Gold nanoelectrode ensembles for direct trace electroanalysis of iodide

A procedure for the standardization of ensembles of gold nanodisk electrodes (NEE) of 30 nm diameter is presented, which is based on the analytical comparison between experimental cyclic voltammograms (CV) obtained at the NEEs in diluted solutions of redox probes and CV patterns obtained by digital simulation. Possible origins of defects sometimes found in NEEs are discussed. Selected NEEs are then employed for the study of the electrochemical oxidation of iodide in acidic solutions. CV patterns display typical quasi-reversible behavior which involves associated chemical reactions between adsorbed and solution species. The main CV characteristics at the NEE compare with those observed at millimeter sized gold disk electrodes (Au-macro), apart a slight shift in E1/2 values and slightly higher peak to peak separation at the NEE. The detection limit (DC) at NEEs is 0.3 mu M, which is more than one order of magnitude lower than DL at the Au-macro (4 RM). The mechanism of the electrochemical oxidation of iodide at NEEs is discussed. Finally, NEEs are applied to the direct determination of iodide at micromolar concentration levels in real samples, namely in some ophthalmic drugs and iodized table salt. (c) 2006 Elsevier B.V. All rights reserved.

A place preference test in the fish Nile tilapia

The Nile tilapia fish (Oreochromis niloticus) has a high potential to be used as a model in neuroscience studies. In the present study, the preference of the Nile tilapia between a gravel-enriched (GEE), a shelter-enriched (SEE) or a non-enriched (NEE) environment was determined, for developing a place preference model. Nile tilapia had an initial preference for GEE, but after 1 day of observation, the fish stabilized their frequency of visits among compartments. Hence, any stimulus motivating tilapia increase in compartment visiting indicates a positively reinforcing effect. This feature is very useful for the development of new behavioural paradigms for fish in tests using environmental discrimination, such as the conditioning place preference test. © 2006 Elsevier GmbH. All rights reserved.

Caracterização dos alunos do ensino fundamental municipal de Araraquara encaminhados ao programa de educação especial identificados com necessidades educacionais especiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desempenho funcional nas atividades de rotina escolar de alunos com necessidades educacionais especiais na persectiva do professor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Escolarização inclusiva de alunos com necessidades educacionais especiais: um estudo de caso de um município paulista

Pós-graduação em Educação - FFC

A formação inicial de professores e a educação inclusiva: analisando as propostas de formação dos cursos de licenciatura da UFPA

Este estudo teve por objetivo analisar as novas propostas de formação de professores desenvolvidas pelos cursos de licenciatura da UFPA/campus do Guamá, elaboradas no contexto da vigência das políticas de educação inclusiva e legislações delas decorrentes, adotadas pelo Estado brasileiro. Para tanto, busquei nos documentos oficiais concatenandoos aos referenciais teóricos sobre inclusão e formação de professores indicadores que se colocassem como lentes para ler os projetos políticos pedagógicos dos cursos de licenciatura reformulados pós ou concomitante a elaboração das DCN para a Formação de Professores da Educação Básica e perceber se esses cursos atenderam às prescrições e orientações oficiais no que se refere ao trato com a diversidade. A superação da formação conteudista, a re-significação das disciplinas pedagógicas e a inclusão de conteúdos ou disciplinas referentes à educação de pessoas com necessidades educacionais especiais nos currículos dos cursos de formação foram os indicadores encontrados nas políticas educacionais que poderiam se configurar como indícios de que as novas propostas de formação dos cursos de licenciatura da UFPA preparam os futuros professores da educação básica para trabalhar em escolas inclusivas. Na análise dos projetos identifiquei que os sete cursos pesquisados Geografia, História, Letras, Química, Biologia, Matemática e Educação Física atenderam às duas primeiras prescrições. No entanto, no que se refere a inclusão de conteúdos sobre às pessoas com NEE os caminhos seguidos foram diferentes: Geografia e Educação Física incluíram disciplinas; Letras, Biologia e História incluíram conteúdos; Matemática e Química não atenderam a essa prescrição. A partir desses dados busquei por meio da entrevista semi-estruturada analisar os argumentos que os cursos utilizaram para justificar as suas decisões, estas foram desenvolvidas apenas com os cursos de Letras, Química e Educação Física. As entrevistas possibilitaram-me perceber que a inclusão não foi um princípio que orientou o processo de reestruturação curricular e que, apesar de presente enquanto conteúdo ou disciplina na maioria dos currículos, não tem orientado o processo de formação. A presença ausente da inclusão, em grande parte dos cursos de formação da UFPA demonstra que esta aparece em seus PPP apenas como cumprimento às prescrições oficiais.

