Assessment of environment, land management, and spatial variables on recent changes in montado land cover in southern Portugal

Montado decline has been reported since the end of the nineteenth century in southern Portugal and increased markedly during the 1980s. Consensual reports in the literature suggest that this decline is due to a number of factors, such as environmental constraints, forest diseases, inappropriate management, and socioeconomic issues. An assessment on the pattern of montado distribution was conducted to reveal how the extent of land management, environmental variables, and spatial factors contributed to montado area loss in southern Portugal from 1990 to 2006. A total of 14 independent variables, presumably related to montado loss, were grouped into three sets: environmental variables, land management variables, and spatial variables. From 1990 to 2006, approximately 90,054 ha disappeared in the montado area, with an estimated annual regression rate of 0.14 % year-1. Variation partitioning showed that the land management model accounted for the highest percentage of explained variance (51.8 %), followed by spatial factors (44.6 %) and environmental factors (35.5 %). These results indicate that most variance in the large-scale distribution of recent montado loss is due to land management, either alone or in combination with environmental and spatial factors. The full GAM model showed that different livestock grazing is one of the most important variables affecting montado loss. This suggests that optimum carrying capacity should decrease to 0.18–0.60 LU ha-1 for livestock grazing in montado under current ecological conditions in southern Portugal.

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.