Rewilding and domestication: Clarifying terminology

Baker & Winkler (B&W) describe the state of Asian elephant conservation, raising unique issues, and proposing a direction based on rewilding. The long history and socio-biology of elephants and humans has some parallels with the domestication of dogs (and other species). However, markers of domestication seem absent from elephants. The proper use of terms such as “wild” and “domestic” is crucial in defining the best conservation strategies, and, more important, in attending to the welfare needs of individuals, which can differ between wild and domestic animals. B&W’s target article represents an important starting point for discussion around elephant conservation, but concepts need to be clarified

Animal and human emotion: concepts and methodologies

The human-dog relationship is particularly interesting for the study of emotions. The underlying concepts need to be made explicit and methods need to be adapted to the characteristics of the species studied as well as the shortcomings of the human experimenter’s perception

Comparative cognition and nonhuman individuality

Commentators Washington (2019) and Tiffin (2019) point out that the individual vs. collective dichotomy is much more complex than what is considered in the target article. This commentary will focus on why individuals are more important than collectives. Species differences in cognition and emotional processes and individuals’ feelings and experiences need to be taken into account

Comparative cognition and nonhuman individuality

Commentators Washington (2019) and Tiffin (2019) point out that the individual vs. collective dichotomy is much more complex than what is considered in the target article. This commentary will focus on why individuals are more important than collectives. Species differences in cognition and emotional processes and individuals’ feelings and experiences need to be taken into account

What we don\u27t know about cephalopods and how to define it

Despite the reputation of octopuses as intelligent animals, their cognitive abilities seem to be mostly unknown. This should be the starting point of a long process of scientific enquiry about these taxa, which must include discussions on operational definitions first and foremost. Discussing octopus mind might prove fruitless without more basic concepts. Some approaches are suggested here

Redefining the Genus Corollospora Based on Morphological and Phylogenetic Approaches

The present study, initially to resolve the cryptic species within Corollospora maritima, is to determine how to attain taxonomic discrimination at species and generic levels. Multiple sequence alignments (MSAs) of the ITS, 28S, and 18S regions of the nuclear ribosomal cistron were separately subjected to pairwise distance assessments, Bayesian, and Maximum likelihood phylogenetic analyses. Morphological descriptions of 15 type strains of Corollospora species, along with MSAs involving representatives of the whole genus Corollospora (268 isolates, many from C. maritima sensu lato) totaling 355 published sequences, allowed phylogenetic assessments conducted to the following p-distance thresholds in the ITS/28S regions: ≥3%/1% for species segregation and ≥8%/2% for generic segregation. This resulted in the introduction of 10 new genera encompassing 13 new combinations of current Corollospora species: Ajigaurospora pseudopulchella, Corollosporella anglusa, Corollosporella ramulosa, Corollosporopsis portsaidica, Garethelia parvula, Honshuriella fusca, Keraliethelia pulcehlla, Nakagariella filiformis, Paracorollospora angusta, Paracorollospora luteola, Paracorollospora marina, Shirahamella gracilis, and Tokuratelia colossa. Furthermore, seven undefined genera considered putative new genera (pNGenus A to G), and 16 undefined putative new species (seven spp. come from the resolution of the C. maritima complex), await re-assessment of their morphology and additional molecular data, which may result in the recognition of new taxa.info:eu-repo/semantics/publishedVersio

Perception of dynamic facial expressions of emotion between dogs and humans

Facial expressions are a core component of the emotional response of social mammals. In contrast to Darwin’s original proposition, expressive facial cues of emotion appear to have evolved to be species-specific. Faces trigger an automatic perceptual process, and so, inter-specific emotion perception is potentially a challenge; since observers should not try to “read” heterospecific facial expressions in the same way that they do conspecific ones. Using dynamic spontaneous facial expression stimuli, we report the first inter-species eye-tracking study on fully unrestrained participants and without pre-experiment training to maintain attention to stimuli, to compare how two different species living in the same ecological niche, humans and dogs, perceive each other’s facial expressions of emotion. Humans and dogs showed different gaze distributions when viewing the same facial expressions of either humans or dogs. Humans modulated their gaze depending on the area of interest (AOI) being examined, emotion, and species observed, but dogs modulated their gaze depending on AOI only. We also analysed if the gaze distribution was random across AOIs in both species: in humans, eye movements were not correlated with the diagnostic facial movements occurring in the emotional expression, and in dogs, there was only a partial relationship. This suggests that the scanning of facial expressions is a relatively automatic process. Thus, to read other species’ facial emotions successfully, individuals must overcome these automatic perceptual processes and employ learning strategies to appreciate the inter-species emotional repertoire