Um estudo de caso sobre a organização escolar e as relações interpessoais dentro do âmbito educacional

Violence and school organization are always current issues. And to investigate these two issues, the present study was carried within a public school in the city for being considered a model of educative institution. The analysis focused on finding out why some institutions are considered good and others not and also to explain how these good relations within the school studied. Therefore, we first observed the school in its stages: entry and exit of students, breaks and classroom activities. Then consult the official documents, such as the Management Plan, Rules, Standards, among others. And finally we interviewed staff, targeting participants in the educational process (principal, teacher, staff, students). Facing this data we verified that a good relationship is needed on the beliefs and the search for a favorable environment is the aim for everyone, especially regarding to teaching-learning processes of a student, that is: teamwork. And as every institution has its flaws, we nee greater participation, especially of what we call school community (parents and relatives).

A empatia, a sensibilização e a formação de professores do ensino público para uma inclusão efetiva de alunos com necessidades educacionais especiais

Special education and inclusion of students with Special Educational Needs (SEN) in regular classrooms of public schools has being widely discussed in academic and political areas. From Salamanca Declaration signed in 1994, which established that the education of people with special needs should be guaranteed by public system, being offered within regular classrooms said. Along the inclusion process, has been observed an increasingly difficult for teachers to work with these special students. This difficulty comes from an incomplete or inadequate formation, resulting in an education that is not always inclusive. The present work aims to investigate what are the motivational factors that lead teachers, working in public schools, to seek continuing courses of formation in specialized educational services, and what are the possible impediments that eschew them from seeking such courses. Data were collected through questionnaires given to elementary school teachers, from public schools in the city of Rio Claro- SP. With their answer, it could be identified what are the motivational factors of the quest for continuing formation, as well as facts that obstruct this specialization. It could be observed that there is a need for constant training of the education professionals, for them to be able to appropriate of the inclusion as a pedagogical approach, not just a law and far from reality

Considerações sobre a inclusão escolar de alunos com necessidades educacionais especiais na educação de jovens e adultos

This work carried through an exploratory study with nine students with Special Educational Needs (SEN) that had passed for the scholarship in last the ten years and who were registered in the modality of Education for Young people and Adults (EYA). The objective was to identify the effect of the inclusive education, with regard to access and equity in education, in relation to the acquisition of reading, writing and calculation, having as reference the initial cycle of literacy. The research was developed with students aged between 16 and 46 years, in a city in interior of São Paulo (Brazil). About the participants, three were attended the Term I: (1ª and 2ª series), three the Term II (3ª e 4ª series) and three the Term III: (5ª series). An Instrument of Evaluation was elaborated, with specific questions of Portuguese language and mathematics. The study found that in the last ten years, of the investigated group, few students had frequented regular school and those who attended were for a short period of time. The great majority studied, in recent years, only in special school, against the current legislation of inclusive education policy in the Brazilian educational system. Although the students receive the classification of students with SEN, the scholar system demonstrate difficulties in taking care of these students in theirs specific demands of learning and remain, still, the necessity of adequate training of teachers to work in the inclusive schools and to attend the diversity present in the classroom.

Análise das diretrizes curriculares dos cursos de licenciatura em relação à formação de professores para inclusão de alunos com necessidades especiais

As políticas educacionais inclusivas, difundidas a partir dos anos 1990, vêm favorecendo o aumento do número de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, estão despreparados para atendê-los. Tomando como base essa situação, o presente estudo teve o objetivo de analisar as orientações contidas nas diretrizes curriculares dos cursos de licenciatura em relação à preparação dos futuros professores para inclusão de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes temáticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomendações ou comentários referentes ao processo de formação dos professores em relação à inclusão de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exceções, uma significativa carência de orientações claras e amplas a respeito do tema em questão. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em relação à questão em pauta. Com base nos conhecimentos desenvolvidos na área, sugere-se que as mesmas orientem a inserção de pelo menos uma disciplina sobre o tema inclusão de alunos com NEE; a inserção de conteúdos afins nas demais disciplinas dos cursos de licenciatura; a disponibilização de estágios em salas de aulas inclusivas, bem como a indicação dos conteúdos a serem trabalhados. Avalia-se que a efetividade do processo de inclusão dos alunos com NEE assenta-se na articulação entre as políticas educacionais e as políticas de formação dos professores.

Inclusão escolar na percepção de professores do município de Dois Córregos, São Paulo

This paper aims to make a survey about the inclusion of children in need of special care in all schools and day nurseries (publics and privates) in ?Dois Córregos? city, in São Paulo. We interviewed 144 teachers and 14 school principals in 14 educational establishments ? 5 private schools, 5 state-owned schools, 2 municipal schools, 1 municipal nursery and 1 philanthropic nursery. The research aimed to investigate possible prejudices against the children in need of special care; verify if the schools have adequate infrastructure to receive the students in need of special care; and verify if the professionals who work in the schools are receiving (or received) specific training to work on this inclusion process. The results indicated that teachers who don?t work with children in need of special care are very insecure in receiving them. It?s evident that there are a lot of doubts and uncertainties about the inclusion system. In general, schools don?t have adequate infrastructure and most of the time the included students are those who have internal deficits, which are not evident.

