A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Reviewing, Rethinking and Revising Homework Expectations in a Seventh Grade Math Class

In this action research study of my seventh grade mathematics class, I investigated whether de-emphasizing homework assignments as daily grades while stressing them as daily practice encouraged students to focus more on the learning rather than the daily grade. As part of this study, I also looked at how this change in homework expectations affected my daily teaching. I discovered that having students keep notes, examples, practice problems and homework assignments in a notebook helped them concentrate more on the process of getting answers and why they may of had an incorrect answer. Students were more likely to discuss with their peers how answers were found when comparing answers showed differences. When we reviewed the answers, they were more willing to ask questions about why their answer was wrong and then make corrections. As a result of this research, I plan to continue having seventh graders keep using notebooks to organize their notes, examples and assignments.

A Study of Written Communication: Showing Your Steps

In this action research study of my teaching of sixth grade mathematics, I investigated the importance of showing work on daily assignments. I wanted to find out what happens when I ask students to show their work, specifically, whether it would improve students’ grades or not and whether I could help the students to understand the importance of showing their work. I discovered that students need to be shown the proper way to show their work, how to look at a problem and then how to show all of their steps to get to the answer. They need to be encouraged and be held accountable for showing their work when asked. Once they were able to show work, they could start to see the value in showing their work and they tended to show their work more often. Students became more confident in themselves as mathematics students and, in some cases, their grades improved. As a result of this research, I plan to teach and explain to my future classes about how showing their work can benefit them in a variety of ways. They will be able to use the knowledge that they gain in my classroom in their future math classes in middle and high school.

Rubric Assessment of Mathematical Processes in Homework

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a result of this research, I plan to keep on using homework presentations in my classroom to talk about homework, but discontinue the use of rubrics in assessment of students in mathematics. I also found students going to the board to solve problems in small groups are another helpful way to use presentations prior to assessment to help me understand where the students are with a new concept prior to assigning homework or giving an assessment.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Writing for Understanding in Math Class

In this action research study of my classroom of 10th grade geometry students, I investigated how students learn to communicate mathematics in a written form. The purpose of the study is to encourage students to express their mathematical thinking clearly by developing their communication skills. I discovered that although students struggled with the writing assignments, they were more comfortable with making comments, writing questions and offering suggestions through their journal rather than vocally in class. I have utilized teaching strategies for English Language Learners, but I had never asked the students if these strategies actually improved their learning. I have high expectations, and have not changed that, but I soon learned that I did not want to start the development of students’ written communication skills by having the students write a math solution. I began having my students write after teaching them to take notes and modeling it for them. Through entries in the journals, I learned how taking notes best helped them in their pursuit of mathematical knowledge. As a result of this research, I plan to use journals more in each of my classes, not just a select class. I also better understand the importance of stressing that students take notes, showing them how to do that, and the reasons notes best help English Language Learners.

Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts

In this action research study of my classroom of 8th grade mathematics, I investigated the influence of vocabulary instruction on students’ understanding of the mathematics concepts. I discovered that knowing the meaning of the vocabulary did play a major role in the students’ understanding of the daily lessons and the ability to take tests. Understanding the vocabulary and the concepts allowed the students to be successful on their daily assignments, chapter tests, and standardized achievement tests. I also discovered that using different vocabulary teaching strategies enhanced equity in my classroom among diverse learners. The knowledge of the math vocabulary increased my students’ confidence levels, which in turn increased their daily and test scores. As a result of this research, I plan to find ways to incorporate the vocabulary teaching strategies I have used into current math curriculum. I will start this process at the beginning of the next school year, and will continue looking for new strategies that will promote math vocabulary retention.

