The pragmatic motifs of the Jespersen cycle: default, activation, and the history of negation in French

The purpose of this article is to delimit the role of pragmatic specialization in the evolution of negation in French. The change in the marking of sentential negation is believed to proceed in characterized stages that would together constitute the Jespersen cycle. As a marker becomes the default expression of negation, the other markers do not necessarily fade away, and are maintained with specialized roles that include pragmatic functions. One such pragmatic function is that of activation (Dryer 1996), by which a proposition is presented as accessible to the hearer. Activation is shown to motivate the use of preverbal non that competes with 'ne' for several centuries. The claims that the emergence of postverbal pas in early French and the loss of 'ne' in contemporary spoken French are associated with activation are considered on the basis of novel data. It is concluded that pragmatic functions contribute to language change by providing marked options that may be conferred the default status in a grammatical paradigm.

Fertile ground:the history of accounting in hospitals

Editorial

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students.^ The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students.^ The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study.^ Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. (Abstract shortened by UMI.) ^

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Considering that a great deal of time and energy has been devoted by university colleges, school districts, and educators towards refining the teacher education process, it would be more efficient for all parties involved, if research were available that could discern if certain pathways in achieving that education, would promote the tendency towards certain teacher behaviors occurring in the classroom, while other pathways would lead towards different behaviors. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students. The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students. The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study. Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. Analysis of the multiple regression were run for each of four scores from the CES, Real Form. For score 1, involvement of students, the results showed that teachers with the highest number of years of experience, with masters or masters plus degrees, who were education majors, and who taught twelfth grade students, had greater amounts of students being attentive and interested in class activities, participating in discussions, and doing additional work on their own, as compared with teachers who had lower experience, a bachelors degree, were science majors, and who taught a grade lower than twelfth. For score 2, task orientation, which emphasized completing the required activities and staying on-task, the results showed that teachers with the highest and intermediate experience, a science major, and with the highest college degree, showed higher scores as compared with the teachers indicating lower experiences, education major and a bachelors degree. For Score 3, competition, which indicated how difficult it was to achieve high grades in the class, the results showed that teachers who taught non-biology content subjects had the greatest effect on the regression. Teachers with a masters degree, low levels of experience, and who taught twelfth grade students were also factored into the regression equation. For Score 4, innovation, which indicated the extent in which the teachers used new and innovative techniques to encourage diverse and creative thinking included teachers with an education major as the first entry into the regression equation. Teachers with the least experience (0 to 3 years), and teachers who taught twelfth and eleventh grade students were also included into the regression equation.

Natural history of retinopathy in children and young people with type 1 diabetes

Purpose: To describe the prevalence and natural history of retinopathy in a cohort of children and young people with type 1 diabetes attending a tertiary hospital diabetes clinic. Methods: We analysed retinopathy screening data from 2008 to 2010 on all eligible children using the 'Twinkle' diabetes database and the regional retinal screening database. Results: A total of 88% (149/169) of eligible children were screened in 2008, median age 14 years, 52% male. The prevalence of retinopathy was 19.5% (30/149). All children had background retinopathy grade R1. There was significant difference in median (range) duration of diabetes, 7.7 years (0.6–13.7) vs 5 years (0.2–12.5) (P<0.001) and median (range) HbA1C, 9.1% (7.2–14) vs 8.6% (5.6–13.1) (P=0.02), between the groups with and without retinopathy. At 2- years follow-up, 12/30 (40%) had unchanged retinopathy grade R1, 10/30 (33.3%) showed resolution of changes (R0), 1/30 progressed to maculopathy, and 7/30 had no follow-up data. Median (range) HbA1C in 2008 and 2010 for the groups with stable vs resolved changes was similar, 9.1% (7.2–14.0) and 9.2% (7–14.0) vs 9.5% (7.8–14.0) and 9.2% (8.7–14.0). Of the 119 without retinopathy in 2008, 27 (22.5%) had developed retinopathy within 2 years, including 1 with pre-proliferative retinopathy and 1 with maculopathy. There was no significant difference in HbA1c between those who progressed to retinopathy (8.7% (7.1–13.1)) (8.7% (7.1–13.1)), and those who did not (8.6% (6.3–12.2)). Conclusions: Prevalence of background retinopathy in our cohort was comparable to the previously published reports, with higher HbA1c and longer duration of diabetes being significant risk factors. On short-term follow-up, Grade 1 retinopathy is likely to resolve in a third of patients and remain unchanged in just over a third.

