Grupo de apoiadores e cooperlix em Presidente Prudente-SP, Brasil: modelo e evolução de suas relações durante quinze anos

Pós-graduação em Geografia - FCT

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

A Novel Behavior Observed in Humpback Whales on Wintering Grounds at Abrolhos Bank (Brazil)

We describe a novel behavior, termed “tail-up,” observed in humpback whales (Megaptera novaeangliae) on wintering grounds on Abrolhos Bank, Brazil. The behavior involves the whale positioned vertically in the water column with its tail in the air. Wirh the exception of calves, tail-up was observed in all social classes, and its frequency increased through the end of the season. Tail-ups were recorded in 144 (5.8%) of 2,465 groups of whales observed from a shore station, and in 297 (14.9%) of 1,996 groups observed from vessel surveys; biases in each method suggest that the true frequency lies between these sources. One hundred and fifty-two hours of continuous sampling showed that the duration of tail-up events lasted from a few seconds to 12 min and was longest in groups comprised of a single adult. The maximum duration of a recorded period that consistently included tail-up was 10 h; however, some individuals were observed to engage in the behavior at night and for four consecutive days. Tail-up movement speed did not vary by social class; however, it varied according to wind direction and speed. The characteristics of tail-up that we observed showed that it differed from the descriptions of similar behaviors in other cetacean species. The function of tail-up is unknown, but we suggest that it may be a multifunctional behavior.

THE EFFECT OF INTENSE LIGHT ON BIRD BEHAVIOR AND PHYSIOLOGY

It has been known for centuries that light (photoperiod) is possibly the major environmental stimuli affecting bird behavior and physiology. The length of the light period stimulates the breeding cycle, migration, fat deposition, and molt in most species of birds. Therefore, it is only natural that one would think of using light as a means of bird control. In fact, light has already been used as a bird control; flood-light traps have been used to trap blackbirds (Meanley 1971); Meanley states that 2000-W search lights have been used to alleviate depredation by ducks in rice fields. Pulsing light is already used on aircraft, aircraft hangers and high towers as a means of detourinq birds (Schaefer, 1968). With some positive results already obtained with light as a bird control, the next step is to see if a better light source (the laser) might not have a greater effect. The laser is basically an intense and coherent light with extreme directivity and, thus, might have greater influence on a bird’s behavioral and physiological responses.

Representations of workplace psychological harassment in print news media

OBJECTIVE: To analyze discourses on workplace psychological harassment in print media. METHODOLOGICAL PROCEDURES: Documental study on workplace psychological harassment that analyzed news stories published in three major newspapers of the State of Sao Paulo (southeastern Brazil) between 1990 and 2008. Discourse analysis was performed to identify discursive practices that reflect the phenomenon of psychological harassment in today's society, explanations for its occurrence and impact on workers' health. RESULT ANALYSIS: This theme emerged in the media through the dissemination of books, academic research production and laws. It was initially published in general news then in jobs and/or business sections. Discourses on compensation and precautionary business practices and coping strategies are widespread. Health-related aspects are foregone under the prevailing money-based rationale. Corporate cultures are permissive regarding psychological harassment and conflicts are escalated while working to achieve goals and results. Indifference, embarrassment, ridicule and demean were common in the news stories analyzed. CONCLUSIONS: The causal explanations of workplace harassment tend to have a psychological interpretation with emphasis on individual and behavioral characteristics, and minimizing a collective approach. The discourses analyzed trivialized harassment by creating caricatures of the actors involved. People apprehend its psychological content and stigmatization which contributes to making workplace harassment an accepted practice and trivializing work-related violence.

Introducing education for sustainable development in the undergraduate laboratory: quantitative analysis of bioethanol fuel and its blends with gasoline by using solvatochromic dyes

The concept of Education for Sustainable Development, ESD, has been introduced in a period where chemistry education is undergoing a major change, both in emphasis and methods of teaching. Studying an everyday problem, with an important socio-economic impact in the laboratory is a part of this approach. Presently, the students in many countries go to school in vehicles that run, at least partially, on biofuels; it is high time to let them test these fuels. The use of renewable fuels is not new: since 1931 the gasoline sold in Brazil contains 20 to 25 vol-% of bioethanol; this composition is being continually monitored. With ESD in mind, we have employed a constructivist approach in an undergraduate course, where UV-vis spectroscopy has been employed for the determination of the composition of two fuel blends, namely, bioethanol/water, and bioethanol/gasoline. The activities started by giving a three-part quiz. The first and second ones introduced the students to historical and practical aspects of the theme (biofuels). In the third part, we asked them to develop a UV-vis experiment for the determination of the composition of fuel blends. They have tested two approaches: (i) use of a solvatochromic dye, followed by determination of fuel composition from plots of the empirical fuel polarity versus its composition; (ii) use of an ethanol-soluble dye, followed by determination of the blend composition from a Beer's law plot; the former proved to be much more convenient. Their evaluation of the experiment was highly positive, because of the relevance of the problem; the (constructivist) approach employed, and the bright colors that the solvatochromic dye acquire in these fuel blends. Thus ESD can be fruitfully employed in order to motivate the students; make the laboratory "fun", and teach them theory (solvation). The experiments reported here can also be given to undergraduate students whose major is not chemistry (engineering, pharmacy, biology, etc.). They are low-cost and safe to be introduced at high-school level.

