Psychometric properties of the Spanish version of the Work Group Emotional Intelligence Profi le-Short version

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A violência no âmbito de escolas públicas do ensino fundamental do Município de Aracaju

RESUMO: A violência escolar, entendida como todo ato praticado de maneira isolada ou em grupo nas instituições de ensino ou em suas redondezas, envolvendo o corpo discente e/ou docente desses estabelecimentos, é uma realidade vivenciada pelos mesmos e reconhecida por toda a sociedade. Nessa perspectiva, a presente pesquisa investigou a problemática nas instituições de ensino público da Cidade de Aracaju, capital de Sergipe, Brasil. A pesquisa possibilitou demonstrar algumas das causas e consequências da violência, e entender os motivos que permitem o seu desenvolvimento em escolas públicas, campo da pesquisa, com subsídios não somente na ciência da educação como também na ciência jurídica, visto que fundamenta suas ideias em Leis e Normas que orientam e tipificam o comportamento do indivíduo na sociedade. Nesta pesquisa – de caráter exploratório e descritivo, de cunho analítico, coerente com as questões e objetivos propostos ao objeto de estudo – recorreu-se a uma pesquisa de campo com análise quali-quantitativa com resultados apresentados em gráficos, quadros e registros de ocorrência, utilizando como universo pesquisado escolas públicas municipais de Aracaju, através de questionário aplicado aos diretores e funcionários em visita “in loco”. A pesquisa é baseada em teorias que fundamentam os resultados encontrados de que o “homem é produto do meio”, isto é, a sociedade em que vive e a família têm uma influência e um papel fundamental na formação da personalidade do indivíduo, seja ele bom ou ruim. ABSTRACT: The school violence, understood as any act performed in isolation or in groups in educational institutions or in its surroundings, involving the student body and / or teaching of these establishments, is a reality faced by them and recognized throughout society. From this perspective, this research investigated the issue in public education institutions in the city of Aracaju, capital of Sergipe, Brazil. The research allow us to demonstrate some of the causes and consequences of violence, and understand the reasons that allow its development in public schools, field of research, with subsidies not only in science education as well as in legal science, since it bases its ideas on Laws and Regulations that guide and typify the behavior of the individual in society. In this research, exploratory and descriptive character, of an analytical view, consistent with the proposed objectives and issues to the object of this study - resorted to a field research with quantitative and qualitative analysis with results presented in graphs, charts and records of occurrence, using as group studied public schools in Aracaju, through a questionnaire applied to directors and employees to visit in the place. The research is based on theories that motivate the results found that “the man is the product of the environment”, this means, the society in which they live and the family have an influence and a key role in shaping the character of the individual, be it good or bad. KEYWORDS: school

Participação da família na gestão da Escola : um estudo nas Escolas Públicas Municipais de ensino fundamental de Santa Luzia do Itanhi – Sergipe

Esta pesquisa destinou-se a estudar e analisar a política da Gestão Democrática com ênfase na “Participação da Família” nos processos decisórios da escola. Enfoques sobre esse tema é concernente à aprendizagem, onde se busca conhecer as influências da interação das famílias com a escola e o impacto dessa relação na aprendizagem. O processo da democratização e descentralização contribui muito para a formulação de estratégias políticas visando à participação, ou seja, garante essa participação através de representações que os pais fazem nas instituições como Associações de Pais e Mestres, Conselhos Escolares e outros, como processo fundamental para fortalecer as lideranças escolares e a gestão democrática e participativa nas unidades de ensino público. Sem esquecer que quando se fala em comunidade escolar, além dos segmentos de alunos, professores e funcionários envolvidos (comunidade externa) está falando de todo um segmento de pessoas posicionadas no entorno das escolas, dedicando-se às mais variadas atividades, e, com especial ênfase, está se referindo às famílias desses alunos. Em linhas gerais, a lógica da gestão é orientada pelos princípios democráticos, caracterizada pelo reconhecimento da importância da participação consciente e esclarecida das pessoas nas decisões das atividades escolares. A pesquisa foi extensiva investigando 4 escolas, sendo 2 da zona urbana, 2 da zona rural, estendendo-se aos conselhos escolares com participação em reuniões, assembléias, entrevistas e momentos de observação durante 4 meses. Neste sentido, os Conselhos Escolares e entrevistados, afirmam a importância da participação na Gestão Escolar, contudo, ainda faltam requisitos técnicos para se consolidar um trabalho mais efetivo de participação. Os resultados também apontam à necessidade de repensar a formação e capacitação dos gestores, voltada para a promoção de uma cultura de reflexão, crítica e assimilação de idéias, associadas à ação, pelo conjunto dos que fazem à realidade escolar, contemplando a relação entre Escola e Família.