Reading Pitscottie's Cronicles: a case study on the history of literacy in Scotland, 1575-1814

This thesis addresses a range of research questions regarding literacy in early modern Scotland. Using the early modern manuscripts and printed editions of Robert Lindsay of Pitscottie’s late sixteenth-century 'Cronicles of Scotland' as a case study on literacy history, this thesis poses the complementary questions of how and why early modern Scottish reading communities were encountering Pitscottie’s 'Cronicles', and how features of the material page can be interpreted as indicators of contemporary literacy practices. The answers to these questions then provide the basis for the thesis to ask broader socio-cultural and theoretical questions regarding the overall literacy environment in Scotland between 1575 and 1814, and how theorists conceptualise the history of literacy. Positioned within the theoretical groundings of historical pragmatics and ‘new philology’ – and the related approach of pragmaphilology – this thesis returns to the earlier philological practice of close textual analysis, and engages with the theoretical concept of mouvance, in order to analyse how the changing ‘form’ of Pitscottie’s 'Cronicles', as it was reproduced in manuscript and print throughout the early modern period, indicates its changing ‘function’. More specifically, it suggests that the punctuation practices and paratextual features of individual witnesses of the text function to aid the highly-nuanced reading practices and purposes of the discrete reading communities for which they were produced. This thesis includes extensive descriptive material which presents previously unrecorded data regarding twenty manuscripts and printed witnesses of Pitscottie’s 'Cronicles', contributing to a gap in Scotland’s literary/historiographical canon. It then analyses this material using a transferable methodological framework which combines the quantitative analysis of micro-data with qualitative analysis of this data within its socio-cultural context, in order to conduct diachronic comparative analysis of copy-specific information. The principal findings of this thesis suggest that Pitscottie’s 'Cronicles' were being read for a combination of devotional and didactic purposes, and that multiple reading communities, employing highly nuanced reading practices, were encountering the text near-contemporaneously. This thesis further suggests that early modern literacy practices, and the specific reading communities which employ them, should be described as existing within a spectrum of available practices (i.e. more or less oral/aural or silent, and intensive or extensive in practice) rather than as dichotomous entities. As such, this thesis argues for the rejection of evolutionary theories of the history of literacy, suggesting that rather than being described antithetically, historical reading practices and purposes must be recognised as complex, coexisting socio-cultural practices, and the multiplicity of reading communities within a single society must be acknowledged and analysed as such, as opposed to being interpreted as universal entities.

ADVANCES AND CHALLENGES OF BREASTFEEDING IN BRAZIL: AN INTEGRATIVE REVIEW

Objective: To analyze the panorama of breastfeeding in Brazil through an integrative literature review highlighting its advances and challenges. Methods: We carried out an integrative literature review in the SciELO and PubMed databases and in booklets published on the websites of the Ministry of Health and the International Baby Food Action Network (IFBAN) using the following Portuguese and English descriptors: aleitamento materno (breastfeeding), autoeficácia (self-efficacy), promoção da saúde (health promotion) and desmame (weaning) in the period from 2002 to 2015. Results: We identified at first 43 articles, 33 booklets, 1 thesis and 3 dissertations, including in the study 17 articles, 3 dissertations and 19 booklets due to information saturation. It was verified that breastfeeding rates have reduced significantly over time with direct implications in infant mortality rates, being associated with early weaning and the lack of promotion of maternal self-efficacy in the prenatal and postpartum. To change this situation, Brazil imposed a number of public policies aimed at breastfeeding success, which advocated to raise rates. Conclusion: Despite the advances, the Brazilian panorama of breastfeeding shows that the country remains below the recommendations of international organizations, and overcoming the obstacles to successful breastfeeding constitutes a major challenge for the Brazilian public health.