Materiais autênticos em cursos para fins específicos do nível A1

UIDB/03213/2020 UIDP/03213/2020Os materiais autênticos revestem-se de grande importância no ensino de uma língua não materna para fins específicos, uma vez que replicam situações da vida real e, se o estudante conseguir compreender e produzir textos escritos e/ou orais da sua área profissional, as suas necessidades têm uma maior probabilidade de serem supridas. Com a utilização pedagógica de materiais autênticos, o processo de aprendizagem poderá ser mais bem sucedido, sem importar se foi ou não atingido um determinado nível de proficiência, uma vez que não era esse o objetivo primordial. No entanto, a utilização de materiais autênticos, mais ou menos adaptados, nem sempre é fácil de concretizar no ensino de uma língua não materna para fins específicos, especialmente em níveis de proficiência mais baixos, dadas as limitadas competências de compreensão oral ou escrita dos estudantes. Neste artigo será feita uma análise dos fatores que distinguem os cursos de língua não materna para fins específicos daqueles que se destinam a fins gerais, com foco nas necessidades dos estudantes que frequentam esses cursos e da correspondência dessas necessidades com os materiais didáticos disponíveis para o nível A1. Será ainda abordada a importância das tarefas na aprendizagem de uma língua para fins específicos e da autenticidade na elaboração dos materiais didáticos, como forma de motivar e preparar os estudantes para o uso da língua no desempenho das suas funções profissionais. Finalmente, será discutido o uso de materiais autênticos nos níveis iniciais de aprendizagem de uma língua e as adaptações a que esses materiais terão de ser submetidos para que tal aconteça. // Authentic materials are of great importance in teaching a non-native language for specific purposes, since they replicate real life situations; if the student is able to understand and produce written and / or oral texts in his professional area, his needs are more likely to be met. With the pedagogical use of authentic materials, the learning process can be more successful, regardless of whether or not a certain level of proficiency has been reached, since that was not the primary objective of the course. However, the use of authentic materials, more or less adapted, is not always an objective easy to achieve in teaching a non-native language for specific purposes, especially at lower proficiency levels, given the limited oral or written comprehension skills of the students. In this article, we aim to develop an analysis of the factors that distinguish non-native language courses for specific purposes from those that are intended for general purposes, focusing the needs of the students who attend such classes, as well as the correspondence between those needs and the teaching materials available for the A1 level. The importance of task-development in learning a language for specific purposes and authenticity in the elaboration of teaching materials will also be addressed, as a way to motivate and prepare students for the use of the language in the performance of their professional functions. Finally, both the use of authentic materials in the initial levels of language learning and the adaptations to which these materials will have to be submitted for this to happen, will be discussed.publishersversionpublishe

A interculturalidade na educação artística

No relatório irá desenvolver-se o tema A interculturalidade na Educação Artística porque é essencial divulgar juntos dos alunos várias linguagens visuais e culturais, uma vez que vivemos num mundo globalizado e repleto de diversas abordagens da mesma temática. É, também, fundamental consciencializar os jovens que não vivem isolados num ninho cultural e que as diferenças culturais existentes enriquecem a produção artística, para que seja possível dar cumprimento ao recomendado no Roteiro para a Educação Artística (UNESCO, 2006:8), que defende “a consciência e o conhecimento das práticas culturais e das formas de arte fortalecem as identidades e valores pessoais e coletivos, e contribuem para salvaguardar e promover a diversidade cultural”. Como preconiza Efland “…promover as ideias pós-modernas na educação artística, para que contribuam para criar cidadãos informados, que questionem a autoridade e o status quo, que aceitem as diferenças e atuem em defesa de todos os cidadãos que fazem parte das sociedades” (EFLAND, 2003:155). Esta investigação pretende acima de tudo procurar uma possível resposta para a questão: o conhecimento de diferentes linguagens culturais permite-nos encontrar diferentes formas de representar e intervir na sociedade atual?; ABSTRACT: Interculturality in Arts Education This report will develop the theme Interculturality in Arts Education, because it is essential to disclose the students together various visual languages and cultural, since we live in a globalized world, filled with various approaches to the same theme. It is also important to raise awareness among young people who do not live in a nest isolated cultural backgrounds and cultural differences enrich the artistic production, it is possible to comply with recommendations in the Roadmap for Arts Education, the (UNESCO, 2006:8), argues that "…awareness and knowledge of cultural practices and art forms strengthen the identities and personal and collective values, and contribute to safeguarding and promoting cultural diversity." As recommended Efland "...promote the ideas in postmodern art education to contribute to create informed citizens, to question authority and the status quo, accepting differences and act in defense of all citizens who are members of " (EFLAND, 2003:155). This research aims above all to look for a possible answer to the question: knowledge of different cultural languages allows us to find different ways to represent and intervene in today's society

A organização e a descrição de documentos musicais aplicada ao Arquivo da Sé de Portalegre

Versão corrigida e melhorada após a sua defesa públicaOs documentos musicais apresentam características próprias intrínsecas à sua especificidade musical. A total compreensão da documentação musical apenas é viável se os profissionais da informação forem habilitados para a leitura musical e conhecimento das características composicionais associadas, bem como para o entendimento dos contextos de produção. Assim, para o correcto tratamento da documentação musical considera-se necessária uma convergência de conhecimentos entre a Ciência da Informação e a Musicologia. A presente dissertação de mestrado tem como corpus a documentação musical do Arquivo da Sé de Portalegre. A sua observação e análise permitiram levantar uma série de questões, como por exemplo: o que é uma obra musical no âmbito da música sacra?; os documentos musicais manuscritos são documentos de arquivo ou documentos de biblioteca?; como deve ser organizada e descrita a documentação musical?; quais as normas mais adequadas para descrever esta documentação? Desta forma, este trabalho de investigação tem como propósito reflectir sobre as questões acima referidas, aliando os conhecimentos da Musicologia e da Ciência da Informação, com vista a compreender como as teorias da comunidade científica podem ou não aplicar-se na organização e na descrição da documentação musical do Arquivo da Sé de Portalegre