Unanticipated Partial Behavioral Reflection: Adapting Applications at Runtime

Dynamic, unanticipated adaptation of running systems is of interest in a variety of situations, ranging from functional upgrades to on-the-fly debugging or monitoring of critical applications. In this paper we study a particular form of computational reflection, called unanticipated partial behavioral reflection, which is particularly well-suited for unanticipated adaptation of real-world systems. Our proposal combines the dynamicity of unanticipated reflection, i.e. reflection that does not require preparation of the code of any sort, and the selectivity and efficiency of partial behavioral reflection. First, we propose unanticipated partial behavioral reflection which enables the developer to precisely select the required reifications, to flexibly engineer the metalevel and to introduce the meta behavior dynamically. Second, we present a system supporting unanticipated partial behavioral reflection in Squeak Smalltalk, called Geppetto, and illustrate its use with a concrete example of a web application. Benchmarks validate the applicability of our proposal as an extension to the standard reflective abilities of Smalltalk.

Dynamic Synchronization: A Synchronization Model through Behavioral Reflection

In conventional software applications, synchronization code is typically interspersed with functional code, thereby impacting understandability and maintainability of the code base. At the same time, the synchronization defined statically in the code is not capable of adapting to different runtime situations. We propose a new approach to concurrency control which strictly separates the functional code from the synchronization requirements to be used and which adapts objects to be synchronized dynamically to their environment. First-class synchronization specifications express safety requirements, and a dynamic synchronization system dynamically adapts objects to different runtime situations. We present an overview of a prototype of our approach together with several classical concurrency problems, and we discuss open issues for further research.

Knowledge-Production Processes in Practice Research - Outcomes and Critical Elements

The welfare sector has seen considerable changes in its operational context. Welfare services respond to an increasing number of challenges as citizens are confronted with life’s uncertainties and a variety of complex situations. At the same time the service-delivery system is facing problems of co-operation and the development of staff competence, as well as demands to improve service effectiveness and outcomes. In order to ensure optimal user outcomes in this complex, evolving environment it is necessary to enhance professional knowledge and skills, and to increase efforts to develop the services. Changes are also evident in the new emergent knowledge-production models. There has been a shift from knowledge acquisition and transmission to its construction and production. New actors have stepped in and the roles of researchers are subject to critical discussion. Research outcomes, in other words the usefulness of research with respect to practice development, is a topical agenda item. Research is needed, but if it is to be useful it needs to be not only credible but also useful in action. What do we know about different research processes in practice? What conceptions, approaches, methods and actor roles are embedded? What is the effect on practice? How does ‘here and now’ practice challenge research methods? This article is based on the research processes conducted in the institutes of practice research in social work in Finland. It analyses the different approaches applied by elucidating the theoretical standpoints and the critical elements embedded in them, and reflects on the outcomes in and for practice. It highlights the level of change and progression in practice research, arguing for diverse practice research models with a solid theoretical grounding, rigorous research processes, and a supportive infrastructure.

Global Cultural Law and Policy in the Age of Ubiquitous Internet

Digital technologies and the Internet in particular have transformed the ways we create, distribute, use, reuse and consume cultural content; have impacted on the workings of the cultural industries, and more generally on the processes of making, experiencing and remembering culture in local and global spaces. Yet, few of these, often profound, transformations have found reflection in law and institutional design. Cultural policy toolkits, in particular at the international level, are still very much offline/analogue and conceive of culture as static property linked to national sovereignty and state boundaries. The article describes this state of affairs and asks the key question of whether there is a need to reform global cultural law and policy and if yes, what the essential elements of such a reform should be.