CHALLENGES OF EDUCATION IN LINE FOR CHALLENGES TO EDUCATION BIBLIOTECÓLOGOS-DOCENTES/ONLINE-TEACHERS LIBRARIANS

This article tries to reflect about skills that librarian or information specialists should develop to design an online course. Define distance education, online education, and collaborative learning. Establish the importance of community sense. Describe the process to design online courses. Finally, compare the Mexican Librarianship and Information Sciences Schools graduate profiles with the skills required to design online courses.

Geographical distribution and conservation of Cucurbita in Brazil.

The collection and conservation of the Cucurbita genus in Brazil happened in so dispersed institutions, an assessment of the storage conditions and the genetic diversity is needed, making it possible to identify new priorities for the genus. This work constitutes diagnosis of geographical distribution, storage conditions in situ and ex situ and on genetic diversity of the Cucurbita genus in Brazil. Research was done in herbariums, databases, literature and in situ (expeditions to rural areas and (markets) to map the areas of occurrence of the species. During these expeditions, questionnaires were applied to obtain information about the property and genus Cucurbita. Questionnaires were sent to 173 Brazilian institutions regarding the preservation conditions ex situ. A genetic variability of the Cucurbita genus was found in traditional Brazilian agriculture. Collections must be prioritized in the northern and southern regions (all states); the southeastern region, all states, except Minas Gerais; central-west, in Mato Grosso do Sul and Mato Grosso; the northeastern region, the states of Alagoas, Maranhão, Paraíba, Pernambuco, Piauí and Sergipe. Currently 5.545 entries are being conserved in the Germplasm banks, however, C. pepo, C. ficifolia, C. argyrosperma and wild species are poorly represented. The characterization level of conserved entries is low in the ex situcollections. Participative research projects must be financed as a way to stimulate the farmers to continue planting their local varieties. A coleta e conservação do gênero Cucurbita no Brasil aconteceu de forma dispersa pelas instituições, sendo necessário um diagnóstico sobre as condições de conservação e sobre a diversidade genética, tornando possível identificar novas prioridades para o gênero. Este trabalho realizou diagnóstico sobre distribuição geográfica, condições de conservação in situ e ex situ e sobre diversidade genética do gênro Cucurbita no Brasil. Para mapear as áreas de ocorrência das espécies, foram realizados levantamentos de informações em herbários, banco de dados, literatura e levantamentos in situ (expedições para áreas rurais, feiras livres e CEASAs). Nessas expedições foram aplicados questionários, buscando informações sobre a propriedade e o gênero Cucurbita. Em relação as condições de conservação ex situ, foram enviados questionários para 173 instituições brasileiras. Foi constatado que existe variabilidade genética do gênero Cucurbita na agricultura tradicional brasileira. Devem ser priorizadas coletas nas regiões Norte e Sul (todos os estados); região Sudeste, todos os estados, exceto Minas Gerais; região Centro-Oeste, no Mato Grosso do Sul e Mato Grosso; região Nordeste, os estados de Alagoas, Maranhão, Paraíba, Pernambuco, Piauí e Sergipe. Atualmente estão sendo conservados nos Bancos de Germoplasma 5.545 acessos, no entanto C. pepo, C ficifolia, C. argyrosperma e espécies silvestres estão pouco representadas. É baixa a taxa de caracterização dos acessos conservados nas coleções ex situ. Devem ser financiados projetos de pesquisa participativa como uma forma de estimular e dar condições aos agricultores de continuarem cultivado suas variedades locais.

Geographical distribution and conservation of Cucurbita in Brazil.