O diálogo como objeto de pesquisa na educação ambiental

Este artigo aborda o diálogo como objeto de pesquisa na Educação Ambiental, a fim de colaborar com a fundamentação de práticas e pesquisas na área. Observa a necessidade da criação de indicadores de diálogo e de maior aprofundamento empírico com aqueles já sugeridos. Também, o artigo promove uma articulação do conceito de diálogo com o de comunidades interpretativas e de aprendizagem, espaços para se praticar e vivenciar a Educação Ambiental (EA), práticas essas trazidas por algumas Políticas Públicas de EA brasileiras. Finalmente, argumenta que as metodologias participativas, sobretudo as de cunho intervencional, são adequadas para colaborar com um aprofundamento teórico-prático da teoria do diálogo.

Learning Democracy Together in School? : Student and Teacher Attitudes in Bosnia and Herzegovina

The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations. Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law. The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation. Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.

Reproduction of Mediterranean zooxanthellate and azooxanthellate scleractinian corals along environmental gradients

Despite extensive studies focus mainly on sexual reproductive characteristics in tropical scleractinian species, there is limited knowledge on temperate regions. The Mediterranean is a biodiversity hotspot under intense pressure from anthropogenic impacts. Climatic models further predict that the Mediterranean basin will be one of the most impacted regions by the ongoing warming trend. This makes it a potential model of more global patterns to occur in the world’s marine biota, and a natural focus of interest for research on climate. The present research contributed to increase data on reproductive modes and sexuality of temperate scleractinian corals, highlighting their developmental plasticity, showing different forms of propagation and different responses to environmental change. For the first time, sexuality and reproductive mode in Caryophyllia inornata were determined. An unusual embryogenesis without a clear seasonal pattern was observed, suggesting the possibility of an asexual origin. Sexual reproduction of Astroides calycularis was governed by annual changes in seawater temperature, as observed for other Mediterranean dendrophylliids. Defining the reproductive biology of these species is the starting point for studying their potential response to variations of environmental parameters, on a global climate change context. The results on the influence of temperature on reproductive output of the zooxanthellate (symbiosis with unicellular algae) Balanophyllia europaea and the non-zooxanthellate Leptopsammia pruvoti suggest that the latter may be quite tolerant to temperature increase, since the zooxanthellate species resulted less efficient at warm temperatures. A possible explanation could be related to their different trophic system. In B. europaea thermal tolerance is primarily governed by the symbiotic algae, making it more sensitive to temperature changes. On the contrary, the absence of symbionts in L. pruvoti might make it more resistant to temperature. In a progressively warming Mediterranean, the efficiency on scleractinian reproduction could be influenced in different ways, reflecting their extraordinary adaptability.

Spatio-temporal credit assignment in population learning

Learning by reinforcement is important in shaping animal behavior, and in particular in behavioral decision making. Such decision making is likely to involve the integration of many synaptic events in space and time. However, using a single reinforcement signal to modulate synaptic plasticity, as suggested in classical reinforcement learning algorithms, a twofold problem arises. Different synapses will have contributed differently to the behavioral decision, and even for one and the same synapse, releases at different times may have had different effects. Here we present a plasticity rule which solves this spatio-temporal credit assignment problem in a population of spiking neurons. The learning rule is spike-time dependent and maximizes the expected reward by following its stochastic gradient. Synaptic plasticity is modulated not only by the reward, but also by a population feedback signal. While this additional signal solves the spatial component of the problem, the temporal one is solved by means of synaptic eligibility traces. In contrast to temporal difference (TD) based approaches to reinforcement learning, our rule is explicit with regard to the assumed biophysical mechanisms. Neurotransmitter concentrations determine plasticity and learning occurs fully online. Further, it works even if the task to be learned is non-Markovian, i.e. when reinforcement is not determined by the current state of the system but may also depend on past events. The performance of the model is assessed by studying three non-Markovian tasks. In the first task, the reward is delayed beyond the last action with non-related stimuli and actions appearing in between. The second task involves an action sequence which is itself extended in time and reward is only delivered at the last action, as it is the case in any type of board-game. The third task is the inspection game that has been studied in neuroeconomics, where an inspector tries to prevent a worker from shirking. Applying our algorithm to this game yields a learning behavior which is consistent with behavioral data from humans and monkeys, revealing themselves properties of a mixed Nash equilibrium. The examples show that our neuronal implementation of reward based learning copes with delayed and stochastic reward delivery, and also with the learning of mixed strategies in two-opponent games.