The Church Music Program: The Effect of Moving from Performance-based to Education-based Emphasis in a Church Music Program

This research project sought to answer the primary research question: What occurs when the music program in a church changes its emphasis from performance to education? This qualitative study of a church choir included participant observation of Wednesday evening and Sunday morning rehearsals over a 12 week period, individual interviews, group interviews, written responses, and written and visual assessment of musical skills. The goal was a rich description of the participants and emerging themes resulting from the shift in emphasis. Analysis of data occurred through inductive processing. Data was initially coded and then the codes were categorized into sub-themes, and finally into major themes. Early analysis of the data began with reflection in a researcher journal. Following the completion of the study the journal was entered into a word processor, as were transcriptions of videotaped rehearsals, and written reflections from the participants. After all data had been reviewed repeatedly and entered into the word processor, it was coded, reexamined, and finally categorized into sub-themes and themes. After coding and identification of major themes and sub-themes the finding were challenged by looking for disconfirming evidence. Finally, after the completion of the analysis stage, member checks were conducted. The results of the analysis of data revealed themes that could be associated either with the choir or the director. The key themes primarily associated with the choir were: Response to the change in rehearsal format; Attitude toward learning; Appropriateness of community learning model; and, Member's perceptions of the results of the program. The key themes associated with the director were identified as: Conductor assuming the role of educator; Conductor recognizing the choir as learners; Conductor treating rehearsals as a time for teaching and learning; and, Conductor's perception of the effectiveness of the change in focus. The study concluded that a change in focus from performance to education did not noticeably improve the sound of the choir after twelve-weeks. There were however, indications that improvements were being made by the individual members. Further study of the effects over a longer period of time is recommended.

Physiologic and psychosocial stage-based differences for dietary fat consumption in women with type 2 diabetes

Purpose. This cross-sectional, observational study explored differences among groups staged for intent to decrease dietary fat intake in women with type 2 diabetes in relation to demographic, weight concern, physiological, and psychosocial variables. ^ Methods. A sample of 100 community-dwelling, English-speaking women, who were over age 30 and had type 2 diabetes for at least a year, was accessed through a culturally diverse endocrinology clinic. Subjects completed 7 self-report instruments: demographic sheet, with 11-point weight satisfaction scale; staging algorithm; fat intake (MEDFICTS); depression (CES-D); diabetes-specific dietary knowledge (ADKnowl), social support and self-efficacy scales (SE-Type 2). Physiological variables were abstracted from the medical record (HbA 1c, blood pressure, serum cholesterol and triglycerides). ^ Results. The women's average age was 57.69 years ( SD = 3.07); 50% were married. Subjects were well-educated ( M = 14 years; SD = 3.33), with average diabetes duration of 10.57 years (SD = 9.11), high body mass index (M = 35.72; SD = 8.36), low diabetes-specific dietary knowledge, low weight satisfaction, but in good diabetes control. Racial/ethnic composition was 44% non-Hispanic-White-American, 18% Hispanic-White-American, 15% non-Hispanic-African-American, 16% Hispanic-African-American and 5% other. Fat intake was low and differed by racial/ethnic demographics. The highest fat intake scores were for non-Hispanic-African-Americans (M = 53), followed by Hispanic-White-Americans (M = 51), non-Hispanic-White-Americans (M = 45), and Hispanic-African-Americans (M = 32), who had the lowest fat intake scores. ^ MANOVA analyses revealed no significant differences between stages of behavior change in relation to psychosocial or weight concern variables, age, education, HbA1c, or cholesterol levels. Single women were more likely to be in the three preaction stages (precontemplation, contemplation, and preparation); married women were equally distributed across stages (the preaction stages plus action and maintenance). African-American women (Hispanic and non-Hispanic) were more likely in contemplation and preparation. Triglycerides were higher in women in the action stage than contemplation or preparation. Systolic blood pressure was higher in action than preparation; diastolic blood pressure was higher in action than preaction. ^ Conclusions. Healthcare professionals should consider race, ethnicity, and marital status in client interactions. Dietary intake can vary according to both race and ethnicity; collapsing racial/ethnic groups can alter means and distributions, generating faulty conclusions. Further research is warranted to explore relationships between dietary self-care and marital status, race, ethnicity, and physiological variables. ^

Organic matter from black shales collected in DSDP Holes 41-367 and 41-368

It is shown that microscopic algae dominate in source material of organic matter of black shales, and admixture of residues of organisms and terrestrial humic material is contained. The main direction of source material transformation during syngenesis and sedimentogenesis is associated with jellofication resulting to formation of organic matter of significantly sapropelic type. Low reflectance of vitrinite and alginite from organic matter refer to the primary and secondary lignite stages of its carbonification. Significantly sapropel type of organic matter and low stage of carbonification are reliable criteria for assigning black shales to the category of potential oil source strata.

