Computerized key to the genus Bursaphelenchus Fuchs, analysis of species clusters based on morphology, using information of insect vectors and associated plants, with a revision of the genus.

The genus Bursaphelenchus includes B. xylophilus (Steiner et Buhrer, 1934) Nickle, 1981, which is of world economic and quarantine importance. Distinction among several species of the pinewood nematodes species complex (PWNSC) is often difficult. Besides standard morphology, morphometrics and molecular biology, new tools are welcome to better understand this group. The computerized (or e-) key of this genus, presented in this communication, includes 74 species (complete list of valid species of the world fauna) and 35 characters, that were used by the taxonomic experts of this group, in the original descriptions. Morphology of sex organs (male spicules and female vulval region) was digitized and classified to distinguish alternative types. Several qualitative characters with overlapping character states (expressions) were transformed into the morphometric indices with the discontinuous ranges (characters of ratios of the spicule dimensions). Characters and their states (expressions) were illustrated in detail and supplied by brief user-friendly comments. E-key was created in the BIKEY identification system (Dianov & Lobanov, 1996-2004). The system has built-algorithm ranging characters depending on their diagnostic values at each step of identification. Matrix of species and the character states (structural part of the e-key database) may be easily transformed using statistical packages into the dendrograms of general phenetic similarities (UPGMA, standard distance: mean character difference). It may be useful in the detailed analysis of taxonomy and evolution of the genus and in its splitting to the species groups based on morphology. The verification of the dendrogram using the information on the species links with insect vectors and their associated plants, provided an opportunity to recognize the five clusters (xylophilus, hunti, eremus sensu stricto, tusciae and piniperdae sensu stricto), which seem to be the natural species groups. The hypothesis about the origin and the first stages of the genus evolution is proposed. A general review of the genus Bursaphelenchus is presented.

Computerized key of the genus genus Laimaphelenchus Fuchs, 1937

The Order Aphelenchida contains several genera of economic importance, namely Aphelenchoides and Bursaphelenchus. Nematode species belonging to these 2 genera frequently co-habit with other genera such as Laimaphelenchus. It is therefore important to clearly distinguish them, as well as understand the group´s biodiversity. A computerized, or e-key, for the genus Laimaphelenchus Fuchs has been developed in the BiKey Identification system (Dianov & Lobanov, 1996-2004). The e-key includes 14 species and 34 characters (from 2 to 6 character states each). It also includes the built-in algorithm ranging characters according their diagnostic values to minimize the number of the diagnosis steps (average number of steps is 2.7; values are re-calculated at each step). The most important characters (as calculated by BiKey) are: length of posterior branch of the female genital system; excretory pore position; vulval anterior flap shape; number pairs of mail tale papillae; male bursa shape (ventral view); number of tail tip setae in female; female tail tip stub shape; presence of mucro on tail tip in male. Key is pictorial (image-operating), multientry, as other BiKey products.

Bursaphelenchus Fuchs, 1937 (Nematoda: Parasitaphelenchidae) species associated with Pinus species in northern Turkey

A survey for Bursaphelenchus nematodes, associated with different conifer trees, was conducted in several forest areas in the northern regions of Turkey. Only pine trees (Pinus nigra, P. pinaster and P. sylvestris) yielded Bursaphelenchus specimens. Nematodes were identified using several morphological diagnostic characters of the genus (male spicule structure, number of lateral incisures, number and distribution of the male papillae, presence of female vulval flap), and confirmed by using RFLP analysis of the internal transcriber spacer (ITS) regions of ribosomal DNA. Three different species were identified from several sampled areas, namely B. mucronatus, B. pinophilus and B. sexdentati, representing a first report of the last two species for Turkey. The association of B. pinophilus with black pine (P. nigra) is herein reported for the first time.

O envolvimento da família na escola e no sucesso educativo das crianças: o caso dos 3º e 4º anos de escolaridade do agrupamento vertical de Colos (2004/2005)

