857 resultados para Constructivism paradigms
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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.
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The distribution of species in ecosystems is influenced by several biotic and abiotic factors, and physical barriers operate as filters to dispersion. The ancient processes of human migration and settlement, and the recent globalization trends are the main responsible factors for the transposition of geographic barriers by organisms and species introduction in regions outside their original distribution range. In order to designate introduced species, the adopted terminology may eventually lead to a lack of operational definitions, misleading the interpretation of paradigms concerning the invasion process. According to the literature, the criteria i) biogeographic, ii) population growth, and iii) spreading in the invaded region, should be taken into account as a manner to avoid subjective interpretations. Most of the presented models are inserted in the same paradigms to explain the status of the invasion process (arrival, establishment and invasion), although each model has its own concepts. Many authors consider both characteristics of the invader species and of the invaded environments to explain species success and establishment. The use of clear concepts, well established and non subjective concepts of introduced and invading species as well as its derivatives is crucial to unify the paradigms of the invasion process.
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Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks, from the perspective of a pedagogical aspect that includes both constructivism and competencies. The objective was to characterize, from a longitudinal view, the construction of care competencies that exist in the teaching plans of nursing undergraduate programs. This exploratory-descriptive study used a qualitative approach. Documentary analysis was performed on the nine teaching plans of undergraduate care subjects. The ethical-legal aspects were guaranteed, so that data was collected only after the study had been approved by the Research Ethics Committee. The data evidenced a curriculum organization centered on subjects, maintaining internal rationales that seem to resist summative organizations. Signs emerge of hardly substantial links between any previous knowledge and the strengthening of critical judgment and clinical reasoning. As proposed, the study contributed with reconsiderations for the teachinglearning process and showed the influence of constructivism on the proposal of clinical competencies.
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Polymorphism can cause quality deviations during the production of medicines and can influence their effectiveness. Therefore, an understanding of this phenomenon and its implications opens a wide field of possibilities to be explored in the pharmaceutical field, including the emergence of new paradigms and tools for the quality assurance of medicines. This paper presents an introduction to basic aspects of the polymorphism phenomenon and its implications for the production and control of medicines, with emphasis on drug polymorphs.
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In order to understand what is the situation of entities that serve children and adolescents today, as well as the institutional plot that comprises these institutions, we aimed to formulate a set of paradigmatic possibilities that would allow us to understand the configuration of the dialectical field of various pulses, in which these entities are located. We detected the subjects we associate with counterparts paradigms of Charity, of Human Promotion, of Philanthropy, of assistentialist government patronage, of Social Work as a State Policy, and finally, another set of events that we propose to designate as the paradigm of Citizen Subjects we associate with the ethical perspective of People Education. These paradigmatic possibilities range from the simply various and contrasting ones, including the similar and competing ones, to the dialectically contradictory ones. Its spectrum oscillates between tutelage and citizenship. The characterization of these didactic paradigms can provide us a compass that is required in a highly complex social field, allowing us to understand the variety of ethical effects promoted by these paradigms in the social field.
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This paper makes a characterization of pedagogical conceptions found in the educational informatics literature in Brazil as well as in the work of Seymour Papert given the undeniable influence of this author in that literature. We identified a strong hegemony in this field of learning-to-learn pedagogy by means of constructivism, constructionism, learning projects and pedagogy of competencies among others. We make a critical analysis of these trends in light of the historical-critical pedagogy pointing to a number of aspects that need further discussion, highlighting the problematic opposition between teaching and learning.
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Considering knowledge organization and representation as a theoretical line used by Information Science to face the subject approach to information, in a dialogical relation with subject cataloguing, indexing and analyse documentaire, this article carries out a domain-analysis of Scire journal (1995-2010) in order to identify the scientific production in the mentionned theoretical lines as well as their relationships. Scire constitutes an environment where members of the different paradigms have found an space to relate each other.
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