Estudio para un Modelo de Gestión de un Acuífero Costero, mediante Metodologías Participativas y Análisis Geoestadístico en el marco del Desarrollo Local. Manglaralto, Ecuador

El presente estudio se fundamenta en la investigación-acción-participativa (IAP), para buscar alternativas que tiendan al desarrollo local de un territorio. Se centra en la cuenca hidrográfica del rio Manglaralto-Santa Elena-Ecuador, aplicando un sistema metodológico participativo que considera las características peculiares del territorio, que se analizan geoespacialmente reconociendo la influencia de la dinámica de sus cambios y observando los móviles que la propiciaban. A través de mecanismos participativos, se conectan los aspectos técnicos para el conocimiento y el aprovechamiento racional del acuífero costero, con los valores de los habitantes del territorio, para mejorar su abastecimiento de agua y crear nuevas condiciones y oportunidades en el camino del desarrollo local, vislumbrando la sostenibilidad. Cabe indicar que el ente administrativo y propulsor es la Junta de Agua Potable Regional Manglaralto (JAPRM). La hipótesis del estudio considera, que los métodos participativos generan en la comunidad una respuesta basada en su identidad y sus deseos de mejorar, que propiciará una gestión del acuífero costero que conlleve al desarrollo local. Otra hipótesis complementaria estipula que las estrategias del gobierno respecto al turismo propicia un crecimiento en la demanda del agua del acuífero. En Manglaralto-Ecuador, una parroquia de 30.000 habitantes aproximadamente, donde la JAPRM, administra y suministra agua a 23.586 habitantes que cuenta en su organización, llevada por 6 representantes de las comunidades rurales que la conforman, empezaron hace 7 años a buscar una forma de lograr un cambio, de tener agua para el desarrollo de la comunidad. Buscaron ayuda por diferentes medios, políticos, económicas, sociales y encontraron como base fundamental a la cooperación con el Organismo Internacional de Energía Atómica (OIEA) y la Escuela Superior Politécnica del Litoral (ESPOL) para entrelazar aspectos técnicos, ambientales, sociales y culturales. La gestión del acuífero costero, desde la perspectiva del IAP repercute en el desarrollo de Manglaralto. También se realiza un análisis geoespacial-geoestadístico, para vislumbrar aspectos de cambios en el territorio ligados al crecimiento turístico, que afectan a la demanda del recurso agua proveniente del acuífero costero bajo la administración de la JAPRM. La tesis presenta el modelo integral y propio de la comunidad de Manglaralto, que refleja una evolución que alcanzó un apogeo en 2011 y parte del 2012, con 9 pozos de agua que daban servicio los 365 días del año, 24 horas al día ininterrumpidamente. Las condiciones externas (promociones turísticas de la ruta del Spondylus) han repercutido en nuevas problemáticas (crecimiento elevado de la demanda del agua). El acuífero costero se convierte en el emblema y móvil de solución, gracias a la gestión integral y a la interacción IAP que se amolda a la evolución de las condiciones, buscando soluciones para la comunidad y su entorno. El modelo integral del territorio con la participación de sus pobladores, considera el aspecto turístico, como un agente que propicia la mayor demanda del agua. Situación a la que hay que dar respuesta mediante la observación-reflexión en el ciclo del IAP para generar nuevas directrices estratégicas y gestionar el desarrollo local. ABSTRACT The present study is based on the participatory action research (PAR) methodology in order to look for alternatives which tend to the local development of a territory. It focuses on the Manglaralto hydrographic river basin located in Santa Elena-Ecuador through the application of the participatory methodology which considers the peculiar characteristics of the territory. These are geospatially analyzed recognizing the influence of its dynamic of changes and observing the causes that originated them. Through the use of participatory mechanisms, technical aspects are connected for stimulating knowledge and rational use of the coastal aquifer with the values of inhabitants of the territory to improve the water supply and create new conditions of sustainability. It is important to point out that the administrative organism and promoter is the Manglaralto Regional Fresh Water Board (JAPRM). In Manglaralto-Ecuador, a parish of approximately 30,000 inhabitants, the MRFWB manages and supplies water to 23.586 inhabitants. This organization is composed by 6 representatives of rural communities. It started 7 years ago looking for a way to achieve a change, from obtaining water to developing the community. They seeked for help in different fields such as: political, economic and social and they found International Atomic Energy Agency (IAEA) and Escuela Superior Politécnica del Litoral (ESPOL) as a fundamental basis for cooperation to bond technical, environmental, social and cultural aspects. Management of coastal aquifer, from the PAR perspective affects the development of Manglaralto. Also, a geospatial and geostatistical analysis is carried out to distinguish change aspects in territories related to touristy growth which affects the demand of water obtained from the coastal aquifer under the management of the MRFWB. The thesis presents a comprehensive model that belongs to the Manglaralto community and reveals an evolution that reached a peak in 2011 and part of 2012, with 9 water wells that operated the 365 days of the year 24 hours a day without interruption. The external conditions (touristic packages of Spondylus route) have created new problems (higher demand of water). The coastal aquifer is a symbol and solution, thanks to the comprehensive management and PAR interaction which fits the evolution of conditions, looking for solutions for the community and its surroundings. The comprehensive model of territory with the participation of inhabitants considers the touristic aspect as an agent which brings about a higher demand of water. This situation requests a response through the observation-reflection in the PAR cycle to generate new strategic guidelines and promote the local development.