Este trabalho pretende analisar a relação entre o envolvimento da família e o sucesso educativo das crianças. A hipótese principal foi construída para testar as teorias de Ana Henderson (1987), Davies (1989) e Epstein (2002). A primeira parte deste trabalho é constituída pelo enquadramento teórico, onde se abordam a problemática da relação escola/família, da participação e do sucesso e insucesso dos alunos. A segunda parte é constituída pela metodologia, análise e interpretação dos dados e análise e discussão dos resultados, onde estão incluídas as conclusões e as sugestões. O estudo foi feito nas escolas do 1° Ciclo do Agrupamento Vertical de Colos, relativamente aos alunos do 3° e 4° ano, no ano lectivo de 2004/2005. A amostra foi constituída por 67 pais e a recolha de informação foi feita através de um questionário. O tratamento de dados foi feito de forma estatística utilizando o SPSS, Os resultados do presente estudo levam-nos a concluir que os pais têm uma fraca participação na escola e que o sucesso educativo dos alunos não depende da participação dos pais na sua vida académica, não se confirmando a hipótese formulada para dar resposta à pergunta inicial. Concluímos ainda que, quanto maior é a distância entre a casa dos alunos e a escola frequentada, melhores resultados e menos retenções estes exibem ao longo do seu percurso escolar. /ABSTRACT - This work intends to analyse the relation between the role of the family and the educational success of children. The main assumption was built to test the theories of Ana Anderson (1987), Davies (1989) and Epstein (2002). The first part of the essay includes the theoretical framing where the subject of the relation school/family is approached. The second part contains the methodology, analysis and interpretation of data and the analysis and discussion of the results, which includes the conclusions and the suggestions. This survey was made in the Primary Schools of “Agrupamento Vertical de Colos”, among students of the third and fourth grades in the school year of 2004/2005. The sample was made of sixty-seven parents and the data was gathered by a questionnaire. The treatment of this data was made statistically by using SPSS. The results of this survey take us to the conclusion that parents have a low participation in school and that the educative success of students does not depend on their parents’ participation in their academic life. So, the hypothesis formulated to answer the initial question is not confirmed. We can also conclude that, the longer the distance between the students' home and the school they attend, the better the results and fewer times they fail in their school life.

A relação entre Escola e Família na perspectiva de futuros Educadores de Infância e de Professores do 1º ciclo do Ensino Básico: influências da formação inicial e supervisão pedagógica na promoção desta relação

Este estudo procura caracterizar a relação entre Escola e Família na perspectiva de alunos futuros Educadores de Infância e Professores do Ensino Básico do 1º ciclo, no contexto do seu estágio final de quarto ano. Partindo do pressuposto que as concepções dos alunos não se formulam num vazio, procura-se compreender as concepções teóricas e práticas acerca da relação entre Escola e Família destes alunos, no contexto da formação que os enquadra e igualmente no contexto das escolas onde realizam o seu estágio final. Realizámos um estudo de caso em duas Instituições de Ensino Superior, a Escola Superior de Educação de Beja e a Universidade de Évora, nomeadamente a quatro turmas de quarto ano das duas licenciaturas já referidas. Como instrumentos de recolha de dados fizemos uma análise das disciplinas do plano de estudos de cada licenciatura, assim como fizemos também uma análise dos instrumentos de planificação e avaliação que estes estabelecimentos de ensino utilizam, e ainda aplicámos aos alunos um inquérito por questionário. Os resultados que obtivemos mostram que os alunos dão importância à relação de complementaridade e de relação entre Escola e Família, não considerando assim a separação entre estes dois agentes educativos. Como tal, estes alunos consideraram que os professores e educadores devem ter em consideração o envolvimento das Famílias nas suas planificações de actividades e assumir os pais como agentes educativos activos. Estes dados só fazem sentido, uma vez que quer a Escola Superior de Educação de Beja, quer a Universidade de Évora, parecem fornecer aos seus alunos, formação para que estes estejam sensibilizados para a promoção da relação entre Escola e Família, através de vários propósitos que exigem aos seus alunos. Contudo salientamos uma formação inicial mais abrangente e exigente na Universidade de Évora. Ainda assim, é um facto que estes alunos encontraram factores que dificultaram o estabelecimento da relação entre Escola e Família ao longo dos seus estágios finais, no entanto, conseguiram estabelecer estratégias de modo a ultrapassá-las, estratégias estas, na sua maioria inseridas nos tipo 2 e 3 da tipologia de Joyce Epstein, assim como estratégias ligadas à comunicação e promoção da participação conjunta em actividades realizadas tanto dentro como fora da sala e/ou Instituição. ABSTRACT: This study characterizes the school-family relationships from the point of view of pre­school and primary student-teachers in their final year of initial training. Assuming that the student’s conceptions are not build in an empty context, we seek to understand the theoretical and practical concepts about the school-family relationships of these students, in the context of their experience at the University and at the schools where they undergo their final practicum. This is a case-study of two higher education institutions: Escola Superior de Educação de Beja and Universidade de Évora, and two courses in each institution: Pre-school Education and Primary School Teaching; the students belong to the four final years of these courses. Data included documentary analysis of the courses plans and the planning and evaluation instruments used within each course and a questionnaire to all students of each course. Results point out to an understanding of school-family relationships characterized by complementarity and reciprocity, rejecting a view of separation between school and family. These students considered important that teachers include in their plans opportunities to involve families and that they consider families as active educational agents. These results seem to be associated with the higher education institutions programs which encourage and require students to adopt such approach. The results seem to suggest that the teachers' training at the Universidade de Évora is slightly broader and more demanding. Despite these students having found some resistances and difficulties during their practicum in relation to implementing school and family links, they were also able to implement some strategies to overcome these difficulties. The strategies students used were mainly within Joyce Epstein's type tow and tree; strategies were mainly directed to promote communication and joint participation in activities inside as well as outside the classroom and the school.