Fundamental deficits of auditory perception in Wernicke’s aphasia

Objective: This work investigates the nature of the comprehension impairment in Wernicke’s aphasia, by examining the relationship between deficits in auditory processing of fundamental, non-verbal acoustic stimuli and auditory comprehension. Wernicke’s aphasia, a condition resulting in severely disrupted auditory comprehension, primarily occurs following a cerebrovascular accident (CVA) to the left temporo-parietal cortex. Whilst damage to posterior superior temporal areas is associated with auditory linguistic comprehension impairments, functional imaging indicates that these areas may not be specific to speech processing but part of a network for generic auditory analysis. Methods: We examined analysis of basic acoustic stimuli in Wernicke’s aphasia participants (n = 10) using auditory stimuli reflective of theories of cortical auditory processing and of speech cues. Auditory spectral, temporal and spectro-temporal analysis was assessed using pure tone frequency discrimination, frequency modulation (FM) detection and the detection of dynamic modulation (DM) in “moving ripple” stimuli. All tasks used criterion-free, adaptive measures of threshold to ensure reliable results at the individual level. Results: Participants with Wernicke’s aphasia showed normal frequency discrimination but significant impairments in FM and DM detection, relative to age- and hearing-matched controls at the group level (n = 10). At the individual level, there was considerable variation in performance, and thresholds for both frequency and dynamic modulation detection correlated significantly with auditory comprehension abilities in the Wernicke’s aphasia participants. Conclusion: These results demonstrate the co-occurrence of a deficit in fundamental auditory processing of temporal and spectrotemporal nonverbal stimuli in Wernicke’s aphasia, which may have a causal contribution to the auditory language comprehension impairment Results are discussed in the context of traditional neuropsychology and current models of cortical auditory processing.

RMetS special interest group meeting: high resolution data assimilation

Data assimilation (DA) systems are evolving to meet the demands of convection-permitting models in the field of weather forecasting. On 19 April 2013 a special interest group meeting of the Royal Meteorological Society brought together UK researchers looking at different aspects of the data assimilation problem at high resolution, from theory to applications, and researchers creating our future high resolution observational networks. The meeting was chaired by Dr Sarah Dance of the University of Reading and Dr Cristina Charlton-Perez from the MetOffice@Reading. The purpose of the meeting was to help define the current state of high resolution data assimilation in the UK. The workshop assembled three main types of scientists: observational network specialists, operational numerical weather prediction researchers and those developing the fundamental mathematical theory behind data assimilation and the underlying models. These three working areas are intrinsically linked; therefore, a holistic view must be taken when discussing the potential to make advances in high resolution data assimilation.

Geometrizando no segundo ciclo :relato de uma intervenção pedagógica voltada à construção de conceitos geométricos no ensino fundamental

This work has proposed to relate the experience product of a pedagogical intervention, performed in a public institution of teaching situated in this capital. It had as objective to validade the applying of a teaching module of geometry, more specifically about the conceptions of perimeter and área in the second cycle of fundamental teaching. This dissertation has presented the problematic which involves the teaching of geometry in different contexts. It has adopted the broach of the radical constructivism while methodological theoretical referencial through which it has tried to explain the phenomena that involves the teaching and the apprenticeship. It appropriates Jean s Piaget contributions related to the development stages, while referencial that will dialogue in the search by sense and comprehension of the geometric apprenticeship process and it runs over Richard s Skemp (1980) theory in order to explicit the student s apprenticeship according to the levels of instrumental comprehesion and relacional comprehension . The research has presented datum related to initial diagnosis evaluantion, the pedagogical intervention and analysis of the activities and students perfomance displaying still the results of the final evaluation. According to the results got, we could check the students group growth front to the acquisition of the concepts of perimeter and área in comparison with the previous knowledges presented in the initial diagnosis evoluation of the students participants of the research. We have concluded evaluating the objectives of the research, connecting the strategies and reasoning employed by the students in order to resolve the questions and then to reach the objectives proposed by the teaching module. We have presented still the main obstacles to the apprenticeship of such concepts

