Seasonality and Temperature:Turtles in Hot Water?

Variation in temperature affects the biology of sea turtles at a range of scales. To elucidate the drivers of seasonality of nesting and duration of season, databases across four species of sea turtles (Caretta caretta n=37, Chelonia mydas n=64, Dermochelys coriacea n=44 and Eretmochelys imbricata n=36) at a global scale were created. By using remotely sensed sea surface temperature data, thermal profiles across the nesting season were generated. Duration of nesting season was correlated with latitude in all species but was more tightly coupled with temperature; seasons were significantly longer with increased mean SST. In general, nesting seasonality occurred at warmest time of the year. SST for the month before, month after and the month of peak nesting significantly affected the month of peak nesting.

(Intermittent) Poverty and Peace in Guinea-Bissau

The research on the correlations between poverty and conflicts in Guinea-Bissau has allowed to put in evidence not only the direct implications of the effective war of 1998/1999 over the living conditions of the country’s population, as well as the effects the conflicts - either effective or eminent – have over life in general, individual investments of different kinds and on reliance on the state and institutions. Although the fundamentally qualitative investigation highlighted the diversity of individual and family situations, it allowed identifying a denominator seen as common in most of the collected accounts : war and, in the case study of Guinea-Bissau, the perpetuation of an insecure environment, constitute causes for the increase in poverty and concur simultaneously to its reproduction through time.

Assessement of Malaria Transmission in an Area with Very Low Mosquito Density

The increase in world travel in recent years, especially to and from areas where vector-borne diseases are endemic, has resulted in a substantial rise in imported cases of those diseases. In particular, malaria is a cause of concern. In those countries at the edge of its distribution, it can be difficult to distinguish between autochthonous and imported cases. However, distinguishing between the two is important because of the different allocation of resources to combat the disease that each requires. In general, observation of the various stages of parasite development in wild-caught female mosquitoes is considered evidence of autochthonous transmission. Observation of oocysts in the mosquito mid-gut testifies that mosquitoes are susceptible to infection but conclusions cannot be reached about their ability to complete the transmission cycle. Perhaps the best indication of autochthonous transmission is microscopic observation of sporozoites in mosquito salivary glands, since this detects parasites ready to be inoculated (BELER et al., 1990). Detection of circumsporozoite protein (CSP)(BURKOT, WILLIAMS & SCHNEIDER, 1984) in dry mosquito thoraxes, by Enzyme Linked Immunosorbent Assay (ELISA) is also widely used to determine transmission, especially when large numbers of mosquitoes need to be processed. Such assays provide information about the parasite species infecting the mosquito (BURKOT & WIRTZ, 1986; WIRTZ et al., 1987; BELER et al., 1990).

The Importance of Using Games to Teach English in the 3rd Cycle

The title of this thesis is “The importance of using games to teach English in the 3rd Cycle”. I choose this topic because I think that games are important in the process of learning and because in my opinion not only students but people in general are more motivated to learn when they are having fun or when they are doing something that is interesting. Some authors argue that games stimulate learners to practise, to activate and extend their English vocabulary, and that most students feel more motivated to learn and learn more easily when they are having fun. Games make demands on learners’ intelligence and imagination and calls for active participation. That is exactly what 3rd Cycle students and teachers need in order to have success in their studies and work respectively. The 3rd Cycle students have covered the majority of the grammar and functions contents of the English curriculum in the previous Cycles (the 1st and 2nd Cycle) and in the 3rd Cycle the students need most of their time to put into practice what they have learned before. Games are an effective method to put in practice what they have learned before and also through games they have several contexts and different situations to explore in order to show their knowledge or their vocabulary. The 3rd Cycle students need methods that motivate them to learn and to participate in class and since they already study a specific language function. If the teacher uses an enjoyable method like games students will not get bored and they will be more motivate to participate in class.

The use of textbooks in Capeverdean secondary schools: The Relationship between Use, Evaluation and Adaptation of Textbooks

This study examines the relationship between teacher’s use of English textbooks and the way teachers evaluate and adapt them, looking at a particular context, the Capeverdean secondary schools, specifically in Praia. The referred relationship was analyzed through teachers’ responses about how they use, evaluate and adapt their textbooks. The results of the study revealed that, on the one hand, the way teachers use their textbooks influences the way they evaluate the same textbooks; on the other hand, the use of textbooks doesn’t necessarily influence the way teachers adapt them. Moreover, the findings revealed that, in general, due to some particular constraints the Capeverdean English teachers are using their textbooks as resources, in which several textbooks are used in combination with one another. Additionally, although teachers assume that they are doing their best, they still need more confidence concerning the way they use, evaluate and adapt available textbooks. Teachers’ confidence in the way they are using their textbooks can be reinforced by establishing an intensive teacher training module on materials evaluation and adaptation, taking into account that a textbook is one of the most important tools in the process of teaching and learning. I hope that the elements presented may lead to further studies on this matter, specifically regarding textbook evaluation and adaptation.

Girls’ Education: Keeping Girls in School. ( A Literature Review with Implications for Girls’ School Attendence in Cape Verde)

Education plays a very important role in society’s development in order to promote good citizenship and individual rights and freedom. To this end, it is fundamental that girls be included in the education process. Inmost developed and developing countries, theoretically, both males and females have access to education. Cape Verde is no exception; however, the reality is that even in Cape Verde, promoting girls’ education and creating conditions to motivate girls to stay in school remains a challenge. Whereas girls have access to education many girls drop out for gender-related reasons. This paper will investigate girls’ education initiatives in general, and Cape Verde specific to offer recommendations and strategies to keep girls in school.

KINDERGARTEN TEACHERS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITIES IN THE REGULAR CLASSROOM IN WUHAN, CHINA

After the international trends towards inclusive education, Chinese legislations mandate the inclusion of students with disabilities into the regular education classroom. The purpose of this study was to investigate the kindergarten teachers’ attitudes towards inclusive education of children with disabilities in the regular classroom, in Wuhan, China, as well their sense of responsibility to include children with disabilities in regular classroom. Ninety kindergarten teachers from public and private kindergartens in Wuhan participated in this study. Descriptive analysis demonstrated that, in general, kindergarten teachers we studied have negative or contradictory attitudes towards inclusive education of children with disabilities in regular classroom. Statistically non-significant differences were found between teachers’ attitudes towards inclusion and teachers’ demographic variables (age, education degree, teaching experience, experience teaching children with disabilities, time experience with children with disabilities and training in special education). Significant correlation was found between teachers’ attitudes towards inclusive education and their sense of responsibility to include children with disabilities in regular classroom. The results allowed the identification of some crucial aspects necessary to achieve the inclusive education