Rats Acquire Stronger Preference for Flavors Consumed Towards the End of a High-fat Meal

Rats learn to prefer flavors associated with postingestive effects of nutrients. The physiological signals underlying this postingestive reward are unknown. We have previously shown that rats readily learn to prefer a flavor that was consumed early in a multi-flavored meal when glucose is infused intragastrically (IG), suggesting rapid postingestive reward onset. The present experiments investigate the timing of postingestive fat reward, by providing distinctive flavors in the first and second halves of meals accompanied by IG fat infusion. Learning stronger preference for the earlier or later flavor would indicate when the rewarding postingestive effects are sensed. Rats consumed sweetened, calorically-dilute flavored solutions accompanied by IG high-fat infusion (+ sessions) or water (− sessions). Each session included an “Early” flavor for 8 min followed by a “Late” flavor for 8 min. Learned preferences were then assessed in two-bottle tests (no IG infusion) between Early(+) vs. Early(−), Late(+) vs. Late(−), Early(+) vs. Late(+), and Early(−) vs. Late(−). Rats only preferred Late(+), not Early(+), relative to their respective (−) flavors. In a second experiment rats trained with a higher fat concentration learned to prefer Early(+) but more strongly preferred Late(+). Learned preferences were evident when rats were tested deprived or recently satiated. Unlike with glucose, ingested fat appears to produce a slower-onset rewarding signal, detected later in a meal or after its termination, becoming more strongly associated with flavors towards the end of the meal. This potentially contributes to enhanced liking for dessert foods, which persists even when satiated.

Sensory-specific Appetition: Postingestive Detection of Glucose Rapidly Promotes Continued Consumption of a Recently Encountered Flavor

It is generally thought that macronutrients stimulate intake when sensed in the mouth (e.g., sweet taste) but as food enters the GI tract its effects become inhibitory, triggering satiation processes leading to meal termination. Here we report experiments extending recent work (see [1]) showing that under some circumstances nutrients sensed in the gut produce a positive feedback effect, immediately promoting continued intake. In one experiment, rats with intragastric (IG) catheters were accustomed to consuming novel flavors in saccharin daily while receiving water infused IG (5 ml/15 min). The very first time glucose (16% w/w) was infused IG instead of water, intake accelerated within 6 mins of infusion onset and total intake increased 29% over baseline. Experiment 2 replicated this stimulatory effect with glucose infusion but not fructose nor maltodextrin. Experiment 3 showed the immediate intake stimulation is specific to the flavor accompanying the glucose infusion. Rats were accustomed to flavored saccharin being removed and replaced with the same or a different flavor. When glucose infusion accompanied the first bottle, intake from the second bottle was stimulated only when it contained the same flavor, not when the flavor switched. Thus we confirm not only that glucose sensed postingestively can have a rapid, positive feedback effect ('appetition' as opposed to 'satiation') but that it is sensory-specific, promoting continued intake of a recently encountered flavor. This sensory specific motivation may represent an additional psychobiological influence on meal size, and further, has implications for the mechanisms of learned flavor-nutrient associations.

Further Evidence for Hemisity Sorting During Career Specialization

Hemisity refers to binary thinking and behavioral style differences between right and left brain-oriented individuals. The inevitability of hemisity became clear when it was discovered by magnetic resonance imaging (MRI) that an anatomical element of the executive system was unilaterally embedded in either the right or the left side of the ventral gyrus of the anterior cingulate cortex in an idiosyncratic manner that was congruent with an individual's inherent hemisity subtype. Based upon the MRI-calibrated hemisity of many individuals, a set of earlier biophysical and questionnaire hemisity assays was calibrated for accuracy and found appropriate for use in the investigation of the hemisity of individuals and groups. It had been reported that a partial sorting of individuals into hemisity right and left brain-oriented subgroups occurred during the process of higher education and professional development. Here, these results were extended by comparison of the hemisity of a putative unsorted population of 1,049 high school upper classmen, with that of 228 university freshmen. These hemisity outcomes were further compared with that of 15 university librarians, here found to be predominantly left brain-oriented, and 91 academically trained musicians, including 47 professional pianists, here found to be mostly right brainers. The results further supported the existence of substantial hemisity selection occurring during the process of higher education and in professional development.