CENTROS EDUCACIONAIS DE SANTO ANDRÉ: NOVAS FORMAS DE ORGANIZAÇÃO DA ESCOLA PÚBLICA

Este estudo tem por objetivo refletir sobre a educação não-formal e seu papel educativo nos marcos de uma Escola Cidadã: os Centros Educacionais de Santo André (CESAs), que se apresentam como um projeto contra-hegemônico de escola inclusiva. Considerando-se a educação não-formal um campo de conhecimento em construção, analisa-se outra forma de organização da escola pública e como ocorre a mediação deste processo educativo. O espaço arquitetônico, as novas dimensões do educar, a formação dos professores e a entrada de outros atores na escola são apreciados ouvindo-se as vozes de crianças, pais e professores. Partindo-se de referências teóricas de estudiosos da corrente crítico-reprodutivista que analisam a escola no contexto de sociedades de classe, buscam-se, apoiados na perspectiva da escola única, defendida por Gramsci (1981), alternativas em que as aprendizagens aconteçam nas interações geradas no processo participativo em todo seu significado social. Nos capítulos iniciais, de caráter histórico e bibliográfico, discute-se a implantação de políticas públicas dessa natureza, que lançam mão da educação não-formal; finalizamos buscando evidenciá-las na política pública de educação desenvolvida nos CESAs, explorando, principalmente, as linguagens artísticas no desenvolvimento da cidadania.(AU)

Ras Family GTPases Control Growth of Astrocyte Processes

Astrocytes in neuron-free cultures typically lack processes, although they are highly process-bearing in vivo. We show that basic fibroblast growth factor (bFGF) induces cultured astrocytes to grow processes and that Ras family GTPases mediate these morphological changes. Activated alleles of rac1 and rhoA blocked and reversed bFGF effects when introduced into astrocytes in dissociated culture and in brain slices using recombinant adenoviruses. By contrast, dominant negative (DN) alleles of both GTPases mimicked bFGF effects. A DN allele of Ha-ras blocked bFGF effects but not those of Rac1-DN or RhoA-DN. Our results show that bFGF acting through c-Ha-Ras inhibits endogenous Rac1 and RhoA GTPases thereby triggering astrocyte process growth, and they provide evidence for the regulation of this cascade in vivo by a yet undetermined neuron-derived factor.

Plasticity in the neural coding of auditory space in the mammalian brain

Sound localization relies on the neural processing of monaural and binaural spatial cues that arise from the way sounds interact with the head and external ears. Neurophysiological studies of animals raised with abnormal sensory inputs show that the map of auditory space in the superior colliculus is shaped during development by both auditory and visual experience. An example of this plasticity is provided by monaural occlusion during infancy, which leads to compensatory changes in auditory spatial tuning that tend to preserve the alignment between the neural representations of visual and auditory space. Adaptive changes also take place in sound localization behavior, as demonstrated by the fact that ferrets raised and tested with one ear plugged learn to localize as accurately as control animals. In both cases, these adjustments may involve greater use of monaural spectral cues provided by the other ear. Although plasticity in the auditory space map seems to be restricted to development, adult ferrets show some recovery of sound localization behavior after long-term monaural occlusion. The capacity for behavioral adaptation is, however, task dependent, because auditory spatial acuity and binaural unmasking (a measure of the spatial contribution to the “cocktail party effect”) are permanently impaired by chronically plugging one ear, both in infancy but especially in adulthood. Experience-induced plasticity allows the neural circuitry underlying sound localization to be customized to individual characteristics, such as the size and shape of the head and ears, and to compensate for natural conductive hearing losses, including those associated with middle ear disease in infancy.

Structure of the gene for porcine peptide antibiotic PR-39, a cathelin gene family member: comparative mapping of the locus for the human peptide antibiotic FALL-39.