“Let’s Review.” A Look at the Effects of Re-teaching Basic Mathematic Skills

In this action research study of my classroom of 8th grade mathematics, I investigated the effect of reviewing basic fraction and decimal skills on student achievement and student readiness for freshman Algebra. I also investigated the effect on the quality of student work, with regards to legibility by having students grade each other’s work anonymously. I discovered that students need basic skill review with fractions and decimals, and by the end of the research their scores improved. However, their handwriting had not. At the end of the research, a majority of the students felt the review was important, and they were ready to take math next year in high school. As a result of this research, I plan to implement weekly fraction and decimal review assignments in all middle school grades: 6th, 7th, and 8th. In addition, fraction and decimals must be incorporated into daily assignments, where appropriate, in order to encourage students to retain these skills.

Seeking a Second Opinion: Uncertainty in Disease Ecology

Analytical methods accounting for imperfect detection are often used to facilitate reliable inference in population and community ecology. We contend that similar approaches are needed in disease ecology because these complicated systems are inherently difficult to observe without error. For example, wildlife disease studies often designate individuals, populations, or spatial units to states (e.g., susceptible, infected, post-infected), but the uncertainty associated with these state assignments remains largely ignored or unaccounted for. We demonstrate how recent developments incorporating observation error through repeated sampling extend quite naturally to hierarchical spatial models of disease effects, prevalence, and dynamics in natural systems. A highly pathogenic strain of avian influenza virus in migratory waterfowl and a pathogenic fungus recently implicated in the global loss of amphibian biodiversity are used as motivating examples. Both show that relatively simple modifications to study designs can greatly improve our understanding of complex spatio-temporal disease dynamics by rigorously accounting for uncertainty at each level of the hierarchy.

Characterization of Glycation Sites on Human Serum Albumin using Mass Spectrometry

The modification of proteins by reducing sugars is a process that occurs naturally in the body. This process, which is known as glycation, has been linked to many of the chronic complications encountered during diabetes. Glycation has also been linked to changes in the binding of human serum albumin (HSA) to several drugs and small solutes in the body. While these effects are known, there is little information that explains why these changes in binding occur. The goal of this project was to obtain qualitative and quantitative information about glycation that occurs on HSA. The first section of this dissertation examined methods that could be used to quantify and identify glycation that occurs on HSA. The extent of glycation that occurred on HSA was quantified using oxygen-18 labeling mass spectrometry and the glycation sites were identified by observing the mass-to-charge (m/z) shifts that occurred in glycated HSA. This initial investigation revealed that oxygen-18 labeling based quantitation can be improved over previous methods if a relative comparison is done with oxygen-18 labeled peptides in a control HSA sample. Similarly, the process of making m/z shift-based assignments could be improved if only the peptides that were unique to the glycated HSA samples were used with internal calibration. These techniques were used in subsequent chapters for the assignment of early and late-stage glycation products on HSA. The regions of HSA that contained the highest amount of modification were identified, quantified, and ranked in order of their relative abundance. Of the commonly reported glycation sites, the N-terminus was found to have the highest extent of modification, followed by lysines 525, 199, and 439. The relative amount of modification on lysine 281, with respect to the aforementioned residues, varied with different degrees of glycation. The oxygen-18 labeling approach used for this analysis was novel because it allowed for the simultaneous quantification of all glycation-related modifications that were occurring on HSA. As such, several arginine residues were also found to have high amounts of modification on glycated HSA.

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Low-energy electron collisions with glycine

We report cross sections for elastic electron scattering by gas phase glycine (neutral form), obtained with the Schwinger multichannel method. The present results are the first obtained with a new implementation that combines parallelization with OpenMP directives and pseudopotentials. The position of the well known pi* shape resonance ranged from 2.3 eV to 2.8 eV depending on the polarization model and conformer. For the most stable isomer, the present result (2.4 eV) is in fair agreement with electron transmission spectroscopy assignments (1.93 +/- 0.05 eV) and available calculations. Our results also point out a shape resonance around 9.5 eV in the A' symmetry that would be weakly coupled to vibrations of the hydroxyl group. Since electron attachment to a broad and lower lying sigma* orbital located on the OH bond has been suggested the underlying mechanism leading to dissociative electron attachment at low energies, we sought for a shape resonance around similar to 4 eV. Though we obtained cross sections with the target molecule at the equilibrium geometry and with stretched OH bond lengths, least-squares fits to the calculated eigenphase sums did not point out signatures of this anion state (though, in principle, it could be hidden in the large background). The low energy (similar to 1 eV) integral cross section strongly scales as the bond length is stretched, and this could indicate a virtual state pole, since dipole supported bound states are not expected at the geometries addressed here. (C) 2012 American Institute of Physics. [http://dx.doi.org/10.1063/1.3687345]

