Estudo sobre o Ensino Superior e a Deficiência Auditiva a partir do conceito de mediação de Vygotsky

Este artigo apresenta um estudo que pretende ampliar o entendimento e disseminação da acessibilidade acadêmica por estudantes com deficiência auditiva. O objetivo deste estudo é analisar como ocorre e quem participa da inserção e inclusão do aluno surdo no Ensino Superior, a partir do conceito de mediação de Vygotsky. Para isso, realizou-se uma pesquisa de natureza básica, de caráter descritivo e com o procedimento técnico de coleta de dados, onde foi feita entrevista com tradutores e intérpretes de Libras. Na entrevista tratou-se da relação dos profissionais com os estudantes, seus anseios, suas principais demandas e a interação dos alunos com os colegas e professores. A execução consistiu na investigação em base de dados, a partir de material já publicado sobre o tema em questão. Com este trabalho pretende-se fomentar a pesquisa sobre os temas abordados e auxiliar na busca por novos estudos

As Ações Educativas em Museus de Arte no Brasil

Este artigo relata as principais ações educativas desenvolvidas na atualidade em Museus de Arte no Brasil. A identificação de tais ações ocorreu a partir de revisão bibliográfica e da visita a cerca de cinqüenta Museus, Centro Culturais, Institutos, Galerias e Memoriais. Cabe ressaltar que as ações identificadas, em geral, são ofertadas por grandes instituições museológicas e não representam a realidade dos museus de Arte no Brasil

Hypoglycemia symptoms and awareness of hypoglycemia in type 1 diabetes mellitus : cross-cultural adaptation and validation of the Portuguese version of three questionnaires and evaluation of its risk factors

Background: To adapt and validate the Clarke and Gold questionnaires and the Edinburgh Hypoglycemia Symptom Scale (EHSS) to Brazilian Portuguese and to determine the prevalence and risk factors associated with impaired awareness of hypoglycemia (IAH) in patients with type 1 diabetes mellitus (T1DM). Methods: The process of translation, cultural adaptation, and validation of the questionnaires followed the recommendations of the International Society for Pharmacoeconomics and Outcomes Research (ISPOR)-Task Force for Translation and Cultural Adaptation. Patients with T1DM for a minimum of 12 months, aged 18 years or older, and with Brazilian nationality were selected to participate. Results: A total of 123 patients were enrolled. The Clarke and Gold questionnaires as well as the EHSS exhibited adequate internal consistency, test–retest reliability, and convergent validity. The prevalence of IAH was 38.3% with the Clarke questionnaire and 25.2% with the Gold questionnaire. The prevalence increased with longer duration of diabetes, lower HbA1c, and lower eGFR. Conclusions: The validation and cross-cultural adaptation of the proposed questionnaires to Brazilian Portuguese were adequate. In this sample of T1DM, the prevalence of IAH was high and associated with a longer duration of T1DM, lower HbA1C and lower eGFR

Emprego de Técnicas de Gamificação na Educação Científica: relato de uma intervenção como apoio à Estatística

One of the most common problems in school life has been a lack of motivation, involvement or interest by students. The school context is no longer that of information gathering - since nowadays students have several ways of obtaining information - but to involve students in their teaching-learning process. The present work reports the application of gamification techniques in a class of students of International Relations, by a case study, to support scientific education in the curricular component of Applied Statistics. Although typically the focus of courses in this area is not Science, the course at this institution understands the significance of Scientific Education. There is a perception that the application of these techniques in the activity encourages student involvement.Una de las situaciones problemáticas comunes en la vida escolar cotidiana es la baja motivación, participación o interés de los estudiantes. El contexto de la didáctica escolar ya no se trata de proporcionar información, ya que los estudiantes de hoy tienen diferentes formas de obtener información, sino de tratar de involucrar a los estudiantes en su propio proceso de enseñanza-aprendizaje. Este artículo informa la aplicación de técnicas de gamificación en una clase de estudiantes del curso de Relaciones Internacionales, en apoyo de la educación científica en el componente curricular de Estadística. Aunque normalmente el enfoque de los cursos en esta área no es científico, la institución comprende el valor de la educación científica. Como resultado, se puede ver que el conjunto de aplicaciones de tales técnicas en la actividad permite la participación de los estudiantes.Uma das situações-problema comuns no cotidiano escolar é a pouca motivação, envolvimento ou interesse por parte de estudantes. O contexto da didática escolar não é mais o de fornecer informações – visto que estudantes da atualidade dispõem de diversas formas de obtenção de informações – mas o de buscar envolver os estudantes em seu próprio processo de ensino-aprendizagem. O presente trabalho relata a aplicação de técnicas de gamificação em uma turma de estudantes do curso de Relações Internacionais, por meio de um estudo de caso, no apoio à educação científica no componente curricular de Estatística. Embora tipicamente o foco de cursos dessa área não seja cientifico, a instituição compreende o valor da Educação Científica. Como resultado, pode-se perceber que o conjunto de aplicação de tais técnicas na atividade possibilita o envolvimento do estudante

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Geography and ecology shape the phylogenetic composition of Amazonian tree communities

AimAmazonia hosts more tree species from numerous evolutionary lineages, both young and ancient, than any other biogeographic region. Previous studies have shown that tree lineages colonized multiple edaphic environments and dispersed widely across Amazonia, leading to a hypothesis, which we test, that lineages should not be strongly associated with either geographic regions or edaphic forest types.LocationAmazonia.TaxonAngiosperms (Magnoliids; Monocots; Eudicots).MethodsData for the abundance of 5082 tree species in 1989 plots were combined with a mega-phylogeny. We applied evolutionary ordination to assess how phylogenetic composition varies across Amazonia. We used variation partitioning and Moran's eigenvector maps (MEM) to test and quantify the separate and joint contributions of spatial and environmental variables to explain the phylogenetic composition of plots. We tested the indicator value of lineages for geographic regions and edaphic forest types and mapped associations onto the phylogeny.ResultsIn the terra firme and várzea forest types, the phylogenetic composition varies by geographic region, but the igapó and white-sand forest types retain a unique evolutionary signature regardless of region. Overall, we find that soil chemistry, climate and topography explain 24% of the variation in phylogenetic composition, with 79% of that variation being spatially structured (R2 = 19% overall for combined spatial/environmental effects). The phylogenetic composition also shows substantial spatial patterns not related to the environmental variables we quantified (R2 = 28%). A greater number of lineages were significant indicators of geographic regions than forest types.Main ConclusionNumerous tree lineages, including some ancient ones (>66 Ma), show strong associations with geographic regions and edaphic forest types of Amazonia. This shows that specialization in specific edaphic environments has played a long-standing role in the evolutionary assembly of Amazonian forests. Furthermore, many lineages, even those that have dispersed across Amazonia, dominate within a specific region, likely because of phylogenetically conserved niches for environmental conditions that are prevalent within regions