PR-39 is a porcine 39-aa peptide antibiotic composed of 49% proline and 24% arginine, with an activity against Gram-negative bacteria comparable to that of tetracycline. In Escherichia coli, it inhibits DNA and protein synthesis. PR-39 was originally isolated from pig small intestine, but subsequent cDNA cloning showed that the gene is expressed in the bone marrow. The open reading frame of the clone showed that PR-39 is made as 173-aa precursor whose proregion belongs to the cathelin family. The PR39 gene, which is rather compact and spans only 1784 bp has now been sequenced. The coding information is split into four exons. The first exon contains the signal sequence of 29 residues and the first 37 residues of the cathelin propart. Exons 2 and 3 contain only cathelin information, while exon 4 codes for the four C-terminal cathelin residues and the mature PR-39 peptide extended by three residues. The sequenced upstream region (1183 bp) contains four potential recognition sites for NF-IL6 and three for APRF, transcription factors known to regulate genes for both cytokines and acute phase response factors. Genomic hybridizations revealed a fairly high level of restriction fragment length polymorphism and indicated that there are at least two copies of the PR39 gene in the pig genome. PR39 was mapped to pig chromosome 13 by linkage and in situ hybridization mapping. The gene for the human peptide antibiotic FALL-39 (also a member of the cathelin family) was mapped to human chromosome 3, which is homologous to pig chromosome 13.

Our Lady of Guadalupe : contemporary explorations of personal and cultural identity

Since it first appeared, the image of Our Lady of Guadalupe has remained relatively unchanged. In the last thirty-five years, however, this has been changing. Artists are creating new variations of the icon to represent and express their reinterpretations. In some of these more contemporary images, the figure of Guadalupe has changed dramatically, but still retains enough traditional elements to be easily recognizable. Some of these images have been received with mixed results and have even sparked major controversy. These new, and sometimes controversial depictions of Guadalupe, specifically those created by Ester Hernández, Yolanda M. López and Alma López, will be explored here. Although each artist has her own individual motivations and intentions, all of the images presented here explore personal and cultural identity, as well as seek in some way to honor ordinary, human women through the sacred iconography of Our Lady of Guadalupe.

Monography of the family Unionidae, or Naiades of Lamarck (fresh water bivalve shells,) of North America, : illustrated by figures drawn on stone from nature. / by T.A. Conrad ...

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Implementing the Physical Literacy Component of the 2015 Ontario Health and Physical Education Curriculum: Is the Stage Set?

Introduction: Current physical activity levels among children and youth are alarmingly low; a mere 7% of children and youth are meeting the Canadian Physical Activity Guidelines (Colley et al., 2011), which means that the vast majority of this population is at risk of developing major health problems in adulthood (Janssen & Leblanc, 2010). These high inactivity rates may be related to suboptimal experiences in sport and physical activity stemming from a lack of competence and confidence (Lubans, Morgan, Cliff, Barnett, & Okely, 2010). Developing a foundation of physical literacy can encourage and maintain lifelong physical activity, yet this does not always occur naturally as a part of human growth (Hardman, 2011). An ideal setting to foster the growth and development of physical literacy is physical education class. Physical education class can offer all children and youth an equal opportunity to learn and practice the skills needed to be active for life (Hardman, 2011). Elementary school teachers are responsible for delivering the physical education curriculum, and it is important to understand their will and capacity as the implementing agents of physical literacy development curriculum (McLaughlin, 1987). Purpose: The purpose of this study was to explore the physical literacy component of the 2015 Ontario Health and Physical Education curriculum policy through the eyes of key informants, and to explore the resources available for the implementation of this new policy. Methods: Qualitative interviews were conducted with seven key informants of the curriculum policy development, including two teachers. In tandem with the interviews, a resource inventory and curriculum review were conducted to assess the content and availability of physical literacy resources. All data were analyzed through the lens of Hogwood and Gunn’s (1984) 10 preconditions for policy implementation. Results: Participants discussed how implementation is affected by: accountability, external capacity, internal capacity, awareness and understanding of physical literacy, implementation expertise, and policy climate. Discussion: Participants voiced similar opinions on most issues, and the overall lack of attention given to physical education programs in schools will continue to be a major dilemma when trying to combat such high physical inactivity levels.

The Influence of the Family in the Development of Talent in Sport

The purpose of the present study was to describe patterns in the dynamics of families of talented athletes throughout their development in sport. Four families, including three families of elite rowers and one family of an elite tennis player were examined. The framework provided by Ericsson, Krampe, and Tesch- Römer (1993) to explain expert performance served as the theoretical basis for the study. Ericsson et al. suggested that the acquisition of expert performance involves operating within three types of constraints: motivational, effort, and resource. In-depth interviews were conducted with each athlete, parent, and sibling to explore how they have dealt with these three constraints. A total of 15 individual interviews were conducted. Results permitted the identification of three phases of participation from early childhood to late adolescence: the sampling years, the specializing years, and the investment years. The dynamics of the family in each of these phases of development is discussed

Die Demokratisierung der Europäischen Union - The democratization of the European Union. ZEI Discussion Paper C219, 2013

No abstract.