Importância das actividades físicas desportivas no desenvolvimento motor dos alunos

RESUMO: Com o presente estudo pretendeu-se conhecer qual a relação entre os alunos que participaram nas Actividades Físicas Desportivas (AFD) no 1º ciclo em conjunto com Actividade Física Extra-Escola, e os alunos que participaram apenas numa dessas variáveis. Sobretudo pretende-se verificar se os alunos que tiveram Actividade Física Desportiva (AFD) no 1º ciclo e participaram em Actividades Extra-Escola, como por exemplo Futebol, Ginástica ou Natação nos clubes, demonstram maiores competências em relação aos alunos que não frequentaram pelo menos uma das Actividades (AFD e/ou Actividade Física Extra-Escola). O estudo foi realizado através das aulas do desempenho dos alunos no 2 º ciclo do Ensino Básico na disciplina de Educação Física. Através da classificação final do 1 º período, dos alunos do 5 º ano, verificar-se-á se os alunos que praticaram mais Actividade Física (AF) têm maiores competências do que os alunos que praticaram menos AF. A amostra foi constituída por 119 alunos do 5 º ano de escolaridade (57 do Sexo Feminino), com idades compreendidas entre os 10 anos e os 13 anos. Foram utilizados os seguintes instrumentos: consulta dos dados da avaliação dos alunos do 5 º ano e questionário de atitudes aplicado aos alunos. Os dados foram tratados estatisticamente através do programa informático EZanalyze versão 3.0 para o Windows. ABSTRACT: The present study aimed to know what the relation between the students who participated in activities physical Sports, in 1 º Cycle activities physical extra-school, and students who participated in only one of these variables. Primarily intended to verify that students who had activities physical Sports in 1 º Cycle and participated in activities outside school, such as Football, in the clubs, show more skills in relation to students who have not attended the activities of at least one. This study was conducted by the school performance of students in 2 º Cycle of basic education in Physical Education. Through the end of grading, students of five years, there would be the students who practiced more physical activities have higher skills than students who performed less physical activity, especially during the first cycle route. The sample consisted of 119 students from 5 º years of schooling (57 female), aged 10 years and 13 years. Will use the following instruments: consultation of data from assessment of students in five years and attitudes questionnaire applied to pupils. The data were treated statistically using the computer program EZ analyze version 3.0 for Windows.

Análise de Ensino de Educação Física no 1º ciclo, comparando Professores generalistas e especialistas

RESUMO: Este estudo teve como objectivo analisar se a área de formação do professor que lecciona Educação Física no 1.º Ciclo do Ensino Básico – professores licenciados em Educação Física e Desporto, designados por professores especialistas e professores licenciados em Educação Básica, denominados por professores generalistas – interfere com o número de alunos em empenhamento motor. Assim, foram filmadas oito aulas, duas por cada professor, em duas Escolas do 1.º Ciclo do Ensino Básico, pertencentes ao Agrupamento de Escolas de Sacavém e Prior Velho, situadas na freguesia de Sacavém. A amostra foi constituída por quatro professores (dois licenciados em Educação Básica e dois licenciados em Educação Física e Desporto) e por 36 alunos pertencentes a duas turmas do 4.º ano. Como sistema de observação foi utilizado o Planned Activity Check, de Siedentop. A realização do estudo em questão permitiu concluir que a média de alunos em empenhamento motor por minuto foi maior nas aulas de Actividade Física e Desportiva, leccionadas pelos professores especialistas.ABSTRACT: This study has the main objective of analyzing if the educational area of a professor that teaches Physical Education in the first cycle of Basic Education – professors with a graduation in Physical Education and Sports, designated as specialized professors, and graduated professors in Basic Education, designated as general professors – interferes with the number of students in motor engagement. Therefore, eight classes were recorded, two by each professor, in two schools of the first cycle of Basic Education that belong to the Group of Schools from Sacavém and Prior Velho, located in Sacavém. The sample had four professors (two with a graduation in Basic Education and two with a graduation in Physical Education and Sports) and 36 students from two classes of the 4th year of school. The observation system used was Siedentop’s Planned Activity Check. This study led to the conclusion that the average of students in motor engagement per minute was higher in the classes of physical activity and sports taught by specialized professors.