Pulsiones del espacio : Oteiza y la aproximación a la arquitectura como vacío activo

Este trabajo se centra en el estudio de las investigaciones de Jorge Oteiza en torno a la funcionalidad estética del espacio, en especial, en la actividad artística que desarrolló en el año 1958, un año decisivo en la vida del escultor en el que dio por finalizado su proceso de experimentación sobre la naturaleza espacial de la estatua. En este desenlace tuvo un papel fundamental la relación funcional que planteó, a la hora de retomar su trabajo después de su triunfo en la IV Bienal de São Paulo de 1957, entre la escultura y la arquitectura. La primera, entendida como organismo puramente espacial, debía de responder a las condiciones de su mundo circundante, el espacio arquitectónico. Su función: acondicionarlo estéticamente para satisfacer las necesidades espirituales del habitante. Siguiendo el canon estético que para la escultura acababa de anunciar en Brasil, la desocupación espacial (la liberación de la energía espacial de la estatua, el rompimiento de la neutralidad del espacio libre) no se trataba de embellecer superficialmente la arquitectura sino de activar su vacío interior. Oteiza, que siempre estuvo muy interesado por la arquitectura y que había colaborado con anterioridad en numerosas ocasiones con los mejores arquitectos del país, fue durante este año cuando profundizó de manera más sistemática (teórica y prácticamente) sobre la relación arte-arquitectura. De hecho, él mismo nombraba como el último trabajo de su línea de experimentación en escultura a su propuesta para el concurso del Monumento a José Batlle en Montevideo, que junto al arquitecto Roberto Puig acabaron a finales de año. En el proyecto se planteaba a escala urbana, y como ejemplo concreto, el modelo teórico de integración arquitectura + (arte=0) que había elaborado los meses anteriores, la integración vacía. En el texto explicativo que acompañaba al proyecto (un texto que desbordaba los límites de una memoria al uso) demandaba la necesidad de la toma de conciencia estética del espacio, como acto de libertad individual, y declaraba el fin del rol de espectador del hombre frente a la obra de arte, reclamando su participación activa en la misma. Para él, la noción del espacio estético no era una condición innata en el hombre, se descubría, se aprendía, evolucionaba y se olvidaba (una vez convertido en hábito). Frente a la ceguera de la sensibilidad espacial del hombre, proponía la educación de la percepción espacial, condicionar emocionalmente la reflexión espontánea ante el juego espacial de las formas en la naturaleza y el espectáculo natural de la ciudad. Aprender a leer el lenguaje emocional del espacio, a pensar visualmente. La obra de arte era así un catalizador espiritual del contorno del mundo, modificador de la vida espacial circundante que corregía hábitos visuales y condicionaba estímulos y reflejos. Desde una resonancia afectiva con la definición psicológica del término (como energía psíquica profunda que invita o incita a pasar a la acción), a diferencia del instinto, la pulsión (siendo la fuente de toda conducta espontánea) es susceptible de ser modificada por la experiencia, por la educación, por la cultura, por el deseo. Es desde esta aproximación en términos de energía desde la que se propone la noción pulsiones del espacio como fórmula (reversible) entre la energía espacial liberada en el proceso de desocupación definido por Oteiza y caracterizadora de la obra como vacío activo (en escultura, en arquitectura), y la energía psíquica profunda que invita o incita a la toma de posesión del espacio (la voluntad espacial absoluta con la que Oteiza definía su modelo de arte=0, cero como expresión formal). Si el hombre modifica su entorno al mismo tiempo que es condicionado por él, es indispensable una conciencia estética del espacio que le enseñe, de entre todas las posibilidades que este le ofrece, qué es lo que necesita (qué es lo que le falta), para tomar posesión de él, para un efectivo ser o existir en el espacio. Es desde esta caracterización como energía por lo que las pulsiones del espacio se sitúan entre el hombre y su entorno (construido) y permiten la transformación entre energía espacial y energía psíquica; entre su hábitat y sus hábitos. Por estas mismas fechas, Oteiza definía una casa como un conjunto articulado de vacíos activos, como una obra de plástica pura que no es arte sino en función del habitante. Es este habitante, educado en la toma de conciencia estética del espacio, el que participando activamente en la interpretación de los espacios previstos por el arquitecto, sintiendo y movido por las pulsiones del espacio, hará uso adecuado de la