Avaliação formativa na Licenciatura de Espanhol: autoavaliação e autorregulação em foco

Neste trabalho discute-se uma experiência com a avaliação formativa voltada para a autoavaliação e autorregulação das competências linguageiras e das estratégias de aprendizagem. A pesquisa aqui relatada tinha por objetivo identificar o que estudantes de Licenciatura de Espanhol Língua Estrangeira (E/LE) autoavaliam e autorregulam em sua aprendizagem, que impacto tem a autoavaliação e autorregulação efetivas em suas competências de comunicação e de aprendizagem e, por fim, que atividades didáticas favorecem a autoavaliação e autorregulação dessas competências. Para alcançarmos os objetivos propostos, optamos por realizar uma pesquisa-ação, que foi desenvolvida na disciplina Língua Espanhola III da Licenciatura em Letras Espanhol da Universidade Federal do Pará (UFPA) - Campus de Castanhal, com base em suporte teórico de autores pesquisados, como Allal (1986; 2007), Bonniol e Vial (2001), Perrenoud (2007), entre outros. Para a análise dos dados obtidos, foi observado como três estudantes da turma tinham lidado com as atividades formativas propostas ao longo do curso e relacionando seu desempenho na disciplina com sua atitude no tocante a essas atividades. Os resultados revelam que inicialmente os objetos mais avaliados e autorregulados pelos alunos diziam respeito às competências linguísticas. No entanto, conforme os aprendentes eram induzidos a refletirem sobre outras dimensões da aprendizagem da língua estrangeira, alguns deles passaram a incluir em suas autoavaliações e autorregulações outros aspectos, como os metacognitivos, o que favoreceu uma melhoria das competências comunicativas e de aprendizagem. As atividades formativas que propiciaram uma autoavaliação e autorregulação mais eficazes foram o roteiro de autoavaliação, o diário de aprendizagem, a elaboração de objetivos comunicativos e de critérios de avaliação, bem como situações que envolviam práticas de autoavaliação, coavaliação e avaliação mútua.

Molecular Evaluation of Developmental Competence of Oocytes Collected In Vivo from Buffalo and Bovine Heifers during Winter and Summer

Buffaloes and bovines are polyestrous and seasonal or annual livestock, respectively, that show reduced fertility during heat stress. To investigate whether reduced fertility is related to oocyte competence in both species, immature oocytes from buffalo and bovine heifers were collected during winter and summer and subjected to molecular analyses. In each season, heifers of both species had their follicular wave emergence synchronized with a standard protocol (Ferreira et al., 2011). Before being subjected to ovum pick up (OPU), cutaneous (CT; degrees C) and rectal (RT; degrees C) temperatures and respiratory rate (RR; breaths/min) were measured. Oocytes' RNA was extracted to evaluate the expression of target genes related to mtDNA replication/transcription (PPARGC1A, TFAM and MT-CO1), apoptosis (BAX and BCL2) and HS (HSP90AA1 and HSPA1AB). ACTB, HIST1H2AG and GAPDH were initially chosen as housekeeping genes. In buffaloes, CT (35.0 +/- 0.4 vs 23.8 +/- 0.5), RT (38.7 +/- 0.1 vs 38.0 +/- 0) and RR (21.3 +/- 1.2 vs 15.4 +/- 1.1) were higher during summer than winter. However, in bovine heifers, RT (38.7 +/- 0.1 vs 38.6 +/- 0.1) and RR (44.8 +/- 1.5 vs 40.6 +/- 1.5) were similar in both seasons, while CT (31.6 +/- 0.3 vs 30.2 +/- 0.3) was increased during summer. Reduced expression of ACTB, HIST1H2AG and GAPDH was evidenced during summer, disqualifying them as housekeeping genes. Similarly, the expression of all target genes was reduced during summer in oocytes of both species. In summary, physiological responses to heat stress seem to be more intense in buffalo than bovine heifers. However, in both species, negative effects of heat stress upon oocyte quality occur at the molecular level and affects genes related to several biological functions.