Valorizar as diferenças na sala do 1º ciclo, abrir janelas de oportunidades para uma escola rica em aprendizagens e em humanidade

O presente relatório recapitula as diversas etapas de um trabalho de projeto de investigação-ação, no âmbito do Mestrado em Educação Especial - Domínio Cognitivo e Motor. Com ele pretendeu-se elaborar uma investigação-ação numa turma do 1º ciclo de escolaridade onde dois alunos sentiam grandes dificuldades de integração. A rejeição e a indiferença em que viviam provocavam, consequentemente, grandes dificuldades de aprendizagens académicas. O foco principal deste trabalho foi o desenvolvimento da interação dos alunos, promovendo a troca de saberes pela entreajuda. Daí resultaram os sucessos escolares esperados dos dois alunos visados a que se juntou a dinamização de todos os alunos da turma e dos restantes intervenientes educativos, professores, técnicos, encarregados de educação e comunidade escolar na construção efetiva de uma verdadeira escola inclusiva. Valorizaram-se as diferenças como património comum. Na fundamentação teórica deste projeto abordam-se a educação inclusiva e suas respetivas estratégias, a aprendizagem cooperativa, as dificuldades específicas de aprendizagem, a inter/multiculturalidade e o modelo pedagógico do Movimento da Escola Moderna como estrutura organizativa da intervenção. De seguida, é caracterizado o projeto e a situação inicial onde se interveio, referenciando o plano de ação implementado. As reflexões conclusivas evidenciam que trabalhar em cooperação permite progressos por parte de todos, tanto a nível das aprendizagens académicas como a nível da interação social.

Developing pragmatic skills at the pre-school level: a case study

This paper reviews a study undertaken to develop activities to help teach communicative functions of language.

The Assault on Human Rigths and the Resilience of the Andean Dream: Health Inequities in Ecuador. IV Annual Distinguished Lecture sponsored by the Center for Research on Ethnicity, Culture and Health; School of Public Health; University of Michigan

The point of departure for these reflections is life, since its protection is the central purpose encouraging the defense of human rights and of public health. Life in the Andes has an exceptional diversity. Particularly in Ecuador, my country, this diversity constitutes a characteristic sign that is expressed in two main forms: natural megadiversity and multiculturalism. Indeed, Ecuador’s small territory synthesizes practically all types of lifezones that exist on Earth, having received the gift of high average rates of solar energy and abundant nutritional sources, which have facilitated the natural reproduction of countless species that show their beautiful vitality in the variety of ecosystems that compose the Andean mountain range, the tropical plains, the Amazon humid forests, and the Galapagos Islands. But besides being a highly biodiverse country, it is also a plurinational and multi-cultural society, in which the activity of human beings, organized into social conglomerates of different historical and cultural backgrounds, have formed more than a dozen nations and peoples. Regrettably this natural and human wealth has not been able to bear its best fruits due to the violent operation of a deep social inequity – unfortunately also one of the highest in the Americas—which conspires against life and is reproduced in national and international inequitable relations. This structural inequity has changed its form throughout the centuries and currently has reached its highest and most perverse level of development.

Life-cycle simulations of shallow frontal waves and the impact of deformation strain

The life-cycle of shallow frontal waves and the impact of deformation strain on their development is investigated using the idealised version of the Met Office non-hydrostatic Unified Model which includes the same physics and dynamics as the operational forecast model. Frontal wave development occurs in two stages; first, a deformation strain is applied to a front and a positive potential vorticity (PV) strip forms, generated by latent heat release in the frontal updraft; second, as the deformation strain is reduced the PV strip breaks up into individual anomalies. The circulations associated with the PV anomalies cause shallow frontal waves to form. The structure of the simulated frontal waves is consistent with the conceptual model of a frontal cyclone. Deeper frontal waves are simulated if the stability of the atmosphere is reduced. Deformation strain rates of different strengths are applied to the PV strip to determine whether a deformation strain threshold exists above which frontal wave development is suppressed. An objective method of frontal wave activity is defined and frontal wave development was found to be suppressed by deformation strain rates $\ge 0.4\times10^{-5}\mbox{s}^{-1}$. This value compares well with observed deformation strain rate thresholds and the analytical solution for the minimum deformation strain rate needed to suppress barotropic frontal wave development. The deformation strain rate threshold is dependent on the strength of the PV strip with strong PV strips able to overcome stronger deformation strain rates (leading to frontal wave development) than weaker PV strips.