arquitectura; pasando de un arte como objeto a un arte como comportamiento, transformará su habitar en un arte, el arte de habitar. ABSTRACT This work focuses on the study of Jorge Oteiza’s investigations on the aesthetic functionality of space, especially on his artistic activity developed in 1958, a decisive year in the life of the sculptor, in which he gave end to his process of experimentation on the spatial nature of the statue. In this outcome it was fundamental the functional relationship that he propounded, at the time of returning to work after his triumph in the IV Bienal de São Paulo in 1957, between sculpture and architecture. The first, understood as a purely spatial organism, should respond to the conditions of its environment (umwelt), the architectonic space. Its function: set it up aesthetically to meet the spiritual needs of the inhabitant. Following the aesthetic canon that he had just announced in Brazil for sculpture, the spatial disoccupation (the liberation of the spatial energy of the statue, the breaking of the neutrality of the free space) the aim was not to superficially beautify architecture but to activate its inner void. Oteiza, who had always been very interested in architecture and who had previously collaborated on numerous occasions with the best architects in the country, was in this year when he deepened in a more systematic way (theoretically and practically) about the art-architecture relationship. In fact, he named as the last work of his line of experimentation in sculpture to his proposal for the competition of the Monument to José Batlle in Montevideo, which, developed together with the architect Roberto Puig, was ended at the end of the year. The project proposed on an urban scale, and as a concrete example, the theoretical model of integration architecture + (art = 0) which he had elaborated the previous months, the empty integration. In the explanatory text accompanying the project (a text that exceeded the normal extents of a competition statement) he demanded the need of the aesthetic awareness of space, as an act of individual freedom, and it declared the end of the role of man as passive spectator in front of the work of art, claiming his actively participation in it. For him, the notion of the aesthetic space was not an inborn condition in man; first it was discovered, then learned, evolved and finally forgotten (once converted into a habit). To counteract blindness of the spatial sensitivity of man, he proposed the education of spatial perception, to emotionally influence the spontaneous reflection in front of the spatial game of forms in nature and the natural spectacle of the city. Learn to read the emotional language of space, to think visually. The work of art was thus a spiritual catalyst of the world’s contour, a modifier of the surrounding spatial life that corrected visual habits and conditioned stimuli and reflexes. From an emotional resonance with the psychological definition of the term (such as deep psychic power that invites or urges action), as opposed to instinct, drive (being the source of all spontaneous behavior) is likely to be modified by experience, by education, by culture, by desire. It is from this approach in terms of energy from which the notion drives of space is proposed, as a (reversible) formula between the spatial energy released in the process of disoccupation defined by Oteiza and characterizing of the work as a charged void (in sculpture, in architecture), and the deep psychic energy that invites or encourages the taking possession of the space (the absolute spatial will with which Oteiza defined its model of Art = 0, zero as a formal expression). If man changes his environment at the same time that is conditioned by it, it is essential an aesthetic awareness of space that shows him, among all the possibilities that it offers, what he needs (what is what he lacks), in order to take possession of it, for an effective being or existing in space. It is this characterization as energy by what drives of space lie between man and his (built) environment and allow the transformation between spatial and psychological energy; between his habitat and his habits. Around this same time, Oteiza defined a House as an articulated set of charged voids, as a work of pure plastic that is not art but according to the inhabitant. It is this inhabitant, educated in aesthetic awareness of space, who actively participating in the interpretation of the spaces provided by the architect, feeling and moved by the drives of the space, will make proper use of the architecture; from an art as object to an art as behavior, he will transform his inhabitation into an art, the art of inhabitation.