O ensino da matemática aos deficientes auditivos

The theme of this research is mathematics education for the deaf. It is hoped that this work will enable more thorough understanding of the subject matter, since, to be inclusion of people with hearing disabilities in society is necessary to establish measures ranging acceptance and family participation to break prejudices and demystification related learning ability of these individuals. This research also aims to provide grants for teaching mathematics to deaf , so that the teacher can build a current pedagogical practice that will not only meet their expectations as a teacher , but above that encourages the development of skills essential to the competence of the student with special educational needs . An educational practice based in the communication and interaction between teacher and students, with the intention of providing an effective meaning of mathematical knowledge, you can add new possibilities in an educational context marked by scarcity of communicative opportunities

O gênero tira em materiais didáticos

Pós-graduação em Letras - FCLAR

Global Competence: Determination of its Importance for Engineers Working in a Global Environment

We live and work in a world that is even more interconnected and interdependent than ever before. Engineers must now not only develop technical engineering competence, but must also develop additional skills and competencies including global competence to obtain success within a global engineering environment. The purpose of this study was to determine whether multinational companies considered global competence an important skill in mechanical engineering graduates when making hiring decisions. The study was an exploratory study that utilized an extensive literature review to identify eight global competencies for engineering success within a global environment and also included a survey instrument completed by Brigham Young University (BYU) mechanical engineering alumni in 48 states and 17 countries. The study focused on an evaluation of standard hiring technical engineering competencies with eight global competencies identified in the literature review. The study established that standard engineering technical competencies were the most important consideration when hiring mechanical engineers, but global competence was also considered important by a majority of all survey respondents with six of the eight global competencies rated important by 79 to 91% of respondents with an ability to communicate cross-culturally the highest-rated global competence. The importance of global competence in engineers when making hiring decisions, as considered by large companies who employed more than 10,000 employees or who had annual revenue exceeding $1 billion (US$) per year, was particularly strong. The majority of respondents (70%) indicated that companies were willing to provide training and experience to help engineers obtain success in a global engineering environment. In addition, a majority of respondents (59.9%) indicated that companies valued the efforts of higher educational engineering institutions to prepare engineers for success in a global environment with only 4.8% of respondents indicating that they did not value the efforts of higher education engineering institutions. However, only 27% of respondents agreed that colleges and universities were successful in this endeavor. Globalization is not a passing phenomenon, it is here to stay. Colleges and universities throughout the world need to recognize the importance of globalization and the interdependence and interconnectedness among the world’s population. Therefore, it is important to identify, develop, and provide opportunities for international collaboration and interaction among students and faculty throughout the world and to focus on developing global competence as an important outcome for engineering graduates.

Is production the core competence for the internationalization of emerging country firms?

The rise of new multinationals in countries like Brazil provides an opportunity to revisit and carefully construct theories of how firms internationalize, a topic on which extant theory is weak. Brazilian firms are "infant multinationals", unlike developed country firms that are "mature multinationals". They are also internationalizing in a very different global context, and can do so on the basis of different competitive advantages than multinationals that came before. Therefore, this study aims at creating subsidies for theory building about early-stage internationalization. Emerging country firms have Production competences as main competitive asset to internationalize, what reflects their competitive positioning in home markets and their entry strategy in international markets. In the case of early-entrants - Western multinationals in the 1950s and Japanese in the 1980s - the Production competence played a key role for successful internationalization. Thus, the focus of the study is the role that the Production competence plays in the internationalization of late-entrants, the emerging country multinationals. The research design considers not only the position of the headquarters but also the initiatives of the subsidiaries and the dynamic interplay between both. The paper allows a better understanding of internationalization processes and the role of Production, when firms start building their own international networks. It brings relevant insights about the paths that are being followed by emerging country multinationals, the difficulties they find, the solutions they develop. These are important inputs not only for new theory building but also for managerial practice. (C) 2012 Elsevier B.V. All rights reserved.

THE CONSTRUCTION PROCESS OF MANAGERIAL PROFILE COMPETENCIES FOR NURSE COORDINATORS IN THE HOSPITAL FIELD

The objective of this study was to construct a profile of managerial competencies, based on the consensus of nurse coordinators in the field. This study was developed in a philanthropic hospital in Sao Paulo, following the research-action model, and included 13 nurse coordinators as participants. The data collection was performed using the focal group technique. Data analysis was performed using the theoretical frameworks related to the working process and managerial competencies. The results identified the greater emphasis assigned to the competencies related to the mentor, coordinator and director roles. It was, therefore, possible to construct a professional development plan that is based on competencies in the technical, ethical-political, and communicative domains, as well as the development of citizenship. The analysis of the managerial working process and the study of the competencies within the managerial environment were shown to be important, because they highlighted the professionals' need to improve, thus fulfilling personal, professional, and organizational demands.