The diurnal cycle of convection and atmospheric tides in an aquaplanet

The diurnal cycle of tropical convection and its relationship to the atmospheric tides is investigated using an aquaplanet GCM. The diurnal and semidiurnal harmonics of precipitation are both found to contribute significantly to the total diurnal variability of precipitation in the model, which is broadly consistent with observations of the diurnal cycle of convection over the open ocean. The semidiurnal tide is found to be the dominant forcing for the semidiurnal harmonic of precipitation. In contrast the diurnal tide plays only a small role in forcing the diurnal harmonic of precipitation, which is dominated by the variations in shortwave and longwave heating. In both the diurnal and semidiurnal harmonics, the feedback onto the convection by the humidity tendencies due to the convection is found to be important in determining the phase of the harmonics. Further experiments show that the diurnal cycle of precipitation is sensitive to the choice of closure in the convection scheme. While the surface pressure signal of the simulated atmospheric tides in the model agree well with both theory and observations in their magnitude and phase, sensitivity experiments suggest that the role of the stratospheric ozone in forcing the semidiurnal tide is much reduced compared to theoretical predictions. Furthermore, the influence of the cloud radiative effects seems small. It is suggested that the radiative heating profile in the troposphere, associated primarily with the water vapor distribution, is more important than previously thought for driving the semidiurnal tide. However, this result may be sensitive to the vertical resolution and extent of the model.

El Nino-mean state-seasonal cycle interactions in a multi-model ensemble

The modelled El Nino-mean state-seasonal cycle interactions in 23 coupled ocean-atmosphere GCMs, including the recent IPCC AR4 models, are assessed and compared to observations and theory. The models show a clear improvement over previous generations in simulating the tropical Pacific climatology. Systematic biases still include too strong mean and seasonal cycle of trade winds. El Nino amplitude is shown to be an inverse function of the mean trade winds in agreement with the observed shift of 1976 and with theoretical studies. El Nino amplitude is further shown to be an inverse function of the relative strength of the seasonal cycle. When most of the energy is within the seasonal cycle, little is left for inter-annual signals and vice versa. An interannual coupling strength (ICS) is defined and its relation with the modelled El Nino frequency is compared to that predicted by theoretical models. An assessment of the modelled El Nino in term of SST mode (S-mode) or thermocline mode (T-mode) shows that most models are locked into a S-mode and that only a few models exhibit a hybrid mode, like in observations. It is concluded that several basic El Nino-mean state-seasonal cycle relationships proposed by either theory or analysis of observations seem to be reproduced by CGCMs. This is especially true for the amplitude of El Nino and is less clear for its frequency. Most of these relationships, first established for the pre-industrial control simulations, hold for the double and quadruple CO2 stabilized scenarios. The models that exhibit the largest El Nino amplitude change in these greenhouse gas (GHG) increase scenarios are those that exhibit a mode change towards a T-mode (either from S-mode to hybrid or hybrid to T-mode). This follows the observed 1976 climate shift in the tropical Pacific, and supports the-still debated-finding of studies that associated this shift to increased GHGs. In many respects, these models are also among those that best simulate the tropical Pacific climatology (ECHAM5/MPI-OM, GFDL-CM2.0, GFDL-CM2.1, MRI-CGM2.3.2, UKMO-HadCM3). Results from this large subset of models suggest the likelihood of increased El Nino amplitude in a warmer climate, though there is considerable spread of El Nino behaviour among the models and the changes in the subsurface thermocline properties that may be important for El Nino change could not be assessed. There are no clear indications of an El Nino frequency change with increased GHG.

The meteorology of the Western Indian Ocean, and the influence of the east African highlands

This paper reviews the meteorology of the Western Indian Ocean and uses a state–of–the–art atmospheric general circulation model to investigate the influence of the East African Highlands on the climate of the Indian Ocean and its surrounding regions. The new 44–year re–analysis produced by the European Centre for Medium range Weather Forecasts (ECMWF) has been used to construct a new climatology of the Western Indian Ocean. A brief overview of the seasonal cycle of the Western Indian Ocean is presented which emphasizes the importance of the geography of the Indian Ocean basin for controlling the meteorology of the Western Indian Ocean. The principal modes of inter–annual variability are described, associated with El Niño and the Indian Ocean Dipole or Zonal Mode, and the basic characteristics of the subseasonal weather over the Western Indian Ocean are presented, including new statistics on cyclone tracks derived from the ECMWF re–analyses. Sensitivity experiments, in which the orographic effects of East Africa are removed, have shown that the East African Highlands, although not very high, play a significant role in the climate of Africa, India and Southeast Asia, and in the heat, salinity and momentum forcing of the Western Indian Ocean. The hydrological cycle over Africa is systematically enhanced in all seasons by the presence of the East African Highlands, and during the Asian summer monsoon there is a major redistribution of the rainfall across India and Southeast Asia. The implied impact of the East African Highlands on the ocean is substantial. The East African Highlands systematically freshen the tropical Indian Ocean, and act to focus the monsoon winds along the coast, leading to greater upwelling and cooler sea–surface temperatures.