PROFESSORAS BEM-SUCEDIDAS SÃO PROFESSORAS REFLEXIVAS?! A prática da reflexividade nas ações pedagógicas de professoras nos anos iniciais de escolaridade

O presente estudo consiste numa pesquisa processual, de natureza qualitativa, expresso na modalidade narrativa. Tem como pressuposto que o papel do professor implica uma tal responsabilidade que resulta em exigência de aperfeiçoamento constante, para que este profissional possa apresentar-se capaz de uma ação pedagógica bem-sucedida. Um professor, assim caracterizado, corresponde ao profissional efetivamente engajado na prática docente, manifestando atitude de reflexão sobre esta mesma prática, não apenas antes, em sua preparação, mas durante o seu desenrolar e mesmo depois desta, procurando extrair da própria ação elementos que ajudem a constantemente melhorá-la. Sob tais aspectos, destaco a prática reflexiva de Professoras do Ensino Fundamental, nos anos iniciais de escolaridade, especialmente relativa a suas ações pedagógicas bem-sucedidas em aulas, que busco enfocar como objeto de estudo e de investigação nesta dissertação. A coleta de dados da pesquisa deu-se por meio de 1) entrevistas semi-estruturadas, 2) relatos orais, 3) observação de aulas e 4) notas de campo. A análise dos dados, a discussão dos resultados e os encaminhamentos possíveis para a formação de professores foram construídos e expressos levando em conta princípios e critérios da Investigação Narrativa. Das conclusões, tecidas à luz do que resulta desta investigação, destacam-se as que são assim enunciadas: a) as Professoras realizam práticas reflexivas de tipos e níveis diferentes, contudo, tais reflexões ocorrem visivelmente atreladas às suas dificuldades e aos seus conflitos didático-pedagógicos, cada qual em seu contexto específico de ação; b) As Professoras conseguem realizar reflexões na sua ação, bem como reflexões sobre a sua ação com aproximações à literatura pedagógica, ainda que com ausência de explicitação de aspectos sociológicos, filosóficos, políticos, antropológicos, epistemológicos, enfim, dos aspectos que conferem maior criticidade e critério à reflexão, ou seja, atributos de reflexividade. Em função disso, ressalto a importância do progresso da escola em consonância com o progresso e a profissionalização do trabalho docente, através da consideração de cada contexto específico num movimento de busca de sentido para o ensino e para a aprendizagem. Nas considerações finais, propugno para o professor reflexivo compromissos evidentes com o futuro, no presente de suas salas de aula, para que possa ter maior capacidade de resposta pedagógica às necessidades educativas dos seus alunos, que se inserem e vivem na complexa sociedade deste século XXI.

