Dinâmica de interações intra e interespecíficas em moscas-varejeiras sob a ação de psicofármacos: aplicações ecológicas no contexto forense

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Dinâmica tritrófica experimental em populações de moscas varejeiras

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Aspectos fisiológicos de Chrysomya megacephala (F.) (Diptera: Calliphoridae): metabolismo energético, termorregulação e neurofisiologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dinâmica populacional de moscas-das-frutas (diptera: tephritidae) antes e após a liberação de diachasmimorpha longicaudata (hymenoptera: braconidae) em área de intersecção de pomar cítrico e mata secundária

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Densidade mineral óssea de adolescentes sobrepesos, obesos e superobesos: o impacto do excesso de gordura corporal sobre a massa óssea

Pós-graduação em Ginecologia, Obstetrícia e Mastologia - FMB

Aspectos semioquímicos e visuais no comportamento de ovipostura em Chrysomya Megacephala (Fabricius) (Diptera: Calliphoridae)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aspectos demográficos de Chrysomya albiceps (W.) (Diptera: Calliphoridae): análise de sensibilidade dos fatores de mortalidade no estágio imaturo e parâmetros demográficos de adultos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Antibiose e não preferência para oviposição de Bemisia tabaci (Genn.) biótipo B (Hemiptera: Aleyrodidae) em genótipos de feijoeiro comum

O feijoeiro comum, Phaseolus vulgaris L., constitui importante fonte de proteína e renda para muitos países, entre eles, o Brasil. Diferentes fatores contribuem para a redução da produção, como os insetos pragas, destacando-se Bemisia tabaci (Genn.) biótipo B. O presente trabalho teve por objetivo identificar genótipos de feijoeiro comum resistentes à B. tabaci biótipo B e os tipos de resistência envolvidos. Para isso, foram realizados dois experimentos desenvolvidos em laboratório e em casa-de-vegetação, avaliando-se 11 genótipos de feijoeiro comum. Para o teste com chance de escolha, o delineamento utilizado foi o de blocos casualizados, e para os testes sem chance de escolha e antibiose, a escolha foi pelo inteiramente casualizado, totalizando seis repetições para cada teste. As variáveis avaliadas foram: período de incubação dos ovos; período ninfal; período de ovo a adulto; viabilidade de ovo a adulto e longevidade de adultos. O genótipo IAC-Harmonia prolongou os períodos ninfal e de ovo a adulto de B. tabaci biótipo B. Os genótipos testados foram igualmente ovipositados pela mosca-branca, em testes com e sem chance de escolha.

Diversidade de bemisia tabaci na américa latina e detecção de seus endossimbiontes

Pós-graduação em Agronomia (Proteção de Plantas) - FCA

Associação de begomovírus e crinivírus com bemisia tabaci espécie new world 2 e Trialeurodes vaporariorum

Pós-graduação em Agronomia (Proteção de Plantas) - FCA

Associação de variedades de goiaba, bioinseticidas e o parasitóide Diachasmimorpha longicaudata no controle de Anastrepha fraterculus

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

Escola em tempo de inclusão: ensino comum, educação especial e ação do fonoaudiólogo

This article refl ects about the action of the school speech therapist presented in a panel discussion proposed by the Public Health Department entitled: “School time of inclusion: common teaching, special education and speech therapist’s action” during the 19th SBFa’s Congress at the WTC Sheraton in São Paulo. The refl ections triggered aimed to provide elements for the systematization of actions from different sectors guided by ethical principles, theory and practice that enable collaborative relationships between educators and speech therapists. The text mantained the order of presentations that have focused on: 1) the challenges of speech-language intervention in the processes of inclusion and exclusion of the school: from the promotion of oral and written language, to the approaches of the so-called language disorders; 2) the interface between Speech Therapy and Education; 3) the role of the speech therapist in the context of Inclusive and Special Education. The authors support the position that the work done at the interface Speech Therapy and Education has the potential to contribute to school’s inclusion processes that will be capable to subvert the discriminatory logic that imposes in daily school the binomium inclusion / exclusion. The theoretical and methodological approaches presented by the authors are supported in a humane and civic vision care, training and social participation.

Retextualização da escrita por alunos com surdez usuários da LIBRAS: em foco a mediação do professor

The way teachers will coordinate the writing appropriation process assumes an especial importance, sharing their knowledge with the deaf student, assigning importance and meaning for what this student was capable to produce, even if his production isn’t resembled to the idealized pattern of an adult writing. This study is proposed to investigate the mediation in rewriting activities, along with deaf students, held by eight trainee students of a Pedagogy course, with ages between 20 and 28 years old. Thereunto, this activities were recorded on video, for later transcription and descriptive analysis, subsided by a new model proposed in the literature. The results indicate: the importance of the rewriting in the understanding of write contents produce by deaf students, the participants’ attitudinal change about their role like coordinator and interlocutor in such activities and the greater teacher’s comprehension about notational and discursive aspects involved in the deaf student write production. These results allowed to conclude the future teachers’ need that will work in inclusive classes or in multifunctional classes, understand and use rewriting activities in their daily pedagogical practice for the appropriation for the promotion of the Portuguese write by the deaf student, user of LIBRAS. It should be noted these teachers’ need to know the LIBRAS’ grammar and have access to linguistic knowledge enabling them to comprehend the nature of the occurrences present in the texts produced by deaf students.

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.