Extinction processes in hotspots of avian biodiversity and the targeting of pre-emptive conservation action

Hot spots of endemism are regarded as important global sites for conservation as they are rich in threatened endemic species and currently experiencing extensive habitat loss. Targeting pre-emptive conservation action to sites that are currently relatively intact but which would be vulnerable to particular human activities if they occurred in the future is, however, also valuable but has received less attention. Here, we address this issue by using data on Endemic Bird Areas (EBAs). First, we identify the ecological factors that affect extinction risk in the face of particular human activities, and then use these insights to identify EBAs that should be priorities for pre-emptive conservation action. Threatened endemic species in EBAs are significantly more likely to be habitat specialists or relatively large-bodied than non-threatened species, when compared across avian families. Increasing habitat loss causes a significant increase in extinction risk among habitat specialists, but we found no evidence to suggest that the presence of alien species/human exploitation causes a significant increase in extinction risk among large-bodied species. This suggests that these particular human activities are contributing to high extinction risk among habitat specialists, but not among large-bodied species. Based on these analyses, we identify 39 EBAs containing 570 species (24% of the total in EBAs) that are not currently threatened with severe habitat loss, but would be ecologically vulnerable to future habitat loss should it occur. We show that these sites tend to be poorly represented in existing priority setting exercises involving hot spots, suggesting that vulnerability must be explicitly included within these exercises if such sites are to be adequately protected.

Extinction processes in hot spots of avian biodiversity and the targeting of pre-emptive conservation action

Hot spots of endemism are regarded as important global sites for conservation as they are rich in threatened endemic species and currently experiencing extensive habitat loss. Targeting pre-emptive conservation action to sites that are currently relatively intact but which would be vulnerable to particular human activities if they occurred in the future is, however, also valuable but has received less attention. Here, we address this issue by using data on Endemic Bird Areas (EBAs). First, we identify the ecological factors that affect extinction risk in the face of particular human activities, and then use these insights to identify EBAs that should be priorities for pre-emptive conservation action. Threatened endemic species in EBAs are significantly more likely to be habitat specialists or relatively large-bodied than non-threatened species, when compared across avian families. Increasing habitat loss causes a significant increase in extinction risk among habitat specialists, but we found no evidence to suggest that the presence of alien species/human exploitation causes a significant increase in extinction risk among large-bodied species. This suggests that these particular human activities are contributing to high extinction risk among habitat specialists, but not among large-bodied species. Based on these analyses, we identify 39 EBAs containing 570 species (24% of the total in EBAs) that are not currently threatened with severe habitat loss, but would be ecologically vulnerable to future habitat loss should it occur. We show that these sites tend to be poorly represented in existing priority setting exercises involving hot spots, suggesting that vulnerability must be explicitly included within these exercises if such sites are to be adequately protected.

The graduate teacher programme in England: mentor training, quality assurance and the findings of inspection

In its recent report on the Graduate Teacher Programme (GTP), an employment-based route to Qualified Teacher Status (QTS) in England, the Government's Office for Standards in Education found that, although almost all trainees meet the standards required to qualify, too often they do so at an adequate level, rather than achieving the high levels of which they should be capable. The underlying reason for this is the quality of mentoring provided in the schools. The inspectors concluded that schoolbased trainers are often not adequately prepared for their role in implementing wide-ranging training programmes for trainee teachers. Despite this generally bleak picture, Ofsted concluded that 'the minority of cases of good practice in the training programmes and of high quality teaching by trainees indicate that the GTP can be an effective alternative route for training teachers'™. This article considers the strengths and weaknesses of the Graduate Teacher Programme, introduced in January 1998, and also reports on a small-scale project, funded by the Teacher Training Agency (TTA), the key objective of which was to strengthen the existing partnerships by improving the quality of school-based tutor training and continuous professional development of staff.