PROFESSORAS BEM-SUCEDIDAS SÃO PROFESSORAS REFLEXIVAS?! A prática da reflexividade nas ações pedagógicas de professoras nos anos iniciais de escolaridade

O presente estudo consiste numa pesquisa processual, de natureza qualitativa, expresso na modalidade narrativa. Tem como pressuposto que o papel do professor implica uma tal responsabilidade que resulta em exigência de aperfeiçoamento constante, para que este profissional possa apresentar-se capaz de uma ação pedagógica bem-sucedida. Um professor, assim caracterizado, corresponde ao profissional efetivamente engajado na prática docente, manifestando atitude de reflexão sobre esta mesma prática, não apenas antes, em sua preparação, mas durante o seu desenrolar e mesmo depois desta, procurando extrair da própria ação elementos que ajudem a constantemente melhorá-la. Sob tais aspectos, destaco a prática reflexiva de Professoras do Ensino Fundamental, nos anos iniciais de escolaridade, especialmente relativa a suas ações pedagógicas bem-sucedidas em aulas, que busco enfocar como objeto de estudo e de investigação nesta dissertação. A coleta de dados da pesquisa deu-se por meio de 1) entrevistas semi-estruturadas, 2) relatos orais, 3) observação de aulas e 4) notas de campo. A análise dos dados, a discussão dos resultados e os encaminhamentos possíveis para a formação de professores foram construídos e expressos levando em conta princípios e critérios da Investigação Narrativa. Das conclusões, tecidas à luz do que resulta desta investigação, destacam-se as que são assim enunciadas: a) as Professoras realizam práticas reflexivas de tipos e níveis diferentes, contudo, tais reflexões ocorrem visivelmente atreladas às suas dificuldades e aos seus conflitos didático-pedagógicos, cada qual em seu contexto específico de ação; b) As Professoras conseguem realizar reflexões na sua ação, bem como reflexões sobre a sua ação com aproximações à literatura pedagógica, ainda que com ausência de explicitação de aspectos sociológicos, filosóficos, políticos, antropológicos, epistemológicos, enfim, dos aspectos que conferem maior criticidade e critério à reflexão, ou seja, atributos de reflexividade. Em função disso, ressalto a importância do progresso da escola em consonância com o progresso e a profissionalização do trabalho docente, através da consideração de cada contexto específico num movimento de busca de sentido para o ensino e para a aprendizagem. Nas considerações finais, propugno para o professor reflexivo compromissos evidentes com o futuro, no presente de suas salas de aula, para que possa ter maior capacidade de resposta pedagógica às necessidades educativas dos seus alunos, que se inserem e vivem na complexa sociedade deste século XXI.

Abnormal neurotransmission in mice lacking synaptic vesicle protein 2A (SV2A)

Synaptic vesicle protein 2 (SV2) is a membrane glycoprotein common to all synaptic and endocrine vesicles. Unlike many proteins involved in synaptic exocytosis, SV2 has no homolog in yeast, indicating that it performs a function unique to secretion in higher eukaryotes. Although the structure and protein interactions of SV2 suggest multiple possible functions, its role in synaptic events remains unknown. To explore the function of SV2 in an in vivo context, we generated mice that do not express the primary SV2 isoform, SV2A, by using targeted gene disruption. Animals homozygous for the SV2A gene disruption appear normal at birth. However, they fail to grow, experience severe seizures, and die within 3 weeks, suggesting multiple neural and endocrine deficits. Electrophysiological studies of spontaneous inhibitory neurotransmission in the CA3 region of the hippocampus revealed that loss of SV2A leads to a reduction in action potential-dependent γ-aminobutyric acid (GABA)ergic neurotransmission. In contrast, action potential-independent neurotransmission was normal. Analyses of synapse ultrastructure suggest that altered neurotransmission is not caused by changes in synapse density or morphology. These findings demonstrate that SV2A is an essential protein and implicate it in the control of exocytosis.