Fluxes of CO2 above a sugarcane plantation in Brazil

Fluxes of CO2 were measured above a sugarcane plantation using the eddy-covariance method covering two growth cycles, representing the second and third re-growth (ratoons) harvested with stubble burning. The total net ecosystem exchange (NEE) in the first cycle (second ratoon, 393 days long) was −1964 ± 44 g C m−2; the gross ecosystem productivity (GEP) was 3612 ± 46 g C m−2 and the ecosystem respiration (RE) was 1648 ± 14 g C m−2. The NEE and GEP totals in the second cycle (third ratoon, 374 days long) decreased 51% and 25%, respectively and RE increased 7%. Accounting for the carbon emitted during biomass burning and the removal of stalks at harvest, net ecosystem carbon balance (NECB) totals were 102 ± 130 g C m−2 and 403 ± 84 g C m−2 in each cycle respectively. Thus the sugarcane agrosystem was approximately carbon neutral in the second ratoon. Yield in stalks fresh weight (SFW) attained the regional average (8.3 kg SFW m−2). Although it was a carbon source to the atmosphere, observed productivity (6.2 kg SFW m−2) of the third ratoon was 19% lower than the regional average due to the lower water availability observed during the initial 120 days of re-growth. However, the overall water use efficiency (WUE) achieved in the first cycle (4.3 g C kg−1 H2O) decreased only 5% in the second cycle. © 2013 Elsevier B.V. All rights reserved

Carbon fluxes and allocation pattern in an apple orchard

Carbon fluxes and allocation pattern, and their relationship with the main environmental and physiological parameters, were studied in an apple orchard for one year (2010). I combined three widely used methods: eddy covariance, soil respiration and biometric measurements, and I applied a measurement protocol allowing a cross-check between C fluxes estimated using different methods. I attributed NPP components to standing biomass increment, detritus cycle and lateral export. The influence of environmental and physiological parameters on NEE, GPP and Reco was analyzed with a multiple regression model approach. I found that both NEP and GPP of the apple orchard were of similar magnitude to those of forests growing in similar climate conditions, while large differences occurred in the allocation pattern and in the fate of produced biomass. Apple production accounted for 49% of annual NPP, organic material (leaves, fine root litter, pruned wood and early fruit drop) contributing to detritus cycle was 46%, and only 5% went to standing biomass increment. The carbon use efficiency (CUE), with an annual average of 0.68 ± 0.10, was higher than the previously suggested constant values of 0.47-0.50. Light and leaf area index had the strongest influence on both NEE and GPP. On a diurnal basis, NEE and GPP reached their peak approximately at noon, while they appeared to be limited by high values of VPD and air temperature in the afternoon. The proposed models can be used to explain and simulate current relations between carbon fluxes and environmental parameters at daily and yearly time scale. On average, the annual NEP balanced the carbon annually exported with the harvested apples. These data support the hypothesis of a minimal or null impact of the apple orchard ecosystem on net C emission to the atmosphere.

Effect of different management intensities on natural and human-induced carbon fluxes in a golf course in northern Italy

Turfgrasses are ubiquitous in urban landscape and their role on carbon (C) cycle is increasing important also due to the considerable footprint related to their management practices. It is crucial to understand the mechanisms driving the C assimilation potential of these terrestrial ecosystems Several approaches have been proposed to assess C dynamics: micro-meteorological methods, small-chamber enclosure system (SC), chrono-sequence approach and various models. Natural and human-induced variables influence turfgrasses C fluxes. Species composition, environmental conditions, site characteristics, former land use and agronomic management are the most important factors considered in literature driving C sequestration potential. At the same time different approaches seem to influence C budget estimates. In order to study the effect of different management intensities on turfgrass, we estimated net ecosystem exchange (NEE) through a SC approach in a hole of a golf course in the province of Verona (Italy) for one year. The SC approach presented several advantages but also limits related to the measurement frequency, timing and duration overtime, and to the methodological errors connected to the measuring system. Daily CO2 fluxes changed according to the intensity of maintenance, likely due to different inputs and disturbances affecting biogeochemical cycles, combined also to the different leaf area index (LAI). The annual cumulative NEE decreased with the increase of the intensity of management. NEE was related to the seasonality of turfgrass, following temperatures and physiological activity. Generally on the growing season CO2 fluxes towards atmosphere exceeded C sequestered. The cumulative NEE showed a system near to a steady state for C dynamics. In the final part greenhouse gases (GHGs) emissions due to fossil fuel consumption for turfgrass upkeep were estimated, pinpointing that turfgrass may result a considerable C source. The C potential of trees and shrubs needs to be considered to obtain a complete budget.