The Li-8(p, alpha)He-5 reaction at low energies, and Be-9 spectroscopy around the proton threshold

We present a direct measurement of the low-energy Li-8(p, alpha)He-5 cross section, using a radioactive Li-8 beam impinging on a thick target. With four beam energies, we cover the energy range between E-c.m. = 0.2 and 2.1 MeV. An R-matrix analysis of the data is performed and suggests the existence of two broad overlapping resonances (5/2(+) at E-c.m. = 1.69 MeV and 7/2(+) at E-c.m. = 1.76 MeV). At low energies our data are sensitive to the properties of a subthreshold state (E-x = 16.67 MeV) and of two resonances above threshold. These resonances were observed in previous experiments. The R-matrix fit confirms spin assignments, and provides partial widths. We propose a new Li-8(p, alpha)He-5 reaction rate and briefly discuss its influence in nuclear astrophysics. DOI: 10.1103/PhysRevC.86.064321

Structure and Ionic Conductivity in the Mixed-Network Former Chalcogenide Glass System [Na2S](2/3)[(B2S3)(x)(P2S5)(1-x)](1/3)

Glasses in the system [Na2S](2/3)[(B2S3)(x)(P2S5)(1-x)](1/3) (0.0 <= x <= 1.0) were prepared by the melt quenching technique, and their properties were characterized by thermal analysis and impedance spectroscopy. Their atomic-level structures were comprehensively characterized by Raman spectroscopy and B-11, P-31, and Na-23 high resolution solid state magic-angle spinning (MAS) NMR techniques. P-31 MAS NMR peak assignments were made by the presence or absence of homonuclear indirect P-31-P-31 spin-spin interactions as detected using homonuclear J-resolved and refocused INADEQUATE techniques. The extent of B-S-P connectivity in the glassy network was quantified by P-31{B-11} and B-11{P-31} rotational echo double resonance spectroscopy. The results clearly illustrate that the network modifier alkali sulfide, Na2S, is not proportionally shared between the two network former components, B and P. Rather, the thiophosphate (P) component tends to attract a larger concentration of network modifier species than predicted by the bulk composition, and this results in the conversion of P2S74-, pyrothiophosphate, Na/P = 2:1, units into PS43-, orthothiophosphate, Na/P = 3:1, groups. Charge balance is maintained by increasing the net degree of polymerization of the thioborate (B) units through the formation of covalent bridging sulfur (BS) units, B S B. Detailed inspection of the B-11 MAS NMR spectra reveals that multiple thioborate units are formed, ranging from neutral BS3/2 groups all the way to the fully depolymerized orthothioborate (BS33-) species. On the basis of these results, a comprehensive and quantitative structural model is developed for these glasses, on the basis of which the compositional trends in the glass transition temperatures (T-g) and ionic conductivities can be rationalized. Up to x = 0.4, the dominant process can be described in a simplified way by the net reaction equation P-1 + B-1 reversible arrow P-0 + B-4, where the superscripts denote the number of BS atoms for the respective network former species. Above x = 0.4, all of the thiophosphate units are of the P-0 type and both pyro-(B-1) and orthothioborate (B-0) species make increasing contributions to the network structure with increasing x. In sharp contrast to the situation in sodium borophosphate glasses, four-coordinated thioborate species are generally less abundant and heteroatomic B-S-P linkages appear to not exist. On the basis of this structural information, compositional trends in the ionic conductivities are discussed in relation to the nature of the charge-compensating anionic species and the spatial distribution of the charge carriers.