eu-repo/semantics/publishedVersio