The collection and conservation of the Cucurbita genus in Brazil happened in so dispersed institutions, an assessment of the storage conditions and the genetic diversity is needed, making it possible to identify new priorities for the genus. This work constitutes diagnosis of geographical distribution, storage conditions in situ and ex situ and on genetic diversity of the Cucurbita genus in Brazil. Research was done in herbariums, databases, literature and in situ (expeditions to rural areas and (markets) to map the areas of occurrence of the species. During these expeditions, questionnaires were applied to obtain information about the property and genus Cucurbita. Questionnaires were sent to 173 Brazilian institutions regarding the preservation conditions ex situ. A genetic variability of the Cucurbita genus was found in traditional Brazilian agriculture. Collections must be prioritized in the northern and southern regions (all states); the southeastern region, all states, except Minas Gerais; central-west, in Mato Grosso do Sul and Mato Grosso; the northeastern region, the states of Alagoas, Maranhão, Paraíba, Pernambuco, Piauí and Sergipe. Currently 5.545 entries are being conserved in the Germplasm banks, however, C. pepo, C. ficifolia, C. argyrosperma and wild species are poorly represented. The characterization level of conserved entries is low in the ex situcollections. Participative research projects must be financed as a way to stimulate the farmers to continue planting their local varieties. A coleta e conservação do gênero Cucurbita no Brasil aconteceu de forma dispersa pelas instituições, sendo necessário um diagnóstico sobre as condições de conservação e sobre a diversidade genética, tornando possível identificar novas prioridades para o gênero. Este trabalho realizou diagnóstico sobre distribuição geográfica, condições de conservação in situ e ex situ e sobre diversidade genética do gênro Cucurbita no Brasil. Para mapear as áreas de ocorrência das espécies, foram realizados levantamentos de informações em herbários, banco de dados, literatura e levantamentos in situ (expedições para áreas rurais, feiras livres e CEASAs). Nessas expedições foram aplicados questionários, buscando informações sobre a propriedade e o gênero Cucurbita. Em relação as condições de conservação ex situ, foram enviados questionários para 173 instituições brasileiras. Foi constatado que existe variabilidade genética do gênero Cucurbita na agricultura tradicional brasileira. Devem ser priorizadas coletas nas regiões Norte e Sul (todos os estados); região Sudeste, todos os estados, exceto Minas Gerais; região Centro-Oeste, no Mato Grosso do Sul e Mato Grosso; região Nordeste, os estados de Alagoas, Maranhão, Paraíba, Pernambuco, Piauí e Sergipe. Atualmente estão sendo conservados nos Bancos de Germoplasma 5.545 acessos, no entanto C. pepo, C ficifolia, C. argyrosperma e espécies silvestres estão pouco representadas. É baixa a taxa de caracterização dos acessos conservados nas coleções ex situ. Devem ser financiados projetos de pesquisa participativa como uma forma de estimular e dar condições aos agricultores de continuarem cultivado suas variedades locais.

Mycosphaerella areola - the Teleomorph of Ramularia areola of cotton in Brazil, and its epidemiological significance.

2016

Proposta para uma abordagem do conceito de oxirredução no Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos Educação Profissional Técnica de Nível Médio (PROEJA)

The National Program of Professional Education Integration with Basic Education for Youngsters and Adults (PROEJA) Technical Professional Education Ensino Médio has opened a new chapter in the history of education in Brazil, making possible the integration of basic education and professional education. This new form of education, which is still in its early implementation, presents a series of challenges to be overcome. Specifically about the teaching of Chemistry, didactic material to match PROEJA s specific needs is practically inexistent. Thus, this work has the purpose of developing didactic material for the teaching of Chemistry for Professional and Technological Education of Youngsters and Adults in the courses of Electronics, Technical Electronics and Maintenance and Support for Computing at Instituto Federal de Educação,Ciência e Tecnologia do Rio Grande do Norte. This material aims at working chemical concepts of oxi-reduction reactions through a theme approach following Freire s conceptions for the teaching of Youngsters and Adults

História da educação escolar no Brasil: notas para uma reflexão

O autor faz um estudo sobre os aspectos mais importantes da história da educação escolar no Brasil, desde o período colonial até o final do regime militar, buscando estabelecer uma ligação entre cada período histórico e a legislação educacional em vigor.