Differential gene expression and developmental competence in in vitro produced bovine embryos

The embryonic developmental block occurs at the 8-cell stage in cattle and is characterized by a lengthening of the cell cycle and an increased number of embryos that stop development. The maternal-embryonic transition arises at the same stage resulting in the transcription of many genes. Gene expression studies during this stage may contribute to the understanding of the physiological mechanisms involved in the maternal-embryonic transition. Herein we identified genes differentially expressed between embryos with high or low developmental competence to reach the blastocyst stage using differential display PCR. Embryos were analysed according to developmental kinetics: fast cleavage embryos showing 8 cells at 48 h post insemination (hpi) with high potential of development (F8), and embryos with slow cleavage presenting 4 cells at 48 hpi (54) and 8 cells at 90 hpi (S8), both with reduced rates of development to blastocyst. The fluorescence DDPCR method was applied and allowed the recovery of 176 differentially expressed bands with similar proportion between high and low development potential groups (52% to F8 and 48% in S4 and S8 groups). A total of 27 isolated fragments were cloned and sequenced, confirming the expected primer sequences and allowing the identification of 27 gene transcripts. PI3KCA and ITM2B were chosen for relative quantification of mRNA using real-time PCR and showed a kinetic and a time-related pattern of expression respectively. The observed results suggest the existence of two different embryonic genome activation mechanisms: fast-developing embryos activate genes related to embryonic development, and slow-developing embryos activate genes related to cellular survival and/or death.

The Tomato (Solanum Lycopersicum cv. Micro-Tom) Natural Genetic Variation Rg1 and the DELLA Mutant Procera Control the Competence Necessary to Form Adventitious Roots and Shoots

Despite the wide use of plant regeneration for biotechnological purposes, the signals that allow cells to become competent to assume different fates remain largely unknown. Here, it is demonstrated that the Regeneration1 (Rg1) allele, a natural genetic variation from the tomato wild relative Solanum peruvianum, increases the capacity to form both roots and shoots in vitro; and that the gibberellin constitutive mutant procera (pro) presented the opposite phenotype, reducing organogenesis on either root-inducing medium (RIM) or shoot-inducing medium (SIM). Mutants showing alterations in the formation of specific organs in vitro were the auxin low-sensitivity diageotropica (dgt), the lateral suppresser (ls), and the KNOX-overexpressing Mouse ears (Me). dgt failed to form roots on RIM, Me increased shoot formation on SIM, and the high capacity for in vitro shoot formation of ls contrasted with its recalcitrance to form axillary meristems. Interestingly, Rg1 rescued the in vitro organ formation capacity in proRg1 and dgtRg1 double mutants and the ex vitro low lateral shoot formation in pro and ls. Such epistatic interactions were also confirmed in gene expression and histological analyses conducted in the single and double mutants. Although Me phenocopied the high shoot formation of Rg1 on SIM, it failed to increase rooting on RIM and to rescue the non-branching phenotype of ls. Taken together, these results suggest REGENERATION1 and the DELLA mutant PROCERA as controlling a common competence to assume distinct cell fates, rather than the specific induction of adventitious roots or shoots, which is controlled by DIAGEOTROPICA and MOUSE EARS, respectively.

Auditory and communicative abilities in the auditory neuropathy spectrum disorder and mutation in the Otoferlin gene: clinical cases study

This study had the aim to investigate the auditory and communicative abilities of children diagnosed with Auditory Neuropathy Spectrum Disorder due to mutation in the Otoferlin gene. It is a descriptive and qualitative study in which two siblings with this diagnosis were assessed. The procedures conducted were: speech perception tests for children with profound hearing loss, and assessment of communication abilities using the Behavioral Observation Protocol. Because they were siblings, the subjects in the study shared family and communicative context. However, they developed different communication abilities, especially regarding the use of oral language. The study showed that the Auditory Neuropathy Spectrum Disorder is a heterogeneous condition in all its aspects, and it is not possible to make generalizations or assume that cases with similar clinical features will develop similar auditory and communicative abilities, even when they are siblings. It is concluded that the acquisition of communicative abilities involves subjective factors, which should be investigated based on the uniqueness of each case.

Age-Group differences in perception of competence, goal orientatiom attitudes, and practice of pshysical activity of girls who attend military schools

[EN]This study analysed the differences in self-perception, goal orientation and participation in physical activity (PA) in girls (N= 244) attending military schools. Girls had moderately higher levels of perceived competence, and there were no significant differences between age-groups. The figure for task-orientation was higher than ego-orientation. Girls expressed a positive attitude toward school and PE. Most girls did not practiced PA outside school, but 63,9% were involved in school sports. It seems that the military educational institutions are being successful in helping students to adopt physically active lifestyles. The development of perception of competence, task-orientation, and favourable attitudes seem to be important factors to enhance the levels of PA among students.