Professoras e projetos: concepções e práticas no ensino fundamental

The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a prática docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

Saberes de astronomia no 1º e 2º ano do ensino fundamental numa perspectiva de letramento e inclusão

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Parâmetros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents

Cytogenetic characterisation of the ornamental freshwater fish, Piabucus melanostomus (Iguanodectinae) from Brazilian wetlands and its relation with species of Characidae basal group

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuição de diferentes conteúdos das aulas de educação física no ensino fundamental I para o desenvolvimento das habilidades motoras fundamentais

Introduction and objective: This study investigated the contribution of physical education (PE) classes in elementary school I for the development of basic motor skills of children from two public schools in the same neighborhood of São Paulo city, and if the practice of extreme sports besides the PE classes could differently contribute to the development of those skills. Methods: Nineteen children (9.5 +/- 0.3 years) who had two weekly PE classes composed the control group (CG) and 22 children (9.6 +/- 0.5 years) who had two weekly PE classes and three extreme sports classes composed the experimental group (EG). All children were videotaped while performing locomotor and object control motor skill subtests from the Test of Gross Motor Development (TGMD-2). The videos were analyzed and raw scores were obtained according to the quality of the observed movement, and equivalent motor age was also estimated for both subtests. Results: The results indicated that the EG presented higher raw scores compared to CG in the locomotor subtest and both groups presented similar scores in the object control subtest. Moreover, EG presented higher equivalent motor age in the locomotor subtest compared to CG and neither group presented differences between equivalent motor age and chronological age in the object control subtest. Conclusion: Based on these results we conclude that PE classes in elementary school appropriately contributed to the development of basic motor skills, since neither group presented difference between equivalent motor age and chronological age, and that extreme sports classes contributed even more for the development of locomotor skills.

Cosmological term and fundamental physics

A nonvanishing cosmological term in Einstein's equations implies a nonvanishing spacetime curvature even in the absence of any kind of matter. It would, in consequence, affect many of the underlying kinematic tenets of physical theory. The usual commutative spacetime translations of the Poincare group would be replaced by the mixed conformal translations of the de Sitter group, leading to obvious alterations in elementary concepts such as time, energy and momentum. Although negligible at small scales, such modifications may come to have important consequences both in the large and for the inflationary picture of the early Universe. A qualitative discussion is presented, which suggests deep changes in Hamiltonian, Quantum and Statistical Mechanics. In the primeval universe as described by the standard cosmological model, in particular, the equations of state of the matter sources could be quite different from those usually introduced.

Gravitation and the local symmetry group of space-time

According to general relativity, the interaction of a matter field with gravitation requires the simultaneous introduction of a tetrad field, which is a field related to translations, and a spin connection, which is a field assuming values in the Lie algebra of the Lorentz group. These two fields, however, are not independent. By analyzing the constraint between them, it is concluded that the relevant local symmetry group behind general relativity is provided by the Lorentz group. Furthermore, it is shown that the minimal coupling prescription obtained from the Lorentz covariant derivative coincides exactly with the usual coupling prescription of general relativity. Instead of the tetrad, therefore, the spin connection is to be considered as the fundamental field representing gravitation.

Fundamental fermion masses from deformed SUq(2) triplets

A spectrum-generating q-algebra, within the framework of SUq(2), as firstly suggested by Iachello, is studied in order to describe the mass spectrum of three generations of quarks and leptons. The SUq(2) quantum group is a q-deformed extension of SU(2), where q = e(alpha) (with alpha real) is the deformation parameter. In this work, the essential use of inequivalent representations of SUq(2) is introduced. The inequivalent representations are labelled by (j, nu(0)), where j = 0, 1/2, 1, ... and nu(0) is a positive real number. A formula for the fermion masses M-m(j, nu(0)), with -j less than or equal to m less than or equal to j is derived. As an example, a possible scheme which corresponds to two triplets (j = 1) associated to up and down quarks is presented here in some detail. They are associated to different values of the deformation parameter, indicating a dependence of the charge Q on the parameter alpha. The masses of the charged leptons are treated in a similar way. The current results show that some mass relations for quarks and leptons found in the literature can be considered as approximations of the equations obtained in the j = 1 representations. The breaking of SUq(2) necessary to describe the Cabibbo-Kobayashi-Maskawa (CKM) flavor mixing is briefly discussed.